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Praxis Review > M2 > Flashcards

M2 Flashcards

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1
Q

SOAP

A

subjective( patient behavior)
Objective( Strategies/data)
Assessment (analyze progress/ even look to past)
Plan( plan going forward)

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2
Q

cognitive-communication skills

A

Broader than pragmatic specific

Relevance, Cohesion, Attention, Concentration

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3
Q

Dose

A

Number of teaching episodes per session

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4
Q

Dose form

A

Task or activity in which teaching episodes are delivered

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5
Q

Dose frequency

A

Number of sessions per unit of time

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6
Q

Amyotrophic lateral sclerosis

A

Associated with mixed dysarthria(flaccid-spastic)
damage to both upper and lower neurons
Lou Gehrig’s disease

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7
Q

Multiple Sclerosis

A

Associated with spastic and ataxic dysarthria

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8
Q

Ataxic dysarthria

A

damage cerebellum
imprecise consonants, irregular articulatory breakdowns, equal and excess stress, prolonged phonemes, monopitch, monoloudness, and harsh vocal quality.

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9
Q

damage cardiac surgery

A

recurrent laryngeal branch vagus nerve

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10
Q

putuku excercise

A

measures articulatory coordination

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11
Q

blow into straw

A

respiratory excercise

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12
Q

sustain /a/

A

measure laryngeal or velopharyngeal function

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13
Q

Functional communication training

A

training replacement communication behaviors for challenging behaviors.

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14
Q

Social Communication, Emotional Regulation, and Transactional Suppor

A

core defecits of autism

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15
Q

Noise exposure

A

is the most common preventable cause of hearing loss.

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16
Q

sensorineural hearing loss

A

damage in the cochlea or cranial nerve VII and VIII

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17
Q

TEACCH program

A

classroom centered approach for children with autism

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18
Q

The Hanen – More Than Words

A

family-centered, social-pragmatic, specifically for families with autism

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19
Q

Hanen- It takes two to talk

A

family centered focused on parent follow the lead strategies

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20
Q

Phonological awareness

A

syllables, rhymes, and sounds.

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21
Q

Morphonlogical Awarness

A

meaningful prefixes/ suffixes

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22
Q

translational research

A

take discoveries from basic science to applications in human health and well-being(clinical problem)

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23
Q

Melodic intervention therapy

A

treat nonfluent aphasia starts with two to three commonly used phrases
Client taps out rhythm while clinician produces a hummed utterance
Client and clinician intone utterance in unison
Client and clinician speak utterance in unison with exaggerated prosody
Client imitates clinician’s model of spoken utterance

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24
Q

aspiration risk

A

coughing, choking, or wet vocal quality

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25
Q

24 months

A

two-step directions and identify body parts

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26
Q

symbolic or pretend play

A

18 to 24 months

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27
Q

word combinations

A

no later than 24 months

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28
Q

Logographic or pre-alphabetic word-level

A

associate spoken words with environmental print without knowledge of letter-sound correspondence

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29
Q

Automatic word recognition

A

proficient and fluent reading of most words by sight.

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30
Q

Transitional reading

A

partial knowledge of sound-letter correspondence such as using the first or last letter of a word to guess the word or sight word vocabulary for familiar words.

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31
Q

lexical diversity

A

number of different words

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32
Q

MLU

A

measures grammatical development

avg words per utterance

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33
Q

number of total words

A

measures language productivity

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34
Q

words per minute

A

measures verbal fluency

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35
Q

Stuttering related to

A

hemispheric asymmetry, especially with increased motor activity in the motor centers of the nondominant (commonly the right) hemisphere of the brain.

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36
Q

otoacoustic emissions testing.

A

inner hair cells cochlea

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37
Q

Core vocabulary approach

A

child’s best production of a target word – even if it does not match the adult target
same word produced many different ways

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38
Q

criterion referenced

A

scores not dependent on other children

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39
Q

Cholesteatoma

A

Abnormal growth in the middle ear space

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40
Q

Meniere’s disease

A

Excess fluid in the inner ear

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41
Q

Acoustic neuroma

A

Tumor of the auditory nerve

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42
Q

Every Student Succeeds Act

A

1% alternate form educational assessments

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43
Q

secondary prevention

A

early detection/screening/early intervention

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44
Q

primary prevention

A

stop disorder before it occurs/protective

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45
Q

tertiary prevention

A

treatment disorder

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46
Q

semantic categorization

A

sorting objects by function

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47
Q

vocal nodules

A

resonant voice therapy

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48
Q

type token ratio

A

lexical diversity,

number of different or unique words in a sample (or types) divided by the total number of words

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49
Q

Clausal Density

A

Clauses per utterances

syntactic complexity

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50
Q

Neurogenic stuttering

A

acquired fluency disorder in which stuttering appears after some type of neurological insult

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51
Q

Cluttering

A

disorganized, rushed, and “jerky.

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52
Q

Developmental stuttering

A

present from early childhood
Characteristics: mostly on content words(nouns/verbs), word initial position, adaptive ( each time repeated more fluent), self conscious

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53
Q

Psychogenic stuttering

A

acquired from stress or psychogenic

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54
Q

1 risk factor for dementia

A

hearing loss

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55
Q

Peer-mediated intervention

A

reciprocal and responsive use of augmentative and alternative communication between children with autism spectrum disorder and peers during routine activities.

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56
Q

primative reflex response infant

A

rooting, sucking, suckling(6 months)

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57
Q

sucking

A

tongue raising and lowering in conjunction with a tight labial seal to create a decrease in oral pressure to draw liquid into the mouth.

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58
Q

suckling

A

piston-like movement that includes tongue protrusion and tongue retraction, in addition to mandibular movement in preparation for receiving food.

59
Q

esophageal speech

A

direct air into the esophagus (by swallowing, inhalation, or injection) and then to use that air to vibrate the upper esophageal segment to produce voicing

60
Q

Tracheoesophageal speech

A

a prosthesis diverts air exhaled from the lungs into the upper esophageal segment, which vibrates to produce voicing.

61
Q

what level artic intervention begins

A

baseline 50-75%

62
Q

Laryngitis

A

above esophageal sphincter (extraesophageal )

63
Q

Esophagitis

A

below esophageal sphincter (esophageal)

64
Q

least to most difficult auditory models

A

unison - mimed - immediate - successive - delayed.

65
Q

unison

A

auditory models

the clinician and the client produce the target at the same time

66
Q

Mimed

A

auditory models
the clinician silently mouths the target for the child,
emphasizing the movement of the articulators, while the child produces the target.

67
Q

Successive

A

auditory models

the child produces the target several times after the clinician provides the model.

68
Q

ankyloglossia

A 
tongue tie or short frenulum
most common difficulty-breastfeeding
other difficulties (r, th)
69
Q

vocab words made up of

A

tier 1, tier 2, tier 3

70
Q

Tier 1

A

most common

often learned with no implicit instruction

71
Q

tier 2

A

not common in conversation but common in written language. Academics School vocab

72
Q

Tier 3

A

domain specific vocab (medical, engineering, etc.)

73
Q

Type I punishment

A

providing an unpleasant consequence in response to a behavior. It serves to decrease the frequency of the behavior.

74
Q

Type II punishment

A

refers to removing a pleasant stimulus in response to a behavior. For example, taking a preferred toy away

75
Q

The Lee Silverman Voice Treatment

A

loudness

76
Q

The Lessac-Madsen Resonant Voice Therapy

A

optimizing the laryngeal configuration while using the least respiratory effort

77
Q

Conversational training therapy

A

emphasizes voice awareness, efficient voice production, and conversational narratives and is grounded in motor learning theory

78
Q

phonemes not present in spanish language

A

/v, z, ʃ/

79
Q

Cervical auscultation

A

Provides auditory information about the pharyngeal phase of the swallow
stethoscope on the throat to listen to the sounds of swallowing

80
Q

twins

A

Twins are at increased risk for delayed onset and delayed early language milestones, referred to as the “twinning effect.” This effect is more substantial for monozygotic twins than dizygotic twins.

81
Q

The horizontal approach

A

for structuring therapy involves the selection of multiple targets that are addressed simultaneously during therapy sessions

82
Q

the vertical approach

A

one or two targets are taught to criterion before introducing or advancing to the next target.

83
Q

Cycles Approach

A

focusing on a single set of targets for a predetermined period of time before advancing to the next target or pattern. Once all targets or patterns are addressed in therapy, the clinician can “cycle” back to the beginning targets to determine appropriateness for further remediation.

84
Q

K-W-L procedure

A

oral and written language

known, want to know, learn

85
Q

Expansion

A

the clinician reformulates a child’s utterance into a more complex, complete version

86
Q

Extension

A

the clinician adds information to a child’s utterance

87
Q

Turnabout

A

adult ask question in response to child to elicit further response

88
Q

Landau-Kleffner syndrome

A

onset 5-7
progressive epileptic disorder (seizure)
regress language skills receptive before expressive

89
Q

Rett Syndrome

A

genetic regressive disorder that causes children to lose speech in addition to coordination and use of their hands

90
Q

Childhood epilepsy with centrotemporal spikes

A

most common form childhood epilepsy(seizure)

mild language regression if any

91
Q

myoclonic epilepsy

A

muscle/motor/balance

92
Q

tongue down/in

A

up down movement

reduce tongue thrust

93
Q

Responsive naming

A

naming task involves no physical stimulus presentation

94
Q

Confrontation naming

A

Regular the presentation of an object or picture, a physical stimulus,

95
Q

mazes

A

repeat or revise part of an utterance

96
Q

childs first 50 word stage most to least

A

nominals(50%, nouns), modifier words, action words, personal/social words

97
Q

working memory

A

not new task but require new learning utilizing working memory (tech)

98
Q

primary component AAC

A

language/communication

symbols, vocabulary, and method of message generation

99
Q

secondary component AAC

A

user interaction

User interface, access, accommodations needed for access

100
Q

tertiary component AAC

A

long term use

portability, Equipment needs, training, technical support needs

101
Q

effortful swallow

A

improve hyolaryngeal elevation and excursion and easier to learn than the Mendelsohn maneuver

102
Q

Greatest risk factor for down syndrome

A

mothers age

103
Q

congenital laryngeal web first appears

A

10th week

104
Q

Oral and written language are

A

reciprocally related in school-age children

105
Q

stimilus

A

condition that elicits target behavior in therapy (ex: artic pic card)

106
Q

type I error

A

the null hypothesis is rejected but is actually true

107
Q

type II error

A

the null hypothesis is accepted but should have been rejected.

108
Q

Compensatory strategy

A

work around clients defecits rather than improve

109
Q

PBIS

A

Positive Behavior Interventions and Supports

110
Q

family centered approach

A

goals can be written by the family

111
Q

Pierre Robin syndrome

A

small lower jaw, a wide U-shaped cleft palate, and upper airway obstruction

112
Q

Crouzon syndrome

A

craniosynostosis, maxillary hypoplasia, exorbitism, and hearing loss

113
Q

Beckwith-Wiedemann syndrome

A

mandibular prognathism, hypotonia, macroglossia, creases in earlobes, and conductive hearing loss

114
Q

Hunter syndrome

A

abnormally large, heavy, malfunctioning brain), hearing loss, enlarged liver, and delayed dental eruption.

115
Q

Voice Banking

A

personalization of the voice output on a speech-generating device

116
Q

cumulative intensity

A

dose × frequency × duration

117
Q

s/z ratio

A

should be close to 1 anything over 1.4 suggests laryngeal pathology

118
Q

functional equivalence

A

the appropriate behavior, or replacement behavior, must meet the child’s communication needs in an efficient and effective way

119
Q

Response match

A

the replacement behavior must match the communicative function of the challenging behavior

120
Q

The Gilliam Autism Rating Scale

A

screening tool autism

121
Q

gold standard diagnose autism

A

Autism Diagnostic Observation Schedule – 2nd Edition

122
Q

Confronting

A

note inconsistencies or conflicting messages to facilitate change

123
Q

constraint-induced language therapy

A

no compensatory strategies or nonverbal modalities

focus on restoring verbal output fcn instead of compensating

124
Q

delayed auditory feedback

A

stutters becomes more fluent when the person can hear his or her own speech following a delay(echo)
Speech Easy Device

125
Q

school age language disorders

A

persist

126
Q

isolated cleft lip (no palate)

A

low risk for speech concerns related to cleft

127
Q

Pearson’s r correlation

A

0-1
A negative sign means that the relationship is negative. A positive sign means that the relationship is positive. The closer to 1 the stronger the relationship

128
Q

Paralinguistic features pragmatics

A

prosody , intelligibility

129
Q

Extralinguistic features pragmatics

A

gestures and bodylanguage(nonverbal)

130
Q

cognitive tasks

A

ability to solve a problem

131
Q

The Lidcombe Program

A

response-contingent approach for stuttered versus stutter-free speech

132
Q

interference

A

produces a sound or grammatical structure differently because of the influence of his or her other language

133
Q

Metacognition

A

reason or analyze ones own thought processes

134
Q

Right hemisphere damage

A

effect discourse primarily (language area)

135
Q

anarthric

A

complete loss of ability to articulate speech

136
Q

autism is

A

multigenic

137
Q

2 types interpreters

A

consecutive(ex: two spoken language) listen interpret then respond/ and simultaneous( ex:sign languge)

138
Q

Direct therapy designed to change speech behaviors has been found to reduce stuttering in adults

A

50-60%

139
Q

PECS system

A

emphasizes requesting and commenting(in final stages) not recipricol communication

140
Q

developmental language disorder

A

specific language impairment (defecit w/ no cause)

hallmark symptom omission of specific verb morphemes

141
Q

velocardiofacial syndrome

A

Cardiac problems, cleft palate, velopharyngeal inadequacy,

142
Q

Roughness

A

Perception of irregularity in the voice

143
Q

Strain

A

Perception of excessive vocal effort

Praxis Review (8 decks)

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