Intervention for auditory comprehension disorders and naming Flashcards
What is auditory comprehension?
- Recognising spoken words
- Understanding spoken words
- Recognising objects and pictures
- Naming objects and pictures
- Repeating speech: words and nonwords
Auditory comprehension in the CNP model
- Spoken word
- Auditory phonological analysis
- Phonological input lexicon
- Semantic system
Assessing auditory comprehension
Assessment informs intervention
- Often start with spoken word to picture matching
- Sentence level picture matching
- From the patterns of test results, hypotheses can be made to direct further assessment and later therapy
Types of auditory comprehension deficits
- Pure word deafness/word sound deafness
- Word form deafness
- Word meaning deafness
Word sound deafness (pure word deafness)
- Deficit in auditory phonological analysis
- Normal hearing
- Impaired repetition
- Impaired in minimal pair testing
- Shorter words harder to understand as they have many phonological neighbours
- Occurs in global aphasia and late dementia
- When acquired is the quickest to recover as we’re constantly exposed to speech
Word form deafness
- Deficit in phonological input lexicon or access to it
- Auditory discrimination of minimal pairs is intact
- Impaired auditory lexical decision tasks (look at 2 different words, say out loud, client picks one)
- Does better on high frequency/imageable words
- Good performance on written lexical decision tasks demonstrates impairment is specific to the auditory modality
- Should be able to repeat
Word meaning deafness
- Comprehension of both auditory and written words impaired - if both heard word and seen word are affected, think semantic!
- Semantics usually ‘degraded’ rather than totally inaccessible
- High frequency/imageability items easier
- Some people show category-specific effects
Therapy for word sound deafness
Aim to improve phoneme discrimination with:
- Phoneme-grapheme matching (eg. writing to dictation)
- Phoneme discrimination (eg. huh vs buh phoneme-level, minimal pairs word-level)
- Spoken word-picture matching (pointing)
- Spoken word-written word matching
-CV/VC discrimination
A lot of neologisms noted can indicate a semantic issue
Word finding difficulties
Errors/delays in word retrieval, difficulty in the production of spoken words, anomia
CNP model of word production
- Semantic system
- Phonological output lexicon
- Phonological assembly
- Articulatory planning
- Spoken word
What does impairment of phonological output lexicon look like?
Phonemic impairment
- Trouble knowing rules of language
- Knowing how word is said but not spelt, or vice versa
- Eg. saying ‘pilosophy’ instead of philosophy
What does impairment of phonological assembly look like?
Phonemic impairment
- Knowing the rules but not knowing how to put it together, the order they go in
Semantic vs phonological cues
- Want to find out whether they get word easier with phon or semantic cue
- Semantic = cueing focussed on word-picture matching and descriptions
- Phon = cueing focussed on repetition, initial phonemes
Characteristics of attempts at naming
- Anomia: delays, failures, tip of tongue feeling
- Circumlocutions
- Semantic errors
- Phonological errors
- Conduite d’approche
- Frequency effect may be present
- If access from semantics is involved, an imageability effect may be present
What is Conduite d’approche?
- Repeated attempts at target word that result in closer approximation of target
- Need good reception for this
- Often present in conduction aphasia, sometimes Broca’s
