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Language Disorders > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

not born with it

A

acquired

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2
Q

born with it

A

congenital

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3
Q

Not degenerative

A

aphasia

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4
Q

degenerative

A

dementia

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5
Q

generally have problems with language

A

aphasia

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6
Q

generally have problems with memory

A

dementia

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7
Q

talk, understand, and repeat well

A

anomic aphasia

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8
Q

only problem is anomia

A

anomic aphasia

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9
Q

echolalia

A

transcortical mixed aphasia

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10
Q

most severe type of aphasia

A

global

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11
Q

all transcorticals and anomic:

A

repeat better

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12
Q

blow from an external force

A

traumatic brain injury

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13
Q

skull not penetrated

A

closed head injury

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14
Q

skull penetrated

A

open head injury

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15
Q

non-traumatic brain injury

A

caused by strokes, encephalopathies, toxins, or tumors

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16
Q

brain does not get enough oxygenated blood

A

stroke

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17
Q

characteristics very similar to injuries by a blow from an external force

A

non-traumatic brain injury

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18
Q

likelihood of sustaining a TBI

A

males are 2x as likely as females

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19
Q

% of population with TBI

A

50% over age 18
50% under age 18

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20
Q

cause of TBI: < 5 yo

A

falls

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21
Q

cause of TBI: infants

A

shaken baby syndrome

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22
Q

cause of TBI: >65 yo

A

falls

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23
Q

vehicle accidents combined account for _______% of injuries

A

46

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24
Q

also plays a factor in TBI causes

A

drugs and alcohol

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25
Q

brain weight

A

2-3 lbs

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26
Q

brain consistency

A

jello/soft-boiled egg

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27
Q

focal injuries

A

primary impact - where the brain hits the skull; then skull is thrown front to back

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28
Q

axonal damage/diffuse axonal injury (DAI)

A

shearing/twisting

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29
Q

shearing/twisting results in:

A

DIFFUSE damage at the cellular level

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30
Q

most concerned with focal or diffuse?

A

diffuse

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31
Q

many times, MRI/CT scans will not show

A

the potential damage

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32
Q

shaken-baby syndrome: focal or diffuse?

A

diffuse

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33
Q

concussion

A

Minor (mild) TBI

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34
Q

no unconsciousness

A

Minor (mild) TBI

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35
Q

10% have life long problems

A

Minor (mild) TBI

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36
Q

motor

A

anterior

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37
Q

sensory

A

posterior

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38
Q

nausea, headaches, confusion, learning problems

A

Minor (mild) TBI

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39
Q

problems with employment and social interaction

A

Minor (mild) TBI

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40
Q

a period of unconsciousness (>30 minutes to 24 hours)

A

Moderate TBI

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41
Q

33% have life-long problems

A

Moderate TBI

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42
Q

more motor problems

A

Moderate TBI

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43
Q

more difficulty with cognitive communicative impairments

A

Moderate TBI

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44
Q

coma > 6 hours

A

severe TBI

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45
Q

severe motor problems

A

severe TBI

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46
Q

75% have life-long impairment

A

severe TBI

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47
Q

medical problems associated with TBI

A

seizures
orthopedic problems
bowl/bladder control - incontinence
sensory problems - hearing, vision, etc.

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48
Q

physical problems associated with TBI

A

can be mild (paresis = weakness) to serious (paralyzed/plegia)
watch from balance, strength, and coordination problems

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49
Q

perceptual-motor problems associated with TBI

A

visual neglect
motor apraxia-motor planning problems

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50
Q

cognitive-communication problems associated with TBI

A

dysarthria/apraxia of speech
tangential speech
confabulations
hyperverbosity
problems in writing, language, articulation, abstraction, reading comprehension
anomia
memory/attention/concentration problems
poor-problem solving
problems in executive functioning
egocentric thinking

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51
Q

tangential speech

A

taking multiple tangents

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52
Q

confabulations

A

says false statements, but does not know its false

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53
Q

hyperverbosity

A

too much talking

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54
Q

anomia

A

word finding problems (AKA dysnomia)

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55
Q

dysexecutive syndrome

A

problems in executive functioning

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56
Q

behavior problems associated with TBI

A

poor judgment/motivation
apathy, lethargy
emotional lability
impulsivity
disinhibition, anger outbursts

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57
Q

social problems associated with TBI

A

often the biggest concern
withdraw
easily distracted/influenced
bossy/argumentative
misperceive social actions and events
poor responsibility/dependency
loneliness/stubbornness
mood changes
perseveration
sexually inappropriate behavior
reluctance to see assistance

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58
Q

proactive intervention for TBI

A

look at what is ahead
determine obstacles/challenges they will confront
plan viable solutions for those problems
exercise creativity, ingenuity, and flexibility
involve key people
use many of the strategies used for LLD/DLD and ADHD

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59
Q

denial of injury

A

symptom of frontal lobe injury

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60
Q

strokes and aphasias

A

non-traumatic brain injuries

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61
Q

two types of strokes

A

ischemic
hemorrhagic

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62
Q

ischemic stroke

A

AKA occlusive
deficiency of blood
caused by blockage or constriction usually from within an artery

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63
Q

sticks to side of artery wall, does NOT move

A

thrombus

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64
Q

moves within arteries

A

embolus

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65
Q

hemorrhagic stroke

A

blood escaping into brain tissue

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66
Q

strokes can occur

A

anywhere in the brain or skull

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67
Q

knowing where a stroke happened can

A

give you clues about what problems the person may have following the stroke

68
Q

damage to the left hemisphere/cortex

69
Q

damage to the right hemisphere/cortex

A

right-hemisphere syndrome/disorder

70
Q

damage to the front of the brain

A

motor problems (output/expressive)

71
Q

damage to the back of the brain

A

sensory problems (input/receptive)

72
Q

frontal lobe

A

front of the brain

73
Q

temporal and/or parietal lobes

A

back of the brain

74
Q

fluent aphasia

A

receptive aphasia/sensory aphasia

75
Q

Wernicke’s aphasia

A

posterior of temporal lobe
receptive

76
Q

damage behind or below Wernicke’s

A

transcortical sensory aphasia

77
Q

occur with lesions in the posterior portions of the left hemisphere (temporal lobe)

A

Wernicke’s & Transcortical Sensory Aphasias

78
Q

relatively fluent speech
poor auditory comprehension
POOR repetition

A

Wernicke’s aphasia

79
Q

relatively fluent speech
poor auditory comprehension
relatively GOOD repetition

A

Transcortical Sensory aphasia

80
Q

arcuate fasciculus

A

connects Broca’s & Wernicke’s

81
Q

conduction aphasia

82
Q

occurs with a lesion in the areas that connect the anterior and posterior portions of the cortex

A

conduction aphasia

83
Q

relatively good/fluent speech
good auditory comprehension
poor repetition

A

Conduction aphasia

84
Q

Anomic aphasia location

A

no specific location

85
Q

Anomic aphasia

A

can occur in various portions of the cortex

86
Q

good speech
good auditory comprehension
good/decent repetition

A

Anomic aphasia

87
Q

main problem is word finding problems/word retrieval problems

A

Anomic aphasia

88
Q

Broca’s & Wernicke’s is fine, but connection is broken

A

Conduction aphasia

89
Q

Nonfluent aphasia

A

expressive aphasia
motor aphasia

90
Q

Broca’s aphasia

A

expressive
damage to anterior of frontal lobe

91
Q

damage above or in front of Broca’s

A

Transcortical Motor aphasia

92
Q

where does repetition happen?

A

between Broca’s & Wernicke’s

93
Q

repeat better than TSA

A

Transcortical Motor aphasia

94
Q

occurs with lesions in the anterior portions of the left hemisphere

A

Broca’s & Transcortical Motor aphasia

95
Q

halting, effortful speech
relatively good comprehension
relatively POOR repetition

A

Broca’s aphasia

96
Q

halting, effortful speech
relatively good comprehension
relatively GOOD repetition

A

Transcortical Motor aphasia

97
Q

worst kind of aphasia to have

A

global aphasia

98
Q

lesion covers both anterior and posterior portions of the left hemisphere

A

Global aphasia

99
Q

patients have POOR everything

A

Global aphasia

100
Q

Transcortical Mixed location

A

no site in brain

101
Q

echolalia

A

Transcortical Mixed aphasia

102
Q

very similar to global aphasia
repetition is slightly BETTER than speech production & auditory comprehension

A

Transcortical Mixed aphasia

103
Q

both anterior & posterior

A

global aphasia

104
Q

poor repetition

A

Wernicke’s & Broca’s

105
Q

relatively good repetition

A

Transcortical Sensory & Motor

106
Q

four main things to check when classifying aphasia by type

A

conversation abilities
repetition
auditory comprehension
naming abilities

107
Q

Conversation abilities

A

fluent or nonfluent?
anomia?
paraphasias?
speech coherent?

108
Q

semantic paraphasias

A

brother for sister
salt for pepper
yes for no

109
Q

phonemic paraphasias

A

math for path
noorway for doorway
lazorblades for razorblades

110
Q

neologistic paraphasias

A

hawkatoe for brother

111
Q

nonsense word

A

neologistic paraphasias

112
Q

paradont for water bottle

A

neologistic

113
Q

niece for granddaughter

114
Q

cough drop for toothpick

115
Q

pelatant for elephant

116
Q

lepitopter for helicopter

117
Q

corn for comb

118
Q

naming abilities

A

Confrontational naming
Free recall AKA word fluency
Recognition naming

119
Q

auditory comprehension

A

ask patient to Point to objects/pictures
ask patient to Follow commands
ask patient to Respond to yes/no ?s

120
Q

repetition

A

ask patient to repeat items which are increasingly more difficult
consider low freq./low prob (HARDER) & high freq./high prob. items (EASIER)

121
Q

auditory comprehension tests:

A

receptive language (sensory input)

122
Q

you need ____________ memory to be able to do anything

123
Q

short term memory

A

working memory

124
Q

working memory examples

A

“repeat after me”
remembering names
finding your way around a building

125
Q

long term memory

A

declarative & procedural

126
Q

explicit memory

A

declarative

127
Q

declarative memory

A

semantic
episodic
lexical

128
Q

implicit memory

A

procedural

129
Q

procedural memory

A

motor
cognitive

130
Q

semantic memory

A

declarative (explicit)
facts

131
Q

episodic memory

A

declarative (explicit)
semantic + context
scenes

132
Q

lexical memory

A

declarative (explicit)
words

133
Q

motor memory

A

procedural (implicit)
“doing”

134
Q

cognitive memory

A

procedural (implicit)
“automatic thinking”

135
Q

autobiographical memory

A

episodic memory

136
Q

what memory do you have to retrieve information

137
Q

knowing what

A

declarative

138
Q

knowing how

A

procedural

139
Q

most common cause of aphasia

140
Q

most common cause of dementia

A

Alzheimer’s

141
Q

Global Deterioration Scale (GDS)

A

normal
early mild
late mild
early moderate
late moderate
early severe
late severe

142
Q

normal AD area of language affected

143
Q

early mild AD area of language affected

144
Q

late mild AD area of language affected

145
Q

early moderate AD area of language affected

A

content (& use somewhat)

146
Q

late moderate AD area of language affected

A

content, form, & use

147
Q

early severe AD area of language affected

A

content, form, & use

148
Q

late severe AD area of language affected

A

content, form, & use

149
Q

bed-bound

A

late severe AD

150
Q

AD

A

Alzheimer’s-Type Dementia

151
Q

false info; not lying on purpose

A

confabulation

152
Q

strongest memories between ages:

153
Q

communication goals for AD

A

reduce demands on episodic memory
support working memory
provide stimuli to evoke positive fact memory, emotion, & action

154
Q

avoid recall memory situations; instead, use RECOGNITION memory situations

A

reduce demands on episodic memory

155
Q

use choice questions

A

reduce demands on episodic memory

156
Q

provide permanent cues for location of important things, like displaying labels, schedules, calendars, or instructions

A

reduce demands on episodic memory

157
Q

recreate conditions that existed at the time of memory was made

A

reduce demands on episodic memory

158
Q

reduce distractions

A

support working memory

159
Q

highlight important cues; keep information visible & short. consider size and color. use mixture of upper and lower case letters. dark lettering on light background.

A

support working memory

160
Q

work within the patient’s memory span

A

support working memory

161
Q

chunk information into smaller units

A

support working memory

162
Q

use patient’s strongest sensory modality

A

support working memory

163
Q

write instructions and keep them visible

A

support working memory

164
Q

use multi-sensory stimulation to help patients focus on important information

A

support working memory

165
Q

manipulate the environment. keep the patient in a comfortable, high sensory, home-like environment and use the context for conversation

A

provide stimuli to evoke fact memory, emotion, & action

166
Q

modify the clinician’s language

A

provide stimuli to evoke fact memory, emotion, & action

167
Q

Spaced-Retrieval Training (SRT)

A
  1. tell the patient the associations to be made
  2. engage the patient in another activity for a short time
  3. ask the patient to recall the association
  4. if pt. answers correct: increase time interval before asking to recall again
    if pt. answers incorrect: provide correct answer
  5. repeat step 2, varying time interval
  6. repeat step 3

Language Disorders (3 decks)

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