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Intro to Speech & Language Disorders 4411 > LECTURE #13 - neurogenic communication disorders 2 > Flashcards

LECTURE #13 - neurogenic communication disorders 2 Flashcards

1
Q

what is the most common dysarthria type ?

A

mixed dysarthria

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2
Q

what is mixed dysarthria ?

A

two or more pure dysarthria types

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3
Q

what are the causes of mixed dysarthria ?

A
  • More diffuse damage than other dysarthrias
    – Commonly associated with degenerative disorders (e.g., ALS, MS)
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4
Q

how many dysarthria types ?

A

6

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5
Q

what are the dysarthria types ?

A
  • hyperkinetic
  • hypokinetic
  • spastic
  • flaccid
  • ataxic
  • mixed
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6
Q

what is the two acquired speech disorders

A

dysarthria and aphasia

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7
Q

what is dysarthria ?

A

is a speech problem. It makes it hard to control the muscles needed for speaking, which can result in slurred or unclear speech. It’s caused by damage to the nerves or muscles that control speech.

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8
Q

what is aphasia ?

A

is a language problem. It affects your ability to understand or produce words, but the muscles used for speaking are fine. It’s usually caused by brain damage (most commonly from a stroke).

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9
Q

FILL IN THE BLANK

_______ affects what you say, while _________ affects how you say it.

A

aphasia affects what you say, while dysarthria affects how you say it

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10
Q

what is apraxia ?

A

Acquired neurological impairment in motor speech
planning and programming

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11
Q

what does apraxia lead to the inability of ?

A

Inability to voluntarily select and program skilled
motor movements for speech

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12
Q

TRUE OR FALSE

apraxia is related to weakness, slowness, paralysis

A

FALSE

Unrelated to weakness, slowness, paralysis

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13
Q

what term is used to describe a problem to plan and program (not muscle weakness) ?

A

apraxia

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14
Q

what are some speech characteristics of apraxia ?

A
  • Groping attempts and great variability
  • Repeated attempts to correct errors
  • Complex, long words are difficult
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15
Q

how many purposes of assessment of dysarthria are there ?

A

5

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16
Q

what are the 5 purposes of assessment of dysarthria ?

A

– Determine if speech is abnormal
– Evaluate nature/severity of difficulties
– Determine cause of difficulties
– Determine need for intervention
– Identify directions for treatment

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17
Q

what does MSE stand for ?

A

motor speech exmaination

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18
Q

what is motor speech exmaination ?

A

is a key part of the assessment for dysarthria, focusing on how well the muscles and motor control systems involved in speech are functioning.

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19
Q

what is the goal of MSE ?

A

is to identify the specific type of dysarthria and the areas of speech production that are most affected

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20
Q

about how much % of the distribution of acquired motor speech disorders is apraxia ?

A

8%

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21
Q

in regards to the distribution of acquired motor speech disorders is majority apraxia or dysarthria ?

A

dysarthria

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22
Q

how many things do we look for in the assesment of dysarthria ; motor speech examination ?

A

5

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23
Q

what are the 5 things we look for during a motor speech examination ?

A
  1. Respiration
  2. Phonation
  3. Resonance
  4. Articulation
  5. Intelligibility
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24
Q

TRUE OR FALSE

during a MSE, only 1 factor at a time can be present?

A

FALSE

all 5 can be present

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25
Q

factor #1 : respiration

what is the respiration portion of MSE ?

A

– Observe posture and general appearance
– Observe rate of respiration
– Sustained phonation of
open vowels
– Measure respiratory
pressure/flow (manometer)

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26
Q

why is posture important in respiration ?

A

it gives breath support to produce speech (breath support)

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27
Q

when observing rate of respiration, what is a typical rate ?

A

12-20 breaths cycle per minute

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28
Q

what is a manometer ?

A

tube with fluid and measure how much breath support there is

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29
Q

factor #2 : phonation

what is the phonation portion of MSE ?

A

– Laryngeal mechanics
– Phonation time and voice quality
– Vocal flexibility and coordination

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30
Q

what is an example of something you may do to assess the laryngeal mechanics ?

A

ask to cough and grunt to see if larynx is working

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31
Q

what is an example of something you may do to assess the phonation time and voice quality of an individual ?

A
  • ask them to perform the sound “aaaaaa” for a long time
  • can they hold it ?
  • how can they phonate in different contents
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32
Q

if you ask someone to cough or grunt and its quiet or you can hear them inhalling with difficulty… what will this show us ?

A

that their vocal folds are not fully properly apart like they are supposed to be

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33
Q

factor #3 : VP function and resonance

what is the phonation portion of MSE ?

A

– Velopharyngeal mechanics
* Visual assessment of resting palate
* Observe palate during repeated /ah/
– Resonance
* Perceptual evaluation of hypernasality and distorted consonants

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34
Q

what does VP stand for ?

A

velopharyngeal mechanics

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35
Q

what is resonance ?

A

is the quality of sound produced by the vocal cords as it travels through the throat, mouth, and nose. It affects how rich or nasal the voice sounds

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36
Q

where is the Velopharyngeal area located ?

A

is located at the back of the mouth and the upper part of the throat, specifically between the soft palate (velum) and the pharynx.

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37
Q

what does the velopharyngeal area control ?

A

the opening and closing of the passage between the nose and mouth, allowing air to flow either through the nose or mouth, which affects speech resonance and nasal sounds.

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38
Q

factor #4 : articulation

what is the articulation portion of MSE ?

A

– Articulatory mechanics (oral mech examination)
– Speech movements
* Syllable and phrase repetitions
* Puh-tuh-kuh
* Multisyllabic words
– Samples of speech in several contexts

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39
Q

what is the oral mech examination ?

A

looking at how articulators function

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40
Q

is it better to get more than one sample of speech or only one ?

A

better to perform more than one as people perform different in different contexts

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41
Q

factor #5 : intelligibility

what is the intelligibility portion of MSE ?

A

– Observation in multiple contexts
– Perceptual rating scales and measures
– e.g., Assessment of Intelligibility of Dysarthric Speech (Yorkston & Beukelman, 1981)
* % Intelligibility
* Speech rate for sentences (words/minute)
* Intelligible words/minute
* Unintelligible words/minute

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42
Q

what does intelligibility mean in simplest terms ?

A

means how easily someone can understand what you are saying

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43
Q

what are 3 indirect activities and compensatory strategies for intervention for dysarthria ?

A
  • sensory stimulation
  • muscle strengthening
  • posture and speaking position
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44
Q

explain “sensory stimulation” :

A

This involves using touch, sound, or other senses to help improve the control of muscles needed for speech. It’s sometimes debated whether it works well for everyone.

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45
Q

explain “muscle strengthening” :

A

This includes exercises to make the muscles used for breathing, voice production, speaking, and resonance (sound quality) stronger. Some experts are not sure how effective it is for speech issues.

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46
Q

explain “posture and speaking position” :

A

Changing how a person sits or stands can help improve speech. This may involve working with an occupational therapist or doctor to find the best position for clearer speaking.

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47
Q

which 1 out of 3 indirect activities and compensatory strategies for intervention for dysarthria are NOT contreversial ?

A

posture and speaking position

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48
Q

which of the three indirect activities and compensatory strategies for intervention for dysarthria “exercises to improve respiration, phonation, articulation and resonance” ?

A

muscle strengthening

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49
Q

which of the three indirect activities and compensatory strategies for intervention for dysarthria “increases motor control”. ?

A

sensory stimulation

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50
Q

what are some examples of direct interventions for dysarthria ?

A
  • Rate reduction therapy
  • Amplification devices
  • Delayed auditory feedback device
  • LSVT (lee silverman voice therapy)
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51
Q

what is rate reduction therapy ?

A

This involves teaching the person to speak more slowly. Speaking at a slower pace can make speech clearer and easier to understand.

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52
Q

what are amplification devices ?

A

These are devices, like microphones, that help make the person’s voice louder, which can be helpful if they have a weak or soft voice.

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53
Q

what are delayed auditory feedback devices ?

A

This device plays the person’s voice back to them with a slight delay. It helps them hear their speech and improve control, making it clearer.

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54
Q

what is the Lee Silverman Voice Therapy ?

A

This is a specialized therapy designed to help people with speech difficulties, especially those with Parkinson’s disease.

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55
Q

what does the Lee Silverman Voice Therapy focus on ?

A

It focuses on increasing the loudness of the voice by teaching the person to speak more loudly and clearly. The idea is that louder speech helps improve overall communication and voice strength.

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56
Q

what does changing the environment mean; as a form of intervention ?

A

This means making adjustments to the person’s surroundings to make it easier for them to communicate. For example, reducing background noise, improving lighting, or making sure the person has a quiet space to talk can help them be better understood.

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57
Q

what does LSVT stand for ?

A

Lee Silverman Voice Therapy

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58
Q

what is the intensive therapy for Parkinson speech ?

A

Lee Silverman Voice Therapy

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59
Q

what does the Lee Silverman Voice Therapy focus on ?

A

Focus on laryngeal adduction, increased vocal effort, and recalibration of intended intensity

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60
Q

what training is involved in changing the environment; as a form of intervention for dysarthria patients ?

A
  • Training patient and caregivers to minimize environmental impact on speech intelligibility
  • Train patient to monitor listeners’ comprehension
  • Train listeners to advise when they don’t understand
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61
Q

in regards to intervention for dysarthria; what is its focus ?

A

Focus on improvement of speech clarity and
naturalness

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62
Q

TRUE OR FALSE

Type of intervention, course, and prognosis vary with dysarthria type

A

TRUE

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63
Q

what may some treatments for dysarthria include ?

A

– Indirect activities or compensatory strategies
– Direct interventions
– Changes to the environment
– Augmentative and Alternative Communication (AAC)

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64
Q

which indirect intervention of dysarthria include applying vibration to articulators to try to stimulate motor movement / brushing on weaker articulators to try and stimulate ?

A

sensory stimulation

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65
Q

which indirect intervention of dysarthria act as a “physio but for speech” ?

A

muscle strengthing

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66
Q

TRUE OR FALSE

better posture = better speech

A

TRUE

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67
Q

in regards to direct interventions, what do people prefer ?

A

am[lification devices

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68
Q

TRUE OR FALSE

parkinsons causes to talk less

A

TRUE

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69
Q

a focus on laryngeal adduction, increased vocal effort, and recalibration of intended intensity does what?

A

leads to a big improvement on quality and loudness

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70
Q

what are AAC devices ?

A

are tools that help people with speech or communication difficulties express themselves. These devices can range from simple picture boards to high-tech speech-generating devices that produce spoken words. AAC devices are used when a person can’t communicate effectively with speech alone, allowing them to use symbols, text, or voice output to communicate their needs, thoughts, and feelings.

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71
Q

what do AAC devices stand for ?

A

Augmentative and Alternative Communication

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72
Q

what are the 2 identifying characteristics of assessment for apraxia ?

A

(1) articulatory error patterns and (2) consistency of errors

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73
Q

define : “Articulatory error patterns” :

A
  • substitution, distortion errors common
  • ommiting sounds are less common
  • looking for errors “are they consistent” ?
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74
Q

define : “Consistency of errors” :

A
  • Phonemes are correct in one instance and incorrect at other times
  • Related to variations in context
  • Typically more consistent in natural settings
  • usually inconsistent
  • error in one context can be natirally conducted in another context
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75
Q

how many assessments of apraxia are there ?

A

5

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76
Q

what are the 5 assessments of apraxia ?

A
  1. Non-speech oral motor movements (stick out tongue and puff out cheeks)
  2. Non-speech movement sequences (kiss & smile movement)
  3. Repetition of syllables ““puh-tuh-kuh”)
  4. Repetition of words (give words & see where they break down)
  5. Repetition of phrases (give phrases for them to repeat and see where they break down)
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77
Q

how do professionals chose the type of intervention for apraxia ?

A

depends on severity of impairment

78
Q

what are the general treatment principles of intervention of apraxia ?

A

– Intensive treatment required (massed practice over a long interval)
– Many repetitions required
– Progress through a hierarchy of task difficulty (focused on sequencing)(start at where it is hard and move towards where its harder and harder)
– Overall goal = successful communication (not perfection)

79
Q

what are some example intervention for apraxia ?

A

– Sound-sequencing therapy
– Pacing therapy
– AAC

80
Q

what are Neurogenic Language Disorders ?

A

are communication problems caused by brain damage or injury

81
Q

how do Neurogenic Language Disorders affect a person ?

A

These disorders affect a person’s ability to understand or produce language, and they can result from conditions like strokes, brain tumors, or traumatic brain injuries

82
Q

what is an example of Neurogenic Language Disorders, acquired language disorder?

A

aphasia

83
Q

what type of disorder is aphasia ?

A

an acquired language disorder

84
Q

what type of disorder is aphasia ?

A

a language disorder

85
Q

what is aphasia ?

A

Difficulty with language (understanding or speaking), but the muscles for speaking are fine.

86
Q

TRUE OR FALSE

different types and severity depending on location and size of region(s) involved

A

TRUE

87
Q

what does the left hemisphere control ?

A

controls most language processes in most people

88
Q

what does focal damage to left hemisphere results in?

A

aphasia

89
Q

what does the right hemisphere control ?

A

Right hemisphere contributes (to lesser extent) to language functions

90
Q

what does right hemisphere damage result in ?

A

to cognitive-communication disorders (usually not aphasia)

91
Q

what does CVA stand for ?

A

Cerebrovascular Accident

92
Q

what is Cerebrovascular Accident also known as ?

A

stroke

93
Q

what is majoritu of aphasia cases ?

A

Cerebrovascular Accident

94
Q

what are some subtypes of Cerebrovascular Accident ?

A
  • ischemic (thrombotic, embolic)
  • transient ischemic attack
  • hemorrhagic (includes aneurysm, arteriovenous malformation)
95
Q

what are some causes of phasia ?

A
  • Traumatic Brain Injury (TBI)
  • Brain infections
  • Degenerative brain disorders
  • Tumors
96
Q

what are some expressive deficits of examples of language impairments in aphasia ?

A

Word finding difficulties (anomia)
– Reduced vocabulary
– Omission/addition of words or grammatical markers
– Word substitutions
– Delayed or reduced output of language
– Stereotypic language
– Hyperfluent speech

97
Q

what are some language comprehension deficits of examples of language impairments in aphasia ?

A

Impaired interpretation of linguistic information (words, grammar, syntax, etc.)

98
Q

how many types of aphasia are there ?

A

2

99
Q

what are the 2 types of aphasia ?

A

fluent and nonfluent aphasia

100
Q

what is fluent aphasia ?

A
  • Main problems in understanding spoken and
  • Word substitutions, neologisms, and often verbose verbal output
101
Q

what is nonfluent aphasia ?

A
  • Main problems in producing spoken and written language
  • Slow, labored speech, and word retrieval and syntactic problems
102
Q

what are the two types of fluent aphasia ?

A

wernicke or anomia

103
Q

what are the two types of nonfluent aphasia ?

A

broca or mixed

104
Q

between the following :
- ischemic (thrombotic, embolic)
- transient ischemic attack
- hemorrhagic (includes aneurysm, arteriovenous malformation)

which block oxygen ?

A
  • ischemic (thrombotic, embolic)
  • transient ischemic attack
105
Q

what is an anerurysm ?

A

burst blood vessel in brain

106
Q

what is transient ischemic attack ?

A

fatty deposit or block in artery

107
Q

what does “thrombotic” mean ?

A

blood clot bloacking artery that starts in brain

108
Q

what does “embolic” mean ?

A

blood clot bloacking artery that starts somewhere else in body and goes to brain

109
Q

what is anomia ?

A

difficulty finding the words you want to say

110
Q

what is the main problem in those with fluent aphasias ?

A

main problem in understanding spoken and written language

111
Q

TRUE OR FALSE

those with fluent aphasia has an issue in talking ?

A

FALSE not an issue in talking

112
Q

where is the site of lesion in nonfluent aphasia cases ?

A

Site of lesion often in or near left frontal lobe

113
Q

where is the site of lesion in fluent aphasia cases ?

A

Site of lesion often posterior in left hemisphere

114
Q

what are some language examples of fluent aphasia (wernicke) ?

A
  • may say words that make little sense
  • may use made-up words such as “fragile” and are not aware of doing so
  • may produce a full-length sentence that has no meaning. it sounds like a sentence but there is no content to what is being spoken
115
Q

what are some language examples of fluent aphasia (anomia) ?

A
  • may have difficultues naming certain words
  • patients tend to produce gramatically correct, yet empty speech
  • language comprehension tends to be preserved
116
Q

what are some language examples of nonfluent aphasia (broca) ?

A
  • may struggle to say words and form a sentence
  • affected people often omit small words such as “is”, “and” and “the”
  • often aware of their difficulties and can becomes easily frustrated by their speaking
117
Q

what are some language examples of nonfluent aphasia (mixed or global) ?

A
  • may be completly nonverbal, and/or only use facial expressions and gestures to communciate
  • may understand some words
118
Q

in wernicke’s aphasia, where do we see damage ?

A

Damage in temporal lobe, sometimes reaching into parietal lobe, in language dominant hemisphere

119
Q

describe “Wernicke’s Aphasia” :

A
  • Spoken language flows well with normal prosody, but content often lacks meaning
  • Significant comprehension problems
  • Limited awareness of problem
120
Q

how many total forms of fluent aphasia are there ?

A

4

121
Q

what are the four fluent aphasia’s ?

A

1) wernicke’s
2) transcortical sensory
3) conduction
4) anomic

122
Q

in transcortical sensory aphasia, where do we see damage ?

A

Damage to language-dominant hemisphere at temporal-occipital border or parietal region

123
Q

in conduction aphasia, where do we see damage ?

A

Damage to connecting pathway in temporal-parietal region

124
Q

in anomic aphasia, where do we see damage ?

A

Not identified with specific brain area/lesion site

125
Q

describe “transcortical sensory Aphasia” :

A
  • Classic symptoms of Wernicke’s profile except stellar repetition skills and echolalia
  • not really understanding what is being said
126
Q

describe “Conduction Aphasia” :

A
  • Hallmark difficulties in repetition
  • have all symptoms of wrenickies but has trouble repeating
127
Q

describe “anomic Aphasia” :

A
  • Relatively few deficits in language expression and comprehension except naming/word retrieval
  • trouble finding the right word and naming
128
Q

what are the three nonfluent aphasia’s ?

A

1) broca’s
2) transcortical motor
3) global

129
Q

with broca’s aphasia, where do we see damage ?

A

Frontal lobe damage

130
Q

what type of language comprehension does one with broca’s aphasia have ?

A
  • Mild-to-moderate language comprehension
    problems
  • Longer and more complex messages
  • When contextual cues removed
131
Q

describe “broca’s aphasia” :

A

Speech is slow and effortful, but understanding is mostly fine. People can think of what they want to say but struggle to speak clearly and form sentences.

132
Q

describe “transcortical motor aphasia” :

A

Similar to Broca’s aphasia, but people can repeat words or phrases easily. Speech is also slow, and they may have trouble starting or continuing conversations.

133
Q

describe “global aphasia” :

A

severe language impairment, affecting both speech and understanding. People with global aphasia have difficulty speaking and understanding speech, often with very limited ability to communicate.

134
Q

in summary, which type of aphasia = Slow speech, good understanding ?

A

Broca’s

135
Q

in summary, which type of aphasia = Slow speech, can repeat words ?

A

Transcortical Motor

136
Q

in summary, which type of aphasia = Severe difficulty with both speaking and understanding.

A

Global

137
Q

TRUE OR FALSE

those with broca’s aphasia have awareness of the problem ?

A

TRUE

138
Q

with transcortical motor aphasia, where do we see damage ?

A

frontal lobe damage

139
Q

what type of language comprehension does one with transcortical motor aphasia, have ?

A

Symptoms similar to Broca’s Aphasia except have repetition skills that far exceed spontaneous speech

140
Q

with global aphasia, where do we see damage ?

A

Large region of brain damage or multiple sites of brain injury in language-dominant hemisphere

141
Q

what type of language comprehension does one with global aphasia, have ?

A
  • Deficits across all language modalities
  • Limited functional communication
  • Poor language comprehension
142
Q

what does CCDs stand for ?

A

Cognitive-Communication Disorders

143
Q

what is Cognitive-Communication Disorders ?

A

Wide range of communication problems that result from damage to regions of brain that control thinking

144
Q

with Cognitive-Communication Disorders, difficulties in communication that arise from ….

A

problems with cognition

145
Q

what is communication ?

A

listening, speaking, reading, writing, conversation and social interaction

146
Q

what is cognition ?

A

attention, memory, organization, information
processing, reasoning, executive functions

147
Q

what are some causes of CCDs ?

A

Traumatic Brain Injury (TBI)
– Often includes frontal lobe damage
* Stroke
* Encephalitis due to toxins or anoxia
* Tumours
* Dementia

148
Q

what is the most common nonfluent aphasia ?

A

broca’s aphasia

149
Q

when do most people get broca’s aphasia ?

A

after stroke

150
Q

what is CCDs commonly associated with ?

A

TBI

151
Q

the following is which CCD communication profiles ?

– Wide range of deficits related to injury severity
– Commonly disturbed area is pragmatics, e.g.,
* Inappropriate
* Poor topic maintenance
* Difficulties with conversational turn-taking
– May also have impairments in speech (dysarthria, apraxia), voice, and swallowing, and personality changes

A

Traumatic Brain Injury

152
Q

what is dementia ?

A

– Intellectual decline due to neurological causes
* e.g., Alzheimer disease, Parkinson, ALS, AIDS, etc.

153
Q

what are teh core areas of impairment of dimentia ?

A
  • Memory
  • Language and communication
  • Visuospatial skills
  • Reasoning/judgment/abstract thinking
  • Social cognition/personality
154
Q

what is alzheimer’s disease ?

A

is a progressive brain disorder that causes memory loss, confusion, and difficulty thinking and solving problem

155
Q

what is the most common cause of dimentia ?

A

Alzheimer’s disease

156
Q

what condition affects a person’s ability to perform daily activities ?

A

dimentia

157
Q

over time what does alzheimer’s disease lead to ?

A

eads to severe memory loss, changes in behavior, and difficulty communicating

158
Q

what is the exact cause of alzheimer’s disease ?

A

The exact cause is not fully understood, but it involves the build-up of abnormal proteins in the brain that disrupt normal brain function.

159
Q

what are the three stages of Alzheimer’s disease ?

A
  • early/mild
  • middle/moderate
  • later/severe
160
Q

describe the “early/mild” alzheimer disease :

A

word finding difficulty, problems understanding more abstract language (e.g., humour, sarcasm, metaphors)

161
Q

describe the “middle/moderate” alzheimer disease :

A

More obvious word finding difficulties, reduced vocabulary and syntax, pronoun confusion, topic digression, reading/writing errors

162
Q

describe the “later/severe” alzheimer disease :

A

Severe word finding difficulty, generic terms, repetitive, grammar/syntactic errors, minimal comprehension, jargon, echolalia, mutism

163
Q

TRUE OR FALSE

Assessment for aphasia occurs in multiple phases as client recovers

A

TRUE

164
Q

what is the initial assessment we do for those with aphasia ?

A

bedside assessment (formal testing postponed until patient is stable)

165
Q

what do components of an assessment of aphasia include ?

A

– Medical history
– Interview with client and family
– Oral peripheral exam (to identify any co occurring speech impairments)
– Hearing testing (to identify any co occurring hearing impairments)
– Direct language testing

166
Q

assessments of aphasia should assess overall communication skills and all modalities and aspectts of language in what four categories ?

A
  • oral language
  • auditory comprehension
  • writing
  • reading
167
Q

describe oral laguage assessment of aphasia :

A
  • Recite days/months
  • Name objects or pictures
  • Complete phrases/sentences
  • Repeat words/phrases
  • Formulate sentences
168
Q

describe auditory comprehension assessment of aphasia :

A
  • Answer questions
  • Point to objects
  • Follow directions
  • Answer questions about discourse
169
Q

describe writing assessment of aphasia :

A
  • Copy letters, shapes, words
  • Write letters, words and sentences (when spoken by examiner)
  • Formulate and produce narratives
170
Q

describe reading assessment of aphasia :

A
  • Match pictures, letters, shapes
  • Match words to pictures
  • Read printed letters, words phrases
  • Answer printed questions
  • Answer questions about text
171
Q

what are the methods of assessment of aphasia ?

A

– Consideration of premorbid state
– Observation/interpretation of client behavior
– Caregiver interview
– Standardized tests

172
Q

what are some examples of standardized tests in assessment of aphasia ?

A

– Boston Diagnostic Aphasia Examination
– Western Aphasia Battery
– Boston Naming Test (takes two hours to conduct)

173
Q

what is a WAB sample ?

A

refers to a sample of speech or language used, which is a commonly used test to assess and diagnose aphasia.

174
Q

what does the WAB sample measure ?

A

The WAB measures a person’s language abilities in areas like speaking, comprehension, reading, and writing.

175
Q

what does WAB sample stand for

A

Western Aphasia Batter

176
Q

in aphasia treatment, what is the goal of therapy?

A
  1. Maximize recovery of impaired function
  2. Assist in development of compensatory communication strategies
  3. Help patient adjust to residual deficits of brain injury
177
Q

what are the types of treatment of aphasia ?

A
  • auditory comprehensino
  • discourse comprehension
  • reading comprehension
  • word retrieval
  • sentence production
178
Q

when is treatment for aphasia effective ?

A
  • It is delivered by qualified personnel
  • Patients with irreversible aphasia are excluded from trials
  • Intensity, content, duration and timing of intervention are appropriate
  • Sensitive and reliable measures are used to document treatment effects
179
Q

what are the three kinds of comprehension we aim to improve in aphasia treatment ?

A
  • auditry comprehension
  • discourse comprehension
  • reading comprehension
180
Q

what does auditory comprehension in the realm of treatment of aphasia include ?

A

– Listening comprehension and memory
– Single word comprehension
– Understanding spoken sentences

181
Q

what does word retrieval in the realm of treatment of aphasia include ?

A
  • sentence completion
  • Word/phrase repetition
  • Naming drills
  • Cueing
  • Strategies
  • connected speech
  • writing
182
Q

what does sentence production in the realm of treatment of aphasia include ?

A
  • Imitation
  • repetition-elaboration
  • story completion
  • question
  • answer
183
Q

what does connected spech in the realm of treatment of aphasia include ?

A

– Picture description
– Prompted storytelling
– Conversation

184
Q

what are some other exmaples of other interventions of treatment to of aphasia ?

A
  • AAC
  • New interventions: stem cell therapy, transcranial magnetic stimulation, medications
  • Melodic Intonation Therapy (Using intonation (melody, rhythm, and stress) to increase length of phrases and sentences)
185
Q

in regards to predicting recovery in aphasia patients, the amount and speed of language recovery influenced by…

A

– Spontaneous recovery
– Language/communication therapy
– Severity of impairment at onset
– Aetiology
– Size and location of damage
– Type of aphasia
– Other factors (e.g., sex, education level)

186
Q

what is the purpose of assessment of CCDs ?

A

– Identify changes in language performance and behaviour
– Identify cognitive impairments (attention, memory, organization) impacting communication
– Identify impact of disorder on overall functioning

187
Q

how do we do assessment of CCDs ?

A

− Examine all aspects of communication, including listening, speaking, gesturing, reading, writing and pragmatics
– Evaluate cognitive-communication skills related to attention, orientation, memory, planning, organizing, reasoning, problem solving
– Include observations in daily environment, interviews with communicative partners

188
Q

what are the goals of treatment of CCDs ?

A

– Emphasize intact abilities
– Compensate for deficient abilities
– Maintain highest level of functioning possible
– Help others maximize client’s communicative participation

189
Q

TRUE OR FALSE

for treatments and assessments, we tailor it to the unique needs of individual and
caregivers ?

A

TRUE

190
Q

what are some examples of treatment of CCDs ?

A

– Memory training and memory aids
– Cognitive stimulation therapy
– Caregiver training in supportive communication techniques
– Environmental modifications
– AAC
– Improve specific aspect of language (e.g., reading comprehension, language formation)

191
Q

what is the FOCUSED approach ?

A

is a communication therapy technique specifically designed to help people with aphasia improve their language skills, particularly in conversation.

192
Q

what does FOCUSED stand for ?

A

F = face
O = orient
C = continue
U = unstick
S = structured
E = exchange
D = direct

Intro to Speech & Language Disorders 4411 (17 decks)

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