Everything, Everywhere, All at once Flashcards
What are the degrees of hearing loss
Normal: -10-15dB
Slight: 16-25dB
Mild: 26-40dB
Moderate: 41-55dB
Mod-Severe: 56-70dB
Severe: 71-90dB
Profound: 91+dB
Unilateral UMN Dysarthria Info
Damage area: one side of UMN
Description: one-sided facial weakness, harsh voice, artic imprecision
Keyword: weakness, incoordination, spasticity
Hyperkinetic Dysarthria Info
Damage area: basal ganglia
Description: involuntary movement, artic breakdown, voice stoppages
Keyword: involuntary movement (HD)
Hypokinetic Dysarthria Info
Damage area: basal ganglia
Description: reduced volume, breathy/rough voice, reduced artic production (tongue weakness), irregular pacing/timing of words, reduced intonation/prosody,
Keyword: rigid, decreased ROM (PD)
Ataxic Dysarthria Info
Damage area: cerebellum
Description: slow, harsh, uncoordinated speech sounds, prolonged phonemes, inaccurate phonemes of same sound could vary
Keyword: incoordination aka drunken speech (stroke, atrophy, MS, toxicity (alcoholism), SCA)
Flaccid Dysarthria Info
Damage area: LMN
Description: hypernasal, breathy (frequent breaths), monopitch, slow-slurred, stridor
Keyword: weakness (Bell’s Palsy)
Spastic Dysarthria Info
Damage area: bilateral UMN
Description: slow, imprecise, effortful, prolonged phonemes, harsh/strained, low pitch/loudness
Keyword: tight muscles (brainstem stroke, TBI or CP)
Broca’s Aphasia Info
Damage area: frontal lobe
Description: non-fluent, effortful voice, agrammatic, telegraphic (omits words)
Intact: receptive skills and awareness
Problems with: repetition of words/phrases, writing, maybe reading
Wernicke’s Aphasia Info
Damage area: left temporal gyrus
Description: fluent, neologism (creation of words), paraphasia (jumbled words/sentences), ok grammar
Intact: grammar and prosody
Problems with: repetition of words/phrases, receptive skills, reading, and writing
Global Aphasia Info
Damage area: varies
Description: non-fluent, anomia (word finding)
Intact: everything varies
Problems with: everything varies
Conduction Aphasia Info
Damage area: parietal lobe
Description: fluent, anomia (word finding), phonemic paraphasia (jumbled words/sentences)
Intact: receptive skills and awareness
Problems with: repetition of words/phrases
Transcortical Sensory Aphasia Info
Damage area: behind Wernicke’s area
Description: fluent speech and semantic paraphasia (jumbled words/sentences)
Intact: repetition skills, maybe reading and writing
Problems with: receptive skills, awareness, maybe reading/writing
Transcortical Motor Aphasia Info
Damage area: motor cortex in front of Broca’s area
Description: non-fluent speech, anomia ( word finding)
Intact: receptive and repetition skills
Problems with: writing and awareness
Speech development and ages
reflexive vocalizing: automatic responses like burping (0-2m)
cooing: sounds made in the back of the mouth (2-4m)
vocal play: squealing, growls, and the start of CV syllables (4-6m)
babbling: reduplicated CVCV or variegated CV chains with differing sounds (6m+)
emergent: jargon and sentence like intonations (9+m)
Form, Content, & Use (subcategories and meanings)
Form
phonology: speech sound patterns
syntax: word order
morphology: word endings (smallest unit of words)
Content
semantics: word meaning
Use
pragmatics: words used in social interactions
Vocab Milestones (how many words at what age)
12m: 0
15m: 3
18m: 5-6
24m: 200-300
30m: 450
36m: 1000+
Cranial Nerves for Speech
CN5: Trigeminal- muscles for chewing and jaw movement (B)
CN7: Facial- front of the tongue, muscles for facial expressions (B)
CN9: Glossopharyngeal- back of tongue (B)
CN10: Vagas- larynx, pharynx, and velum movement (B)
CN11: Accessory- neck/shoulder (M)
CN12: Hypoglossal- tongue movement (M)
5 Language Theories and their theorists
Nature: Chomsky- language skills are pre-determined from birth
Nurture: language skills develop via environmental experiences
Cognitive: Piaget- language develops via intellectual processes
Behavioral: Skinner- language develops via conditioning (stimulus=lang. acquisition)
Semantic: Filmore/Bloom- language stimulated due to the child’s desire to communicate
Swallowing Phases
Oral phase: oral prep and transport (voluntary)
Pharyngeal (involuntary)
initiation: larynx/hyoid rises, epiglottis blocks airway, and velopharyngeal flap closes
bolus nears tongue base: pharynx walls contract
bolus nears UES: pharynx walls contract
Esophageal (involuntary)
food transport: from pharynx to stomach
Swallowing treatment: Compensatory
- Swallowing maneuvers
Breath holding: supraglottic or super-supraglottic (hold breath as you swallow then cough)
Mendelsohn: swallow and hold larynx up for 1-3 seconds then swallow again
Effortful swallow: push/squeeze muscles to swallow hard
Swallowing treatment: Sensory
*Muscle strengthening exercise
Lingual resistance: strengthen tongue with depressor
CTAR: (chin tuck against resistance) squeeze ball between chin and neck with max force. Strengthens UES
Shaker head lift: lay on back, lift head to look at toes, hold for 1 minute. Repeat 3x’s. Strengthens UES
EMST: (expiratory muscle strength training) pinch nose with clip/fingers, take deep breathe, hold, then blow hard/fast into device. Practice for 20-30 minutes
Definition of Dysphonia
Auditory perceptual disorder
Types of Organic Voice disorders
Structural: physical changes to vocal mechanisms
Neurogenic: impaired/damaged nerves used in voice structures
Types of Functional Voice disorders
Misuse: improper use of voice
Psychogenic: problems caused by psychological disorders
Auditory Structures
Peripheral: outer, middle, and inner ear
Central: cochlear nucleus to the primary auditory cortex
CN13; cortex located in the temporal lobe
3 Types of hearing loss
Conductive: damage to outer/mid ear (air/bone gap higher than 10db)
Sensorineural: damage to inner ear/CN13 (air/bone threshold is equal, both display a loss)
Mixed: conductive and sensory loss
ASHA CoE: Principle 1
honor the responsibility of the people they serve professionally or via research/scholarly activities as well as treat animals involved with humane manners
ASHA CoE: Principle 2
achieve and maintain the highest level of professional competence and performance
ASHA CoE: Principle 3
honor the responsibility to the public when advocating unmet needs and provide accurate info involving any aspect of the profession
ASHA CoE: Principle 4
uphold dignity and autonomy of the profession, collaborate intra/interprofessional, and accept the self-imposed standards
Dysarthria definition
difficulty speaking due to muscle weakness
Aphasia definition
inability to comprehend/formulate language due to damage to specific parts of the brain
Dysphagia definition
difficulty moving food/liquid from the mouth, throat, or esophagus, to the stomach
Apraxia definition
a neurological disorder that impairs the ability to plan or program sensory commands to coincide with direct movement necessary for speech
Voice disorders definition
inappropriate quality, pitch, and/or loudness of one’s voice based on age, gender, cultural background, or geographic location
FEES info
-assess the larynx, surrounding structures, and secretions (have to be able to tolerate the scope)
-good for assessing food/liquid texture, laryngeal anomolies, paralysis/absence of sensation, and secretion management
- great for pre/post surgies because patient doesn’t have to be up-right
*no radiation!!
VFSS info
- assess oral, pharyngeal, and esophageal function in both lateral and AP view via x-ray (30 frames per sec. typically no longer than 5 minutes)
- good for screening patients with head/neck cancer, neuro conditions affecting laryngeal strength
-only done in the up-right position
*check to make sure patients aren’t allergic to barium beforehand and great for those who can’t handle the scope
Fluent aphasia’s
Wernicke’s, Trans Sensory, Conduction, and Anomic
Nonfluent aphasia’s
Broca’s, Global, Trans Motor, and Mixed
Anomic aphasia
Damage area:
Description: fluent, uses lots of fillers
Intact: receptive skills, repetition, and awareness, reading
Problems with: anomia, writing
