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.
2
Q
dynamic assessment
A
method involving initial testing, skills are addressed in treatment, individual is retested to determine treatment outcome
3
Q
5 considerations of the WHO criteria
A
- impairments in body structure and function
- comorbid deficits
- limitations in activity and participation
- environmental and personal factors
- quality of life
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
5
Q
multimodal assessment
A
using multiple assessments to diagnose
6
Q
differential diagnosis
A
list of possible diagnoses that could be causing the presenting symptoms
7
Q
what does SMART in smart goals stand for?
A
S- specific
M- measurable
A- achievable
R- relevant
T- time-bound
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
9
Q
restorative strategies
A
- improving or restoring impaired function
- activities and participation
10
Q
compensatory strategies
A
- compensating for deficits that are not able to be retrained
- body functions/structures
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
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
13
Q
Broca’s: fluent or nonfluent?
A
nonfluent
14
Q
Broca’s: characteristics
A
- poor reading comprehension
- significantly impaired oral expression in confrontational naming
- spelling errors
*apraxia of speech
15
Q
Wernicke’s: fluent or nonfluent?
A
fluent
16
Q
Wernicke’s: characteristics
A
- anomia
- difficulty with meanings of printed words
- excessive but meaningless writing
*lack of self-awareness
17
Q
Conduction: fluent or nonfluent?
A
fluent
18
Q
Conduction: characteristics
A
- better comprehension of silently read content
- impaired repetition
- literal paraphasias
19
Q
Global: fluent or nonfluent?
A
nonfluent
20
Q
Global: characteristics
A
- expressions limited to a few words
- impaired reading comprehension
- greatly reduced fluency
*apraxia of speech
21
Q
Transcortical Mixed: fluent or nonfluent?
A
nonfluent
22
Q
Transcortical Mixed: characteristics
A
- limited spontaneous speech
- severe echolalia
- unimpaired automatic speech
23
Q
Transcortical Sensory: fluent or nonfluent?
A
fluent
24
Q
Transcortical Sensory: characteristics
A
- logorrhea
- neologisms
- naming severely impaired
*poor self-monitoring
25
Transcortical Motor: fluent or nonfluent?
nonfluent
26
Transcortical Motor: characteristics
- literal paraphasias
- intact repetition
- severely impaired writing
27
Anomic: fluent or nonfluent?
fluent
28
Anomic: characteristics
- word finding difficulties
- intact writing expression
- intact repetition
29
prosopagnosia
inability to identify faces
30
amusia
inability to recognize musical tones or to reproduce them
31
dysnomia
difficulty with or inability to retrieve the correct word from memory when needed
32
alexia
with or without agraphia
33
agraphia
inability to write letters, symbols, words, or sentences
34
persevation
recurrence, out of context and in the absence of the original stimulus, of some behavioral act
35
dysarthria
weakness
36
apraxia
pronunciation
37
hemiplegia
inability to use one side
38
visual agnosia
inability to identify something visually
39
auditory agnosia
good with nonspeech sounds, difficulty with words
40
tactile agnosia
difficulty with sensory processing
41
community and support and integration treatment
- community aphasia groups
- life participation approach to aphasia (LPAA)
42
community aphasia groups: purpose
treatment and support for people with aphasia that can improve linguistic functioning in a naturalistic setting
43
community aphasia groups: demographic
patients with aphasia
44
community aphasia groups: therapy
socializing, sharing ideas, feelings, learning more information
45
life participation approach to aphasia (LPAA): purpose
general philosophy and model of consumer-driven service delivery and not a specific clinical approach
46
life participation approach to aphasia (LPPA): demographic
focuses on long-term management of aphasia
47
life participation approach to aphasia (LPPA): therapy
reengage in life through daily participation in activities of their choice
48
computer-based treatment: purpose
utilize computer technology to target various language skills
49
computer-based treatment: demographic
aphasia patients using AAC devices
50
computer-based treatment: therapy
introducing AAC devices
51
constraint-induced language therapy (CILT): purpose
intensive treatment approach focused on increasing spoken language output while discouraging (constraining) the use of compensatory communication strategies
52
constraint-induced language therapy (CILT): demographic
KORA
53
constraint-induced language therapy (CILT): therapy
KORA
54
melodic intonation therapy (MIT): purpose
uses the musical elements of speech (melody, rhythm, stress) to improve expressive language
55
melodic intonation therapy (MIT): demographic
working on intonation
56
melodic intonation therapy (MIT): therapy
- start by intoning (singing) simple words/phrases and increase phrase length
- then reliance on intonation is gradually decreased over time
57
multimodal treatment
- augmentative and alternative communication (AAC)
- promoting aphasics' communication effectiveness (PACE)
- visual action therapy (VAT)
58
augmentative and alternative communication (AAC): purpose
involves supplementing or replacing natural communication modalities (natural spoken language) with aided or unaided symbols
59
augmentative and alternative communication (AAC): demographic
supporting nonspeaking communication
60
augmentative and alternative communication (AAC): therapy
- modeling use of the device
- encouraging usage of the device
61
promoting aphasics' communication effectiveness (PACE): purpose
designed to improve conversational skills
62
promoting aphasics' communication effectiveness (PACE): demographic
supporting nonspeaking communication
63
promoting aphasics' communication effectiveness (PACE): therapy
- 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
visual action therapy (VAT): purpose
nonspeaking treatment approach that trains individuals to use hand gestures to indicate visually absent items
65
visual action therapy (VAT): demographic
global aphasia
66
visual action therapy (VAT): therapy
tracing, matching, producing pantomimed gestures for visible objects, pantomimed for absent objects
67
partner approaches
- conversational coaching
- supported communication intervention (SCI)
68
conversational coaching: purpose
designed to teach verbal and nonverbal communication strategies to individuals with aphasia and their primary communication partners
69
conversational coaching: demographic
aphasic individuals
70
conversational coaching: therapy
strategies (drawing, gesturing, cueing) are chosen by the individual and his/her partner, and the SLP is the "coach"
71
supported communication intervention (SCI): purpose
approach to aphasia rehabilitation that emphasizes the need for multimodal communication, partner training, and opportunities for social interaction
72
supported communication intervention (SCI): demographic
aphasic patients
73
supported communication intervention (SCI): therapy
KORA
74
reading treatments
- multiple oral reading (MOR)
- oral reading for language in aphasia (ORLA)
- supported reading comprehension
75
multiple oral reading (MOR): purpose
treatment for individuals with acquired disorders of reading (dyslexia or alexia)
76
multiple oral reading (MOR): demographic
- 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
multiple oral reading (MOR): therapy
re-reading text aloud either a specific number of times or until a specific reading rate is reached
78
oral reading for language in aphasia (ORLA): purpose
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
oral reading for language in aphasia (ORLA): demographic
aphasic patients
80
oral reading for language in aphasia (ORLA): therapy
using connected discourse (sentences) to practice natural rhythm and intonation
81
supported reading comprehension: purpose
focus on improving the reading comprehension of individuals with aphasia by incorporating aphasia-friendly text supports
82
supported reading comprehension: demographic
aphasic patients
83
supported reading comprehension: therapy
drawings, personally relevant photographs, and reader-friendly formatting and linguistic supports
84
reciprocal scaffolding treatment (RST): purpose
group treatment approach that addresses communication skills using natural language in meaningful social contexts
85
reciprocal scaffolding treatment (RST): demographic
aphasic individuals
86
reciprocal scaffolding treatment (RST): therapy
giving an opportunity to use premorbid knowledge and vocabulary in reciprocal teaching interactions with a group of "novices"
87
script training: purpose
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
script training: demographic
aphasic patients
89
script training: therapy
developing a scripted monologue or dialogue of an activity of interests
90
syntax treatments
- sentence production program for aphasia (SPPA)
- treatment of underlying forms (TUF)
91
sentence production program for aphasia (SPPA): purpose
prescribed treatment program designed to aid in the production of specific sentence types
92
sentence production program for aphasia (SPPA): demographic
aphasic patients
93
sentence production program for aphasia (SPPA): therapy
- 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
treatment of underlying forms (TUF): purpose
linguistic approach to treating sentence-level deficits in persons with agrammatic aphasia
95
treatment of underlying forms (TUF): demographic
aphasic patients
96
treatment of underlying forms (TUF): therapy
improve sentence production by training more complex sentence structures first
97
word finding treatments
- gestural facilitation of naming (GES)
- response elaboration training (RET)
- semantic features analysis treatment
- verb network strengthening treatment (VneST)
- word retrieval cueing strategies
98
gestural facilitation of naming (GES): purpose
uses intact gesture abilities to mediate activation of word retrieval by taking advantage of the interactive nature of language and action
99
gestural facilitation of naming (GES): demographic
nonspeaking patients and/or patients with difficulties in expressive language
100
gestural facilitation of naming (GES): therapy
ex: pointing at ring finger to target the word "ring"
101
response elaboration training (RET): purpose
treatment approach designed to help increase verbal elaboration abilities of persons with aphasia
102
response elaboration training (RET): demographic
aphasic patients
103
response elaboration training (RET): therapy
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
semantic feature analysis treatment: purpose
word retrieval treatment in which the person with aphasia identifies important semantic features of a target word that is difficult to retrieve
105
semantic feature analysis treatment: demographic
aphasic patients
106
semantic feature analysis treatment: therapy
using sematic network associated with the target word
107
verb network strengthening treatment (VneST): purpose
aphasia treatment to promote lexical retrieval in sentence context
108
verb network strengthening treatment (VneST): demographic
aphasic patients
109
verb network strengthening treatment (VneST): therapy
targeting verbs and their roles to activate semantic networks and to improve the production of basic syntactic structures (subject-verb-object)
110
word retrieval cueing strategies: purpose
provides additional information, such as the beginning sound of a word (phonological cueing) or contextual cues (semantic cueing), to prompt words
111
word retrieval cueing strategies: demographic
patients with word finding difficulties
112
word retrieval cueing strategies: therapy
KORA
113
SBART
Situation Background Assessment Recommendation Tool
