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comm d > final review > Flashcards

final review Flashcards

1
Q

what do slps and auds do and what are the requierements for each

A

slp: speech, language, voice etc
-masters, 9 mo fellowship, 400 hrs supervised clinical work, praxis, ccc-slp
aud: balance and hearing
-doctorate, 1820 hrs fellowship, ccc-a

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2
Q

5 principles of brain organization

A

plasticity, hierarchical org, sensitive period, specialisaztion, interconnectivity

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3
Q

3 traditional language domains

A

content: semantics–meaning and vocab
form: syntax (sentences), morphology (words), phonology (sounds)
use: pragmatics (social skills etc)

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4
Q

grices maxims

A

quantity: how much
quality: truthfulness
relevance: on topic
manner: how you say it

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5
Q

joint attention

A

6-9 months
simultaneous focus on same object

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6
Q

overextension

A

16 mo
one word for all things in the category

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6
Q

overextension

A

16 mo
one word for all things in the category

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7
Q

decontextualized language

A

preschool
outside of hear and now

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8
Q

what’s the purpose of differents types of assessments?

A

screenings: short, to see if further testing is needed
standarized tests: to diagnose someone
questionaires: other contexts you cant see
observational: you do it

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9
Q

developmental language disorder

A

impaired comprehension and or use of spoken, written, and/or other symbol system (semantics, syntax, pragmatics)
-what’s hard: telling a narrative, reading, writing, talking, understanding facial expressions, anticipating emotions of others
-cause: we don’t know
-prevalence: 7% of kindergarteners

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10
Q

autism spectrum disorder

A

difficulties in 2 areas: social communication/interaction, repetitive behaviors and restricted interests
causes: we don’t know

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11
Q

intelletual disability

A

deficits in: intellectual functining and adaptive behaviors– must be identified by age 18
-compensatory treatment: strategies other than language (pictures etc)
-remedial treatment: treating the language directly

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12
Q

aphasia

A

acquired disorder of loss of language. can affect all language modalities (reading, writing, speaking, listening)–damage ot left hemisphere (stroke, TBI)

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13
Q

fluent vs nonfluent aphasia

A

f: longer phrases
logorrhea (excessive talkitiveness)
paraphasias (wernicke’s–comprehension)
nf: short phrases, agrammatisms, labored/effortful speech (broca’s–expression)

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14
Q

right hemisphere dysfunction

A

damage to right hemishpere of brain
-anosognosia (deficit in self awareness)
-social comminication problems (fine speech and language, bad grice’s maxims)
-left neglect
-difficulty with problem solving, reasoning, abstract thought

( someone with RHD will not have aphasia!!!)

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15
Q

traumatic brain injury

A

injury to brain from external impact (3 types)
open, closed, polytrauma

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16
Q

symptoms of an mTBI

A

-blurred vision
-slurred speech
-dizziness
-vomiting
-confusion
-ringing in ears
-nausea
-headaches

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17
Q

ssd disorders

A

impairment of they sound system that is a significant problem with speech sound production causing it differ from they demographic

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18
Q

articulation disorders vs phonological

A

articulation: correct perceptual target, can’t position articulators
phonological: incorrect perceptual target, consistent rule-based errors

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19
Q

apraxia vs dysarthria

A

apraxia: motor programming, inconsistent errors
-slow rate of speech
-distorted sounds
-imparied prosody (stress issues)
dysarthria: motor execution, consistent errors and distortion

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20
Q

who is most at risk for a voice disorder?

A

people who talk a lot
women

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21
Q

perceptual measures of voice

A

loudness: intensity
pitch: frequency
quality: how it sounds (gravely, etc)

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22
Q

how is pitch impacted by the shape of the vf?

A

if they are longer/thinner (stretched) there will be higher pitch
if they are short/thicker (not stretched) the pitch will be lower

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23
Q

three categories within voice disorders and what types fall under them?

A

neurogenic: problem with the nervous system
-spasmodic dysphonia
-vocal fold paralysis
structural: structurally wrong with vf
-nodules, polyps, granulomas
-laryngectomy
functional:no neurogenic/structural cause
-mutational falsettor
-muscle tension dysphonia

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24
Q

vocal nodules

A

bilateral
caused by phonotrauma
develop gradually over time
callous-like
treatment: behavioral voice therapy

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25
Q

vocal polyps

A

unilateral, fluid or blood fillded/vasular
caused by phontrauma
can develop in single instance
blister like
treatment; surgery, bvt

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26
Q

granulomas

A

large, unilateral lesions
posterior portion of vocal fold!
caused by GERD/phonotrauma
treatment: GERD management and bvt

27
Q

granulomas

A

large, unilateral lesions
posterior portion of vocal fold!
caused by GERD/phonotrauma
treatment: GERD management and bvt

28
Q

laryngectomy

A

partial or total removal of larynx

29
Q

mutational falsetto

A

cause: psychology
higher voice than expected for age
treatment: laryngeal resposturing/bvt

30
Q

muscle tension dysphonia

A

cause: excess tension
treatment: laryngeal reposturing/bvt

31
Q

spasmodic dysphonia

A

cause: laryngeal nerve misfiring
2 types:
abductor: seperated too often—breathy
adductor: come together too often—strained, strangled
treatment: botox injection

32
Q

vocal fold paralysis

A

cause: nerve damage
treatment: surgery– implants or repositioning of folds

33
Q

fluency disorders

A

atypical disruption ot the forward flow of speech

34
Q

core features of stuttering

A

repetitions (re-re-repetition)
prolongation (prolooooongation)
blocks (bl–ock)

35
Q

secondary behaviors of stuttering

A

-learned
blinking, starter devices, head jerk, avoiding social situation

36
Q

risk factors for a fluency disorder

A

family history
gender (more males!)
neuroanatomical differences (deficits in the white matter tracts that support orofacial movement)
high self awareness to speech
traumatic event

37
Q

treatments: fluency shaping vs stuttering modification

A

fs: eradicate disfluencies (make them have less stuttering instances)
sm: change the idsfluencies ot make them easier (addresses thoughts and feelings)

38
Q

how to talk to someone who stutters

A

focus on what they are saying not how they are saying it

39
Q

what about children and disfluency

A

5% of children go through a disfluent stage (75% will recover)

40
Q

dysphagia

A

unsafe or inefficient swallowing

41
Q

3 phases of the swallow

(what’s going on, so what could go wrong?)

A

**oral: **preparatory–mastication, create a bolus,
transportation–stripping action (bolus hits the posterior pharyngeal wall)
pharyngeal:hyolaryngeal elevation, vocal fold closure, epiglottic closure, reflexive cough, bolus enters the upper esophageal sphincter
esophageal:peristalsis moves bolus to stomach

42
Q

what can go wrong in the oral phase?

A

lips don’t close, food isn’t chewed right, not enough saliva, residue in their mouth, initiation of swallow is slow

43
Q

what could go wrong in the pharyngeal phase?

A

penetration or aspiration because of inadequate hyolaryngeal elevation/epiglottis closure, no reflexive cough
-if hyolaryngeal elevation/epiglottic closure isn’t happening food could get stuck/pool in the vellecula (right above epiglottis)

44
Q

penetration vs aspiration

A

penetration: food hits the larynx
aspiration: food enters the trachea/lungs

45
Q

pediatric feeding disorders

A

persistent failure to eat adequately

46
Q

associated difficulties of pediatric feeding disorder

A

prematurity/nicu
low birth weight
craniofacial abnormalities
low muscle tone
developmental disabilities
inadequte nutrition
sensory issues
prenatal exposure to drugs/alcohol

47
Q

assessment of dysphagia 3 types

A

clinical/bedside swallow exam: (kinda like a screening), just the clinician with the patient
videofleuroscopy/modified barium swallow study (MBS): x-ray, good image of the whole study
FEES: camera down nose, can’t see the oral or esopageal pahse, but you can see the residue etc

48
Q

pathway of energy through the ear

A

outer: acoustic energy to mechanical energy at the tympanic membrane (which vibrates the ossicular chain)
middle: mechanical energy
inner: mechanical to hydraulic
nerve: electrical energy to the brain

49
Q

outer ear structures

A

pinna/auricle
EAC

50
Q

middle ear structures

A

ossicles: malleus, incus, stapes
eustachian tube
tympanic membrane (ear drum)

51
Q

purpose of eustachian tube

A

equalizes/relieves pressure in the middle ear

52
Q

inner ear

A

vestibule and semicircular canals
cochlea
auditory nerve

53
Q

conductive hearing loss

A

damage to outer or middle ear
causes:
-congenital blockage
-cerumen blockage or foreign object in auditory canal
-perforated tympanic membrane
-otitis media
-malformations of the auter and or middle ear

54
Q

conductive hearing loss

A

damage to outer or middle ear
causes:
-congenital blockage
cerumen blockage or foreign object in auditory canal
-perforated tympanic membrane
-otitis media (middle ear infection)
-malformations of the auter and or middle ear

55
Q

sensorineural

A

causes:
-illness, drug use in pregnancy
-in-utero infections
-menengitis
-problems at birth
-noise exposure
-unknown cause (57%)

any infection if doesn’t specify that its part of the outer/middle ear

56
Q

presbycusis

A

sensorinerual loss due to aging
gradual decline
starts early in adulthood
initially affects high frequency sounds

57
Q

tinnitus

A

ringing, roaring, buzzing in the ears

58
Q

loss vs impariment/disability

A

hearing loss: objective
hearing impariment/disability: up to the patients opinion (because of their lifestyle), how much it affects their life

59
Q

hearing tests: behavioral v objective

A

behavioral: requires patient to do something (raise hand etc) when they hear a tone
-better for adults
objective: what their system is doing (otoacoustic emissions and tympanometry)
-better for infants

60
Q

otoacoustic emissions

A

ojective measure
elecrto-acousitcal testing
cochlear functioning (screens all babies)
echo of the cochlear

61
Q

tympanometry

A

objective measure
tests the acoustic flow of energy theough the outer and middle ear

62
Q

amplification

A

hearing aids: amplify sounds
assistive listening devices: FM systems

63
Q

cochlear implants

A

bypasses damaged portions of the ear to directly stimulate the auditory nerve

64
Q

qualification for cochlear implants

A

children: bilateral profound hearing loss/deaf, implant early is better
adults: profound hearing loss/deaf, hearing aids don’t help

comm d (4 decks)

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