Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SHS 402 > final exam > Flashcards

final exam Flashcards

1
Q

voice disorder

A

disorders of vocal disturbances where there is a problem initiating or controlling the voice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is included with voice production

A

pitch - frequency of vibration
loudness - amplitude
quality - complexity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

factors that influence voice

A

dysphonia, nonorganic, and organic factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

dysphonia

A

any condition of poor or unpleasant voice quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

nonorganic factors

A

aphonia - absence of audible phonation
emotional problems - stress or anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

organic factors

A

laryngitis, tumors, paralysis, vocal fold webbing, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

organic voice problems

A

pathology of disease affecting larynx or vocal tract
-most alter mass of vocal folds
-ex. edema, tumors, webbing, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

functional voice problems

A

due to faulty voice use or psychogenic factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

functional voice problems

A

due to faulty voice use or psychogenic factors
-vocal abuse or vocal hygiene
-sypmtoms range from whispered, breathness, hoarse, variation in pitch and loudness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

vocal hyperfunction

A

includes any voice disorder characterized by excessive laryngeal tension or overly forceful closure of the vocal folds (vocal abuse or misuse)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

vocal hypofunction

A

includes voice disorder characterized by incomplete closure of the vocal folds (neurologic disorders such as unilateral vocal fold paralysis, myasthenia gravis, and muscular dystrophy)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

dysphagia

A

swallowing disorder characterized by the difficulty moving food from the mouth to the stomach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

phases of a swallow

A

anticipatory stage : sensory information
oral stage : preparatory phase and transport phase
pharyngeal stage : protect the airway and directs the bolus towards the stomach
esophageal stage : as the bolus passes through the upper esophageal sphincter, the larynx lowers and moves backward to resume breathing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

acute dysphagia

A

resulting from a stroke or some other incident

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

gradual deterioration dysphagia

A

resulting from a progressive disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what should be considered when developing a dysphagia plan

A

positioning, cueing, bolus modification, and swallowing strategies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

treatment goals for dysphagia

A

-prevention of aspiration, malnutrition, and dehydration
-re establishment of oral intake of food and liquid

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

postural techniques for dysphagia

A

chin down, chin elevated, head turn, head tilt, and lying down

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

maneuvers for dysphagia

A

supraglottic swallow, super-supraglottic swallow, effortful swallow, mendelson maneuver, and masako manuever

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

exercises for dysphagia

A

shaker exercises, tongue exercises, and transference of treatment effects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

other considerations for dysphagia treatment

A

sensory stimuli, dietary changes, medical procedures, and neuromuscular electrical stimulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is the main difference of swallows for adults compared to pediatrics

A

adults had a normal swallow and children have yet to acquire normal eating skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

aspiration

A

when food or liquid enters a person’s airway and eventually the lungs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

dysarthria

A

impaired ability to execute motor movement (weakness of oral muscles)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

subsystems for dysarthria

A

respiration, phonation, resonance, and articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

respiration treatment

A

establish consistent controlled exhalation to support speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

phonation treatment

A

efficient vocal fold closure during speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

resonance treatment

A

decrease hypernasality by generation of intraoral pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

articulation treatment

A

improved speech sound production with constraints of impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

aphasia

A

language disorder as a result to brain damage
-impaired comprehension and/or extension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

two broad types of aphasia

A

fluent and non fluent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

fluent aphasia

A

impaired comprehension (wernicke’s area), normal or fast rate of speech, unaware of their errors
-wernicke’s
-transcortical sensory
-conduction
-anomic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

non fluent aphasia

A

comprehension varies, reduced vocabulary, agrammatic, impaired articulation/rate, usually aware of their errors
-broca’s
-transcortical memory
-global

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

FAST for a stroke

A

Face - smile and observe if one side of the face drops
Arms - raise both arms and see if one drops
Speech - have them count and notice if speech is slurred or strange
Time - call 911 if any of the above is a yes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

speech characteristics with aphasia

A

aphasia - word finding difficulties
paraphasia (phonemic and semantic) - substitution
perseveration - inappropriate continuation of a response
subpropositional speech - grammar is fluent by over learned phrases are used on a higher scale
agrammatism - syntactic deficit of the omission of function words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what is the goal of treatment for aphasia

A

improve communication skills to the highest degree possible

36
Q

restorative/linguistic treatment

A

individuals linguistic knowledge has been disrupted and these skills can be strengthened or restored through direct instruction
-intensive and repeated therapy activities to improve linguistic skills that have been affected (syntax, word finding, phonology, etc.)

37
Q

substitutive/compensatory treatment

A

language function has been lost in an individual with aphasia, need to establish functional communication
-use procedures to encourage whatever modalities are available to the individual to convey messages successfully
-social communication, basic needs, daily planning, reading/writing/number concepts

38
Q

traumatic brain injury

A

external insults to the brain from vehicular accidents, gunshots, sports related accidents, falls, explosions, etc.

39
Q

executive functions

A

goal directed behaviors such as self-awareness, problem solving, planning/sequencing, regulating emotions, impaired pragmatic skills, reasoning

40
Q

functional domains

A

motor, attention, memory, processing speech, language, visuospatial, executive function, and mood

41
Q

stuttering

A

abnormally high frequency and/or duration of stoppage in the forward flow of speech
-cause is unknown but there is a influence by genetic and environmental factors

42
Q

core behaviors of stuttering

A

basic manifestations seemingly beyond voluntarily control
-repetitions, prolongations, blocks, disfluencies primarily on first sound or syllable

43
Q

secondary behaviors

A

develops over time as learned reactions to core behaviors and occur as break from stutter
-escape behaviors (head nods, eye blinks, and jaw tremors)
-avoidance behavior (substitutions, tension, pauses)

44
Q

treatment approaches

A

fluency shaping - increase fluent speech
stuttering modification - teach client to stutter more easily

45
Q

language disorders

A

abnormal acquisition, comprehension, and/or use of spoken or written language

46
Q

characteristics of language disorders

A

inattention, impulsivity, hyperactivity, ADD, perseveration, and echolalia

47
Q

why do children have language problems

A

primary vs. secondary, developmental or acquired, delayed vs. aberrant, range of severity

48
Q

primary disorder

A

primary deficit in the absence of other developmental areas

49
Q

secondary disorder

A

association with other impairments

50
Q

development disorder

A

present from birth or occurs at the onset of language acquisition

51
Q

acquired disorder

A

loss of language function due to illness or trauma

52
Q

delayed disorder

A

proceed through the same acquisition but at a slower rate

53
Q

aberrant disorder

A

proceed with atypical acquisition that is different from the normal sequence

54
Q

range of severity

A

can range along a continuum of mild to profound impairment

55
Q

do language problems impact communication skills?

A

not necessarily because communication can occur without language

56
Q

do language problems impact school performance?

A

yes, language is a rule covered system that involves symbols and verbal behavior

57
Q

how do we measure the complexity of a child’s developing language skills?

A

pretreatment baselines provide opportunities for the client to demonstrate communicative behavior

58
Q

what are some language intervention techniques

A

parallels talk and self talk, modeling (“mand” modeling), expansion, recast, creating opportunities

59
Q

phonology

A

sound system of language

60
Q

phonological disorder vs. articulation disorder

A

phonological is a sound system, articulation is the motor component

61
Q

patterns of errors for phonological problems

A

stopping, final consonant deletion, velar fronting, gliding, cluster reduction

62
Q

what occurs for patients with phonological problems

A

phonological processes, distinctive features, and paired oppositions

63
Q

articulation

A

emphasis is on the motor component of speech

64
Q

patterns of error for articulation disorders

A

substitution, omission, addition, and distortion of sound at the motor level

65
Q

what occurs for patients with articulation disorders

A

motor practice (drilling)
traditional approach, motor kinesthetic approach, distinctive features, and paired oppositions

66
Q

what disorders result in articulation problems

A

cleft palate, hearing impairment, and apraxia

67
Q

cleft palate

A

big concern : non developmental approach because deficits are the result of structural and NOT developmental factors

68
Q

hearing impairment

A

omission of final consonants, substitutions of voiced consonants for voiceless, vowel errors, distortions of fricatives and affricates

69
Q

apraxia

A

motor planning disorder characterized by reduced ability to volitionally sequence movements of the articulators for speech
-increase voluntary control over articulatory movements

70
Q

ambilingual

A

proficient in both native and secondary language

71
Q

equilingual

A

communicating effectively in both languages

72
Q

semilingual

A

demonstrating poor mastery in L1 and L2

73
Q

simultaneous acquisition

A

begin learning both languages from birth

74
Q

sequential acquisition

A

several years of monolingualism first
-may result in loss of L1 or interruption of progress

75
Q

components of goal writting

A

do, condiiton, criterion

76
Q

‘do’ statement

A

explains the condition under what the client will perform
-ex. will produce _______

77
Q

condition

A

description of a specific behavior
- ex. will produce x when _________

78
Q

criteria

A

desired degree of acceptable performance
- ex. will produce x when w in _________

79
Q

SOAP notes

A

subjective, objective, assessment, plan

80
Q

what is included in SOAP notes

A

-short record of therapy visit
-enable monitoring of treatment program
-provide information per visit
-facilitate continuity of treatment
-can vary based on requirements of insurance and/or family

81
Q

individualized education program (IEP)

A

ensures all children ages 3-21 with special needs receive a free, appropriate public education (FAPE)

82
Q

requirements of an IEP

A

present levels of performance, annual goals, special education and services, placement recommendation, initiation and duration of service, testing adaptation

83
Q

individual family service plan (IFSP)

A

for free, appropriate education extended by PL 99-457 to include infants and toddlers birth to 3 years
-focuses on the family as a unit

84
Q

components of a IFSP

A

present level of development, family resources and concerns, major outcomes, EI services, description of natural environment, service coordinator, and transition plan

85
Q

diagnostic reports

A

summarizes assessment results

86
Q

treatment reports

A

summary of the treatment provided
-not necessarily a discharge from service

87
Q

how do we change communicative behavior?

A

clinician support starts at a high point them decreases as the advancement in the below :
1. simple response
2. more complex response
3. most complex response
4. spontaneous conversation in all settings

SHS 402 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions