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Clinical Observation > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What does CCC stand for?

A

Certificate of Clinical Competence

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2
Q

What is a clinical fellowship year? (CFY)

A

-A transition period between being a student and becoming an independent practitioner.
-Work under a mentor to gain experience before getting full certification.
-Necessary to obtain C’s
-36 weeks 1,260 hours

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3
Q

Things to Consider in Articulation Therapy

A

-Child’s age
-Are the sound errors developmentally appropriate to be working on in therapy?
-Age that certain skills are targeted may vary between settings
-Do the child’s speech errors impact them educationally or in their ability to get their message across?

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4
Q

Benefit of Individual Sessions

A

-Allows for focused practice when a child is learning a new skill

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5
Q

Benefit of Group Sessions

A

-Provides opportunities to interact with peers and helpful in scheduling depending on the setting
-Can add a more interactive component, especially with games

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6
Q

Direct Modeling

A

-You say the sound/word and the child repeats it after you

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7
Q

Faded Modeling

A

“S….s…oap. Now you try it”

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8
Q

Independent Modeling

A

Child produces the target without a model

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9
Q

Types of Modeling

A

-Direct
-Faded
-Independent

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10
Q

Types of Cues

A

-Visual
-Verbal

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11
Q

Visual Cues Examples

A

-Use of a mirror
-Sound cue cards
-Toy/item to represent sound (snake for /s/ sound)

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12
Q

Verbal Cues Examples

A

-“Pop your lips” /p/
-“Make your snake sound” /s/
-“Tongue back” /k/
-“Use your smooth speech”

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13
Q

What age is typical for normal dysfluencies to occur?

A

-Ages 2 to 3

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14
Q

Secondary Behaviors with Disfluencies

A

-Eye blinks
-Facial grimace
-Facial tension
-Exaggerated movements of head, shoulders, arms
-Interjected speech fragments
-May seem to help the person through stuttering at first, but it soon becomes ineffective

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15
Q

When is fluent speech most likely to occur for an individual who stutters?

A

-Reading (normally or in unison with another person)
-Speaking to an infant or animal
-Singing
-Swearing or expressing anger
-Speaking in any atypical manner

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16
Q

When is stuttering most likely to occur for an individual who stutters?

A

-Person fears the situation
-Anticipates stuttering
-Speaking on the phone
-Speaking to authoritative figures
-Speaking in situations they want to avoid
-Speaking to people who will react negatively or have in the past
-Pressured to speak quickly
-Stutter the most when they wish to stutter least

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17
Q

Avoidance Behaviors

A

-Don’t talk
-Substitutions
-Circumlocutions
-Secondary Behaviors

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18
Q

What are the two types of strokes?

A

-Ischemic stroke: blocked artery
-Hemorrhagic stroke: bursting of a blood vessel

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19
Q

Broca’s Aphasia

A

-Site of lesion: dominant inferior frontal lobe or Broca’s area
-Difficulties producing speech and word finding

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20
Q

Wernicke’s Aphasia

A

-Language disorder that makes it hard for you to understand words and communicate (fluent but meaningless speech)
-Site of lesion: Part of brain the controls receptive language

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21
Q

Common Causes of TBI

A

-Motor vehicle accident
-Fall
-Sports injury
-Violent assault
-Stroke
-Blunt force trauma

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22
Q

What does AAC stand for?

A

Augmentative and Alternative Communication

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23
Q

Low Tech AAC

A

-No electronic parts
-Accessed directly through finger pointing and eye gaze
-Examples: letter boards, chat books, schedules, symbol boards

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24
Q

High Tech AAC

A

-Utilizes microcomputers and specialized software
-Synthesized or digitized speech
-Requires a power source
-Expensive to purchase or maintain

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25
Q

Populations that would benefit from AAC

A

-Congenital disability (Intellectual disability, cerebral palsy, autism)
-Severe developmental dyspraxia of speech
-TBI
-ALS

26
Q

Things to consider when selecting an AAC device

A

-Would the child make a connection best with real pictures of their own items/family members
-How many icons would be best to start with on a page?

27
Q

Screening

A

-Should be quick
-Less in depth
-Compare child to chronological age milestones

28
Q

Evaluation

A

-Establish baseline function
-Evaluate hearing, cognitive functioning, all aspects of language, oral motor skills, child’s language system
-Identify strengths and weaknesses
-Look at performance across settings, communication partners, comfort levels

29
Q

Advantage of Standardized Tests

A

-Allow us to compare performance among children of the same chronological age
-Children with LI will demonstrate scores less than one SD below the mean

30
Q

Define Functional Assessment

A

-Assess the child in their natural environment
-How do they communicate their wants and needs at home, school, etc.
-Is there generalization outside of therapy room? (parent questionare)

31
Q

Define Validity

A

-Extent to which a test measures what it is designed to measure

32
Q

Examples of Nonverbal Communication Deficits Noted in ASD

A

-Reduced eye-contact
-Difficulty understanding and using gestures
-Reduced understanding and use of facial expressions
-Restricted, repetitive patterns of behavior, narrow interests
-Excessive adherence to routines, ritualized patterns of behaviors

33
Q

Define Neurodiversity

A

-The range of differences in individual brain function and behavioral traits, regarded as part of normal variation in the human population

34
Q

Echolalia

A

-The precise repetition of sounds and words
-Can be immediate or delayed

35
Q

Scripting

A

-The repetition of words, phrases, or sounds, most commonly from movies, TV, or other sources like books or people

36
Q

Sensory Seeking Examples

A

-Likes to be upside down
-Needs to touch things to look at them
-Enjoys loud music, bright lights
-Often chews on things that are not food

37
Q

Sensory Avoiding Examples

A

-May become anxious or irritable when personal space is invaded
-Sensitive to certain textures
-Highly sensitive to loud noises or bright lights
-May seem like a picky eater

38
Q

Define Positive Reinforcement

A

-Feedback that rewards the client for their performance or shows recognition in a positive way

39
Q

Define Negative Reinforcement

A

-Adjusting a behavior to avoid a negative consequence

40
Q

Verbal Reinforcement

A

-Great job, nice work

41
Q

Natural Reinforcement

A

-When working with children, the response to the communication itself can serve as a great reinforcement

42
Q

Edible Reinforcement

A

Food items

43
Q

Tangible Reinforcement

A

-Pieces of a puzzle, turns in a game, stamps/stickers

44
Q

Nonverbal Reinforcement

A

-smile, high five, thumbs up, fist bump

45
Q

T or F: There are no appropriate nonverbal reinforcements for use with adults

A

False

46
Q

T or F: Any reinforcement can lose its potency when overused

A

True

47
Q

T or F: A piece of candy given before the production would not be considered a reinforcement for that production

A

True

48
Q

T or F: Stringing a bead would be a good choice of reinforcement of speech production for a child with communication and fine motor disorders

A

False

49
Q

What does SOAP stand for

A

Subjective, Objective, Assessment, Plan

50
Q

Define Bolus

A

-Moistened food (as it moves through the swallowing process)

51
Q

4 Phases of Swallowing

A

-Oral Prep
-Oral
-Pharyngeal
-Esophageal

52
Q

Compensatory Strategies

A

-Strategies that can help a patient compensate for their dysphagia

53
Q

Signs and Symptoms of Oral Phase Dysphagia

A

-Difficulty initiating a swallow
-Food or liquids coming out of the nose
-Pocketing
-Drooling
-Oral residue

54
Q

Signs and Symptoms of Pharyngeal Phase Dysphagia

A

-Coughing during or after a swallow
-Wet or gurgly voice after swallow
-Feeling of food being stuck in the throat

55
Q

Causes of Dysphagia

A

-Stroke
-TBI
-ALS
-Parkinson’s
-Dementia

56
Q

Benefits of using timers and visual schedules in sessions

A

-Gives the client an idea of what to expect
-Can be a motivator
-Can be used with reinforcement

57
Q

Why is it important to include family members in therapy strategies?

A

-Outside of therapy, families will be the ones to implement therapy strategies at home
-Helps keep family informed on their child’s progress
-Family can help the child feel more comfortable in sessions

58
Q

Benefits of play based sessions

A

-Play based sessions allow the child to choose what to do in a session
-Helps keep the child motivated
-Effectively targets goals while being fun

59
Q

What kind of client would be best in an individual session?

A

-A client who stutters when speaking in front of others

60
Q

What kind of client would be best in a group session?

A

-Client with aphasia that has trouble word finding

Clinical Observation (2 decks)

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