maggie praxis 1 Flashcards
Sternocledomastoid
Muscle of respiration, elevates the sternum
Muscle which opposes velopharyngeal closure
palatoglossus
Major acoustic characteristic of voiceless fricatives
aperiodicity
Front vowels characterized by
High frequency second formant (F2)
Technique which results in temporary facilitation of swallow reflex
Thermal stimulation??
Stroboscopy
effective instrument for viewing the vocal folds (VFs)
Bulbar palsy characterized by
Flaccid paralysis
Independent variable
manipulated to determine its effect on the dependent variable
Within-subjects design
dependent variables are measured repeatedly in the same subjects under different tasks/conditions
between-subjects design
each participant participates in one and only one group. The results from each group are then compared to each other to examine differences, and thus, effect of the IV. For example, in a study examining the effect of Bayer aspirin vs Tylenol on headaches, we can have 2 groups (those getting Bayer and those getting Tylenol). Participants get either Bayer OR Tylenol, but they do NOT get both
Multiple baseline design
The multiple baseline design allows for evaluation across clients, situations, or problems. It is a true experimental design in that it allows for causal inference. It is extremely useful for evaluating situations where an intervention would be likely to bring about enduring changes in the dependent variable
Flaccid paralysis of soft palate remediated by
palatal lift appliance to compensation for intact but non-functioning palate
1st choice of tx for submucous cleft
surgery
1st choce for congenitally short palate
surgery
Best way to assess swallow (prior to providing speech tx)
modified barium swallow
ellipses
omission of words or other linguistic units b/c they’re unnecessary or contextually inferred. An ellipsis is a set of three periods ( . . . ) indicating an omission.
deixis
A word (such as this, that, these, those, now, then) that points to the time, place, or situation in which the speaker is speaking. Also known as deixis.
Leading causes of aphasia
CVA, TBI, seizures, tumors, neurodegenerative disorders (dementia & primary progressive aphasia)
Fluent aphasias
Wernicke’s, conduction, transcortical sensory, anomic
Anomic aphasia (location)
tempo-parietal, angular gyrus; second temporal gyrus
Anomic aphasia (characteristics)
fluent aphasia, good comprehension & repeition. Word-finding difficulties, decreased output of nouns. Possible alexia & agraphia.
Conduction aphasia (location)
path between sensory and motor speech centers (arcuate fasciculus) or insula or deep to supermarginal gyrus
Characteristics of conduction aphasia
Fluent aphasia. Preserved comprehension with impaired repetition and literal paraphasias.
Transcortical sensory aphasia location
Posterior parieto-temporal, sparing Wernicke’s area
Transcortical sensory aphasia characteristics
Fluent. Intact repetition, poor auditory comp, paraphasias
Wernicke’s aphasia location
Posterior third of superior temporal gyrus
Wernicke’s aphasia characteristics
Fluent but meaningless speech; severe auditory comprehension deficit; jargon, paraphasias, & neologisms; poor reading comprehension; writing deficits
Nonfluent aphasias
Broca’s, transcortical motor, global aphasia, mixed nonfluent aphasia
Global aphasia (common location of lesion)
Left MCA (entire perisylvian region)
Global aphasia (characteristics)
Nonfluent aphasia. Ranges from mutism to total repetitive jargon or neologistic output (fluent but incomprehensible speech). Poor comprehension & repetition
Transcortical motor aphasia location
frontal lobe; anterior and superior to Broca’s area
Characteristics of transcortical motor aphasia
Nonfluent. Intact repetition; lack of spontaneous speech; short, telegraphic sentences; agrammatism & paraphasias.
Broca’s aphasia location
Nonfluent. Lateral frontal, suprasylvian, pre-Rolandic, extending into adjacent subcortical periventricular white matter
Standardized aphasia tests
Boston Diagnostic Aphasia Examination (BDAE), Western Aphasia Battery (BAD), Minnesota Test of Differential Diagnosis of Aphasia (MTDDA), Multilingual Aphasia Examination (MAE), Porch Index of Communicative Ability (PICA), Aphasia Diagnostic Profiles (ADP)
Broca’s aphasia characteristics
Agrammatism; effortful speech; short, telegraphic phrases; presence of apraxia; slow speech rate, lacking intonation; poor reading & writing ability; relatively good auditory comprehension
Functional aphasia assessment tools
Functional Communication Profile (FCP), Communicative Abilities in Daily Living (CADL), Communicative Effectiveness Profile (CETI), ASHA Functional Assessment of Communication Skills for Adults (ASHA-FACS
Prognosis for tx of aphasia is better in patients who are:
younger & healthier; better educated & in verbally demanding occupations; whose lesions are smaller; who have no othermedical or behavioral disorders; who have good hearing acuity; who have less severe aphasia; whose tx is initiated soon after onset; whose family members are `involved
Commissural fibers
Facilitates communication btw rt and lft hemispheres by connecting cortical areas of the 2 hemispheres
Reliability
Results are replicable. If a test is reliable, it yields consistent results. Reliability is a prerequisite for measurement validity
Split-half reliability
Test’s internal consistency. Scores from one half of the test should correlate with results from the other half the two halves give the same results
Parallel-forms reliability
Administering parallel forms of the test to the same group of people.
Test-retest reliability
Test’s stability over time. Administer the same test multiple times to the same group and the scores should be similar
Rater reliability
Level of agreement among individuals rating a test. Intra-rater and Inter-rater
Intra-rater reliability
Results are consistent with the same person rating the test more than once
Inter-rater reliability
Results are consistent with more than one person rating the test.
Validity
Validity A test is valid when it measures what it’s supposed to
Face validity
It appears to measure what it’s supposed to measure
Content validity
Tests contents are representative of the skill being assessed
Construct validity
Test measures theoretical construct which explains the behavior
criterion validity
Use external criteria- concurrent or predictive validity
Predictive validity
Test’s ability to predict performance (ex: GRE)
