OSCE Revision Flashcards

Revise terms and meanings

1
Q

What are the key perceptual components of voice?

A

Pitch, loudness, and quality.

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2
Q

What is jitter and shimmer, and why are they clinically important?

A

Jitter: Variations in pitch; Shimmer: Variations in loudness. Both are used to detect vocal pathologies.

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3
Q

List and describe three common voice disorders.

A

Vocal nodules: Bilateral growths caused by vocal overuse.
Vocal polyps: Unilateral soft lesions, often fluid-filled.
Spasmodic dysphonia: Neurological disorder causing strained voice due to spasms.

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4
Q

What is the GRBAS scale used for?

A

It assesses voice quality based on Grade, Roughness, Breathiness, Asthenia, and Strain.

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5
Q

What does GRBAS stand for?

A

Grade, Roughness, Breathiness, Asthenia, and Strain.

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6
Q

What are common acoustic and aerodynamic measures in voice analysis?

A

Acoustic: Jitter, shimmer, HNR (Harmonics-to-Noise Ratio).
Aerodynamic: Airflow, subglottal pressure.

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7
Q

What are the types of stuttering?

A

Developmental: Begins in childhood.
Acquired: Associated with neurological or psychosocial events.

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8
Q

What is acquired stuttering

A

Associated with neurological or psychosocial events.

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9
Q

Describe developmental stuttering

A

Occurring in childhood

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10
Q

What are the risk factors for persistent stuttering?

A

Male gender, family history, longer duration of stuttering (6–12 months), late onset (closer to language development).

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11
Q

What is the difference between developmental and acquired stuttering?

A

Developmental: starting in early childhood and persisting throughout the lifespan
Acquired: Due to a neurological or psychological event.

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12
Q

What is persistent stuttering?

A

If child is still stuttering at seven years of age, it is less likely that the stuttering will completely go away. This is called persistent stuttering.

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13
Q

What is psychogenic stuttering?

A

associated with sudden onset and some significant psychosocial trigger

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14
Q

What are the three phases of swallowing?

A

Oral: Voluntary movement of food to the back of the mouth.
Pharyngeal: Involuntary phase where food passes through the throat.
Esophageal: Involuntary peristalsis moves food to the stomach.

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15
Q

What is penetration?

A

Penetration: Food enters the airway but stays above the vocal folds.

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16
Q

What is aspiration?

A

Aspiration: Food enters below the vocal folds and into the trachea.

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17
Q

Define “the airway” in relation to swallowing

A

The airway is defined by any part of the larynx, and should be protected by the epiglottis

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18
Q

How can aspiration/penetration be diagnosed?

A

It can only be seen during an instrumental assessment. We cannot confirm it completely during a bedside clinical assessment

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19
Q

Clinical indicators of potential penetration include;

A

Coughing - receptors receiving information from the surfaces of the larynx, send messages to the brain that there is material going into the airway. The brain reacts and protect by coughing and attempting to eject foreign material

Throat clear - similar to coughing

Wet/gurly voice - material sitting on the vocal folds. People may not be aware of the material sitting in the airway, therefore a throat-clear or cough is not made to eject material. This may tell the speech pathologist that there is a neurological deficit and messages are not being relayed properly

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20
Q

Possible indicators of aspiration might include;

A

Changes in respiratory status - increased respiratory rate, increased work of breathing, decreased oxygen saturation levels (measure via pulse oximeter).

History of frequent chest infections/aspiration pneumonia.

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21
Q

Which cranial nerves are involved in swallowing?

A

CN V (Trigeminal): Chewing muscles.
CN VII (Facial): Lip strength, taste,
CN IX (Glossopharyngeal): Moves food to the pharynx.
CN X (Vagus): Controls muscles in the pharynx and larynx.
CN XII (hypoglossal nerve) muscles of the tongue

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22
Q

What are the key components of the auditory system?

A

Outer ear, middle ear, inner ear, and central auditory pathways

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23
Q

Describe conductive vs. sensorineural hearing loss.

A

Conductive: Problem in the outer or middle ear.
Sensorineural: Damage to the inner ear or auditory nerve.

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24
Q

What is pure-tone audiometry?

A

A test that measures hearing thresholds at different frequencies.

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25
Q

What is the difference between aided and unaided AAC?

A

Aided: Requires external devices (e.g., communication boards).
Unaided: Relies on body language (e.g., gestures, sign language).

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26
Q

What are some examples of low tech AAC

A

Chatboards, Chat books, gesture, key word sign, communication cards, visuals

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27
Q

What are some examples of high tech AAC

A

speech generating devices, eye gaze devices,

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28
Q

What is core vocabulary in AAC?

A

High-frequency, functional words used in daily communication.

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29
Q

Describe two types of high-tech AAC systems.

A

Speech-generating devices (SGDs): Produce spoken language.
Text-to-speech software: Converts written text into spoken words.

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30
Q

Paraphasia

A

production of an unintended sound within a word, or of a whole word or phrase

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31
Q

Perseverations

A

when someone “gets stuck” on a topic or an idea.

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32
Q

Broca’s Aphasia

A

when they have trouble speaking fluently but their comprehension can be relatively preserved. Patients have difficulty producing grammatical sentences and their speech is limited mainly to short utterances of less than four words

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33
Q

Wernicke’s Aphasia

A

when someone is able to speak well and use long sentences, but what they say may not make sense. They may not know that what they’re saying is wrong, so may get frustrated when people don’t understand them

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34
Q

Anomic

A

a mild, fluent type of aphasia where individuals have word retrieval failures and cannot express the words they want to say

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35
Q

Posterior

A

back

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36
Q

Anterior

A

front

37
Q

L-side damage

A

likely language deficit & aphasias

38
Q

R-side damage

A

likely cognitive communication challenges including pragmatic lang

39
Q

Posterior/back brain damage/infarct likely results in this type of aphasia

A

fluent aphasia/Wernicke’s

40
Q

Anterior/front brain damage/infarct likely results in this type of aphasia

A

non-fluent aphasia/Broca’s

41
Q

What is peristalsis

A

Wave-like muscle contractions that move food through the digestive tract. Involuntary Phase

42
Q

Describe the following Swallowing Manoeuvre
Chin Tuck

A

What: Chin tuck to chest
Why: Narrows airway entrance for improved protection. Widens valleculae.

43
Q

Head Turn

A

What: Turn head to weaker side when swallowing
Why: Aims to promote the bolus going down stronger side of pharynx

44
Q

Head Tilt

A

What: Tilt head to stronger side
Why: Aims to promote bolus to stronger side of oral cavity

45
Q

Effortful swallow

A

What: Swallow with effort/purposeful squeeze
Why: Reduce pharyngeal residue

46
Q

Supraglottic Swallow

A

What: Take bolus. Hold in mouth. Breath in through nose. Hold breath. Swallow. Breathe out forcefully/cough on exhalation.

Why: Airway closure. Expel post swallow laryngeal residue. Increase cricopharyngeal opening.

47
Q

Lingual Strength training

A

What: Tongue strengthening exercises using just tongue postures, spoon, tongue depressor or a device.
Why: Increase tongue strength for bolus control and flow.

48
Q

Thermotactile Stimulation

A

What: Provide varying temperatures and flavours on swabs, spoon or via boluses.
Why: Improve sensory input (afferent) to improve initiation of pharyngeal swallow

49
Q

Apraxia

A

a neurological condition that makes it difficult or impossible to make certain movements. This happens even though your muscles are normal and you have the understanding and desire to make these movements. It’s caused by damage to your brain that keeps it from forming and giving instructions to your body

50
Q

What is the difference between hypo and hyper

A

Hypo= under/reduced
Hyper= over/excessive

51
Q

Hyperkinetic Dysarthria

A

Develops due to damage to basal ganglia circuitry
Causes extraneous, involuntary movement of speech musculature. Prosodic disturbances are dominant.

52
Q

Hypokinetic Dysarthria

A

damage to the basal ganglia; often seen in parkinson’s disease; hypertoned and rigid muscles; resting tremor that disappears with voluntary movement; accelerated movements and short rushes of speech; monopitch and loudness

53
Q

Dysarthria - Increased rate with imprecise consonants and decreased loudness.

A

Hypokinetic

54
Q

Dysarthria - Typically strained phonation with hypernasality, imprecise consonants, and variable rate (but depends on etiology).

A

Hyperkinetic

55
Q

Reduplication

A

repetition of a syllable of a word, common in very young children and not of concern until around 2 years old

56
Q

Stopping

A

stop replaces a fricative

f–>p
v–>b
s–>t
z–>d

57
Q

Fronting

A

velar sounds are replaced with alveolars

k–>t
g–>d

58
Q

Palatal Fronting

A

substitution of an alveolar for a palatal

ship–>sip

59
Q

Deaffrication

A

substitution of a fricative for an affricate

ch–>sh
dg–>g

60
Q

Liquid Gliding

A

liquids are replaced by glides

l–>w
r–>w

61
Q

VPI

A

velopharyngeal inadequacy, the soft palate does not close to the back of the throat, most people close through lifting the soft palate

62
Q

Clefts and VPI impact to speech?

A

hypernasal resonance, nasal emission, weak pressure consonants, nasal substitutions, compensatory articulations, sibilant distortions, laryngeal.voice symptoms

63
Q

Speech of Babies with Clefts

A

delayed onset of canonical babbling
smaller consonant inventories
high occurrences of glottal, nasal and glides
very few oral stops, alveolars, palatals and velar

64
Q

difference between receptive and expressive language disorder

A

Receptive language refers to our ability to understand and take in language, where expressing language is our ability to express ourselves.

65
Q

Difference between conductive and sensorineural hearing loss:

A

Conductive hearing loss is due to obstructions or damage in the outer/middle ear, often treatable. Sensorineural loss arises from damage to the inner ear or auditory nerve, typically permanent and often requiring hearing aids or implants.

66
Q

Strategies for Dysphagia:

A

Positioning, pacing, texture modification, and safe swallowing exercises.

67
Q

Strategies Vocal Hygiene:

A

Hydration, vocal rest, avoiding strain, and limiting irritants like smoking.

68
Q

Strategies for Hearing:

A

Amplification devices, environmental modifications, clear communication strategies.

69
Q

Stuttering strategies/interventions

A

Lidcombe (before 6yo)
Behavioural offers feedback about smooth or bumpy speech
Facilitate parent to provide therapy/

Camperdown
(after 6, adolecent and adult)
Managing stuttering through speech re-structuring
Slow speech and then slowly work to improve naturalness. Self-awareness of stuttering.

70
Q

Dysarthria strategies

A

Strengthening exercises, compensatory techniques, AAC (if needed).

71
Q

Aphasia strategies

A

Simplified language, visual aids, structured communication practice.
Semantic Feature Analysis
Communication partner training

72
Q

What is VPI

A

Velopharyngeal Insufficiency (VPI) occurs when the soft palate doesn’t close completely, causing hypernasal speech. Velopharyngeal Dysfunction (VPD) broadly covers issues with the velopharyngeal mechanism, impacting speech resonance and intelligibility.

73
Q

Difference between articulation and phonological disorders:

A

Articulation disorders involve difficulty physically producing speech sounds. Phonological disorders involve patterned errors affecting speech sound systems, often impacting intelligibility.

74
Q

Difference between hearing aid and cochlear implant:

A

Hearing aids amplify sounds for residual hearing, suitable for mild to moderate losses. Cochlear implants bypass damaged inner ear structures, directly stimulating the auditory nerve, typically for severe to profound losses.

75
Q

What is presbycusis?:

A

Age-related hearing loss, usually from cumulative auditory cell damage. Audiogram typically shows a sloping high-frequency loss due to high-frequency hair cell degeneration.

76
Q

Hearing loss and dementia:

A

Untreated hearing loss can increase cognitive load and social isolation, potentially accelerating cognitive decline and increasing dementia risk.

77
Q

Hearing loss and speech sound development:

A

Hearing loss can delay speech sound acquisition and phonological development, especially if untreated during critical language periods.

78
Q

Explain head tilt and head turn:

A

Head tilt may be used to optimize bolus management by redirecting the bolus to the stronger side.

A head turn means the Pt turns to their weaker side to direct the bolus to the stronger muscles in the oropharyngeal phases of the swallow, so that the stronger mucles can work to move the bolus more effectively.

79
Q

Explain vocal fold nodules,

A

Nodules: Callous-like growths from overuse; reduce with voice therapy.
vocal hoarseness and breathiness

80
Q

Explain Vocal fold paralysis

A

Loss of nerve function, may require voice therapy or surgery.
One side of the v may become paralyzed so there is air escape and changes to adduction and vibration (breathy/resp changes and hoarse)

81
Q

Muscle Tension Dysphonia:

A

Excessive muscle use, treatable with voice relaxation exercises.
Often a secondary Dx caused by an underlying pathology

82
Q

Explain vocal function exercises,

A

Vocal Function Exercises: Systematic exercises to strengthen vocal folds.

MPT
Ahh, eee, ooo
pitch glide up, pitch glide down
Pitchglide wave up/down

83
Q

Explain Resonant Voice Therapy:

A

Promotes forward voice placement to reduce strain.
Involves clients feeling sound moving to front /m/ sounds

84
Q

SOVT: Semi-occluded vocal tract exercises

A

Excersizes to balance airflow and subglottic pressure, improving phonation.

Often using a straw eg) Buzzing on straw, feeling tingle. Diff size straws (longer = resistance, smaller circ = resistance, in water=resistance). Pitch glides through straw.

85
Q

Explain power-source-filter:

A

Speech production model: Power from lungs, Source (voice) from vocal fold vibration, Filter by articulators (throat, mouth, nose) to shape sound.

86
Q

Explain apraxia:

A

A motor planning disorder affecting speech sequencing, often resulting in inconsistent sound production errors; treated with repetitive practice for muscle coordination.

87
Q

Explain dysarthria:

A

A motor speech disorder due to muscle weakness, causing slurred or slow speech, treated with exercises to improve articulation, breath support, and pacing.

88
Q

Explain cog-comm in dementia:

A

Cognitive-communication deficits in dementia affect memory, problem-solving, and language comprehension, addressed with supportive communication strategies and memory aids.

89
Q

Difference between Broca’s aphasia and Wernicke’s aphasia:

A

Broca’s Aphasia: Non-fluent, effortful speech, comprehension relatively preserved. Wernicke’s Aphasia: Fluent but nonsensical speech, comprehension significantly impaired.