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SLP praxis > coletta review > Flashcards

coletta review Flashcards

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1
Q

transcortical sensory aphasia

A

-paraphasias and jargon
-repetition is spared
-poor auditory comprehension

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2
Q

empiricism

A

knowledge based on sensory experience or objective observations

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3
Q

concurrent validity

A

criterior-related validity; the degree to which a new test correlates with an established test of known validity

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4
Q

correlational coeffecient

A

a number of index that indicates the relationship between 2 or more independent measures

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5
Q

multiple baseline design

A

a single subject design that avoids disadvantage of treatment withdrawl

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6
Q

interval

A

numerical scale that can be arranged according to rank orders or levels/equal intervals

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7
Q

8 months-1year

A

variegated/nonreduplicated babbling stage

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8
Q

function of CN VI

A

motor: eye movement

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9
Q

Broca’s SOL

A

Broca’s area, L hemisphere, BA 44 and 45

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10
Q

dysphagia: CV V motor

A

chewing

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11
Q

Function of CN V

A

sensory: face
motor: jaw

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12
Q

neologistic paraphasias

A

non-existent or unrecognizable word is produced

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13
Q

logorrhea

A

excessive and inappropriate production of speech, often tangential and meaningless

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14
Q

Wernicke’s

A

-most common of fluent

-impaired compression with fluent but very semantically compromised expression

-cannot repeat

-lack of awareness/insight

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15
Q

Wernicke’s SOL

A

Wernicke’s area, left hemisphere, BA 22

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16
Q

transcortical sensory SOL

A

parietal temporal area, Wernicke’s area is spared, L hemisphere, BA 22

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17
Q

condtion aphasia

A

-repetition is difficult

-auditory comprehension spared

-good error awareness

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18
Q

conduction SOL

A

arcuate fasciculus, superior longitudinal track (connects Broca and Wernicke’s), left parietal region

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19
Q

anomic aphasia

A

-word retrieval is main impairment

-some high level aud comp but mostly spared

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20
Q

anomic SOL

A

angular gyrus, left parietal lobe

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21
Q

Broca’s aphasia

A

-most classic nonfluent

-verbal expression limited

-auditory comprehension relatively intact

-articulation is often awkward

-agrammatism

-words are more content words

-difficult repetition

-high deficit awareness

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22
Q

transcortical motor

A

-repetition is good, but every other output is limited

-auditory comprehension is good

-articulation is relatively good

-lots of paraphasias and syntax errors

transcortical motor

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23
Q

transcortical motor SOL

A

around Broca’s area, supplemental motor area

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24
Q

global aphasia

A

everything is impaired across modalities - expression, reception

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25
Q

global SOL

A

not really localized; large infarct on L hemisphere, pretty significant stroke or other lesion

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26
Q

degree of hearing loss: normal

A

-10 to 15 dB

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27
Q

degree of hearing loss: slight

A

16 to 25 dB

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28
Q

degree of hearing loss: mild

A

26 to 40 dB

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29
Q

degree of hearing loss: moderate

A

41 to 55 dB

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30
Q

degree of hearing loss: moderate-severe

A

56-70 dB

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31
Q

degree of hearing loss: severe

A

71-90 dB

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32
Q

degree of hearing loss: profound

A

91 dB+

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33
Q

distinct pattern of hearing loss that is characterized by dip at 2000 Hz

A

Carhart’s notch

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34
Q

what is suspected cause of Carhart’s notch?

A

abnormal bone growth in otosclerosis that affects movement of stapes

35
Q

speech recognition threshold

A

test that determines softest level at which client can hear and understand speech

36
Q

retrocochlear HL/disease

A

refers to damage to nerve fibers that transmit auditory signals from internal auditory meatus to cortex

37
Q

what is disproportionately low in retrocochlear HL?

A

word recognition (compared to pure tones)

38
Q

what causes retrocochlear HL?

A

acoustic neuroma and Recklinghausen disease

39
Q

what are the 5 steps in fluency shaping method?

A
  1. teaching (teach client to recognize stuttering and associated problems)
  2. desensitizing (encouraging client to be open and honest about stuttering and voluntarily stuttering in many speaking situations to reduce anxiety)
  3. modifying (teaching client to produce more fluent, easier, and less abnormal stuttering - cancellations, pull outs, prepartory sets)
  4. stabilizing (encouraging client to use techniques of stuttering modification in all speaking situations to make tx gains more stable and long lasting)
  5. counseling (encouraging client to discuss emotions and attitudes they associate with stuttering)
40
Q

determinism

A

events have causes, nothing happens without a cause

41
Q

deductive method

A

explain first and verify later method

42
Q

inductive method

A

experiment first and explain later approach

43
Q

null hypothesis

A

zero; states that 2 variables are not related

44
Q

alternative hypothesis

A

states that 2 variables are related; perhaps that one is the cause of the other

45
Q

validity

A

the degree to which an instrument measures what is purports to measure

46
Q

predictive validity

A

criterion validity; accuracy with what a test predicts future performance on related task

47
Q

what type of validity?: a score on the PRAXIS exam may predict performance as a clinician

A

predictive validity

48
Q

what type of validity?: how a nest test correlates with an old test

A

concurrent validity

49
Q

construct validity

A

degree to which test scores are consistent with theoretical constructs or concepts

50
Q

what type of validity?: as children grow older, their language will improve

A

construct validity

51
Q

content validity

A

determines if items on a test adequately sample the full range of skill being tested and if they are relevant to what the test purports to measure

52
Q

internal validity

A

degree to which data in a study reflect a true cause-effect relationship; no confounding variable was present/only tx produced the positive changes in clients who received

53
Q

external validity

A

generalizability; extent to which investigators can extend or generalize the study’s results

54
Q

Hawthorne effect

A

extent to which a study’s results are affected by participants’ knowledge they are taking part in an experiment or they are being treated different than usual

55
Q

what are threats to internal validity?

A
  1. instrumentation
  2. history
  3. statistical regression
  4. maturation
  5. attrition
  6. testing
  7. subject selection biases
  8. interaction factors
56
Q

what are threats to external validity?

A
  1. Hawthorne Effect
  2. multiple tx inference
  3. reactive or interactive effects of pretesting
57
Q

reliability

A

refers to consistency with which the same event is measured repeatedly; if consistent across repeated testing or measurement

58
Q

single subject designs

A

help establish cause and effect relations based on individual performances under different conditions of an experiment

59
Q

nominal

A

numerical scale that can be arranged according to rank orders or levels; concepts such as greater than/less than; no mathematical meaning; intervals, but probably not equal

60
Q

ratio

A

true (absolute) zero point and is possible to make math comparison; highest level of measurement

61
Q

PICO format?

A

-Patient, population, problem (how would you describe a group of patients similar to yours? what are most characteristics of patient)

-Intervention, prognostic factor, or exposure (what main intervention/prog factor or exposure are you considering? what do you want to do for patient?)

-Comparison (what is the main alternative to compare with the intervention?)

-outcome (what can you hope to accomplish, measure, improve or affect? what are you trying to do for patient?)

62
Q

4 main ideas of ASHA Code of Ethics

A
  1. safeguarding client welfare
  2. clinical competence
  3. responsibility to the public
  4. responsibility to the profession
63
Q

location and primary deficit: flaccid

A

-LMN

-weakness

64
Q

location and primary deficit: spastic

A

-bilateral UMN
-spasticity

65
Q

location and primary deficit: ataxic

A

-cerebellum

-incoordination

66
Q

location and primary deficit: hypokinetic

A

-basal ganglia

-rigidity and decreased ROM

67
Q

location and primary deficit: hyperkinetic

A

-basal ganglia

-involuntary movements

68
Q

location and primary deficit: unilateral UMN

A

-unilateral UMN

-weakness, incoordination, spasticity

69
Q

phonation stage age

A

birth-1 month

70
Q

cooing or gooing stage age

A

2-4 months

71
Q

expansion stage age

A

4-6 months

72
Q

canonical/reduplicated babbling stage age

A

6-8 months

73
Q

developmental milestones for birth-3 months

A

-displays startle response to loud sounds

-visually tracks or moves eyes to sound source

-attends to and turns head toward voice

-smiles reflexively

-cries for assistance

-quiets when picked up

-ceases activity/coos back when person talks

-vocalizes predominantly vowels

74
Q

developmental milestones for 4-6 months

A

-responds by raising arms when the mother says, “come here” and reaches toward the child

-moves/looks to family members when named

-explores vocal mechanisms through vocal play

-begins to produce adult-like vowels

-begins marginal babbling; produces double syllables

-responds to name

-vocalizes pleasure and displeasure

-varies volume, pitch, and rate of vocalization

75
Q

developmental milestones for 7-9 months

A

-looks at some common objects when name is spoken

-comprehends no

-begins to use gestural language

-uses a wide variety of sound combos

-imitates intonation and speech sounds of others (9 months)

-uses variegated babbling

-uses inflected vocal play and intonation patterns

-uncovers hidden toys

76
Q

developmental milestones for 10-12 months

A

-understands up to 10 words

-begins to relate symbols and objects; uses first true words

-gives blocks, toys, objects upon request

-understands and follows simple directions regarding body action

-looks in correct place for hidden toys

-turns head instantly to own name

-gestures/vocalizes to indicate wants/needs

-jabbers loudly; uses wide variety of sounds and intonations

77
Q

order of acquisition of grammatical morphemes (14)

A
  1. present progressive -ing (19-28 months)

2/3. prepositions in, on (27-30 months)

  1. regular plural inflection -s (24-33 months)
  2. irregular past tense verbs (25-46 months)
  3. possessive -s (26-40 months)
  4. uncontractible copula (27-39 months)
  5. articles (28-46 months)
  6. past tense regular -ed (26-48 months)
  7. regular third person -s (26-46 months)
  8. irregular third person (28-50 months)
  9. uncontractible auxiliary (29-48 months)
  10. contractible copula (29-49 months)
  11. contractible auxiliary (30-50 months)
78
Q

what are the steps in the cycle approach?

A
  1. review
  2. auditory bombardment
  3. target words
  4. auditory bombardment pt 2
  5. probe
  6. play
  7. homework
79
Q

dysphagia: CN V sensory

A

bolus position in oral cavity, touch, pressure

80
Q

dysphagia: CN V other

A

help hyoid up and forward (floor of mouth)

81
Q

dysphagia: CN VII sensory

A

taste (anterior 2/3rd of tongue)

82
Q

dysphagia: CN VII motor

A

labial closure, salvation (visceral motor)

83
Q

dysphagia: CN IX sensory

A

reception of bolus at faucial isthmus, triggers pharyngeal swallow, taste (posterior 1/3rd)

84
Q

dysphagia: CN IX motor

A

assist in laryngeal elevation and forward movement (via styloglossus)

SLP praxis (1 decks)

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