Final Flashcards
Describe the basic dual-route model of reading.
Both routes start with the same three steps: print is registered as visual feature units then as letter units.
Route #1 (direct) takes those letter units and applied the grapheme to phoneme rule system then uses the phoneme system to produce speech, resulting in a word being read allowed without meaning being looked at, allowing us to speak words we don’t know the meaning of.
Route #2 (indirect) takes these letter units and map the graphemes onto orthography. The semantic system then applies meaning and results in phonological output and then speech. The semantic system step is optional.
Identify the main brain regions involved in single word reading.
The basic reading circuit consists of 3 areas primarily in the left hemisphere of the brain. There are two posterior areas: the dorsal (temporoparietal) system which consists of the inferior parietal lobe and wernicke’s area (posterior aspect of superior temporal gyrus) and the ventral (occipitotemporal or OT) system, which consists of the visual association cortex and the inferior occipito-temporal area. The third area is the anterior system which is centered in and around Broca’s area and the inferior frontal gyrus.
Summarize the main changes in the brain circuits over time.
The dorsal system, which is involved in learning and rule-based analysis such as learning the mapping of letters, develops early and continues to be active for new, irregularly spelled or nonwords. The ventral system, involved in memory-based word identification. This developes relatively late and is highly influenced by in individual’s educational experience. As you grow, the ventral system becomes more prominent than the dorsal as words become memories, but can also swtich during tasks. By age 11, these automatic processesare expected to be within place. The anterior circuit, responsible for translating reading into what you are going to say as well as silent reading, becomes less active with age as word reading becomes more automatic.
Identify the four principles that guide intervention for literate language development.
Principle 1: use curriculum-based instruction
Principle 2: integrate oral and written language
Principle 3: Go meta
Principle 4: collaborate to prevent school failure by participating in RTIs, incorporating 1-3.
Describe principle 1 of literate language development.
Target goals that are based on material drawn from the academic curriculum and support the achievement state standards for language and literacy
Allows functional improvement in their literacy and performance in the curriculum
Describe principle 2 of literate language development.
Provide both oral and written opportunities for students to practice the forms and functions targeted in the intervention
Ex. Working on comprehension and use of abstract vocabulary not just in oral exercises but also in activities involving printed forms (elementary level)
Continue to work on this goal with intermediate kids, encouraging them to pull it together
Describe principle 3 of literate language development.
‘Metas’ are activities that direct conscious attention to the language and cognitive skills a student uses in the curriculum
Ex. talking about talking and thinking about thinking
Involves clinician and client talking about the language forms and functions being used and state rules and principles explicitly, focusing attention on structure of language
Describe principle 4 of literate language development.
SLPs have an important role in providing tier II and III services for students in the classrooms using RTI to prevent reading failure, at both the decoding and comprehension level
Provide 1 reason we would target oral language with school age children.
One reason to target oral language is that including oral language training in reading comprehension programs has been found to result in greater gains than programs focused on written language and tradition reading comprehension activities alone.
Provide 1 reason we would target narrative development with school age children.
One reason to focus on narrative development is that narrative development is the bridge between oral language and literate language.
What are some intervention strategies that can be applied before reading to target narrative comprehension?
Activate the child’s background knowledge and use the title for prediction.
What are some intervention strategies that can be applied during reading to target narrative comprehension?
Use questions and discussion during reading to: discuss, link, & infer (ex. What do you think will happen next), and using thinking allowed, voicing obsercations, feeling, and visualization.
What are some intervention strategies that can be applied after reading to target narrative comprehension?
Graphic organizers (do you have any memories with this object? Draw it) and link feelings and actions.
What are the four different question types?
Right there (found easily in the story ex. why did the littlest billy goat decide to cross the bridge = wanted grass)
Thin and search (found in the story but requires information from multiple places ex. why were the goats afraid of crossing the bridge)
Author and you (not in the story, have to think about topic knowledge and combine with the story information to infer ex. why did the troll let the littlest billy goat go by without eating him? = greedy and through he could get more waiting for brother)
On my own (search their own knowledge).
Develop two examples of activities that target cohesion.
Pronouns: chose a sentence from a story that has a referent and a pronouns in it, talk about who the pronouns refer to and have them identify them in the text
- Can also generate sentences with pronouns about the characters
Conjunction use: provide students with 2 sentences and they use conjunction words to connect them using temporal (then, after), causal (because), conditional, ‘wh’ words
Define normal fluency.
Speech that is smooth, at an appropriate rate, minimal physical and cognitive effort. But some small disfluencies are typical.
Define normal disfluency:
These disfluencies are not often noticed by the listener or speaker because they are common, infrequent, and do not distract the listener from the spoken message, no secondary behaviours
Define developmental disfluency.
Disfluency that accompanies typical development in children
Define the different stuttering behaviours.
Repetition: can be part word or syllable/sound repetition ex. Look at the b-b-baby
Blocks: a type of prolongation that results in inaudible or silent fixations or the inability to begin a soun
Prolongations: Elongation of a sound ex. ssssssssometimes we stay home
What are some key considerations and the purpose of case histories for disfluency?
Interview with parents, child, teacher,
Consider the child’s awareness of their stuttering
What are some key considerations and the purpose of observations in disfluency?
Speech sample
Complete in a clinical setting and natural one
Yields information about frequency of disfluent speech, duration of the stuttered moments, types of dysfluencies and description of 2 behaviours
May include conversation, oral reading, monologue, object naming, picture description, or sentence production
What are some key considerations and the purpose of standardized tests in disfluency?
Provide measures of stuttering severity and percentile rank
May measure across different tasks
What are some key considerations and the purpose of self assessment for disfluency?
Gathers info about speakers behaviours, thoughts, and feeling about communication and stuttering
Shows how they think and feel about something which can influence behaviour
What are the different domains of CALMS?
Cognitive: child’s thoughts about, understanding, and perceptions of stuttering; their level of awareness of stuttering
Affective: the child’s feelings, emotions, and attitudes associated with their stuttering
Linguistic: child’s language skills and the impact of language formulation and discourse complexity on their stuttering
Motor: sensorimotor control of speech movements; overt aspects of the child’s stuttering
- Rating the types of stuttering along with frequency and duration of disfluencies, and the extent to which the child displays tension and struggle behaviours
Social: effects of listener type and speaking situation on the child’s stuttering
- Includes rating the frequency with which the child avoids words or a variety of situations, frequency at which the child stutters across a variety of situations, how often stuttering affects the level of social engagement and the impact of stuttering or fears of engaging in typical school activities
How can CALMS be used in assessment for school-aged children?
In each domain, a series of items are rated on a 1 to 5 scale
Scores are calculated based on the average of the item scores
Provides a profile of the child’s strengths and weaknesses
Describe the prevelence, risk factors, gender differences, and age differences of children’s voice disorders.
Prevalence has been estimated to be anywhere between 11-36%
Nodules are most common for school age children
Chronic hoareness can stem from functional, structural or neurological bases
Complicating factors: reflux, asthma, allergies, medication side effects
NICU trauma
Can be congenital (eg. Paralysis or glottic web) or acquired (use related, trauma, or secondary to intubation)
More males present with use-related voice disorders (opposite of adults)
How are the anatomy and physiology of children and adults different?
Infant larynx sits high in the neck with a slightly different shape, the thyroid taking a more semicircular shape and the epiglottis being more omega-shaped
A greater portion of the glottis is cartilanginous in children
There is no differentiation of the vocal ligament until nearly 4 years of age and the low calcification or the cartilages makes it more flexible
The hyoid overlaps with the tyroid cartilage, redugint the thyrohyoid space
Size of the larynx in relation to the tracheobronchial tree is comparatively large in infants and adults
Position and shape of the mechanism in infants supports rapid alteration between breathing and swallowing
More involvement of the ribcage during breathing
Higher lung pressure and subglottic pressure
What are the norms for acoustic measures for children? How might this impact assessment?
Accoustic measures will be impacted by children’s high fundamental and formant frequencies due to the smaller, shorter vocal tracts
This can make spectrograms difficult to interpret as the high fundamental frequency creates less defined formants
Jitter among children with vocal fold nodules is increased
Increased instability in vowel production among children
o Perturbation measures must be interpreted with caution in the pediatric population
o Repeated measures and female setting for vowel production tasks will minimize the impact of this instability and compensate for the fact that acoustic analysis programs are more likely to make mistakes with higher fundamental frequency
What are the norms for aerodynamic measures for children? How might this impact assessment?
Aerodynamic measurements will be impacted by respiratory differences between children and adults
Childrens lungs generate pressure 50-100% greater with rib café excustion that can be twice that of adults
Children use a higher subglottic pressure and have shorter maximum phonation time
High a high percentage of rib cage contribution to breathing versus abdominal contribution
What are some key areas of assessment for children with voice disorders?
Behaviour Speech sample: vocal quality, rate of speech, vocal characteristics, learning style, temperament, motivation and social interaction with family. Tension and breath Pitch and volume range Maximum phonation time
How could you conduct assessments for the different key areas in children with voice disorders?
Behaviour: observation, parental reports
Voice quality: GRBAS (grade, roughness, breathiness, asthenia, strain) or CAPE-V
Tension and breath: watch for clavicular breathing, shallow breaths, pushin at end of phrase, or end of day
Pitch and volume: watch for vocal quality instability at the extreme ranges (visipitch), may use metaphors to elicit (ex. hill for pitch and animals for volume)
Maximum phonation time: slinky activity
Differentiate vocal hygiene and direct voice therapy, using examples.
Vocal hygiene is education to inform children about voice production mechanisms and injury and guide them towards the identification and reduction of “vocal abuse/misuse”. This includes little changes to daily routines such as drinking more water, limiting yelling, reducing background noise, etc.
Direct voice therapy involves teaching techniques to help support a healthy voice and a way to be loud while minimizing potential damage to the tissue and physical effort. This focuses more on the biometrics (anatomical structure and function). Therapy involves things such as resonant voice training, vocal function exercises, LSVT, and breathing and relaxation exercises.
What are the three main functions of the brainstem?
Conduit for pathways: corridor for all major sensory, motor, cerebellar, and cranial nerve pathways
Location of cranial nerve nuclei
Location of other nuclei with unique functions: critical for control of consciousness, cerebellar circuits, muscle tone, and cardiac, respiratory, and other essential functions
How is the brainstem functions related to consciousness?
The Rostral reticular formation is involved in consciousness but alert does not mean aware. Alertness depends on the normal function of the RF, thalamus, and cortex where as attention requires the above and some additional cortex, and awareness requires an unknown substrate.
What is the name and function of cranial nerve I?
Olfactory: Olfaction (sensory)
