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SLP 665 > EXAM 2 > Flashcards

EXAM 2 Flashcards

1
Q

Cognitive Impairments of Aphasia

A

Attention: left neglect in RH stroke
Memory: WM in language processing
Executive Functioning: difficulty in discourse

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2
Q

Fluent Aphasia

A

Damage to the posterior portion of language center in the dominant hemisphere.
Talk with easy flow
Normal/fast rate, good intonation and stress.
WFD

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3
Q

Nonfluent Aphasia

A

Damage to the anterior portion of language center in DH.
Omit grammatical morphemes or function words.
Slow, effortful, frequent pauses, disrupted prosody.
Fewer than normal words.
WFD

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4
Q

Types of Fluent

A

Wernicke’s (poor repetition)
Conduction (poor repetition)
Transcortical Sensory (Good repetition)
Anomic (good repetition)

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5
Q

Types of Non-Fluent

A

Global (poor repetition)
Broca’s (poor repetition)
Transcortical Motor (good repetition)
Mixed Non-Fluent (good repetition)

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5
Q

Non-fluent Global

A

Alert
Language Characteristics: All language functions severely affected. impaired reading, writing, word retrieval, auditory comp, speech production.
May have preserved ability to read simple words and recognize pictures and gestures.
Unable to produce even a single word verbally.
Most have cognitive and motor deficits
Worst prognosis for recovery

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6
Q

Non-Fluent Broca’s

A

Comprehension: relatively preserved. Comp of syntactically complex sentences is often impaired
Oral Expression: Anomia, shorts phrases, halting, effortful, confluent speech, agrammatic output, may have some over-learned phrases.
Poor reading and writing.

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7
Q

Top-Down Processing

A

Use context and experience to function.
Does not involve language.
I.E. drama in a foreign language
preserved intelligence and cognitive functions compared to CDD

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8
Q

Non-Fluent Transcortical

A

Non-fluent and lack of spontaneous speech.
Agrammatism, short and telegraphic phrases
Short incomplete utterances that may contain some grammatical words.
Unusual delays in initiation
Fairly good auditory comp
repetition better than other nonfluents

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9
Q

Mixed Non-Fluent/transcortical

A

Between global and Broca’s (better than global worse than Brocas)
Recover from Global
Verbal output is limited to stereotypic utterances.
Poor auditory comp
Severe anomia
Better repetition

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10
Q

Fluent Wernickes

A

Comprehension: Severly impaired, great difficulty understanding speech of both others and themselves.
Oral Expression: Poor repetition, anomia (semantic and phonemic paraphasias), fluent with good prosody, well articulated, rapid rate, use jargon, Paragrammatism, paraphasia.
Alexia and agraphia
Anosognosia: inability to recognize their own deficits

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11
Q

Fluent Transcortical Sensory

A

Like Wernicke’s but good ability to repeat.
Language: fluent spontaneous speech with ease of articulation, good prosody, poor auditory comp, good repetition function.
poor word retrieval with more semantic paraphasias

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12
Q

Fluent Conduction

A

Damage to arcuate fasciculus.
Fair to good aud. comp
Fluent spontaneous speech
Fair articulation and prosody.
Anomia: may disrupt speech flow and use circumlocution
Significantly poor repetition
Show awareness and self correct

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13
Q

Fluent Anomic

A

The least severe aphasia syndrome.
Marked difficulty with naming.
No other significant receptive and expressive deficits
Fluent speech but pauses due to WFD.
May have difficulty with categories (grammatical or semantic)
Aware of deficits

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14
Q

Which Aphasias can repeat?

A

Mixed transcortical
Transcortical Motor and Sensory
Anomic

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15
Q

Subcortical Aphasia

A

Results from damage to the subcortical regions.
Diaschisis
Symptoms depend on site and severity

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16
Q

Crossed Aphasia

A

Occurs when a persons language center is not in the expected hemisphere

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17
Q

Unclassified aphasia

A

Possible Reasons:
Unusual combination of lesion sites within LH
Atypical cerebral dominance and individual variability of brain organization
Other medical conditions

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18
Q

Assessment of Naming

A

Anomia: common LH stroke symptom
Word retrieval depends on lexical semantic, lexical network, and lexical phonologic word forms
May show category specific deficits

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19
Q

Diagnosis of Aphasia: Anomia

A

WFD
Tasks: Confrontation Naming
Automatic-closure naming
Responsive naming
Generative Naming
Discourse

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20
Q

Confrontation Naming

A

Name pictures of objects or actions
Pay attention to naming errors (phonemic, semantic, both)

21
Q

Generative Naming

A

Words grouped semantically (e.g. animals)

22
Q

Discourse

A

Conversation, picture description, short narrative, procedural.
Good for mild WFD
Natural

23
Q

Speech Fluency and Phrase Length (diagnose aphasia)

A

Phrase length: # of words produced in a breathe unit
Get average of 3 longest utterances produced under 3 conditions

24
Phrase length fluency
0-5 = nonfluent 6-8 = borderline fluency 9+ = fluent
25
Disorders in Sentence Production in Aphasia
Common with non-fluent and agrammatic aphasia Morphology deficits: make errors on free and grammatical morphemes. omit function words. difficulty with verb tense.
26
Sentence and Discourse Production Tasks ( to diagnose aphasia)
Sentence production task: word definition and make a sentence from a word Discourse production task: picture description, conversational discourse, story-telling, sequential events, video narration
27
Auditory Comprehension (diagnose aphasia)
Both top down and bottom up approach Syntactically simple and complex sentences. Test all linguistic units (single words, sentences, discourse) PWA have slow processing speed Can't repeat doesn't mean deficit Can repeat means its intact
28
Auditory Comprehension Tasks
1. Single word aud. comp: point 2. Sentence comp: follow spoken command, respond to question 3. Comp of spoken discourse: respond to questions about a paragraph read by clinician
29
Repetition Skills (diagnose aphasia)
High frequency: one syllable and emotionally relevant words are easier to repeat. Need to compare real words and non-real words Naming and repetition tasks can be used together.
30
Discourse production in aphasia
Functional communication PWA communicate better than they talk Lexical-syntactical breakdown WFD, paraphasias, syntactic errors, omit grammatical morphemes Conversation Breakdown Psychosocial breakdown
31
Assess Discourse
Consider influencing factors 5-10 minute sample Conversation analysis: communication competence or functionality, strategies used, outcome of strategies
32
Dual Route Model of Reading
Step 1: Visual Feature analysis Step 2: Letter analysis Step 3: Lexical reading route and comprehension. Lexical non-semantic route. lexical non-reading route
33
Alexia
Lesion to angular gyrus Aphasia causes central alexia PWA often have mild alexia Phonological/deep alexia is most common type in aphasia
34
Assess Alexia/Dyslexia (Central deficits)
Word recognition is a mix of nonwords and real words. Semantic processing: written word to definition matching Non-lexical processing: use real or non-words Comprehension of Printed Sentences and texts Functional reading tasks
35
Models of Writing
No single brain region is the center of writing.
36
Agraphia/Dysgraphia
Agraphia: acquired written language disorder Can be present in isolation Either central or peripheral Agraphia vs aphasia (similar to their verbal skills)
37
Assess Agraphia/Dysgraphia
Assess linguistic (central) and motor (peripheral) If can't write, assess spelling using anagrams or alphabet/keyboard.
38
Agraphia/Dysgraphia Tasks
1. Automatic writing (alphabet, numbers) 2. Writing confrontation naming (written picture/object) 3. Writing to dictation (detect spelling problems, not word retrieval) 4. Copying 5. Spontaneous writing sample 6. Functional writing task
39
Assess Functional Communication Gesture and Drawing
Gesturing deficits may accompany aphasia. Used to determine if gestures aid aud comp and evaluate potential for acquiring simple forms to gestural communication Drawing: reproduce and spontaneously draw
40
Assess Functional Communication
Communicative Gesture: imitate, movement on command, spontaneous movement Errors: content errors Drawing AAC
41
WHO-ICF
Body function and structure Activity and Participation Environmental Factors Personal Factors
42
Phonemic Paraphasia
Errors unrelated to motor deficits substitution, omission, deletion, or transposition
43
Semantic Paraphasia
clear semantic relationship between desired word and spoken word
44
Neologistic paraphasia
Non-word substitutions
45
Agrammatism
No grammar 1. simplification of grammatical structure 2. Omission of grammatical morphemes 3. Reduced Production
46
Paragrammatism
Grammar errors Misuse of grammar Grammatical elements are present but incorrect
47
Jargon
Speech is lengthy, fluent, well-articulated and effortless (typical of fluent) Incomprehensible speech production Often show paraphasias
48
Perseveration
Inappropriate reoccurrence or uncontrolled repetition of a previously produced response. Usually a response the PWA produced earlier Not intentional or foreseeable
49
Characteristics of Aphasia
Echolalia Repetition deficits: damage to arcuate fasciculus Empty Speech Automatic Speech: Preserved ability of overlearned language Stereotypic Speech Alexia Agraphia
50
Empty Speech
Fluent speech that contains general, vague, unspecific referents but is semantically and syntactically intact Replace key words with "it" or "that thing"
51
Stereotypic Speech
Global aphasia Very restricted form of expression Involuntary An attempt to communicate

SLP 665 (4 decks)

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