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Aphasia & Other Adult Language Disorders > Final Outline > Flashcards

Final Outline Flashcards

1
Q

purpose of language sampling

A

the goal is to elicit spontaneous language which…
- helps to support standardize assessment
- look for paraphasias, agrammatisms, utterance length, etc.

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2
Q

dynamic assessment

A

method involving initial testing, skills are addressed in treatment, individual is retested to determine treatment outcome

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3
Q

5 considerations of the WHO criteria

A
  1. impairments in body structure and function
  2. comorbid deficits
  3. limitations in activity and participation
  4. environmental and personal factors
  5. quality of life
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4
Q

what is included in the case history?

A
  • medical history
  • mental health history
  • education and health literacy level
  • work history
  • hobbies and personal interests
  • cultural and linguistic backgrounds
  • typical communication linguistics
  • current communication strategies
  • perception of functional communication status
  • preferences and goals
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5
Q

multimodal assessment

A

using multiple assessments to diagnose

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6
Q

differential diagnosis

A

list of possible diagnoses that could be causing the presenting symptoms

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7
Q

what does SMART in smart goals stand for?

A

S- specific
M- measurable
A- achievable
R- relevant
T- time-bound

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8
Q

what does it mean to be person/family centered in tx approach?

A
  • collaborate approach between individuals, families, and clinicians
  • all parties are equally important
  • individual and family preferences are priority
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9
Q

restorative strategies

A
  • improving or restoring impaired function
  • activities and participation
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10
Q

compensatory strategies

A
  • compensating for deficits that are not able to be retrained
  • body functions/structures
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11
Q

primary progressive aphasia

A

rare and lesser-known neurological condition caused by changes in frontal and temporal lobes of the brain, which are largely responsible for language and executive functioning

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12
Q

characteristics of primary progressive aphasia

A
  • talking or singing slower than usual
  • having difficulty thinking of words, even the names of familiar objects and people
  • leaving words out or mixing up the order of words in sentences
  • using a different word than the one they mean (table instead of chair)
  • having difficulty understanding what words mean
  • struggling to follow a conversation
  • making mistakes in spelling that they wouldn’t typically make
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13
Q

Broca’s: fluent or nonfluent?

A

nonfluent

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14
Q

Broca’s: characteristics

A
  • poor reading comprehension
  • significantly impaired oral expression in confrontational naming
  • spelling errors
    *apraxia of speech
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15
Q

Wernicke’s: fluent or nonfluent?

A

fluent

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16
Q

Wernicke’s: characteristics

A
  • anomia
  • difficulty with meanings of printed words
  • excessive but meaningless writing
    *lack of self-awareness
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17
Q

Conduction: fluent or nonfluent?

A

fluent

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18
Q

Conduction: characteristics

A
  • better comprehension of silently read content
  • impaired repetition
  • literal paraphasias
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19
Q

Global: fluent or nonfluent?

A

nonfluent

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20
Q

Global: characteristics

A
  • expressions limited to a few words
  • impaired reading comprehension
  • greatly reduced fluency
    *apraxia of speech
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21
Q

Transcortical Mixed: fluent or nonfluent?

A

nonfluent

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22
Q

Transcortical Mixed: characteristics

A
  • limited spontaneous speech
  • severe echolalia
  • unimpaired automatic speech
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23
Q

Transcortical Sensory: fluent or nonfluent?

A

fluent

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24
Q

Transcortical Sensory: characteristics

A
  • logorrhea
  • neologisms
  • naming severely impaired
    *poor self-monitoring
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25
Q

Transcortical Motor: fluent or nonfluent?

A

nonfluent

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26
Q

Transcortical Motor: characteristics

A
  • literal paraphasias
  • intact repetition
  • severely impaired writing
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27
Q

Anomic: fluent or nonfluent?

A

fluent

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28
Q

Anomic: characteristics

A
  • word finding difficulties
  • intact writing expression
  • intact repetition
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29
Q

prosopagnosia

A

inability to identify faces

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30
Q

amusia

A

inability to recognize musical tones or to reproduce them

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31
Q

dysnomia

A

difficulty with or inability to retrieve the correct word from memory when needed

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32
Q

alexia

A

with or without agraphia

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33
Q

agraphia

A

inability to write letters, symbols, words, or sentences

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34
Q

persevation

A

recurrence, out of context and in the absence of the original stimulus, of some behavioral act

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35
Q

dysarthria

A

weakness

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36
Q

apraxia

A

pronunciation

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37
Q

hemiplegia

A

inability to use one side

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38
Q

visual agnosia

A

inability to identify something visually

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39
Q

auditory agnosia

A

good with nonspeech sounds, difficulty with words

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40
Q

tactile agnosia

A

difficulty with sensory processing

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41
Q

community and support and integration treatment

A
  • community aphasia groups
  • life participation approach to aphasia (LPAA)
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42
Q

community aphasia groups: purpose

A

treatment and support for people with aphasia that can improve linguistic functioning in a naturalistic setting

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43
Q

community aphasia groups: demographic

A

patients with aphasia

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44
Q

community aphasia groups: therapy

A

socializing, sharing ideas, feelings, learning more information

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45
Q

life participation approach to aphasia (LPAA): purpose

A

general philosophy and model of consumer-driven service delivery and not a specific clinical approach

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46
Q

life participation approach to aphasia (LPPA): demographic

A

focuses on long-term management of aphasia

47
Q

life participation approach to aphasia (LPPA): therapy

A

reengage in life through daily participation in activities of their choice

48
Q

computer-based treatment: purpose

A

utilize computer technology to target various language skills

49
Q

computer-based treatment: demographic

A

aphasia patients using AAC devices

50
Q

computer-based treatment: therapy

A

introducing AAC devices

51
Q

constraint-induced language therapy (CILT): purpose

A

intensive treatment approach focused on increasing spoken language output while discouraging (constraining) the use of compensatory communication strategies

52
Q

constraint-induced language therapy (CILT): demographic

A

KORA

53
Q

constraint-induced language therapy (CILT): therapy

A

KORA

54
Q

melodic intonation therapy (MIT): purpose

A

uses the musical elements of speech (melody, rhythm, stress) to improve expressive language

55
Q

melodic intonation therapy (MIT): demographic

A

working on intonation

56
Q

melodic intonation therapy (MIT): therapy

A
  • start by intoning (singing) simple words/phrases and increase phrase length
  • then reliance on intonation is gradually decreased over time
57
Q

multimodal treatment

A
  • augmentative and alternative communication (AAC)
  • promoting aphasics’ communication effectiveness (PACE)
  • visual action therapy (VAT)
58
Q

augmentative and alternative communication (AAC): purpose

A

involves supplementing or replacing natural communication modalities (natural spoken language) with aided or unaided symbols

59
Q

augmentative and alternative communication (AAC): demographic

A

supporting nonspeaking communication

60
Q

augmentative and alternative communication (AAC): therapy

A
  • modeling use of the device
  • encouraging usage of the device
61
Q

promoting aphasics’ communication effectiveness (PACE): purpose

A

designed to improve conversational skills

62
Q

promoting aphasics’ communication effectiveness (PACE): demographic

A

supporting nonspeaking communication

63
Q

promoting aphasics’ communication effectiveness (PACE): therapy

A
  • patient and clinician take turns as the message sender or receiver
  • picture prompts are concealed from listener
  • speaker uses their choice of modalities to convey message
64
Q

visual action therapy (VAT): purpose

A

nonspeaking treatment approach that trains individuals to use hand gestures to indicate visually absent items

65
Q

visual action therapy (VAT): demographic

A

global aphasia

66
Q

visual action therapy (VAT): therapy

A

tracing, matching, producing pantomimed gestures for visible objects, pantomimed for absent objects

67
Q

partner approaches

A
  • conversational coaching
  • supported communication intervention (SCI)
68
Q

conversational coaching: purpose

A

designed to teach verbal and nonverbal communication strategies to individuals with aphasia and their primary communication partners

69
Q

conversational coaching: demographic

A

aphasic individuals

70
Q

conversational coaching: therapy

A

strategies (drawing, gesturing, cueing) are chosen by the individual and his/her partner, and the SLP is the “coach”

71
Q

supported communication intervention (SCI): purpose

A

approach to aphasia rehabilitation that emphasizes the need for multimodal communication, partner training, and opportunities for social interaction

72
Q

supported communication intervention (SCI): demographic

A

aphasic patients

73
Q

supported communication intervention (SCI): therapy

A

KORA

74
Q

reading treatments

A
  • multiple oral reading (MOR)
  • oral reading for language in aphasia (ORLA)
  • supported reading comprehension
75
Q

multiple oral reading (MOR): purpose

A

treatment for individuals with acquired disorders of reading (dyslexia or alexia)

76
Q

multiple oral reading (MOR): demographic

A
  • dyslexia, alexia
  • best suited for individuals with preserved letter-by-letter reading abilities and relatively good oral reading and comprehension at the single-word level
77
Q

multiple oral reading (MOR): therapy

A

re-reading text aloud either a specific number of times or until a specific reading rate is reached

78
Q

oral reading for language in aphasia (ORLA): purpose

A

treatment for individuals with aphasia that involves repeated practice reading sentences aloud with the clinician in an effort to improve reading comprehension via phonological and semantic reading routes

79
Q

oral reading for language in aphasia (ORLA): demographic

A

aphasic patients

80
Q

oral reading for language in aphasia (ORLA): therapy

A

using connected discourse (sentences) to practice natural rhythm and intonation

81
Q

supported reading comprehension: purpose

A

focus on improving the reading comprehension of individuals with aphasia by incorporating aphasia-friendly text supports

82
Q

supported reading comprehension: demographic

A

aphasic patients

83
Q

supported reading comprehension: therapy

A

drawings, personally relevant photographs, and reader-friendly formatting and linguistic supports

84
Q

reciprocal scaffolding treatment (RST): purpose

A

group treatment approach that addresses communication skills using natural language in meaningful social contexts

85
Q

reciprocal scaffolding treatment (RST): demographic

A

aphasic individuals

86
Q

reciprocal scaffolding treatment (RST): therapy

A

giving an opportunity to use premorbid knowledge and vocabulary in reciprocal teaching interactions with a group of “novices”

87
Q

script training: purpose

A

functional approach to aphasia treatment that uses script knowledge (understanding, remembering, and recalling event sequences of an activity) to facilitate participation in personally relevant activities

88
Q

script training: demographic

A

aphasic patients

89
Q

script training: therapy

A

developing a scripted monologue or dialogue of an activity of interests

90
Q

syntax treatments

A
  • sentence production program for aphasia (SPPA)
  • treatment of underlying forms (TUF)
91
Q

sentence production program for aphasia (SPPA): purpose

A

prescribed treatment program designed to aid in the production of specific sentence types

92
Q

sentence production program for aphasia (SPPA): demographic

A

aphasic patients

93
Q

sentence production program for aphasia (SPPA): therapy

A
  • clinician read a story that includes the target sentences and then asks a question to elicit repetition of that sentence
  • clinician reads the story without the target sentence and asks a question to elicit that sentence
94
Q

treatment of underlying forms (TUF): purpose

A

linguistic approach to treating sentence-level deficits in persons with agrammatic aphasia

95
Q

treatment of underlying forms (TUF): demographic

A

aphasic patients

96
Q

treatment of underlying forms (TUF): therapy

A

improve sentence production by training more complex sentence structures first

97
Q

word finding treatments

A
  • gestural facilitation of naming (GES)
  • response elaboration training (RET)
  • semantic features analysis treatment
  • verb network strengthening treatment (VneST)
  • word retrieval cueing strategies
98
Q

gestural facilitation of naming (GES): purpose

A

uses intact gesture abilities to mediate activation of word retrieval by taking advantage of the interactive nature of language and action

99
Q

gestural facilitation of naming (GES): demographic

A

nonspeaking patients and/or patients with difficulties in expressive language

100
Q

gestural facilitation of naming (GES): therapy

A

ex: pointing at ring finger to target the word “ring”

101
Q

response elaboration training (RET): purpose

A

treatment approach designed to help increase verbal elaboration abilities of persons with aphasia

102
Q

response elaboration training (RET): demographic

A

aphasic patients

103
Q

response elaboration training (RET): therapy

A
  1. show a stimulus to the patient, patient responds saying what it is
  2. if needed the clinician shapes/models that person’s response
  3. the clinician gives a “wh” question to elaborate on the response
  4. reinforce on the elaborated response
  5. patient repeated the clinician’s combined model
  6. elicit a delayed imitation
104
Q

semantic feature analysis treatment: purpose

A

word retrieval treatment in which the person with aphasia identifies important semantic features of a target word that is difficult to retrieve

105
Q

semantic feature analysis treatment: demographic

A

aphasic patients

106
Q

semantic feature analysis treatment: therapy

A

using sematic network associated with the target word

107
Q

verb network strengthening treatment (VneST): purpose

A

aphasia treatment to promote lexical retrieval in sentence context

108
Q

verb network strengthening treatment (VneST): demographic

A

aphasic patients

109
Q

verb network strengthening treatment (VneST): therapy

A

targeting verbs and their roles to activate semantic networks and to improve the production of basic syntactic structures (subject-verb-object)

110
Q

word retrieval cueing strategies: purpose

A

provides additional information, such as the beginning sound of a word (phonological cueing) or contextual cues (semantic cueing), to prompt words

111
Q

word retrieval cueing strategies: demographic

A

patients with word finding difficulties

112
Q

word retrieval cueing strategies: therapy

A

KORA

113
Q

SBART

A

Situation Background Assessment Recommendation Tool

Aphasia & Other Adult Language Disorders (12 decks)

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