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SHS 470 > final exam > Flashcards

final exam Flashcards

1
Q

general rationale for NBHS

A

-around 2/1000 newborns will not pass
-more than 90% of children are with HL are born to hearing parents

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2
Q

hearing screening protocol

A

-auditory brainstem response (ABR)
-otoacoustic emossions (OAEs)
-two tier
-two technology

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3
Q

two tier screening

A

OAE then onto ABR is OAE if not passed

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4
Q

two technology screening

A

OAE and ABR testing

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5
Q

types of hearing loss

A

conductive, sensorineural, and mixed

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6
Q

conductive HL

A

problem with transmission of sound waves to the inner ear
-CAUSES : fluid in middle ear, otitis media, excess wax, poor tube function

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7
Q

sensorineural HL

A

results from damage to inner ear or nerve function (inner ear hair cells or auditory nerve)
-CAUSES : genetics, ototoxic drugs, illness, aging, noise exposure

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8
Q

mixed HL

A

a combination of both conductive and SNHL

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9
Q

types of amplification available

A

hearing aids, cochlear implants, bone anchored hearing aids, and hearing assistive technology

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10
Q

communication approaches

A

sign language, speech + sign, cued speech, auditory-oral, auditory-verbal

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11
Q

sign language

A

assists in language acquisition
-concept level

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12
Q

oral modality

A

demonstrate higher levels of performance after implantation than children who use total communication

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13
Q

how can hearing impairment affect phonology

A

-consonant deletion
-vowels are distorted
-prosodic features differ
-intelligibility can be decreased
-challenges with learning phonological awareness skills

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14
Q

how can hearing impairment affect morphosyntax

A

-simple sentences
-difficulty with morphological development
-expressive and receptive delays

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15
Q

how can hearing impairment affect semantics

A

-slowed vocabulary development
-concrete words over abstract
-difficulty with multiple meaning words

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16
Q

how can hearing impairment affect pragmatics

A

-less frequent communication skills
-difficulty with figurative language
-difficulty with topic maintenance

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17
Q

autism spectrum disorder (ASD)

A

neurodevelopment disorder characterized by deficits in social communication and social interaction and presence of restricted, repetitive behaviors

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18
Q

neurodiversity

A

term used to describe the concept that brains have natural difference from each other

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19
Q

diagnostic criteria for ASD

A

diagnostic and statistical manual of mental disorders, fifth edition (DSM-5) made changes to the criteria

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20
Q

DSM-5 criteria for diagnosis

A

-persistent deficits in social communication and social interaction across multiple context
-restricted, repetitive patterns of behaviors, interest, or activities
-symptoms must be present in the early developmental period
-symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
- disturbances are not better explained by intellectual disability or global developmental delay

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21
Q

deficits in social interactions are manifested as

A

-social emotional reciprocity
-nonverbal communication behaviors use for social interaction
-developing, maintaining, and understanding relationships

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22
Q

patterns of behaviors include

A

-stereotypes of repetitive motor movements
-insistence of sameness, inflexible adherence to routines
-highly restricted, fixated interests that are abnormal in intensity or focus
-hyper or hypo activity to sensory input or unusual interest in sensory aspects of environment

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23
Q

change from DSM fourth edition to fifth edition

A

DSM-5 calls is autism spectrum disorder with rett syndrome as its own thing

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24
Q

causes that may cause ASD

A

genetics - hundreds of genes have been associated with autism or syndromes related to autism in recent years
neurobiology - functional connectivity
environmental - parental exposure in toxins, parental and maternal age

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25
Q

red flags for ASD

A

-limited eye contact/facial expressions
-minimal gestures
-no joint attention
-delayed babbling
-delayed first words
-does not join in play

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26
Q

what is the SLP’s role in assessment of ASD

A

hearing screening, case history, language assessment, speech screening/assessment

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27
Q

how can ASD affect phonology

A

phonological processing

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28
Q

how can ASD affect morphology

A

-irregular morphemes may be more challenging
-some difficult with pronouns

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29
Q

how can ASD affect semantics

A

-early delays in vocabulary and gesture usage
-first words appear around 38 months

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30
Q

how can ASD affect syntax

A

-short, simple sentences
-immediate or delayed repetition of language

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31
Q

how can ASD affect pragmatics

A

-deficits in joint attention
-difficulty initiating and maintaining conversations
-limited range of communication functions
-immediate and delated utterance’s
-overuse of questions
-few gestures used

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32
Q

ASD treatments

A

early intervention, picture exchange, core board, social stories, and social thinking

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33
Q

early intervention for ASD

A

child led play based treatment approach

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34
Q

picture exchange communication system (PECS)

A

supports the use of symbolic communication through picture exchange
-based on behaviorism

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35
Q

core board

A

low tech AAX that contains high frequency words
-can be used on devices

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36
Q

social stories

A

help children learn about social behaviors and pragmatics within specific contexts

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37
Q

social thinking

A

methodology for supporting pragmatic language and social skill

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38
Q

criteria for intellectual disability

A

-impairments in intellectual functioning
-impairments in adaptive functioning
-impairments begin during infancy/childhood

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39
Q

causes of intellectual disability

A

prenatal - genetic syndromes, maternal illness, toxin exposure, malformation
perinatal - anoxia during birth
postnatal - infections, TBI, seizure disorders, toxins, pediatric stroke

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40
Q

most common cause of intellectual disability

A

genetics cause around 45% of the time
-down syndrome and fragile X are most common along those

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41
Q

what is the SLP’s role in assessment of intellectual disability

A

-diagnosing a communication disorder
-determining the severity
-considering AAC support
-referring to other professionals
-support families in decision making

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42
Q

language and cognition

A

cognition develops as language is learned and internalized

43
Q

how can intellectual disability affect phonology

A

-reduced vocalizations
-increased use of phonological processes, and may persist longer
-can have low intelligibility

44
Q

how can intellectual disability affect morphosyntax

A

-delayed rate of acquisition
-sentences may show reduced syntactic complexity
-may be reliant on word order

45
Q

how can intellectual disability affect semantics

A

-may struggle with receptive language
-slower word acquisition
-more difficulty with abstract meaning

46
Q

how can intellectual disability affect pragmatics

A

-similar use of pragmatic function
-difficulty assessing pragmatics of others
-may not request clarification when needed

47
Q

treatment principles for intellectual development

A

-family centered approach
-engage in inter professional practice
-strength based approach
-focus on functional communication
-provide treatment in natural contexts
-plan early for transition

48
Q

transitioning from a school system

A

-conversation about it early on
-IEP documentation
-utilize entire team
-update documentation with student’s current strengths and needs
-discuss resources and options for transitioning out of family home

49
Q

developmental language disorder (DLD)

A

a neurodevelopmental communication disorder that interferes with learning, understanding, and using language. these language difficulties are not explained by other condition, such as hearing loss or autism.

50
Q

diagnosis criteria of DLD

A

-difficulty with acquisition and use of language
-language abilities that are below age expectations
-emerges during development
-not the results of a known causal condition

51
Q

main differences between SLI and DLD

A

SLI : normal nonverbal IQ, often identified using standardized testing
DLD : those with below average nonverbal IQ, uses standardized testing

52
Q

what is the SLP’s role in diagnosis DLD

A

they do diagnose
-case history
-hearing screening
-oral mech
-language sample
-standardized language testing
-literacy screening or assessment

53
Q

static assessment

A

-standardized protocol
-snapshot of child’s language skills
-examiner does not give feedback or instruction
-emphasis on assessment product

54
Q

dynamic assessment

A

-captures what a child can do with varying levels of support
-examiner gives cues to scaffold
-emphasis on assessment product

55
Q

how can DLD affect phonology

A

-may or may not have a co-occuring speech disorder
-often can struggle

56
Q

how can DLD affect morphosyntax

A

-use fewer grammatical inflections or make errors
-difficulty with complex syntax

57
Q

how can DLD affect semantics

A

-delays in first words
-slower vocab acquisition and word
-use of filler words
-semantic networks aren’t as rich

58
Q

how can DLD affect pragmatics

A

-not all will have significant effects
-difficulty relaying stories
-difficulty adapting message to listener and giving sufficient info

59
Q

treatment principles for DLD

A

-support overall language development
-provide therapy in an integrated way
-goals should target functional communication

60
Q

DLD treatment

A

hanen, BBC, cause/effect toys, dialogic reading, sensory bins, barrier games

61
Q

hanen

A

parent training programs
-target word practice for late talkers
-it takes two to talk for young children with language delay

62
Q

babble boot campe (BBC)

A

parent coaching by an SLP for infants with several disabilities

63
Q

cause/effect toys

A

-helps reinforce the natural consequences of communication attempts
-ex. wind up toys, racetracks, bubbles

64
Q

dialogic reading

A

uses shared storybook reading to help enhance language
-adults supports the child in telling the story

65
Q

sensory bins

A

play based approach to elicit language
-can be created around themes or holidays

66
Q

barrier games

A

are set up so a child and SLP cannot see what the other one is doing
-one gives directions and other listens
-requires child to give and follow directions, engage in the perspective taking, and check for understanding

67
Q

simple view of reading

A

decoding and language comprehension RESULTS in reading comprehension

68
Q

dyslexia

A

specific learning disability that is neurobiological
-difficulties with accurate and fluent word recognition and poor spelling abilities
-result from a deficit in phonological component of language

69
Q

problems in word recognition

A

-difficulty with decoding printed words
-spelling problems usually persistent through adulthood
-improvement with word reading accuracy with therapy

70
Q

4 areas of phonological processing

A

phonological awareness, memory, retrieval and production

71
Q

phonological awareness

A

ability to appreciate sounds within language and manipulate them

72
Q

phonological memory

A

encoding and storage of phonological information in memory
-assessed through memory span tasks

73
Q

phonological retrieval

A

word finding difficulty

74
Q

phonological production

A

difficulty producing complex speech sound sequences
-can be measured through non word repetition tasks

75
Q

language characteristics of dyslexia

A

-language delay
-speech sound difficulties or disorders (mixing sounds up in words or articulation disorders)
-language disorder (grammatical markers)
-omit functional words
-difficulty rhyming words

76
Q

gold standard assessment of dyslexia

A

-language assessment
-test of phonological processing
-test of word reading

77
Q

5 components of language

A

syntax, morphology, phonology, semantics, and pragmatics

78
Q

syntax

A

word order

79
Q

morphology

A

word structure

80
Q

phonology

A

how sounds are put together

81
Q

semantics

A

word meaning

82
Q

pragmatics

A

study of rules that govern language

83
Q

disability models

A

-moral
-medical
-rehabilitation
-social
-sociopolitical
-social justice
-critical disability

84
Q

3 types of service types

A

-multidisciplinary : shared
-interdisciplinary : collaborative effort
-transdisciplinary : role release

85
Q

subtypes of SSD

A

functional, organic, motor/neurological, structural, sensory/perceptual

86
Q

how can speech disorders impact input

A

-auditory processing
-discrimination of speech
-phonological recognition
-phonetic discrimination

87
Q

how can speech disorders impact storage

A

-phonological representation
-semantic representation
-moto program

88
Q

how can speech disorder impact output

A

-motor programming
-motor planning
-motor execution

89
Q

purpose of speech assessment

A

-determine the nature and severity of speech delay or disorder
-provide information for decision making about treatment

90
Q

components of a speech assessment

A

case history, hearing screening, language screening, speech sample, oral mechanism exam. standardized testing

91
Q

considerations for multilingual speech assessment

A

-dialect is not a disorder
-may need to use articulation assessments
-use parents or caregivers as a resource
-reach out to SLPs in other countries if needed
-intelligibility speech scale

92
Q

apraxia

A

affects motor planning and programming
-inconsistent errors on consonants and vowels

93
Q

dysarthria

A

neuromuscular execution of speech
-errors are pretty consistent
-characterized by impairment in CNS or PNS

94
Q

articulation

A

process of planning and executing speech sounds
-can we say it?

95
Q

phonology

A

language conventions that govern how phonemes are combined
-do we say it

96
Q

articulation treatment

A

targets phonetic level

97
Q

phonology treatment

A

targets phonemic level

98
Q

apraxia treatment

A

establish motor programs

99
Q

dysarthria treatment

A

establishing functional communication

100
Q

cleft palate characteristics

A

-delayed onset of babbling
-smaller phonetic inventory
-later acquisition of vocabulary
-presence of compensatory articulation errors

101
Q

cleft palate treatment

A

support speech skills after repair

102
Q

compensatory articulation

A

learned articulation behaviors in which sounds are produced farther back in the oral cavity to compensate for the cleft
-once they become a part of children’s system, they can be difficult to correct
-may continue even after repair

103
Q

primary characteristics of stuttering

A

changes in speech

104
Q

secondary characteristics of stuttering

A

attempts to move past stutter

SHS 470 (2 decks)

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