test 1 Flashcards
1
Q
what does an SLP do
A
manage, identify, assess, treat, and prevent communication, speech, language and/or cognitive disorders. they also manage differences such as dialects and dysphagia
2
Q
what does an audiologist do
A
dispense hearing aids, measure, identify, assess, manage, and prevent disorders of hearing and balance, central auditory processing
3
Q
what does a speech scientist do
A
conduct research to expand the knowledge of anatomy, physiology, and physics of speech sound production
4
Q
what does a hearing scientist do
A
conduct research to understand the nature of sound and hearing, create testing procedures, develop new ways to maximize hearing, concerned with hearing conservation down to environmental noise
5
Q
Communication
A
An exchange of ideas between sender and receiver
6
Q
Morphology
A
Structure of words that have meaning
7
Q
Free morpheme
A
May stand alone as a word ex. Go, spite, like
8
Q
Phonotactic rules
A
Specify how sounds may be arranged in words
9
Q
Bound morphemes
A
Change the meanings of the original words by adding their own meanings. Ex. -Ing, -ful, -ly. Cannot be used alone must be attached to a free morphemes
10
Q
Syntax
A
Grammar and how we structure our sentences
Ex: in English the subject comes before the verb: “John is going to the opera.” When we reverse the order of the subject and the helping verb, we change the meaning of the sentence and ending either a question: “is John going to the opera?” One word can also change another. We say “I walk” but “she walks” the S on the verb occurs because of the pronoun she
11
Q
Semantics
A
The meaning of words
Ex. Girl and woman share the semantic features of feminine and human but child is generally considered a feature in girl and not in woman
12
Q
Pragmatics
A
how context influences the interpretation of meaning in communication (affected by purpose of communication, gender, race , culture, physical setting etc.)
13
Q
Articulation
A
The movement of speech organs (lips, tongue, teeth, jaw) to create specific sounds
14
Q
How is articulation different than phonology
A
Articulation refers to the physical process of producing speech sounds, It focuses on the precise movements required to form specific sounds. Phonology deals with the rules and patterns that govern how speech sounds function and combine to create meaning
15
Q
Fluency
A
The smooth forward, flow of communication. influenced by the rhythm and rate of speech.
16
Q
Voice
A
The sound produced when vocal cords vibrate. Ex a person voice can be high/low pitch depending on size of their speech organs (vocal cords, larynx)
17
Q
Resonance
A
The quality of voice, refers to the sound of a voice from vibrations in the vocal tract
18
Q
What are the work settings of an SLP, audiologist, speech hearing scientist
A
Hospitals, outpatient clinics, rehabilitation facilities, schools, private practice, colleges, research and clinical supervision roles
19
Q
SLP preparedness and credentials
A
Have to take educational testing services and practice examinations. Have to obtain CCC and CFY
20
Q
CCC
A
Certificate of clinical competence, issued to those who have obtained a masters or doctoral degree and completed a monitored clinical fellowship year and passed the national examination
21
Q
CFY
A
Clinical fellowship year, this is the transition between student and independent provider of clinical services
22
Q
Stimulable
A
Improvement with trial therapy efforts
23
Q
Prognosis
A
Judgment of how well the person will do in therapy
24
Q
ESL issues- should we treat or not
A
If they speak their native language fluently then It’s not a disorder. Communication differences and dialects isn’t a disorder if you just don’t speak the language of the country you’re in
25
Communication difference VS disorder
If there is NO impairment in the native language/ dialect proceed to work on English skills this is a difference. If there IS an impairment in the native language/ dialect then first strengthen the native skills before working on English this is a disorder
26
Language disorder vs. difference
Language disorder is the impairment in the ability to understand or produce language . Language difference refers to variations in language use due to cultural, regional or social factors
27
Congenital disorders
Present at birth
28
Acquired disorders
Results from disease or trauma after birth
29
Phonology
Study of how sounds are organized and used in a language
30
Organic vs psychogenic aka physical vs psychological (in voice)
Organic disorders have a psychical or neurological cause, symptoms include hoarseness, breathiness, pitch irregularities or vocal fatigue, psychogenic disorders have no apparent physical cause and are caused by underlying psychological processes symptoms include a strained, raspy, or very soft voice, or even complete loss of voice. Psychogenic stuttering is often caused by emotional trauma or stress
31
Predisposing factors
Underlying factors leading to the problem ex. Genetic
32
Precipitating factors
Factors that triggered the problem ex, condition or stroke
33
Maintaining/ casual factors
Factors that hinder improvements in the impaired area
34
Referrals
Source/ individual who provides the name of the person who needs an evaluation. Can be self, parent, grandparents, doctors, teacher etc
35
Screenings vs full diagnostic assessment
screening is a brief assessment that helps determine if a more in-depth evaluation is needed, a full diagnostic assessment is a more comprehensive evaluation that can result in a diagnosis and treatment plan
36
Purpose of case history in full diagnostic screening
Helps inform diagnostic and therapeutic decisions
37
Purpose of opening interview in full diagnostic assessment
To learn more about the client and answer questions of client and/ or family
38
Purpose of Observation in full diagnostic screenings
Provides additional information of speech and/ or language in various settings (classroom, lunchroom, recess etc)
39
Purpose of hearing screening in full diagnostic screening
To identify if individuals have hearing impairments or hearing loss
40
Purpose of oral motor-sensory examination in full diagnostic screenings
to observe the efficiency of the client's sensory and motor functions and to identify structural and functional anomalies that may contribute to a speech or swallowing disorder
41
Purpose of formal/ standardized testing in full diagnostic screenings
Provides a systematic way to measure an individual's abilities in different areas of speech and language and allows you to gain in-depth information on a clients current speech and language skills compared to peers
42
Purpose of making a diagnosis in full diagnostic assessment
Determine the type, and severity of speech-language disorders and set functional goals for advancement in the future
43
Purpose of closing interview in full diagnostic assessment
Summarize results, clarify questions the client/ family has, provide further recommendations on guidance or therapy interventions
44
Purpose of report writing in full diagnostic assessment
detailed report written after a speech, language and communication assessment. It provides information about your clients skills in the areas that have been assessed as well as recommendations and a therapy programme that will contain long term and short term goals.
45
IDEA
Individuals with disabilities education act. Mandates all children between ages of 0-20 years are given special services if needed
46
Play audiometry
For preschool children, a hearing test that uses toys and play tasks to assess a child's hearing sensitivity
47
Pure tone hearing screening
For children and adults, a behavioral test that measures a persons hearing sensitivity at different frequencies
48
Five goals on intervention
Clients improvement generalizes to real world situations, learned skills become automatic, client self monitors, optimum progress in minimum time, consider client’s personal and cultural characteristics
49
Evidence based practice (EBP) and clinical research
the integration of Clinical expertise or research opinion to guide decision-making and improve outcomes for clients
50
Direct teaching
A teacher-directed method that uses explicit teaching techniques to teach a specific skill. Combination of behaviorist method to encourage understanding (stimulus, response, and reinforcement)
51
Incidental teaching
provide structured learning opportunities in the natural environment by using the child's interests and natural motivation. Low structured, client directed
52
Counseling
Listen, support and provide guidance for client and or family as emotionally deal with the communicative disorder
53
Family and environmental involvement
Family might be taught techniques, such as language, teaching, modeling, etc. spouses and support groups may play an important role for adults
54
When was ASHA founded
December 1925
55
ASHAS mission
promote the interests of and provide the highest quality services for professionals in audiology, speech-language pathology, and speech and hearing science, and to advocate for people with communication disabilities
56
Developmental vs acquired disorders
Developmental is often present at birth and can be hereditary, acquired occurs after birth caused by injury, disease, etc
57
Mental Retardation (MR)
Manifests before 18 years of age, cognitive limitations and limitations in two or more areas of activities of daily living, “sub average intelligence”
58
Examples of cognitive and activities of daily living limitations
Attention, memory, self care, communication, social skills, home living etc
59
Sub average intelligence
Based on formal neuropsychological evaluation, IQ score less than 70
60
Learning disability/ difference (LD)
Difficulties in development of auditory comprehension, expressive communication, reading, writing, reasoning, and mathematical skills. May be hyperactive or hypoactive, ADHD, dyslexia, or dysgraphia
61
Hyperactive vs hypoactive
Hyperactive means overactive and hypoactive means reduced movement
62
Main issue with attention deficit hyperactive disorder (ADHD)
Hyperactive and attentional issues
63
Dyslexia
Difficulty reading
64
Dysgraphia
Difficulty writing
65
Specific language impairments (SLI)
Difficulties in understanding auditory information With the exclusion of other disorders, the cause can’t be linked to clear problems with hearing, oral structure and function, intelligence or perception
66
Autism spectrum (ASD)
Range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, unique strengths and differences, may have hyperlexia
67
Hyperlexia
strong decoding and reading skills often in children at a level above their age but with limited comprehension skills
68
Traumatic brain injury (TBI)
Main issue: cognitive deficits including perception, memory, reasoning, problem solving, attention, organization difficulties, main language issue: pragmatics
69
Sensory (coma) stimulation
SLP and OT collaborate to asses modalities (hearing, vision, smell, kinesthetic) that the patient is most response in and stimulate the senses
70
Disinhibition
Inability to control one’s behavior or emotions, very impulsive
71
Early expressive language delay (EELD)
Children who develop language skills later than the typical child, at risk for poor academic performance
72
Neglect and abuse
Poor caregiver-child bonding (critical for cognitive and communication development) at risk for various developmental difficulties
73
Fetal alcohol syndrome (FAS) and drug abuse (exposure to drugs)
Exposure to alcohol and/ or drugs in utero which puts baby at risk for low birth weight and CNS problems, risks include hyperactivity, attention deficit, cognitive impairments, communication problems
74
Fluency vs stuttered speech
Fluency is the uninterrupted effortless, smooth and rapid manner of speaking, stuttered speech is characterized by nonfluencies such as involuntary repetitions of sounds and syllables, sound prolongations, and inappropriate breaks in the middle of words
75
Repetition in speech
Involuntary repetitions of sounds and syllables (ex, b-b-b-ball)
76
Prolongations in speech
Holding out the sound for an extended period of time (ex. Mmmmmm-mommy)
77
Breaks in speech
Inappropriate pauses in the middle of words (b-oy)
78
Cause of stuttering
Unknown however there are many hypotheses
79
Normal dysfluencies
Does not adversely disrupt the forward flow and ease of production, seen especially between 2-3 years old may exhibit whole word repetitions (Sammy- Sammy- Sammy wants a cookie), interjections (can we-uhm-go now), and syllable repetitions (the pizza is yum-yum-yummy) , fluency improved after 3rd birthday
80
Stuttered dysfluencies
Tense pauses, hesitations, or break between words in the forward flow of speech, involves part word repetition (“I li-li-like it” or “p-p-p-pail”), monosyllabic whole word repetitions (“he-he-he hit me”), sound prolongations (“sssssssso when are we going”), and within word pauses (“I don’t”… /w/… hold the /w/ posture for a while… “want any”)
81
Developmental stuttering
Occurs between ages 2-5 years (preschool years), onset is gradual and becomes more severe as the child grows older
82
Neurogenic stuttering
Onset after neurological disease or trauma
83
Phase 1 of bloodstein’s phases of developmental stuttering
Onset: preschool years (2-6years), episodic, sounds and syllable repetitions and whole word repetitions, typically occurs at the beginning of sentences/clauses/phrased, both content (nouns, verbs), and function (articles, prepositions) words, unaware of interruptions in speech
84
Phase 2 of bloodstein’s phases of developmental stuttering
Onset: school age children, progression of the stuttering problem, chronic with few instances of fluent speech, primarily on content words (words that have meaning), develops self concept as a “stutter”
85
Phase 3 of bloodstein’s phases of developmental stuttering
Onset: 8 years to young adulthood, certain words are more difficult than others and attempts at avoiding feared words occurs (using word substitutions), specific situational fears
86
Phase 4 of bloodstein’s phases of developmental stuttering
Most advanced form, develops fearful anticipation of stuttering, word substitutions and circumlocutions are frequent, may have associated audible tension and rising pitch, evidence of embarrassment
87
Organic theories for stuttering
Proposes that there is an actual physical cause for stuttering
88
Theory of cerebral dominance or “handedness theory”
stuttering is due to incoordination between left and right hemisphere
89
Behavioral theory for stuttering
Stuttering is a learned response to conditions external to the person
90
Diagnosogenic theory
parental reaction raises the child’s anxiety and results in a stressful and stuttered pattern of speech, parent-child communicative are strongly considered (ex parent counseling in frequent parental interruptions, rapid parental speaking rates, parental use of complex language structures)
91
Psychological theory for stuttering
Stuttering is a neurotic symptom that’s caused unconscious needs and internal conflicts that would be managed by psychotherapy, research suggests that psychological difficulties do not cause stuttering
92
Current conceptual model of stuttering
Covert repair hypothesis and the demands and capacities model (DCM)
93
Covert repair hypothesis
stuttering happens when there’s a problem with forming speech sounds and difficulty tracking speech as it’s being created (phonetic plan )
94
The demands and capacities model (DMC)
Stuttering develops when environmental pressure to speak fluently is greater than a child’s ability to do so, theory doesn’t completely explain the cause of stuttering but it provides information about possible factors that might contribute to the problem
95
Monopitch
Refers to a voice that lacks normal variation (sounds flat), in some cases the inability to voluntarily change pitch
96
Inappropriate pitch
Refers to a voice that is outside of the normal range of pitch for age and/ or gender
97
Pitch breaks
uncontrolled upward or downward pitch changes, also found in males undergoing puberty but usually resolves over time
98
Monoloudness
A voice that doesn’t get louder or softer like it normally would during speech. Other difficulties are being too loud or too soft
99
Hoarseness/ roughness in voice
Lacks clarity and the voice is noisy
100
Breathiness in voice quality
too much air escaping through the glottis during the process of producing sound
101
Vocal tremor
Involuntary variations in pitch and loudness of the voice
102
Strain and struggle (aka “harshness) in voice quality
Neurological disorder, related to difficulties in initiating and maintaining voice. The “strained” voice might fade in and out and actual voice stoppages may occur
103
Voice reflects…..
Ones age, personality, gender identity, personal habits, general condition of health
104
Fundamental frequency
Speed at which the vocal folds vibrate
105
Hertz (Hz) in voice
Number of complete cycles vocal fold vibration
106
Habitual pitch
Average pitch or tone that a person naturally uses when speaking in normal conversation
107
Optimal pitch
The speakers suitable pitch level determined by vocal fold structure
108
Average fundamental frequency (FO) for males
130 Hz
109
Average fundamental frequency (FO) for females
250 Hz
110
Intensity for voice
loudness increases as intensity increases
111
dB
Decibels (used to measure loudness)
112
Stridor in nonphonatory vocal disorders
Noisy breathing or involuntary sound that accompanies inhalation and exhalation
113
Consistent aphonia in nonphonatory vocal disorders
Persistent absence of voice and is perceived as whispering
114
Episodic aphonia
Uncontrolled/ unpredictable aphonic breaks in voice that usually last for about a second or longer
115
Conversation aphonia
Person whispers rather than producing a strong, clear voice when speaking, it’s believed that this disorder develops out of a desire to avoid some personal conflict or unpleasant situations
116
Hard palate (cleft lip and palate)
Anterior 2/3 of the palate, bony plate fused along the midline
117
Soft palate aka velum
Posterior 1/3 of the palate, composed of muscle and mucosal tissue
118
Velopharyngeal (VP) mechanism open
During nasal sounds both the oral and nasal cavities are connected allowing sound and air to pass through the nose, important for ONLY the nasal sounds
119
Velopharyngeal (VP) mechanism closed
The soft palate acts as a divider that separates the oral and nasal cavities, required for swallowing and most speech sounds ex. Plosives (such as /p/, /b/, /t/)
120
Velopharyngeal (VP) competence
Adequate closure of the VP port during speech and swallowing
121
Velopharyngeal incompetence (VPI)
When the VP port closure is not adequate during speech and swallowing, usually results from cleft palate and velar tissue deficiencies
122
Development of face and palate embryological period weeks 3-8
Significant developmental landmark points achieved
123
Development of face and palate embryological period weeks 9-12
Face and plate formed
124
Development of face and palate embryological period weeks 5-8
Face and anterior mouth formed
125
Development of face and palate embryological period weeks 8-12
Hard and soft plate fuses
126
Development of face and palate embryological period week 10
Soft plate begins to form
127
Development of face and palate embryological period end of week 12
Disruptions in fusion of the two palatal shelves, will result in an isolated cleft of the hard and/ or soft palate
128
Unilateral or bilateral cleft of lip
Cleft lip can be on one side or both sides of the lip
129
Unilateral cleft of lip and palate
a gap or opening on one side of both the upper lip and the roof of the mouth (palate).
130
Bilateral cleft of lip and palate
gaps or openings on both sides of the upper lip and in the roof of the mouth (palate).
131
Submucous cleft
the split in the roof of the mouth is covered by a thin layer of tissue, so it’s not easily visible.
132
Bifid uvula
Split or forked uvula
133
Etiologies of cleft genetic disorders
Pierre-Robin syndrome, Treacher-Collin syndrome
134
Eitiologies of clefts chromosomal aberrations
Trisomy 13
135
Teratogenically induced disorders for clefts
Environmental toxic conditions ex. Drugs, aspirin, x-rays, nicotine, viruses etc
136
Mechanically induced abnormalities for clefts
Amniotic rupture
137
Incidence of clefts
1 in every 750 live births, clefts of lip approximately 2x of frequent in males than females, clefts of palate occurs more frequently in females than males
138
The cleft palate team and general management issues
Requires a team approach, surgical management, dental management, audiological management, psychosocial management
139
Kinesics
Body posture and movement
140
Proxemics
Use of space
