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final exam 402 > final > Flashcards

final Flashcards

1
Q

What is a group of disorders characterized
by impaired ability to execute motor
movement?

A

dysarthria

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2
Q

What are the subsystems in dysarthria?

A

Respiratory
Phonatory
Resonance
Articulatory

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3
Q

What is the goal of treatment for dysarthria?

A

Improve intelligibility and, if possible, speech motor control

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4
Q

pitch=
loudness=
quality=

A

frequency
amplitude
complexity

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5
Q

what is dysphonia?

A

Any condition of poor or unpleasant voice quality

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6
Q

what are 2 non organic factors for voice problems?

A
  1. aphonia

2. stress, anxiety, emotional problems

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7
Q

what are 4 organic factors for voice disorders?

A

laryngitis
tumors
paralysis

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8
Q

what is aphonia?

A

vocal fold webbing inability to produce a voice

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9
Q

what can you do when someone’s voice is weak (vocal hypofunction)?

A
  1. pushing/pulling-glottal closure

2. increasing loudness-respiratory patterns

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10
Q

what can you do when someone’s voice is too harsh? (hyperfunction)

A
  1. relaxation
  2. reducing loudness
  3. soft glottal attacks
  4. pitch adjustments
  5. inhalation phonation
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11
Q

reducing loudness would be used for what voice disorder?

A

hyperfunction

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12
Q

easy onset is a technique used for what voice disorder?

A

hyperfunction

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13
Q

yawn/sigh is a technique used for what voice disorder?

A

hyperfunction

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14
Q

pushing/pulling techniques are used for what voice disorder?

A

hypofunction

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15
Q 
what could you do for someone with dysarthria:
respiration
phonation
resonance
articulation
A
  1. establish consistent controlled exhalation
  2. efficient vocal fold closure
  3. decrease hypernasality generation of intraoral pressure
  4. improve speech sound
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16
Q

what is the primary goal for apraxia?

A

increase voluntary control over artic movements

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17
Q

what language disorder is a result of brain damage?

A

aphasia

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18
Q

how would you know if someone is having a stroke?

A

F-acial drooping
A-rm weakness
S-peech difficulties
T-ime is of the essense

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19
Q

what are perservations in speech?

A

using the same phoneme at the beginning of a sentence and at the end
“gave the goy”

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20
Q

what are 2 types of treatments for aphasia?

A
  1. stimulation-facilitation

2. functional-compensatory

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21
Q

which treatment type?

strengthen language processing pathways through direct stimulation.

A

restorative-linguistic

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22
Q

which treatment type?

language function has been lost-focus on establishing communication.

A

substitutive/compensatory

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23
Q

Abnormally high frequency and/or duration

Of stoppages in the forward flow of speech

A

stuttering

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24
Q

Give examples of escape behaviors

A

head nods, eyeblinks

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25
Q

What are examples of avoidance behavior

A

substitutions, tension

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26
Q

What are the core behaviors of stuttering?

A

Repetitions, prolongations
blocks
dysfluencies
Blocks, prolongations, dysfluencies, repetitions

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27
Q

what are two treatment approaches for adults that stutter?

A
  1. fluency shaping

2. stuttering modification

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28
Q

what are 3 techniques used with fluency shaping?

A
  1. easy onset
  2. slow rate
  3. delayed auditory feedback
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29
Q

what are 3 techniques used with stuttering modification?

A
  1. pull out
  2. cancellations
  3. preparatory sets
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30
Q

artic/phon/

errors due to dysarthria resulting from stroke

A

artic

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31
Q

artic/phon

describe errors as substitution, omissions, and distorttions

A

artic

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32
Q

artic/phon

intervention focus on helping child learn motor skill

A

artic

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33
Q

artic/phone

child may have delays in other areas like morphology or syntax

A

phonology

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34
Q

whats the difference between phonological disorders and articulation disorders?

A

phonological=difficulty in acquiring a phonological system

articulation=difficulty producing sounds correctly

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35
Q

what is the best therapy technique for articulation disorders?

A

drills

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36
Q

what is the therapy technique for phonological disorders?

A

teach contrast (feature) needed

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37
Q

what are the 3 components for a behavioral objective?

A

do
condition
criteria

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38
Q

use of basic training techniques to facilitate learning

A

key teaching strategies

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39
Q

the systematic use of specific stimulus-response-consequence procedure

A

behavior modification

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40
Q

nature of input used to elicit target response

A

stimulus

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41
Q

amount of clinician support provided

A

task mode

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42
Q

degree of difficulty of target responses

A

response level

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43
Q

clients ability to transfer newly mastered communicative behavior beyond the clinical setting

A

generalization/carry-over

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44
Q

rules governing the meaning or content of words or grammatical units

A

semantics

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45
Q

language use/communicative context

A

pragamatics

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46
Q

aspects of language concerned with rules governing change in meaning at the the intraword level

A

morphology

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47
Q

rules governing the structure, distribution and sequencing of speech-sound patterns.

A

phonology

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48
Q

what are the four steps of the Milieu teaching technique?

A

model
mand-model
time-delay
incidental teaching

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49
Q

child looks, and reaches up to dad to be picked up

A

illocutionary

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50
Q

baby cries, mom picks up and says “oh you’re hungry”

A

perlocutionary

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51
Q

what are the 3 components of operant behavior conditioning?

A

Stimulus (Antecedent event)
Response (Behavior)
Consequence

52
Q

unpleasant even removed when desire behavior is performed

A

negative reinforcement

53
Q

presented contingent on the performance of an undesired behavior.

A

punishment/corrective feedback

54
Q

what does ABA stand for?

A

applied behavioral analysis

55
Q

The differential reinforcement of successive approximations to a specified target behavior

A

shaping

56
Q

clinician demonstrates a specific behavior frequently to expose a client to numerous well-formed examples of the target behavior

A

indirect modeling

57
Q

Stimulus or consequence manipulations are reduced in gradual steps while maintaining the target response

A

fading

58
Q

Clinician reformulates a client’s utterance into a more mature or complete version

A

expansion

59
Q

Intentional production of erred response in order to highlight the contrast between the error and the desired response

A

negative practice

60
Q

Clinician provides information regarding the accuracy or inaccuracy of a client’s response relative to the specific target behavior

A

target specific feedback

61
Q

Consist of a set of stimuli that are equivalent to but different than those used for treatment

A

probes

62
Q

what type of report contains background information, case history, assessments, recommendations?

A

diagnostic

63
Q

t/f all individuals speak with an accent and /or dialect.

A

t

64
Q

t/f intervention should support the client’s first language

A

t

65
Q

speaker can easily alternate between two languages

A

code switching

66
Q

speaker develops combination of two languages

A

interlanguage

67
Q

clinician continuously assesses the patient’s progress toward goals and modifies as necessary

A

dynamic process

68
Q

enable the individual to know when and how to use their skills in new and varied learning contexts.

A

strategies

69
Q

selection, sequencing and generalization of therapy targets.

A

programming

70
Q

Use of basic training techniques to facilitate learning.

A

key teaching strategies

71
Q

type of clinician support/scaffolding to obtain desired response (condition) teaching strategies

A

task mode

72
Q

programming includes what 3 steps?

A

stimulus type
task mode
response level

73
Q

Technique used by clinician when client does not perform as predicted.

A

branching

74
Q

what are 3 components of short term goals?

A

do (action) statement
condition
criterion

75
Q

Pro-active approach that uses interpersonal and environmental strategies to minimize opportunities of problematic behavior and encourages socially useful behaviors.

A

positive reinforcement

76
Q

target behavior is broken down into small components and taught in an ascending sequence of difficulty.

A

shaping

77
Q

enhances awareness of erred patterns

A

negative practice

78
Q

what strengthens the response and reinforces generalization?

A

homework

79
Q

what are the 4 treatment approches for artic and phonology?

A 
traditional
motor kinesthetic
distinctive features
paired opposition
phonological processes
80
Q

what are some organic reasons for artic disorders?

A

hearing impairment
cleft palate
tongue thrust
apraxia

81
Q

what are 2 tests used to sample spontaneous speech?

A

SIT

WIT

82
Q

The client can produce the treatment target in either several phonetic environments or one key phonetic environment

A

emerging sound

83
Q

word that the client has the correct production

A

key word

84
Q

what treatment approach focuses on phonetic placement of articulators for the sound?

A

traditional

85
Q

what treatment approach focuses on correct movement patterns and manipulating articulators?

A

motor-kinesthetic

86
Q

Phonological approach based on how speech sounds are defined in terms of artic patterns and acoustic properties.

A

distinctive features

87
Q

treatment that uses minimal and maximal pairs

A

paired oppositions

88
Q

Comparison of aspect of speech to something

A

metaphors

89
Q

movements made by client/clinician to draw client’s attention to production of characteristics of sounds

A

touch cues

90
Q

unstressed syllable deletion

spaghetti

A

geti

91
Q

consonant harmony/assimilation

duck

A

kuk

92
Q

metathesis

animal

A

aminal

93
Q

epenthesis

black

A

bulak

94
Q

backing

sun

A

kun

95
Q

depalatalization

jump

A

jump

96
Q

prevocalic voicing

cow

A

gow

97
Q

by 3 YOA what 3 phonological processes are typically dropped?

A

final consonant deletion
assimilation
syllable deletion

98
Q

artic/phono

phonetic errors?

A

artic

99
Q

artic/phono

phonemic errors?

A

phono

100
Q

disturbances represent an impairment of representation or organization of phonemes within the language system

A

phonological disorders

101
Q

artic/phono

problems in speech sound production

A

artic

102
Q

what is the long term goal for prelinguistic stage?

A

increase frequency, forms, functions

103
Q

what are some intervention strategies for prelinguistic stage?

A

use natural routines
support families
practice

104
Q

what are 2 secondary behaviors to stuttering?

A

escape

avoidance

105
Q

what are some techniques used for fluency shaping for stuttering?

A

1.easy onsets
2.decrease speaking rate
3.delayed auditory feedback
4.light articulation
contacts
5.continuous phonation

106
Q

what are techniques used for modifying stuttering behaviors?

A

explore stuttering
reduce physical tension
easy stuttering (voluntarily stuttering)

107
Q

what is cluttering?

A

fluency disorder characterized by:
rapid/irregular rate
excessive disfluencies
lang/phono, attention deficits

108
Q

does someone that clutters struggle when speaking?

A

no

109
Q

do clutterer’s have secondarly behaviors?

A

very few or none

110
Q

clutters have a difficult time doing what?

A

expressing ideas clearly

111
Q

what makes cluttering a fluency disorder?

A

rate

112
Q

how is the handwriting of a clutterer?

A

messy

113
Q

language disorder as a result of brain damage?

A

aphasia

114
Q

what are accompanying motor impairments with aphasia?

A

hemiplegia

hemianopsia

115
Q

inappropriate continuation of same response is called?

A

preservation

116
Q

what type of therapy Uses intensive and repeated therapy activities to improve linguistic skills that have been affected (syntax, word finding, phonology etc)

A

restorative/linguistic

117
Q

what type of therapy Language function has been lost in an individual with aphasia; need to establish functional communication

A

substitutive/compensatory

118
Q

Constraint-Induced Language Therapy for aphasia involves…

A

shaping by successive approximation

part of the restorative/linguistic approach

119
Q

Intensive auditory stimulation to elicit language for aphasia

A

stimulation-facilitation

120
Q

Variations in pitch, tempo/rhythm and stress to recruit participation of the right hemisphere to improve verbal production in client’s with damage to left hemisphere

A

melodic intonation therapy

part of restorative/linguistic technique

121
Q

Enhance individual’s functional communication skills through the use of representational gestures rather than speech

A

gestural program: visual action therapy

122
Q

what does PACE stand for?

A

Promoting
Aphasics’
Communicative
Effectiveness

123
Q

what is the goal of PACE?

A

Goal is to improve a client’s ability to convey intended messages using whatever means of communication available

124
Q

t/f

Clients with auditory comprehension deficits benefit from substantial repetition and redundancy of verbal input

A

t

125
Q

t/f

Clinicians should consistently use a slower speech rate when interacting with clients with aphasia

A

t

final exam 402 (1 decks)

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