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lang in adults midterm > Presentations > Flashcards

Presentations Flashcards

1
Q

what is the copy and recall treatment (CART) approach?

A

a writing treatment that involves presenting pictures or written forms of a word to prompt spelling, followed by reinforcing correct spelling through repetition

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2
Q

who would benefit from CART?

A

individuals who have severe aphasia that have
-relatively preserved semantic knowledge
-ability to visually differentiate words from nonword
-relatively unimpaired visual problem solving skills

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3
Q

who would not benefit from CART?

A

anyone who….
-is not motivated to complete daily homework
-has Alexia
-has a dominant hand and or arm paralysis

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4
Q

what is being targeted with CART?

A

an acquired writing impairment
-spelling
-word retrieval
word recall

focusing on strengthening the link between the visual form of a word and it’s production

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5
Q

what goals would CART address?

A
  1. improved spelling and writing of trained words
  2. improved naming of words
    improved texting of trained words
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6
Q

what is the rationale for CART?

A

The act of copy and recall stimulates the brain and results in the strengthening of neural connections:
-This strengthening of the pathways improves writing,
spelling, and word retrieval skills

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7
Q

Treatment of Underlying Forms is designed to…

A

improve sentence production and comprehension for individuals with grammatism

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8
Q

what is the goal of Treatment of Underlying Forms?

A

train complex noncanonical sentences for generalization

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9
Q

define canonical sentences

A

simple form (subject-verb-object)

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10
Q

what does TOUF include?

A

Lexical properties of verbs
syntactic movement

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11
Q

what are the targets/objectives for TOUF?

A

OBJECT CLEFT SENTENCES
-consisting of main clause and embedded relative clause (ex: it was the boy who the girl hit)

WH-QUESTION SENTENCES
-ex: who did the girl hit?

PASSIVE SENTENCES
-ex: the boy was hit by the girl

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12
Q

what are characteristics of agrammatism? (TOUF)

A

Difficulties with:
-producing closed class words
-producing verbs compared to nouns
-longer complex sentences

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13
Q

what is a key takeaway for agrammatism?

A

use and understanding of grammar impaired

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14
Q

what are suitable populations for TOUF?

A

individuals with nonfluent aphasia
-mild to moderate broca’s

why: difficulty assigning thematic roles to arguments that are out of canonical position

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15
Q

what is the rationale for TOUF?

A

targeting complex sentences first promotes generalization for simpler sentences

grounded in linguistic theory

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16
Q

what is the procedure for TOUF?

A
  1. comprehension probe
  2. thematic role identification
  3. active sentence building
  4. passive sentence building
  5. thematic role recognition/passive sentence comprehension
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17
Q

what is oral reading for language in aphasia? (ORLA)

A

-reading treatment for people with aphasia that focuses on reading full sentences rather than single words
-The goal of using sentences instead go single words is that it will improve the reader’s intonation and prosody

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18
Q

the ORLA technique consists of….

A

oral reading of sentences and paragraphs, both in unison with the therapist and independently

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19
Q

who would benefit the most from ORLA?

A

-people w/ basic reading abilities
-want to make improvements in their reading, speech, and prosody
-nonfluent aphasia such as Broca’s

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20
Q

ORLA may be to advance for which community?

A

people with severe comprehension or reading impairments

21
Q

how is ORLA implemented?

A
  1. model while pointing
    -point while reading
  2. choral reading
    -pointing and reading in unison
  3. word ID
    -the clinician states a word in each line the client must ID
  4. single word production
    -every line the clinician points to a word for the client to read aloud
22
Q

what is the rationale for ORLA?

A

the client gets more practice decoding and is able to spend more mental energy on comprehension, resulting in improved reading comprehension

23
Q

what is semantic feature analysis (SFA)?

A

improves word retrieval impairments in individuals with aphasia that is based on models of lexical retrieval

24
Q

what is the goal of SFA?

A

strengthen connections within semantic networks

25
Q

what is being targeted in SFA?

A
  1. ANOMIA: difficulty w/ spontaneously finding words during conversation or in naming tasks
  2. improvement of the individuals ability to name objects and maintain these improvements over time
  3. promoting generalization (applying word retrieval strategies to untrained words)
26
Q

who would be an appropriate population for SFA?

A

patients who have had word retrieval impairments such as:
-anomic aphasia
-wernicke’s aphasia
-broca’s aphasia
-conduction aphasia
-TMA
-aphasia 2nd to TBI

27
Q

who would not be appropriate for SFA?

A

individuals with:
-concomitant nonverbal cognitive impairments
-should be used with caution on individuals with severe aphasia

28
Q

what is the rationale for SFA?

A

to provide an organized method of activating semantic networks that make up the semantic system

29
Q

for SFA: activating the semantic features increases the likelihood of being able to…

A

activate the production of it’s name

30
Q

why do we use a feature analysis chart in SFA?

A

helps individuals generate and organize semantic features of a target word and guides the process of activating semantic features

31
Q

what is the SFA procedure?

A
  1. SHOW PIC OF TARGET WORD
    -places an object in center of the chart and asks the client to name it
  2. GENERATE KEY FEATURES
    -ask each of the questions around the feature analysis chart, writing in the correct answers as they’re discussed (category, function, action, location, properties, and associations)
  3. REPEAT AND REINFORCE
    -review and then client tries to name pics again
32
Q

what are the models of SFA?

A

Semantic feature generation (SFG)
-Clients actively analyze a concept and attempt to generate its semantic features such as its group, use, action, properties, location, and association

Semantic feature review (SFR)
Clients select semantic features by recognizing whether the semantic features, provided by clinician, are associated with the concept

SFG + SFR

33
Q

what is being targeted for verb network strengthening? (VNS)

A

-improving a person’s ability to retrieve and use verbs by strengthening the connections between verbs and their related agents

-aims to improve word finding and sentence structure

34
Q

who would be appropriate for VNS?

A

-mild to moderate aphasia
-fluent and nonfluent aphasia
-beneficial for ppl who have some basic comprehension skills

35
Q

who is VNS not appropriate for?

A

-global aphasia
-aphasia with apraxia of speech

36
Q

what is the rationale for VNS?

A

Verb’s conceptual meaning is
flexible, so creating different
agent-patient pairs helps reveal
various dimensions of it’s
meaning

37
Q

what is the procedure of VNS?

A

(no pictures are used)
1. Participants are asked to generate multiple sentences using a target verb, identifying who performs the action (agent) and who/what receives the action

  1. Participants also answer WH questions (where, when, why)
  2. Participants decide whether semantic judgment questions are correct or not (Yes/No)
  3. The participant is asked what verb they have been working on
  4. Step 1 is repeated, but no cues are given
38
Q

what is response elaboration training? (RET)

A

designed to improve spoken language by increasing the number of content words in people with aphasia

39
Q

what is the goal of RET?

A

to generalize elaboration abilities so that the person can more fully participate in conversations with a communication partner

40
Q

who is appropriate for RET?

A

-mild to moderate aphasia
-relatively intact cognitive abilities

41
Q

who is RET not appropriate for?

A

people who have severe aphasia and cognitive deficits

42
Q

RET is a —– treatment approach to to language intervention for PWA (persons w/ aphasia)

A

loose

43
Q

what is the rationale for RET?

A

-allow clinicians/researchers to compare an individual’s performance across multiple applications of treatment to performance of other PWA and to other treatments with similar outcomes

-Supports the transfer of verbal expression to a more generalized conversational environment

-encourages spontaneous verbal expression

44
Q

what is an example of the procedure for RET?

A
  1. Show the patient a picture. Say, “Tell me as much as you can about this picture”
  2. Positively confirm the patient’s response, then expand their utterance
  3. Ask wh-questions to elicit more information
  4. Positively reinforce what they say, then provide a more complete sentence for them to imitate
45
Q

what is being targeted in script training (ST)?

A
  1. grammar/syntax
  2. word finding
  3. pragmatics
  4. expressive language
  5. fluency
46
Q

what is script training?

A

ASHA Definition:

A functional approach to aphasia treatment that uses
script knowledge (understanding, remembering, and recalling event sequences of an activity) to facilitate participation in personally relevant activities

47
Q

who is appropriate for script training?

A

those with:
-non-fluent aphasia
-word finding difficulties
-intact comprehension
-wants to increase confidence in everyday communication

48
Q

who is not appropriate for script training?

A

-clients w/o comprehension skills
-clients who are only receiving services for a short period of time

49
Q

what is an example of a procedure for script training?

A
  1. Greet the client. We are going to do some activities today to help us practice a situation that might occur in your life
  2. Let us start by practicing ordering at a restaurant. First I’m going to read the phrase and you just listen. Clinician says, “Can I please have a cheeseburger?
  3. Good job! Now let’s say it together. “Can I please have a cheeseburger?” Clinician and client in unison.
  4. And now you repeat that phrase. Client repeats, “Can I please have a cheeseburger?”
  5. Now that you have that down, I will take away the script and I want to hear you say that phrase again. Client says “Can I please have a cheeseburger?” without the script present.
  6. Thank you for practicing today! We worked on some short phrases that will help you communicate better.

lang in adults midterm (5 decks)

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