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Intro to Communication Disorders > Exam two in class review > Flashcards

Exam two in class review Flashcards

1
Q

What is the relationship between receptive/expressive language and literacy skills?

A

Oral language skills lay the foundation for literacy skills

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2
Q

What’s a pediatric language disorder

A
  • its a language disorder due to a known biomedical condition
    -Organic
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3
Q

What conditions are associated with language disorders?

A

-Down syndrome
-Fragile x syndrome
-Fetal alc spectrum disorder
-Williams syndrome
-Autism
-TBI epilepsy, hearing loss

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4
Q

Developmental language disorder

A

-Functional
-7% of all kindergardeners
-Occurs across languages and cultures
-Life long jot a delay
-Cannot be attributed to a known biomedical condition

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5
Q

Risk factors of DLD

A

-Prematurity
-Low birth weight
-Hospitalization
-Family history of speech/language/literacy impairments

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6
Q

Key characteristics of DLD

A

-Phonological impairments
-Morphosyntactic impairments
-smaller/more shallow vocab
-Slower to learn new words
-Immature pragmatic language

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7
Q

Four types of Assessment tools (pediatric language disorders)

A

-case history: collecting information about the client and their communication disorder
—What teachers, and families are worried about
—Medical history
-Norm referenced tests: comparing a client’s performance to their peers
-Criterion referenced tests: comparing client’s skills to a certain predetermined expectation
—More useful to figure out what they know and do not know
—Set a criterion they need to get
—Ex: 80%
-Observation tools: observing communication strengths and needs in real settings

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8
Q

stuttering

A

-Interruption in the flow of speaking
-Blocks, prolongations, sound, and syllable repetitions
-Not interjections, word or phrase repetitions, hesitations
-Secondary behaviors may be present
They do not help with fluency

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9
Q

stuttering behaviors

A

syllable and sound repetition
- I ha-ha-have two cats
sound prolongation
- wwwwwwait for mmmmmmm
blocks:inability to initiate sounds
- I am…….. tired

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10
Q

typical disfluencies

A

word repetition
- I want… want a new book
phrase repetition
- i like that… like that cat
interjections
- “um, “like”, “uh”

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11
Q

secondary behaviors

A

learned attempts to move through the stuttering behavior but not always helpful
-fist clenching
-eye blinking
-tapping

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12
Q

Developmental Stuttering

A

-5% of children go through a period of disfluency between the ages of 2-6
-Of that 5%, 80% will resolve on their own
-20% will experience lifelong stuttering
-We don’t know who will recover vs who won’t, but we have risk factors to consider

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13
Q

Stuttering Risk factors

A

-Male
-Child stuttering has lasted for 6 months or more
-The child starts to stutter late (3 years old)
-Starts to stutter more
-Family history of stuttering
-The child has another speech disorder
-The child struggles with talking
-A child’s speech worries you or your family

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14
Q

Reasons for Stuttering Treatment for young kids

A

child or parent is concerned, the child is distressed when speaking and avoidant of certain speaking situations

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15
Q

Reasons for Stuttering Treatment for school-aged/adolescence

A

experiencing bullying, misunderstanding of stuttering, wants to speak easier/ w less avoidance

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16
Q

Reasons for Stuttering Treatment for adults

A

stuttering is impacting employment, relationships, identity, wants to speak easier/ w less avoidance

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17
Q

Cluttering

A

rapid/irregular speech rate, atypical pauses, maze behaviors, pragmatic issues, decreased awareness of fluency problems or moments of dysfluency, excessive disfluencies, collapsing or omitting syllables, and language formulation issues which results in breakdowns in speech clarity/ fluency
-Much rarer

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18
Q

Dementia

A

Progressive decline in memory and other cognitive functions
-Caused by many different brain diseases
-alzheimers= 60-70% of people w dementia
-Caused by structural and/or chemical changes to the brain

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19
Q

SLP’s role (dementia)

A

help the person maintain as much independence as possible; provide family with communication strategies

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20
Q

Language and Communication Changes in Alzheimer’s Disease in the early stages

A

Form: good
Content: some word-finding problems
Use: Good
Cognition: short-term/working memory problems

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21
Q

Language and Communication Changes in Alzheimer’s Disease in the middle stages

A

Form: impaired
Content: empty speech
Use: okay
Cognition: significant working memory problems

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22
Q

Language and Communication Changes in Alzheimer’s Disease in the late stages

A

impaired in all domains

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23
Q

fingerprint TBI

A

Everybody with a TBI is unique (in regards to how they act after and the healing process) but everything they have problems with is damage regarding the frontal lobe

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24
Q

TBI

A

jolt/hit to the head that damages frontal lobe and the brain cannot function normally
-Initiation, problem-solving, self-monitoring, self-regulation, inhibition, attention, concentration, expressive language, changes in personality, motor planning
-Difficulty holding a job, maintaining relationships, managing finances

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25
Q

SLP’s role to help with a TBI

A

Goal: achieve highest level of independent function for participation in daily living
-Cognitive communication therapy may target:
—Better expressing thoughts
—Better understanding written material
—Improving attention, memory, problem solving, planning, and organization skills
—Improving social skills including reading social cues and taking turns in conversation
-May also provide dysarthria and dysphagia treatment if needed

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26
Q

3 ways blood flow can change during a stroke

A

Ischemic strokes
-thrombus
-embolus
Hemorrhage

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27
Q

ischemic stroke

A

thrombus: clot happens on the wall of a blood vessel in the brain
Embolus: clot in a blood vessel that moves to the brain where it blocks blood flow

28
Q

hemorrhage

A

bleeding in the brain that causes pressure on the brain cells

29
Q

stroke effects on LH CVA

A

-Loss of movement and attention to the right side of the body
-Swallowing difficulties
-Problems understanding and using language (aphasia)

30
Q

stroke effects on RH CVAc

A

-Loss of movement and attention to the left side of the body
-Swallowing difficulties
-Memory problems
-Memory problems
-Impaired expression of emotions
-Decreased insight into deficits

31
Q

Aphasia

A

-Acquired language disorder; total or partial loss of language comprehension and expression
-Can affect all language skills:
—Language comprehension
—Language expression
—Reading
—Writing
—Doesn’t affect intelligence

32
Q

Most severe aphasia

A

global (fluent)

33
Q

Less severe aphasia

A

anomic (nonfluent)

34
Q

nonfluent aphasia

A

-Brocas aphasia
-Comprehension > production
-Word finding difficulties
-Telegraphic speech- single words and simple phrases but few grammatical markers, articles
-Know what you wanna say, but have difficulties doing it

35
Q

fluent aphasia

A

-Wernickes aphasia
-Speech is smoothly flowing
-jargon/word salad- has little to no meaning
-Poor language comprehension
-Unaware that their speech is not meaningful

36
Q

Primary Progressive Aphasia

A

Caused by neurodegenerative disease
-Before age 65
-Often slow progression
-Frontotemporal disorder, can progress into frontotemporal dementia or remain isolated to language
-It can affect the ability to understand and use words, understand sentences, repeat sentences, use correct grammar

37
Q

two main types of voice disorders

A

functional and organic

38
Q

functional voice disorders

A

diagnosed by the SLP
-Inefficient use of the vocal mechanism despite having normal anatomy
-Misuse, abuse, or overuse
-Ex: dysphonia
-when the scope is dropped there should be no physical problems with the vocal folds

39
Q

organic voice disorders

A

-diagnosed by a medical doctor
-Neurogenic or Structural problems
-when the scope is dropped you should be able to see problems with vocal folds
-Ex: laryngitis

40
Q

Functional problems in voice disorders

A

-HYPOfunctional: Weak unhelp voice muscles not strong enough
-HYPERfunctional: Strained unhelpful muscles trying to contribute to voice
—Often related to overuse/abuse/misuse
-Overuse
-Increased speaking volume
-Lack of hydration
-Coughing and throat-clearing
-Speaking in a loud environment
-Compression of false vocal folds
—Hypofunctional

41
Q

organic problems: neurological causes in vocal disorders

A

-Parkinson’s disease
-Essential tremor
—Neurological
—Tends to affect your voice (shakey) or can affect head and hands
-Spasmodic dysphonia
—Involuntary muscle spasms happening to vocal folds
-VF paralysis (one or both vocal folds are paralyzed)

42
Q

organic problems: structural in voice disorders

A

-Vocal fold lesions
—Nodules
—Polyps
—Cysts
-Hemorrhage
-Laryngitis

43
Q

causes of vocal fold paralysis

A

Cranial nerve X is damaged (CN 10)

44
Q

True vs False vocal folds in voicing

A

-True vocal folds only have the job of voicing
-False vocal folds are squeezing but it shouldn’t be happening
-False vocal folds should not have a role

45
Q

Muscle tension dysphonia

A

muscles around the voice box are tense which creates a tight strained voice

46
Q

dysphagia

A

difficulty swallowing

47
Q

types of dysphagia

A

-Oral
-Pharyngeal
-Esophageal
-Oropharyngeal
-Pharyngoesophageal
-Can have problems with one or more swallowing stages

48
Q

4 stages of swallowing

A
  1. oral preparatory phase
  2. Oral propulsive phase
  3. Pharyngoesophageal phase
  4. Esophageal phase
49
Q

oral preparatory phase

A

1st stage of swallowing
-when food or liquid enters the mouth and is prepared for swallowing → chewing and bolus formation

50
Q

oral propulsive phase

A

The tongue pushes back the bolus from the oral cavity by the movement of the tongue toward the pharynx

51
Q

Pharyngoesophageal phase

A

soft palate raises, epiglottis flips down, vocal folds close and the bolus moves in the esophagus

52
Q

Esophageal phase

A

The esophagus opens, food travels down

53
Q

Clinical bedside swallow evaluation

A

-Case history
-Oral mechanism exam
-Provide bits/sips appropriately
-Consider the patient’s medical history and current presentation including signs and symptoms concerning trouble swallowing

54
Q

Two instrumental procedures that can be used to assess swallow function

A

-modified barium swallow study (MBS)
-Fiberoptic endoscopic evaluation of swallowing (FEES)

55
Q

MBS

A

-First, swallow study
-Xray swallow test
-Oral deficits present
-Esophageal complaints
-Healthy enough to be transported to the radiology dept
-Use it if you wanna see tongue movement

56
Q

FEES

A

-A scope that enters through the nose, through the floor of the nose to see a birds-eye view of the swallow
-Only pharyngeal concerns
-Can’t go to x-ray
-See before and after they swallow
- use if there’s Voice changes/concerns
-Can see vocal fold functioning

57
Q
A
58
Q

Compensatory vs Rehabilitation Strategies for dysphagia

A

-Compensatory: diet modification, postural changes, swallowing behavior, external manipulation
-Rehabilitation: exercise-based treatment, need to be motivated and willing to do it, rigorous exercise

59
Q

what’s a motor speech disorder

A

speech disorders that result from neurological impairments
-Affect planning and programming (apraxia) or execution of speech (dysarthria)
-Organic
-motor/neurological

60
Q

causes of motor speech disorders (dysarthria)

A

problems in CNS (cerebrum, basal ganglia, cerebellum) snd or PNS (cranial and/or spinal nerves)

61
Q

causes of motor speech disorders (apraxia)

A

problems in CNS and motor planning and programming in areas of LH

62
Q

Common causes of dysarthria

A

-Neurodegentriave disease
—-Parkinson’s disease, huntingtons disease, etc
-Strokes
-Tumors
-infections
-trauma
—Tbi

63
Q

Dysarthria subtypes

A

Hypokinetic: too little movement
Spastic: excess muscle tone
Flaccid: muscle weakness
Ataxia: incoordination

64
Q

Dysarthria treatment

A

the focus is on compensatory treatment, less so on rehabilitation
-Palatal lift (reduce hypernasality), pacing board (reduce speech rate, increase articulatory precision), AAC (clarify messages)

65
Q

apraxia of speech

A

impairment in planning and programming sequences of speech movements
-Automatic speech> volitional speech
-If severe may permanently lose the ability to speak
-When mild, speech may be understood but sound unnatural
-Unlike dysarthria task complexity influences speech accuracy
-Increased planning and programming demands increased errors

Intro to Communication Disorders (2 decks)

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