midterm Flashcards
what 4 things does communication depend on
cooperation, shared conventions, shared understanding and knowledge, social rules
examples of Grice’s maxims
quantity: not too much or little
quality: truthful
relevance: topic matainence
manner: how you deliver it
halliday’s communicative functions
examples etc
regulatory: get someone to behave how you want
interactional: socializing
personal: opinion or emotions
informative: teaching, informing
heuristic: asking, obtaining information, inquire
instrumental: get someone to do something for you (necessities)
imaginative: storytelling
general model of communication
(language, speech, hearing)
language: formulation, comprehension
speech: transmission
hearing: reception
requirements to become and slp and aud
slp: master’s degree, 400 hrs supervised clinical work, PRAXIS, 9 mo clinical fellowship, CCC-SLP
aud: doctorates degree, 1820 hrs supervised clinical work, CCC-A
CCC
certificate of clinical competence
ASHA
american speech-language hearing association
careers-settings
recognize
schools, hospitals, rehab facilities, skilled nursing facilities, early intervention home health, community and private clinics
anatomy v phsysiology
anatomy: structures
physiology: functions
anatomical systems used in speech
phonatory: sound source
respiratory: power source
articulatory: sound filter
respiratory system: structures
power source–lungs
phonatory system structures
sound source:
larynx (w/ vocal folds), pharynx (throat), trachea (airway)
2 functions of the larynx
phonation (vocal folds), protects the airway
articulatory system structures
filter– mandible, lips, tongue, hard/soft palate
what is broca’s v wernicke’s area
broca’s: expressive language and speech production
wernicke’s: language comprehension
principles of brain organization
(recognize and know what they mean)
- interconnectedness: white matter tracts connecting part of brain
- specialization: different areas have specific function
- plasticity: ability to grow and change
- sensitive period: brain is really open to growth, before age 5 (6 mo after brain injury)
- hierarchical organization: higher (frontal-planning etc) and lower (breathing etc) functions
language definition
(4 parts and what they mean)
socially shared: same language, need another person
code: arbitrary symbols
rule-based: how to use it in sentences etc (form)
representation: conveys ideas or concepts to others
3 language domains
(what fits within them)
content: semantics (meaning, vocabulary/lexicon)
form: syntax (sentences), morphology (words), phonology (sounds) [organization of those things]
use: pragmatics (social purposes, conversational skills, turn taking etc)
theories of language acquisition
(define, know examples)
imitation: reinforcement and imitation (environment)-but language is creative
nativist: innate universal grammar, natural ability-but learning context affects the way they learn
interactionist: combo, innate abilities and environmental factors
social and emotional learning importance and examples
critical for effective language use through lifespan:
emotion understanding-recognizing your own, naming emotions, reading facial expressions, which types of situations, perspective taking, knowledge of social rules and expectations
which populations struggle with social and emotion learning
ASD and DLD, (and ID)
language development milestones
6-9: joint attention
12 mo: first words
16 mo: overextension
18 mo: 2 word combo
preschool: decontextualized lang
school age: literacy
decontextualized language
outside of here and now
lexicon
vocabulary/ words you know
joint attention
simultaneous focus of two individuals on one object
overextension
using one word to cover all words in the category
requirements for first word
intentional: specific purpose
generalizable: various contexts
intelligible: recognizable pronunciation
developmental language disorder (define, what is hard?, prevalence)
primary: don’t know cause
7 % of kindergarteners have DLD
what is hard?- language (form, content, & use) and social and emotional skills (understanding facial expressions, isolating)
what needs to be ruled out for it to be called DLD
hearing loss, ASD, ID, congenital syndromes
ASD (cause, prevalance, 2 diagnostic criteria, difference between ID)
don’t know the cause (not vaccines)
prevalence 1/59
2 criteria: social communication, and restricted interests & repetitive behaviors
ID (cause, prevalence, 2 diagnostic criteria, difference from ASD)
2 criteria: intellectual functioning(across the board) and adaptive behavior(daily functions) limitations, and originating before age 18
4 causes: chromosomal disorder, toxicity, infection, trauma
strokes (two types, subtypes)
ischemic: blockage or clotting or artery that keeps oxygen from getting to the brain
-thrombosis: gradual plaque build up in artery to brain
-embolism: piece of plaque breaks off from larger artery and travels to a small artery
hemorrhagic: bursting or rupturing of a lood vessel (causing blood to enter brain)
what side of brain is damaged causing aphasia?
left hemisphere
what is fluent aphasia?
longer phrases
logorrhea (excessive talkativeness)
paraphasias
what is nonfluent aphasia?
short phrases
agrammatisms (caveman, only content)
labored/effortful speech
what is wernicke’s aphasia?
poor comprehension
poor repetition
relatively spared naming
(fluent)
what is broca’s aphasia?
relatively spared comprehension
poor repetition
poor naming
(non fluent)
aphasia treatments, differences
medical model: fixing the problem (look for deficits and work on them)
life participation: support language and engagement in life even while its impaired (train family)
RHD symptoms
anosognosia: lack of awareness of symptoms
left neglect: egocentric or allocentric (or their body)
social communication problems: staying on topic, non-responsiveness, inappropriate
difficulty with: problem solving
egocentric v allocentric left neglect
e; whole left side
a; left of each thing
types of tbi
closed: not puncture
open: punctures skull and meninges
poly: both
symptoms of a mTBI/concussion
dizziness, blurred vision, vomiting, confusion, ringing in ear, slurred speech, nausea, headaches
dementia (define, features)
features: progressive, gradual onset, affect lang in many ways
3 defining traits: memory impairment, impaired cognitive skills, perceptual deficits
2 types of speech sound disorders
phonological:
articulation:
phonological disorder
effects underlying representation (perceptual target?), rule-based errors, can’t perceive or produce the diff between phonemes
more involved
articulation disorder
effects surface representation, sound production, can perceive difference between phonemes, just can’t produce them
what are the early 8 phonemes (age?)
m, b, y, w, n, d, p, h
what are the middle 8 phonemes (age?)
ch, dg, ng, k, t, g, f, v
what are the late 8 phonemes? (age?)
sh, r, th, l, s, th, zh, z
what are the intelligibility expectations for children?
2 yrs: 50%
3 yrs: 75%
4 yrs: 100%
early, middle, & late 8 phonemes, mnemonics and ages
E: 3 yrs (E is backward 3)
-My Big Yellow Newt Walks Down Pretty Hills
M: 4 yrs (4 is 1/2 of 8)
-CHanDGiNG Kan Take Guys ForeVer
L: 6.5 yrs (seems like something they would do, also random)
-SHe Rides THe Little Swan THrough aZHian Zoos
4 treatment approaches for SSD
developmental: start with sound that should developmentally appear first
complexity: more complex 1st (opposite of D), other sounds will come along with it
cycles: phonological disorders (cycle through different processes)
metaphon: teaching about the phonological system/skills (awareness)
what are the ways we classify phonemes
manner: how sound is traveling through mouth (air)
place: where you are putting your articulators
voicing: are vocal fold coming together (yes or no)
assessments (purpose for each type)
screening: short, to know if we need to look further (not classifying)
standardized tests: compares to an average, identifies disorders
questionaire: parent or teacher, how they typically use language
observational measures: we observe them, see how they use language in a natural environment
3 treatments for ID (not the aphasia ones)
prevention: inform community (mothers don’t drink)
remedial: fixing the deficit, so they can be indepent and meet their needs
compensation: another way to help them, even if they can’t say it (point to pictures)
two types of motor speech disorders and their differences
apraxia: can’t plan movement but can make it (more inconsistent errors)
dysarthria: can plan movement but can’t make it (consistent errors)
what is apraxia? (characteristics, define)
problem with motor planning/programming (damage to that area of the brain)
4 characteristics: slow rate or speech, distorted sounds, impaired prosody (excess and equal stress), articulatory groping
what is dysarthria? (manifestations, define)
-problem with motor execution (planning is fine, deficits in neuromuscular functioning)
-deficits in any of these:
muscle tone, muscle strength, range, steadiness, speed, coordination
-intelligibility due to all deficits
-consistent articulation errors
childhood apraxia of speech
born with it, developmental
acquired apraxia of speech
brain damage (tbi, stroke) (often co-occurs with aphasia)
what speech subsystems do motor speech disorders affect?
any and all, articulation, respiration, phonation
language milestone at 16 months?
overextension
language milestone at 12 months?
first words
language milestone at 18 months?
two word combos
language milestone at preschool age?
decontextualized language
language milestone at 6-9 months?
joint attention
