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Praxis Quick-Study > Praxis Quick-Study > Flashcards

Praxis Quick-Study Flashcards

1
Q

PL 94-142

A

EHA (IDEA) (1975)

  • Free & appropriate education for disabled students 3 - 21
  • Least restrictive environment
  • IEPs
  • Federal funding
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2
Q

PL 99-457

A

EHA Amend. (1986)

  • Early intervention
  • IFSPs
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3
Q

PL 101-476

A

IDEA Reauth. (1990)

  • “Disability” > “handicap”
  • Expanded # cat. of disabilities
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4
Q

PL 105-17

A

IDEA Amend. (1997)

  • Increased parental involvement
  • Increased regular classroom participation
  • Decreased mislabeling
  • Alternative assessments
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5
Q

PL 108-446

A

IDEA Reforms of 2004

  • Decreased unnecessary referrals
  • Increased early intervention
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6
Q

CN V

A

Trigeminal, B

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7
Q

CN VII

A

Facial, B

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8
Q

CN VIII

A

Vestibulocochlear, S

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9
Q

CN IX

A

Glossopharyngeal, B

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10
Q

CN X

A

Vagus, B

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11
Q

CN XI

A

Spinal Accessory, M

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12
Q

CN XII

A

Hypoglossal, M

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13
Q

Cerebellum

A
  • Coordinated movements, equilibrium, posture, speech production
  • Problems –> Ataxia, dysarthria
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14
Q

Basal Ganglia

A
  • Transmits info to higher centers of the brain via thalamus

- Problems –> Dyskinesia (involuntary movements), dysarthria, unusual posture, changes in body tone

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15
Q

Thalamus

A
  • Consciousness, alertness, transmits sensory and motor information
  • Part of diencephalon
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16
Q

Hypothalamus

A
  • Controls emotions, integrates actions of ANS

- Part of diencephalon

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17
Q

RAS

A
  • Attention, consciousness, sleep/wake cycles, role of execution in motor activity
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18
Q

Brainstem

A
  • Bridge between cerebellum and all CNS structures, connects spinal cord with brain via diencephalon
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19
Q

Midbrain

A
  • Controls postural reflexes, visual/eye reflexes and movements
  • Contains substantia nigra
  • Part of brainstem
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20
Q

Pons

A
  • Connects cerebellum and cerebrum, transmits motor info

- Part of brainstem

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21
Q

Medulla

A
  • Controls breathing, HR, BP, important for speech production, transmits motor info to CN nuclei
  • Part of brainstem
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22
Q

MCA

A
  • Supplies entire lateral surface of cortex

- Problems –> Strokes, aphasia, reading and writing deficits, contralateral hemiplegia, impaired senses

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23
Q

ACA

A
  • Supplies middle portion of parietal and frontal lobes, corpus callosum, and basal ganglia
  • Problems –> Cognitive deficits, paralysis of feet and legs
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24
Q

Circle of Willis

A
  • Provides a common blood supply to various cerebral branches
  • Blocked above? Damage.
  • Blocked below? No damage/minimal damage
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25
Q

CNs for Speech

A

5, 7, 10, 11, 12

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26
Q

CNs for Phonation

A

7, 10

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27
Q

CNs for Respiration

A

7, 10, 11

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28
Q

CNs for Swallowing

A

5, 7, 9, 10, 11, 12

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29
Q

Projection Fibers

A

Relay info to glands and muscles

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30
Q

Association Fibers

A
  • Intrahemisphere communication

- Arcuate fasciculus (connects Broca’s and Wernicke’s areas)

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31
Q

Commissural Fibers

A
  • Interhemisphere communication

- Corpus callosum

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32
Q

Pyramidal System

A
  • Responsible for voluntary movements

- Contains corticobulbar (speech) and corticospinal tracts

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33
Q

Extrapyramidal System

A
  • Indirect activation of movement

- Responsible for posture, tone, and regulating movement

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34
Q

Johnson

A
  • Avoidance behavior
  • Diagnosogenic theory
  • Cultural phenomenon
  • 1959
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35
Q

Brutten and Shoemaker

A
  • Classically- and operantly-conditioned negative emotion
  • Part-word repetitions and sound prolongations
  • 1967
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36
Q

Sheehan

A
  • Approach avoidance
  • Fluency = Desire > Avoidance
  • 1970
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37
Q

Bloodstein

A
  • Like normal dysfluency but MORE
  • Belief that speech is difficult
  • 1995
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38
Q

Prevalence

A

Head count

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39
Q

Incidence

A

Prediction

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40
Q

Fluency Shaping

A

Slow speech, gentle onset, airflow management, easy starts, decrease rate, shaping normal fluency

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41
Q

Fluent Stuttering

A

Rarely establishes normal fluency, cancellations, pull-outs, preparatory sets, Van Riper

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42
Q

Fluency Reinforcement

A

Time-outs, relaxed and positive environments, good for young children

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43
Q

DAF Treatment

A

Decreases speech rate, machine, uses masking

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44
Q

Direct Stuttering Reduction Methods

A
  • Time-out (older children and adults)

- Response cost (preschoolers)

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45
Q

Cancellations

A

Pause and say it again relaxed, part of Fluent Stuttering

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46
Q

Pull-outs

A

Stop then soft articulatory contacts, part of Fluent Stuttering

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47
Q

Preparatory Sets

A

Changes manner of stuttering, less abnormal stuttering, part of Fluent Stuttering

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48
Q

SLN

A

S –> All of larynx

M –> CT muscle

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49
Q

RLN

A

S –> Below VF

M –> All except CT muscle

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50
Q

Thyroarytenoids

A
  • Intrinsic laryngeal

- Adduct

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51
Q

Cricothyroids

A
  • Intrinsic laryngeal

- Adduct

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52
Q

Lateral Cricoarytenoids

A
  • Intrinsic laryngeal

- Adduct

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53
Q

Transverse Artytenoids

A
  • Intrinsic laryngeal

- Adduct

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54
Q

Oblique Arytenoids

A
  • Intrinsic laryngeal

- Adduct

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55
Q

Posterior Cricoarytenoids

A
  • Intrinsic laryngeal

- Abduct

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56
Q

Digastrics

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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57
Q

Geniohyoids

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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58
Q

Mylohyoids

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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59
Q

Stylohyoids

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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60
Q

Genioglossus

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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61
Q

Hyoglossus

A
  • Extrinsic laryngeal

- Suprahyoid elevator

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62
Q

Thyrohyoids

A
  • Extrinsic laryngeal

- Infrahyoid depressor

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63
Q

Omohyoids

A
  • Extrinsic laryngeal

- Infrahyoid depressor

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64
Q

Sternothyroids

A
  • Extrinsic laryngeal

- Infrahyoid depressor

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65
Q

Sternohyoids

A
  • Extrinsic laryngeal

- Infrahyoid depressor

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66
Q

Aryepiglottic Folds

A

Separate pharynx and laryngeal vestibule

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67
Q

Ventricular/False VF

A

Used for lifting, coughing

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68
Q

True VF

A

Used for phonation

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69
Q

F1

A

Formant that varies mostly due to tongue height

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70
Q

F2

A

Formant that varies mostly due to tongue advancement (anterior-posterior)

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71
Q

Obstruents

A

Stops, affricates, fricatives

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72
Q

Syllabics

A

Vowels. liquids, nasals

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73
Q

Approximants

A

Glides, liquids

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74
Q

Coarticulation

A

Influence of one phoneme upon another phoneme in production and perception. Two different articulators move simultaneously to make two different speech sounds. Creates adaptation and assimilation.

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75
Q

Adaptation

A

Variations in the way the articulators move and the extent to which the vocal tract changes shape.

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76
Q

Assimilation

A

When speech sounds are modified due to the influence of adjacent sounds.

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77
Q

Empiricism

A

Knowledge is based on sensory experience of objective observations. “See and feel.”

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78
Q

Determinism

A

Events have causes. Nothing happens without a cause. “Cause –> event.”

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79
Q

Inductive Method

A

Experiment-first-and-explain-later approach to research.

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80
Q

Deductive Method

A

Explain-first-and-experiment-later approach to research.

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81
Q

Alternative Hypothesis

A

Hypothesis that states that the two variables are indeed related; perhaps one is the cause of the other.

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82
Q

Validity

A

The degree to which an instrument measures what it purports to measure.

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83
Q

Predictive/Criterion Validity

A

The accuracy with which a test predicts future performance on a related task.

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84
Q

Concurrent Validity

A

The degree to which a new test correlates with an established test of known validity. A form of criterion-related validity.

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85
Q

Construct Validity

A

The degree to which test scores are consistent with theoretical constructs or concepts.

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86
Q

Content Validity

A

A measure of test validity based on a systematic examination of all test items to determine if they adequately sample the full range of the skill being tested and if they are relevant to measuring what the test purports to measure.

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87
Q

Reliability

A

Refers to the consistency with which the same effect is measured repeatedly.

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88
Q

Correlational Coefficient

A

A number or index that indicates the relationship between two or more independent measures. Expressed as ‘r.’ The closer ‘r’ is to 1.00, the greater the reliability of the test or measurement. The closer ‘r’ is to -1.00, the more indication that there is no relationship between the variables.

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89
Q

Test-Retest Reliability

A

Consistency of measures when the same test is administered to the same people twice.

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90
Q

Alternate-Form/Parallel Form Reliability

A

Reliability based on the consistency of measures when two parallel forms of the same tests are administered to the same people.

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91
Q

Split-Half Reliability

A

A measure of the internal consistency of a test. Determined by showing that the responses to items on the first half of a test are correlated with responses given on the second half.

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92
Q

Interobserver/Interjudge Reliability

A

The extent to which two or more observers agree in measuring an event.

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93
Q

Intraobserver/Intrajudge Reliability

A

The extent to which the same observer repeatedly measures the same event consistently.

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94
Q

Multiple-Baseline-Across-Subjects Design

A

Study design that involves several participants who are taught one or more behaviors sequentially (in a staggered fashion) to show that only the behaviors of treated participants change; those of untreated participants do not change.

95
Q

Multiple-Baseline-Across-Settings Design

A

Study design that involves a behavior being sequentially taught in different settings to demonstrate that the behavior changed only in a treated setting, and thus treatment was effective.

96
Q

Multiple-Baseline-Across-Behaviors Design

A

Study design that involves several behaviors that are sequentially taught ti show that only treated behaviors change, untreated behaviors show no change, and thus the treatment was effective.

97
Q

Classification Variable

A

The independent variable in descriptive research.

98
Q

Criterion Variable

A

The dependent variable in descriptive research.

99
Q

Descriptive Research

A

In this form of research, the researcher observes phenomena of interest and records his or her observations. Cannot lead to cause-effect statements. Useful when it is unethical to use experimental research.

100
Q

Longitudinal Research

A

Participants are studied over time. The investigator follows participants and observes the changes that occur within them as they get older. Time-consuming, expensive, vulnerable to subject attrition.

101
Q

Cross-Sectional Method

A

Researchers select participants from various age levels and observe the behaviors or characteristics of the groups formed on the basis of age. Cheap, fast, practical. Make observations between participants, not within participants.

102
Q

Semilongitudinal Procedure

A

In this study design, the total age span to be studied is divided into several overlapping age spans. The subjects selected are those who are at the lower end of each age span, and they are followed until they reach the upper end of their age span. Allows for observations within and between participants.

103
Q

Correlational Research

A

Researcher investigates relationships or associations between variables. A positive correlation is found when high values of one variable predict high variables of the other variable; when one event increases, the other event increases.

104
Q

Instrumentation

A

Refers to problems with such measuring devices as mechanical and electrical instruments, pen-and-paper instruments, and human observers. Can reduce internal validity.

105
Q

History

A

Includes the subjects’ life events that may be partially or totally responsible for changes recorded in the dependent variable after the independent variable is introduced. Can reduce internal validity.

106
Q

Statistical Regression (to the Mean)

A

Refers to a behavior that goes from an extreme high or low point to an average level. Clients tend to seek treatment when the problem is at its worst. Can reduce internal validity.

107
Q

Maturation

A

Refers to biological and other kinds of changes with participants themselves. Can reduce internal validity.

108
Q

Attrition/Mortality

A

Refers to the problem of losing participants as the experiment progresses. Can reduce internal validity.

109
Q

Testing

A

Refers to a change that occurs in a dependent variable simply because it has been measured more than once. Can reduce internal validity.

110
Q

Reactive Measures

A

Measures of behavior that change as a function of repeated testing.

111
Q

Subject Selection Biases

A

Subjective factors that influence the selection of who participates in a study. Can reduce internal validity.

112
Q

Internal Validity

A

The degree to which data in a study reflect a true cause-effect relationship. Threats include: instrumentation, history, statistical regression, maturation, attrition, testing, subject selection biases, and interactions of other variables.

113
Q

External Validity

A

Refers to generizability: To what settings, populations, treatment variables, and measurement variables that effect can be generalized. Threats include: Hawthorne effect, multiple-treatment interference, and reactive or interactive effects of pretesting.

114
Q

Hawthorne Effect

A

The extent to which a study’s results are affected by participants’ knowledge that they are taking part in an experiment or that they are being treated differently than usual. Can reduce external validity.

115
Q

Multiple-Treatment Interference

A

Refers to the positive or negative effect of one treatment over another. This is likely when two or more experimental treatments are administered to the same participants. Can reduce external validity.

116
Q

Reactive or Interactive Results of Pretesting

A

Occurs when a pretest sensitizes the participants to the treatment in such a way as to enhance the effect of the treatment variable. Cyan reduce external validity.

117
Q

Variability

A

Refers to the dispersion or spread in a set of data. Includes range, interquartile range, semi-interquartile range, and standard deviation.

118
Q

Semi-Interquartile Range

A

Interquartile range divided by two. Expressed like “25:50.”

119
Q

Nominal Scale

A

Form of scale where a category is present or absent. Includes diagnostic labels.

120
Q

Ordinal Scale

A

Form of numerical scale that can be arranged according to rank orders or levels. Have a concept of “greater than” or “less than.” E.g., 1 = Strongly Agree, 5 = Strongly Disagree

121
Q

Interval Scale

A

Form of numerical scale that can be arranged according to rank orders. The numbers on the scale must be assigned in such a way that the intervals between them are equal with regard to the attribute being scaled. E.g., 1-2-3-4-5-6-7-8-9-10

122
Q

Ratio Scale

A

Form of scale where numerical values must be related to an absolute zero point. E.g., 0-1-2-3-4-5-6-7-8-9-10

123
Q

Behavioral Theory

A

Theory of language development that emphasizes learning, development of verbal behavior, and environmental contingencies. Created by Skinner in 1957.

124
Q

Nativist Theory

A

Theory of language development that emphasizes a language acquisition device, universal rules of language, competence and performance, and surface and deep structure. Created by Chomsky in 1957.

125
Q

Cognitive Theory

A

Theory of language development that emphasizes that cognition and intellectual processes make language possible. Stages include sensorimotor, preoperational, concrete operational, and formal operational. Created by Piaget in 1954.

126
Q

Information-Processing Theory

A

Theory of language development that emphasizes that cognitive functions are necessary for language learning and the importance of auditory processing.

127
Q

Social Interactionism

A

Theory of language development that emphasizes language function over language structure and that motivation is key. Created by Vygotsky in 1962.

128
Q

Mands

A

Involve requests.

129
Q

Tacts

A

Used to describe and comment.

130
Q

Echoics

A

When the client imitates the clinician.

131
Q

Autoclitics

A

Used to comment on or clarify.

132
Q

Intraverbals

A

What one says may be stimulus for something else to be said.

133
Q

Sensorimotor Stage

A

Experiencing the world through senses and actions. Object permanence, stranger anxiety. Birth - 2.

134
Q

Preoperational Stage

A

Representing things with words and images. Pretend play, egocentrism, language development. 2 - 6 years.

135
Q

Concrete Operational Stage

A

Thinking logically about concrete events and grasping concrete analogies. Conservation, mathematical transformation. 7 - 11 years.

136
Q

Formal Operational Stage

A

Thinking about hypothetical scenarios and processing abstract thoughts. Abstract logic, potential for mature moral reasoning. 12 - adulthood.

137
Q

Class I Malocculsion

A

Misaligned teeth.

138
Q

Class II Malocclusion

A

Overbite.

139
Q

Class III Malocclusion

A

Underbite.

140
Q

Overjet

A

Class III malocclusion and molars in front of lower teeth.

141
Q

Phonation Stage

A

Oller’s stage of development. Burping, coughing, crying. Birth - 1 month.

142
Q

Cooing/Gooing Stage

A

Oller’s stage of development. Acoustically similar sounds. 2 - 4 months.

143
Q

Expansion

A

Oller’s stage of development. Playing with sounds, squealing. 4 - 6 months.

144
Q

Canonical/Reduplicated Babbling

A

Oller’s stage of development. 6 - 8 months.

145
Q

Variegated/Nonreduplicated Babbling

A

Oller’s stage of development. 8 months - 1 year.

146
Q

Motor-Based SSD Treatments

A
  • Van Riper’s Traditional Approach

- McDonald’s Sensory-Motor Approach

147
Q

Linguistic SSD Treatments

A
  • Distinctive Features Approach
  • Contrast Approaches (min/max pairs)
  • Metaphon Therapy Approach
  • Phonological Process Approach (cycles)
148
Q

Van Riper’s Traditional Approach

A

Foundation for motor articulation therapy that focused on auditory discrimination/perceptual training and phonetic placement. Emphasis on drills of increasing intensity.

149
Q

McDonald’s Sensory-Motor Approach

A

Articulation therapy model based on the assumption that the syllable, not the isolated phoneme, is the basic unit of speech production. Principles of coarticulation are important to this approach. Training should begin at syllable level. May be helpful for children with oral-motor coordination difficulties.

150
Q

Distinctive Features Approach (DFA)

A

Goal of this articulation therapy approach is to establish missing distinctive features or feature contrasts by teaching relevant sounds. Clinicians typically use minimal pairs.

151
Q

Contrast Approaches

A

Approaches to articulation therapy that may utilize either minimal pair contrasts or maximal pair/opposition contrasts.

152
Q

Metaphon Approach

A

Believes that children’s difficulties lie in the acquisition of rules of the phonological system. Focuses on feature differences between sounds to help children develop an awareness that sounds can be classified by characteristics such as place, duration, and others. Tx consists of short phases.

153
Q

Phonological Process Approach

A

Based on the assumption that the child’s multiple errors reflect the operation of certain phonological rules and that the problem is essentially phonemic and not phonetic. A child’s errors are groups and described as phonological processes and not discrete sounds. Most popular: Hodson and Paden’s (1991) Cycles Approach.

154
Q

Oval Window

A

Connects middle ear to inner ear. Opening in temporal bone.

155
Q

Tensor Tympani and Stapedius Muscle

A

Dampens vibrations of TM and ossicles. Tenses TM so vibrations are reduced.

156
Q

Basilar Membrane

A

Floor of cochlea duct. Tip responds to low frequencies. Base responds to high frequencies.

157
Q

Organ of Corti

A

Located in basilar membrane. Contains 15,500 hair cells and endolymph.

158
Q

Reissner’s Membrane

A

Allows perilymph to communicate to endolymph.

159
Q

Otosclerosis

A

Ossicles become rigid. Conductive loss. Carhart’s notch.

160
Q

Carhart’s Notch

A

BC loss at 2000 Hz.

161
Q

Otospongioisis

A

Stapes too soft to vibrate. Need stapedectomy.

162
Q

Retrocochlear Disorder

A

Damage to nerve fibers from inner ear to brain. Caused by tumors, acoustic neuromas, CN VIII pathology. Acoustic reflexes are absent or very diminished. High frequency loss, tinnitus, dizziness.

163
Q

Von Recklinghausen Disease

A

Many small tumors along peripheral nerves. Inherited disorder of the auditory system.

164
Q

Speech Recognition Threshold (SRT)

A

Understands 50% of words presented.

165
Q

Word Discrimination/Recognition

A

Patient correctly repeats monosyllabic words.

166
Q

Auditory-Oral Method

A

HA/CI + auditory training

167
Q

Tacoma Method

A

Deaf + blind, feel on face

168
Q

Total Communication Method

A

Verbal and nonverbal means of communication.

169
Q

Rochester Method

A

Oral speech + fingerspelling

170
Q

SEE 1

A

ASL + precise word order

171
Q

SEE 2

A

ASL + less precise word order. More common.

172
Q

0 - 15 dB

A

Normal hearing (in children). 0 - 25 in adults.

173
Q

16 - 40 dB

A

Mild HL (26 - 40 in adults)

174
Q

41 - 55 dB

A

Moderate HL

175
Q

56 - 70

A

Moderately Severe HL

176
Q

71 - 90

A

Severe HL

177
Q

91+ dB

A

Profound HL

178
Q

Functional Assessment

A

Evaluate client’s day-to-day communication in natural environment. Make targets, procedures, settings of assessment as naturalistic as possible.

179
Q

Individualized/Client-Specific Procedures

A

Evoking samples over time. CLD-appropriate. Establishing reliable baselines.

180
Q

Criterion-Referenced Testing

A

Evaluated against a standard of performance selected by clinician.

181
Q

Authentic Assessment

A

Naturalistic observations of skills. Sample in everyday settings.

182
Q

Reinforcement

A

Increases probability of behavior occurring again.

183
Q

Positive Reinforcement

A

Presenting a motivating stimulus after a behavior is exhibited.

184
Q

Negative Reinforcement

A

Stimulus is removed after a certain behavior.

185
Q

Ecological Validity

A

Refers to the extent to which a test reflects the child’s actual, daily environment and life experience.

186
Q

BICS

A

Take 2 years to develop to native levels.

187
Q

CALP

A

Take 5 - 7 years to develop to native levels.

188
Q

Responsibilities of Newborn Development Specialist (NDS)

A
  • Feeding and oral-motor development
  • Hearing conservation and aural habilitation
  • Infant development and behavior
  • Caregiver-infant communication
189
Q

Rationalization

A

In this form of resistance, the client provides a logical but untrue explanation of why something has happened. E.g., “No one will talk to me because I stutter.”

190
Q

Reaction Formation

A

Clients who experience this have thoughts or emotions that are shocking and unacceptable to them; thus, they react with opposite emotions. E.g., the husband of an elderly Alzheimer’s patient secretly wishes his wife would die. He sacrifices all his own needs and wants to care for his wife, telling the SLP he loves his wife dearly and could not live without her.

191
Q

Displacement

A

The client takes his or her feelings of hostility or anger about a situation and transfers them to a safe person or object. E.g., parents blaming a clinician for stating in a report that their daughter had “profound cognitive and linguistic delays.”

192
Q

Projection

A

Clients attribute their own emotions, thoughts, or actions to someone else. E.g., Mother tells SLP that the school personnel never communicated with one another. The school personnel shared with the SLP that this mother rarely communicated with school personnel, creating problems for everyone.

193
Q

Repression

A

Clients keep their thoughts and feelings under very strict control, out of view of others. Clients themselves are not aware of these thoughts and feelings, which are below the conscious level.

194
Q

Suppression

A

Clients keep their feeling and thoughts highly controlled, but they are consciously aware of those feelings. The norm in some cultures.

195
Q

Psychodynamic Theory

A

Approach to counseling that views behavior as the product of conflictual interaction between 3 systems: id, ego, and superego. Anxiety is created when emotions arising from the conflicts among these stages are repressed. Requires resolution of the five psychosexual stages to achieve proper development. Purpose is to make clients conscious of repressed problems and help them to resolve these problems so that the personality can be healthy and whole. Freud.

196
Q

Client-Centered Theory/Person-Centered Theory

A

Approach to counseling that states that clients need acceptance and positive unconditional regard in order to develop congruence between their self-concept and their behavior. Foundation of therapy is an empathetic relationship between the client and the therapist that allows the client to freely experience and express all of his or her emotions in a completely accepting climate. Rogers.

197
Q

Behavioral Theory

A

Employs ideas of conditioning and reinforcement. Clinicians focus on specific outcomes of counseling and interacting. Rather than discussing thoughts and feelings, measurable goals are set. Not recommended for the beginning of treatment.

198
Q

Cognitive-Behavioral Theory

A

Change client’s thinking –> Change the belief system –> Change the behavior

199
Q

CAT

A

Imaging that can detect hemorrhages, lesions, tumors, and other pathologies. Often used in the diagnosis of neuropathology associated with strokes. Uses X-ray beams.

200
Q

MRI

A

More expensive than CAT. High resolutions. Shows more than CAT.

201
Q

PET

A

Imaging valuable in examining blood flow and brain metabolism.

202
Q

SPECT

A

Patient inhales radioactive gas. Evaluates cerebral blood flow.

203
Q

V-Y Retroposition/VWK Method

A

Single-based flaps of mucoperiosteum are raised on either side of the cleft and brought together and pushed back to close the cleft. Lengthens the palate and improves chances of VP approximation.

204
Q

Von Langenbeck Method

A

Raising two bipedicled (attached on both ends) flaps of mucoperiosteum, bringing them together and attaching them to close the cleft. Leaves denuded bone on either side and does not lengthen palate.

205
Q

Pharyngeal Flap

A

Muscular flap is cut from the posterior pharyngeal wall, raised, and attached to the velum. The openings on either side of the flap allow for nasal breathing, nasal drainage, and production of nasal speech sounds.

206
Q

Pharyngoplasty

A

Substances are implanted or injected into the posterior pharyngeal wall to make it bulge and this close the VP port.

207
Q

Aphasias Acronym

A

GMBT WTCA

   N        Y

F
C
R

208
Q

Nonfluent Aphasias

A

Global ANTERIOR LESION
MTA
Broca’s
TMA

209
Q

Fluent Aphasias

A

Wernicke’s POSTERIOR LESION
TSA
Conduction
Anomic

210
Q

Anterior Lesion

A

Nonfluent aphasia lesion type.

211
Q

Posterior Lesion

A

Fluent aphasia lesion type.

212
Q

Ataxic Dysarthria

A

Incoordination, drunken speech. Cerebellar. MS, TBI, cerebellar stroke.

Drunken speech, imprecise consonants, distorted vowels, harsh, excess & even stress, irregular articulatory breakdowns.

213
Q

Flaccid Dysarthria

A

Weakness. LMN. MG, ALS.

Hypernasality, breathy, nasal emission, diminished reflexes, short phrases, nasal emission, monoP, monoL, imprecise consonants.

214
Q

Hyperkinetic Dysarthria

A

Involuntary. Basal ganglia. SD, essential tumor.

Variable rate, harsh, hypernasality, abnormal and involuntary movements, monoP, prolonged intervals, imprecise consonants, audible inspiration, excessive loudness, tremor, strained voice.

215
Q

Hypokinetic Dysarthria

A

Rigidity, mask-like face. Basal ganglia. PD.

Reduced stress, monoP, monoL, inappropriate silences, imprecise consonants, harsh, breathy, irregular breathing, mask-like face.

216
Q

Spastic Dysarthria

A

Spasticity. UMN (bilateral). PLS, brainstem stroke.

Reduced stress, monoP, monoL, harsh, imprecise consonants, pitch breaks, short phrases, hypernasality, weakness, breathy, reduced stress.

217
Q

UUMN Dysarthria

A

UMN (unilateral). Stroke, neurosurgery.

Weakeness, harsh, decreased loudness, strained, hypernasality, slow rate, short phrases, imprecise consonants.

218
Q

Flaccid-Spastic Dysarthria

A

LMN + UMN mixed.

Strain-strangled, harsh, hypernasality, monoP, low pitch, short phrases, prolonged intervals & phonemes, breathiness, audible inspiration, inappropriate silences, nasal emission.

219
Q

Ataxic-Spastic Dysarthria

A

Cerebellar + UMN mixed.

Imprecise loudness control, harsh, imprecise consonants, hypernasality, inappropriate pitch, sudden articulatory breakdowns.

220
Q

Myoclonus

A

Involuntary jerks.

221
Q

Athetosis

A

Writhing, involuntary movements.

222
Q

Spasm

A

Sudden, involuntary contraction.

223
Q

Dystonia

A

Abnormal postures.

224
Q

Chorea

A

Irregular, spasmodic, involuntary movements.

225
Q

Parkinsonisms

A

Hypokinesia, tremor, rigidity.

226
Q

Global Aphasia

A

Impaired fluency
Impaired comprehension
Impaired repetition
*Most severe

227
Q

Mixed Transcortical Aphasia

A

Impaired fluency
Impaired comprehension
Intact repetition

228
Q

Broca’s Aphasia

A

Impaired fluency
Intact comprehension
Impaired repetition

229
Q

Transcortical Motor Aphasia

A

Impaired fluency
Intact comprehension
Intact repetition

230
Q

Wernicke’s Aphasia

A

Intact fluency
Impaired comprehension
Impaired repetition

231
Q

Transcortical Sensory Aphasia

A

Intact fluency
Impaired comprehension
Intact repetition
*Word salad, many words and ideas but doesn’t make sense

232
Q

Conduction Aphasia

A

Intact fluency
Intact comprehension
Impaired repetition
*Phonemic paraphasias

233
Q

Anomic Aphasia

A

Intact fluency
Intact comprehension
Intact repetition
*Impaired naming

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