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MA-SLP BootCamp Exam > Day 2 > Flashcards

Day 2 Flashcards

1
Q

1st step of diagnostic process based on the scientific model

A

Definition and delineation of problem- constituent analysis

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2
Q

2nd step of diagnostic process based on the scientific model.

A

Develop hypothesis- clinical hypothesis

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3
Q

3rd step of diagnostic process based on scientific model

A

Research design- clinical design

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4
Q

4th step of diagnostic process based on the scientific model

A

Collection of data- clinical testing

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5
Q

5th step of diagnostic process based on the scientific model

A

Analysis of data- clinical data analysis

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6
Q

6th step of diagnostic process based on the scientific model

A

Interpretation of data- Clinical interpretation

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7
Q

7th step of diagnostic process based on the scientific model

A

Conclusions- recommendations for patient management

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8
Q

Define constituent analysis

A

Defining the problem through thorough and systematic analysis of information

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9
Q

2 avenues patient information is available through in performing constituent analysis

A

Case history form and patient interview

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10
Q

Define and explain: case history form

A

Starting point for understanding clients and
their communication problems
 Typically completed by the client or parent  Ideally reviewed by the clinician before initial
meeting
 Enables the clinician to anticipate areas that
will require assessment, identify topics requiring further clarification and preselect appropriate test materials

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11
Q

Importance of the initial interview

A 
To explore the nature and history of the
patient’s presenting symptoms
 To establish initial contact and the
patient/caregiver/clinician relationship
 May be the foundation for future success in
therapy
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12
Q

3 phases of the initial interview

A

Opening phase, body phase, closing phase

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13
Q

Opening phase of interview

A

Introductions ¡ Describe the purpose of meeting

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14
Q

Body phase of interview

A

Discuss “statement of problem”

Client’s history and current status in depth Clarify information on case history form

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15
Q

Closing phase of interview

A

Summarize major points of discussion
Express appreciation for interviewee’s help
Indicate what will take place and the approximate length of the
session

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16
Q

What a good interviewer needs

A

Common sense
Basic knowledge of the disorder
Counseling skills

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17
Q

In an interview, the clinician

A

Assumes responsibility for conducting the interview  Should not intimidate the client  Should stay focused  Should maintain flexibility  Should be sensitive  Should not express subjective personal feelings  Should remain open even if the patient is hostile or
uncooperative
 Should be a listener, not a talker

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18
Q

What the patient brings to the interview process

A

Anxiety
 Past and present problems  Previous contact with health professionals
 Previous contact with educational professionals  Education  Personal needs  Cultural background

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19
Q

4 types of questions

A

Open-ended, closed-ended, neutral, leading

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20
Q

Clinician’s responses to answers

A

Summary statements
 Reflections  Clarifications
 Repetitions  Pauses  Nonverbal behaviors: head nodding, body
posturing, eye contact, touching

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21
Q

9 things to avoid during an interview

A

Yes/no questions
 Either-or questions  Inhibitive phrasing
 Sudden shifts in the line of questioning  Talking too much  Stereotypical verbal habits  Forgetting client’s feelings, attitudes in view of
symptoms/etiology
 Providing too much information too soon  Accepting superficial answers

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22
Q

7 pieces of info you should have by the end of the interview

A

Etiological factors
 Previous clinical findings  Developmental history
 Current health status  Educational/vocational history  Emotional/social adjustment  Family concerns

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23
Q

Define and explain: clinical hypothesis

A

Theory that could explain presenting behavior
or facts
 The purpose is to guide current assessment
and intervention

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24
Q

3 steps to form a clinical hypothesis

A

Think about the causal factors based on the
constituent analysis
 Narrow down possible explanations for the
clinical problem
 Form priorities among the potential cause-
and-effect relationships until you have derived the most likely explanation and its causes

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25
Q

4 functions of the clinical hypothesis

A

Attempts to clarify the clinical problem
 Implies a level of understanding  Offers a tentative explanation to the speech
and language problem
 Derives a dynamic cause-and-effect
relationship used for exploring the patient’s problem

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26
Q

State an example hypothesis: George (3.6 years) was reported by his mother and
pediatrician to have age appropriate skills in all areas of development except language. Information gathered at the
initial interview suggested a significant language delay. During initial play with the child, it was noted that he used only one-word utterances, but seemed to be able to follow directions

A

Hypothesis: George has a significant expressive language delay.

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27
Q

State an example hypothesis: Ann (7.5 years) has significant difficulty following
directions, using proper sentence structure and learning sight words.

A

Ann has a broad-based language learning disability that affects both her oral and written language skills.

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28
Q

State an example hypothesis: Standardized testing indicates that Evan (6.6
years) has a significant language delay. It is not clear yet whether this is part of a general global
delay, but his teacher reports that he completes some non-verbal tasks as well as his peers

A

Evan has a specific language impairment

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29
Q

State an example hypothesis: Jane had a moderate expressive language delay when
she was referred 6 months ago. Jane has been attending weekly therapy sessions and her mother
reports that she is no longer concerned with her language. You suspect that Jane now has age-appropriate language skills and want to check this out with a standardized assessment.

A

Jane’s language skills are now age appropriate

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30
Q

5 principles of good assessments

A

Thorough ¡ uses a variety of assessment modalities ¡ Valid ¡ Reliable
¡ Tailored to the individual client

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31
Q

Psychometric principles: definition and 3 things they include

A

Refers to the measurement of human traits, abilities,
and certain processes
 Includes:
¡ Test Validity ¡ Reliability ¡ Standardization

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32
Q

Define: test validity

A

The extent to which a test measures what it is constructed to measure.

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33
Q

2 types of test validity

A

Content and construct

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34
Q

Define and explain content validity

A

Means that a test includes items that are relevant to assessing the
purported skill.
 Requires an expert’s critical examination of each item’s relevance and
ability to sample the behavior under observation

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35
Q

3 major criteria of content validity

A

Appropriateness of the items included  Completeness of the items sampled  Way in which the test items assess the content

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36
Q

Define and explain construct validity

A

Degree to which a test measures a predetermined theoretical construct
 Ex. Studies of language acquisition show that expressive vocabulary
increases with age. Therefore, a test of expressive vocabulary should yield scores that show progressive improvement with age.

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37
Q

Define: test reliability

A

Reliability means that the results are replicable

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38
Q

It is preferable for tests to have correlation coefficients of:

A

.90 or above

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39
Q

The closer a coefficient of reliability is to _____(

A

1.0, reliable

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40
Q

3 types of reliability

A

test-retest, split-half, rater

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41
Q

Define test-retest reliability

A

Refers to a test’s stability over time (over several administrations)

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42
Q

Define split-half reliability

A

Refers to a test’s internal consistency; scores from one half of the test
correlate with results from the other half of the test…comparing odd
number questions to even number questions

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43
Q

Define rater reliability

A

Refers to the level of agreement among individuals rating a test

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44
Q

Define: standardized tests

A

Standardized tests provide standard procedures for the

administration and scoring of the test

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45
Q

Purpose of standardized tests

A

Standardization is completed so that test-giver bias and
other extraneous influences do not affect the client’s performance and so that results from different people are comparable

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46
Q

The majority of standardized test clinicians use are _______, but _______ is NOT synonymous with ________.

A

norm referenced, standardized, norm referenced

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47
Q

Any test can be standardized as long as what 2 things are used?

A

uniform test

administration and scoring are used

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48
Q

2 general testing guidelines

A

Study administration and scoring directions thoroughly, practice administering the test

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49
Q

6 things to consider when practicing administering a test

A

Testing Environment ¡ Rest Periods/Breaks ¡ Encouragement and Reinforcement ¡ Repetitions ¡ Cultural Diversity ¡ Dialectal Variation

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50
Q

3 of Many factors that have a negative impact on test administration and
interpretation for individuals from culturally and/or linguistically
diverse backgrounds

A

Differences between your communication style and that of the student ÷ Lack of familiarity with item contexts (e.g., pictures, vocabulary,
topics)
÷ Items that reflect values and beliefs that are culturally specific

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51
Q

6 Ways to minimize potential cultural diversity problems that may require non-standardized administration

A

Allow extra time ÷ Increase number of practice trials ÷ Reword test instructions ÷ Continue testing beyond ceiling ÷ Ask student to explain incorrect responses ÷ Use alternative scoring procedures

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52
Q

Define: dialectal variation

A

Responses may contain regional and cultural

patterns or variations that reflect dialectical differences from mainstream American English

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53
Q

2 things to do when there is dialectal variation

A

Count variations correct if it is appropriate given the student’s
language background
¡ You must be familiar with the student’s home language
environment to determine whether a response is appropriate

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54
Q

Define: assessment

A

The process of collecting valid and reliable information,

integrating it, and interpreting it to make a judgment or a decision about something.

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55
Q

Assessment = _______

A

Evaluation

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56
Q

Outcome of assessment is usually a ______

A

Diagnosis

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57
Q

Define diagnosis

A

Clinical decision regarding the presence or absence of a
disorder and the assessment of a diagnostic label (e.g.,
expressive language disorder; childhood apraxia of speech)

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58
Q

6 things SLP’s do with assessment info

A

Make professional diagnoses and conclusions
¡ Identify the need for referral to other professionals ¡ Identify the need for treatment
¡ Determine the focus of treatment ¡ Determine the frequency and length of treatment ¡ Make decisions about the structure of treatment

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59
Q

4 potential structures of treatment

A

individual sessions, group sessions, treatment with caregivers, treatment without caregivers

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60
Q

2 types of tests commonly used by SLP’s

A

Norm-referenced, criterion-referenced

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61
Q

Definition and goal of norm-referenced tests

A

Standardized tests that compare an individual’s performance
to that of age-matched peers
¡ The goal is to rank the individual so that decisions can be
made about their opportunity for success (e.g., SAT)

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62
Q

Definition and goal of criterion-referenced tests

A

Individual’s performance is compared to a pre-defined set of
criteria or a standard
¡ The goal is to determine whether or not the individual has
mastery of a certain skill set
¡ These results are usually “pass” or “fail”

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63
Q

3 typical scores used with norm-referenced tests

A

Standard scores, percentiles, age/grade equivalent

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64
Q

Definition of standard scores

A

¡ Derived from raw scores using the normative information
gathered when the test was developed
¡ Indicate how far above or below the average (or “mean”) an
individual’s score falls, using a common scale, such as one with an average of 100.

65
Q

Other uses and purposes of standardized scores

A

Can be used to compare individuals from different grades or
age groups because all scores are converted to the same numerical scale
¡ Most intelligence tests and many achievement tests, including
tests used by SLPs, use standard scores

66
Q

Define: percentiles

A

A score that indicates the rank of the student compared to
others (same age or grade), using a hypothetical group of 100 students
¡ Derived from raw scores using the norms obtained from
testing a large population when the test was developed

67
Q

How do percentiles differ from percents? Explain what a specific percentile score of X% means

A

Not the same as “percent” – a percentile of 87 does not mean
that the student answered 87% of the questions correctly
¡ A percentile of 87 indicates that the individual’s score on a test
equals or surpasses 87 out of 100 (or 87%) individuals

68
Q

Define: age/grade equivalent. Frequency of use and understanding?

A

Indicate that the student has attained the same score (not
skills) as an average student of that age or grade
¡ Seem to be easy to understand but are often misunderstood ¡ Not used very often in formal reports

69
Q

Examples of norm-referenced tests

A

Clinical Evaluation of Language Fundamentals-5
(CELF-5)
 Test of Language Development Primary -4
(TOLD:P-4)
 Preschool Language Scale-5 (PLS-5)  Test of Word Reading Efficiency-2 (TOWRE-2)  Comprehensive Test of Phonological Processing-2
(CTOPP-2)
 Oral and Written Language Scales-II (OWLS-II)  Assessment of Literacy and Language (ALL)

70
Q

5 other uses of criterion-referenced tests

A

Used to measure mastery of educational objectives or curriculum
(absolute performance)
¡ Does not compare one student to another or rank student
¡ Focus on what the child knows or can do, not on how they compare
to others
¡ Often used as “end-of-unit” tests or as a “benchmark” to identify
areas of strength or weakness
¡ Typically use raw scores and percentages to reflect the level of
mastery of a given objective

71
Q

Examples of criterion referenced tests

A 
Assessment of Literacy and Language
¡ Specific subtests
 Clinical Evaluation of Language Fundamentals-4:
Screening Test
 Rosetti Infant Toddler Language Scale
 Birth to Three
72
Q

4 test/subtest administration procedures

A
  1. Record forms, (Fill out all identifying information,Calculate Chronological age)
  2. record responses (write out responses, use a tape recorder)
  3. score responses (Clearly indicate correct and incorrect responses, Usually indicate with 1 or 0, but varies depending on test
  4. start and discontinue rules
73
Q

Most tests have specific _____ and ____ criteria

A

Starting and ending

74
Q

Define starting point

A

The starting point is some arbitrary level judged appropriate for the individual,
usually based on age. Basal levels are determined from starting level and are the
lowest specified number of correct responses

75
Q

Define ending point

A

The ending point is determined after the individual has missed a specified number of
consecutive questions. This is the ceiling level.

76
Q

In order to save time, especially with relatively long tests, _______ and ______ levels are
established so that the entire test does not have to be administered.

A

basal and ceiling

77
Q

All items (above/below) the basal level are counted as correct

A

below

78
Q

All items (above/below) the ceiling level are counted as incorrect

A

above

79
Q

Other info about basal and ceiling levels

A

Basal and Ceiling levels vary by test. You must refer to the examiner’s manual for this
information. This information is often on the test response form as well.

80
Q

Standard scores are derived from

A

raw scores

81
Q

Define raw score

A

The Raw Score is the total number of points (correct

responses) for a given subtest or test.

82
Q

How to calculate raw score

A

Add the scores for the items administered ¡ Remember to give credit for unadministered items below the
basal
¡ Write this score at the bottom of the subtest
¡ Depending on the test, also write this number on the front of
the record form for test or subtest

83
Q

Info about the Bell Curve

A

Standard scores and percentiles can be compared using
the “normal” or bell-shaped curve
 Most tests in speech-language pathology are developed in
order to yield a standard curve of scores, where the majority of all individuals would fall within a small range (or one “standard deviation”) of the mean or average score and where 50% of all individuals would fall above and 50% would fall below the average score
 Some tests do not have such “normal” distributions of
scores and these different types of scores may not be comparable

84
Q

A standard score usually has a mean of _____ and a standard deviation of ____

A

100, 15
Plus one SD from the mean is 115 (above average…84th %ile) ¡ Minus one SD from the mean is 85 (below average…16th %ile))

85
Q

Define subtest or scale score

A

A Subtest or Scale Score is a score that represents

one score in a battery of subtests to develop a composite score.

86
Q

Many subtest have a mean score of ____ and a standard deviation of ______

A

10, 3

Plus one SD from the mean is 13 (above average…84th %ile) ¡ Minus one SD from the mean is 7 (below average…16th %ile)

87
Q

Guidelines for interpreting composite standard scores 1

A

115- above = above average
86-114 = average
78-85 = below average
71-77 = poor

88
Q

Guidelines for interpreting composite standard scores 2

A 
>130 = very superior
121-130 = superior
111-120 = above average
90-110 = average
80-89 = below average
70-79 = poor
89
Q

Guidelines for interpreting subtest standard scores

A 
17-20 = very superior
15-16 = superior
13-14 = above average
8-12 = average
6-7 = below average
4-5 = poor
1-3 = very poor
90
Q

Speech and language sampling: importance/purpose? Length?

A

Very important to determine whether a
problem exists, and if so, identifying the client’s specific deficiencies
 Should be long enough to obtain a true,
representative sample of the clients speech and language

91
Q

6 advantages of speech and language sampling

A

Assess all aspects of language
 Determine strengths and weaknesses  Can make descriptive summaries of
language behaviors
 Can analyze specific utterances  Analyze communication strategies employed
by the patient
 Consider errors within a communicative
context

92
Q

8 ways to obtain a reliable and valid sample

A

Establish a positive relationship with the client  Minimize interruptions and distractions  Be patient…do not talk to fill silence
 Preselect materials and topics that will interest
client
 Follow client’s lead in changing topics or
elaborating
 Provide a variety of contexts – conversation,
narrative, response to pictures
 Ask questions that require lengthier responses  Can use conversation, pictures or narratives

93
Q

Adults: obtaining a speech language sample through conversation

A

Clinician can use open-ended questions to elicit
responses
¡ This may be done during initial interview

94
Q

Children: obtaining a speech language sample through conversation

A

With very young children, you may need to use
different activities, objects or toys to elicit speech or vocalizations
¡ With older children, use stimulus questions and
statements to elicit a sample
÷ Tell me what you would do with a million dollars ÷ Do you have a pet? Tell me about him.

95
Q

3 ways to obtain a speech language sample with pictures

A

Pictures are useful because they provide a
known context
 Important to use pictures that illustrate a
variety of activities because they provide more things to talk about
 Use pictures to transition to more natural
dialogue

96
Q

3 ways to obtain a speech-language sample through narrative

A

A narrative is a story
 Narrative production differs from conversational
production in that the client must use certain
rules of organization and language sequencing to relay events that have a beginning, middle and
end
 One way to do this is by telling the client a story
and having the client tell it back

97
Q

3 ways conversation differs from narrative production

A

Dysfluencies more evident in narratives than
in conversations
 Longer utterances in narratives than in
conversations
 More burdens with narrative and expository
discourse than with conversation
¡ Require more planning and organization ¡ Need to organize thoughts & sequence events

98
Q

4 types of hard to assess children

A

Who are extremely shy or quiet ¡ Who are noncompliant ¡ Who are hyperactive or impulsive ¡ With visual or other physical handicaps

99
Q

Define data analysis

A

Somewhat of an artificial step
 “The nonjudgmental organization of the ‘facts’
that have been obtained during clinical testing”
(Nation & Aram, 1984, p. 219)
 It follows clinical testing (collecting of clinical
data) and precedes clinical interpretation of the data

100
Q

3 stages of clinical analysis

A

Objectify the data
 Categorize and order the new data in reference to
the clinical hypotheses
 Determine the strength or significance of the data
for supporting or refuting the clinical hypotheses

101
Q

2 ways to objectify the data

A

Scoring
¡ Responses and descriptive statements ¡ How the client performed ¡ What the client did ¡ Conditions under which data were obtained
 Comparing data to normative information

102
Q

Scoring results in what 2 types of data?

A

Quantitative (numerical) and descriptive (informational)

103
Q

2 important facts about data analysis

A

At this stage you are only specifying the degree and
extent of the variation
 You are NOT judging the absence or presence of a
speech/language deficit

104
Q

3 ways to compare data to standards

A

Compare to normative data
 Compare to your own knowledge
 Compare to intra-disorder information

105
Q

4 purposes of clinical interpretation

A

Determine the significance of the findings
 Confirm or reject the hypothesis
 Suggest other interpretations if rejecting the
hypothesis
 Set the course for patient management

106
Q

How to determine significance of results

A

Accumulate all the data and determine what it
means in relationship to
¡ your cause-and-effect statement ¡ your purposes for the assessment ¡ your referral’s request ¡ your patient’s statement of the problem

107
Q

How to interpret all the information

A

Draw reasonable relationships among all the
cause-effect data
 Must rely heavily on your problem-solving
abilities
 Meld the information you got from the
constituent analysis task with the information from the clinical analysis step

108
Q

4 mistakes in interpretation

A 
Overreliance on test scores
 Incorrect cause-effect interpretations
 Having inadequate knowledge about
correlations between the patterns of the disordered speech and language behaviors and
the causal factors
 Lack of knowledge about the disorders
109
Q

Define: statement of diagnosis

A

Formal, succinct statement of your diagnosis
 Conveys the most logical cause-and-effect
relationship

110
Q

3 sources of supporting the diagnosis

A

Literature ¡ Constituent analysis ¡ Clinical data analysis

111
Q

Supporting the diagnosis

A

Basically presents the diagnostician’s reasoning
process for arriving at his diagnostic conclusion (Nation & Aram, 238)
 Make good use of your negative results

112
Q

Define: interpretation

A

The interpretation is your diagnosis and its
probable cause
 Use all the knowledge you have about the
case up to this point, and your knowledge about delays, disorders and differences
 Documents how you arrived at the diagnosis

113
Q

4 questions to ask when determining management plan

A 
Can the patient change his speech and/or
language behavior?
 Is therapy necessary to effect this change?
 Do you need to make any referrals?
 Are the needed services available?
114
Q

Recommendations for intervention draw directly from _________

A

Assessment data

115
Q

3 parts contained in a recommendation

A

Recommendation as to whether some intervention by an SLP
is appropriate
¡ The goals established for intervention based on the assessment
data
¡ Suggestions for methods, approaches, activities,
reinforcements or any other aspects of the intervention program that the clinician feels is important

116
Q

Why is it important to hold an interpretive conference?

A

“There is little likelihood that persons will act on

advice if they do not understand and accept the information given them.

117
Q

Aspects/suggestions for

A

Simple, non-technical information
 Review the general processes which support
communication, then give assessment results
 First describe strengths, then weaknesses  Use samples and analogies to clarify
 Avoid superficial reassurances

118
Q

6 basic principles of the post-diagnostic conference

A

Don’t expect client to understand everything you
say
 Share options instead of giving advice
 Better to be too simple, than too complex  Provide a simple action to be implemented
immediately
 Be pleasant, but frank  Be aware of and prepared that they may focus their
hostility on you

119
Q

3 characteristics of a report

A

Summary of the information collected
 Generally follows a more or less structured format  Language used should be clear and simple, but
professional

120
Q

3 characteristics of clear and simple professional language

A

Avoid qualifiers such as “rather” and “very”
¡ Distinguish between information we gathered or observed
ourselves from information reported by the parents or others
¡ Avoid judgmental terms such as “good” and “nicely” in
describing the child’s performance

121
Q

4 steps to writing a report

A 
Constituent analysis
¡ Identifying Info ¡ Statement of the Problem
¡ Background History
 Clinical design/data collection/data analysis
¡ Testing and Observation
 Clinical interpretation
¡ Diagnostic Statement
 Conclusions
¡ Recommendations
122
Q

Define: articulation disorders

A

Errors in production of individual speech

sounds

123
Q

Therapy for articulation disorders

A

Therapy is phoneme based, combining

placement technique with sensory-‐perceptual training

124
Q

Define: phonological disorder

A

Errors in classes of sounds
 Recognizes that the sound system is a
component of the child’s language system

125
Q

Therapy for phonological disorders

A

Therapy is focused on reorganizing the

phonological system by first improving ability to process phonological information

126
Q

Define: childhood apraxia of speech

A

Deficit in motor planning for speech

127
Q

Therapy for Childhood apraxia of speech

A

Treatment involves helping child learn motor
patterns to produce speech, utilize auditory/visual/kinesthetic cueing
 Relies heavily on principles of motor learning
for training sound combinations (not individual phonemes)

128
Q

Articulation disorders: speech sounds like, therapy focuses on

A

individual sound errors, teaching individual sound production

129
Q

Phonological disorders: speech sounds like, therapy focuses on

A

patterns of sound errors, reorganizing phonological system

130
Q

CAS: speech sounds like, therapy focuses on

A

inconsistent errors due to fluctuations in motor planning, facilitating movement capabilities

131
Q

Define: Goldman Fristoe Test of Articulaiton-3

A

Norm-‐referenced scores for ages 2:0 through 21:11
 Pictures elicit production of sounds in
¡ varying word positions (initial, medial, final, clusters) ¡ single words vs. connected speech

132
Q

4 purposes of Goldman Fristoe Test of Articulation-3

A

Identify errors and patterns of errors  Compare child’s speech to the speech of age-‐
matched peers
 Numerically quantify improvement over time with
Growth Scale Values
 Develop treatment objectives

133
Q

3 purposes of administration of GFTA-3

A

Elicit production of words (not direct imitation)
 Score child’s production
 Give Sounds-‐in-‐Sentences subtest if necessary

134
Q

How to score the GFTA-3

A

Count errors to calculate Raw Score
 Convert Raw Score to Standard Score,
Percentile Rank, Growth Scale Value, and Age Equivalent using tables in the back of the manual

135
Q

4 aspects to consider in interpretation of the test

A

 Standard score
 Age-‐equivalent
 Look at errors/error patterns
 Check stimulability of error sounds

136
Q

5 general clinical considerations in working with children with hearing loss

A

• Prepare ahead • Keep detailed records • Dress appropriately • Consider all privacy issues • Every parent loves her child

137
Q

5 clinician considerations in working with children with hearing loss

A

• Hair back • Rate of presentation • Vocal pitch • Your facial expression is important • Visual contact

138
Q

Name of first school of early intervention for children with hearing loss

A

The McCowen School for Young Deaf Children (1883)

139
Q

Sensorineural hearing loss

A

Sensorineural hearing loss:
• Leads to broadened auditory filters • Reduced dynamic range

•

140
Q

Addition of a cochlear implant means

A

– Spectral resolution is further diminished

– A frequency-place mismatch exists

141
Q

What is oropharyngeal swallowing?

A

Moving food from mouth to stomach

142
Q

Kahrilas point of view of oropharyngeal swallowing: part 1

A

Swallowing is reconfiguring the oropharynx from a respiratory tract to a swallowing pathway (alimentary pathway) for a period of less than one second

143
Q

Kahrilas point of view of oropharyngeal swallowing: part 2

A

Swallowing is moving the bolus into the esophagus

Posterior lingual propulsion, Pharyngeal constriction, Upper Esophageal Sphincter Opening

144
Q

T/F lanryngeal airspace is CONTINUOUS with the pharynx

A

True

145
Q

Is the velum up or down for swallowing? Why important?

A

Velum up for swallowing - prevents nasal breathing and nasal regurgitation (food entering nasopharynx)

146
Q

6 hyolaryngeal components

A

hyoid, epiglottis, aryepiglottic folds, thyroid, cricoid, arytenoids

147
Q

3 steps of hyolaryngeal system closund sure

A
  1. Hyolaryngeal elevation and approximation
  2. Epiglottic inversion
  3. Aryepiglottic fold “bunching”
148
Q

Define when pharynx and esophagus are contiguous

A

Closed UES- pharynx and esophagus share a border

149
Q

Define when pharynx and esophagus and continuous

A

Open UES- no border between pharynx and esophagus

150
Q

The ______ loads the bolus immediately _______ to propelling it into the ________

A

tongue, prior, pharynx

151
Q

What happens when the UES is open?

A

posterior lingual propulsion, or posterior lingual propulasion and pharyngeal constriction

152
Q

Swallowing Schematic

A

respiratory tract —> swallowing pathway
Levers and movement of other structures
velum hyo-larynx UES

153
Q

Oropharyngeal swallowing: conspicuous and indisputable ways to think about it

A

Essential for sustaining life
Important for quality of life Disorders may lead to serious illness or death
Function is multi-factorial and complex

154
Q

Oropharyngeal swallowing: inconspicuous and disputable ways to think about it

A

Objective identification of pathophysiologies Objective decision-making about treatment
Monitoring progress of prescribed treatments Conclusions about efficacy of treatments

155
Q

The significance of swallowing disorders is overwhelmingly (clear/unclear), but how to define and treat swallowing pathophysiology is insufficiently (clear/unclear).

A

Clear, clear

156
Q

Define normal swallowing

A

Moving food from mouth to stomach with ease and without endangering the airway.

157
Q

Define anatomy

A

Anatomy – The study of the structure of organisms and the relations of their
parts

158
Q

Define physiology

A

Physiology – A science dealing with the functions of living organisms or their
parts

MA-SLP BootCamp Exam (5 decks)

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