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intro to communication disorders > test 1 > Flashcards

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

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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

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3
Q

what does a speech scientist do

A

conduct research to expand the knowledge of anatomy, physiology, and physics of speech sound production

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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

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5
Q

Communication

A

An exchange of ideas between sender and receiver

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6
Q

Morphology

A

Structure of words that have meaning

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7
Q

Free morpheme

A

May stand alone as a word ex. Go, spite, like

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8
Q

Phonotactic rules

A

Specify how sounds may be arranged in words

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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

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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

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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

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12
Q

Pragmatics

A

how context influences the interpretation of meaning in communication (affected by purpose of communication, gender, race , culture, physical setting etc.)

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13
Q

Articulation

A

The movement of speech organs (lips, tongue, teeth, jaw) to create specific sounds

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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

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15
Q

Fluency

A

The smooth forward, flow of communication. influenced by the rhythm and rate of speech.

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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)

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17
Q

Resonance

A

The quality of voice, refers to the sound of a voice from vibrations in the vocal tract

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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

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19
Q

SLP preparedness and credentials

A

Have to take educational testing services and practice examinations. Have to obtain CCC and CFY

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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

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21
Q

CFY

A

Clinical fellowship year, this is the transition between student and independent provider of clinical services

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22
Q

Stimulable

A

Improvement with trial therapy efforts

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23
Q

Prognosis

A

Judgment of how well the person will do in therapy

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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

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25
Q

Communication difference VS disorder

A

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

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26
Q

Language disorder vs. difference

A

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

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27
Q

Congenital disorders

A

Present at birth

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28
Q

Acquired disorders

A

Results from disease or trauma after birth

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29
Q

Phonology

A

Study of how sounds are organized and used in a language

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30
Q

Organic vs psychogenic aka physical vs psychological (in voice)

A

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

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31
Q

Predisposing factors

A

Underlying factors leading to the problem ex. Genetic

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32
Q

Precipitating factors

A

Factors that triggered the problem ex, condition or stroke

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33
Q

Maintaining/ casual factors

A

Factors that hinder improvements in the impaired area

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34
Q

Referrals

A

Source/ individual who provides the name of the person who needs an evaluation. Can be self, parent, grandparents, doctors, teacher etc

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35
Q

Screenings vs full diagnostic assessment

A

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

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36
Q

Purpose of case history in full diagnostic screening

A

Helps inform diagnostic and therapeutic decisions

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37
Q

Purpose of opening interview in full diagnostic assessment

A

To learn more about the client and answer questions of client and/ or family

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38
Q

Purpose of Observation in full diagnostic screenings

A

Provides additional information of speech and/ or language in various settings (classroom, lunchroom, recess etc)

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39
Q

Purpose of hearing screening in full diagnostic screening

A

To identify if individuals have hearing impairments or hearing loss

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40
Q

Purpose of oral motor-sensory examination in full diagnostic screenings

A

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

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41
Q

Purpose of formal/ standardized testing in full diagnostic screenings

A

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

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42
Q

Purpose of making a diagnosis in full diagnostic assessment

A

Determine the type, and severity of speech-language disorders and set functional goals for advancement in the future

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43
Q

Purpose of closing interview in full diagnostic assessment

A

Summarize results, clarify questions the client/ family has, provide further recommendations on guidance or therapy interventions

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44
Q

Purpose of report writing in full diagnostic assessment

A

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.

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45
Q

IDEA

A

Individuals with disabilities education act. Mandates all children between ages of 0-20 years are given special services if needed

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46
Q

Play audiometry

A

For preschool children, a hearing test that uses toys and play tasks to assess a child’s hearing sensitivity

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47
Q

Pure tone hearing screening

A

For children and adults, a behavioral test that measures a persons hearing sensitivity at different frequencies

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48
Q

Five goals on intervention

A

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

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49
Q

Evidence based practice (EBP) and clinical research

A

the integration of Clinical expertise or research opinion to guide decision-making and improve outcomes for clients

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50
Q

Direct teaching

A

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)

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51
Q

Incidental teaching

A

provide structured learning opportunities in the natural environment by using the child’s interests and natural motivation. Low structured, client directed

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52
Q

Counseling

A

Listen, support and provide guidance for client and or family as emotionally deal with the communicative disorder

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53
Q

Family and environmental involvement

A

Family might be taught techniques, such as language, teaching, modeling, etc. spouses and support groups may play an important role for adults

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54
Q

When was ASHA founded

A

December 1925

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55
Q

ASHAS mission

A

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

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56
Q

Developmental vs acquired disorders

A

Developmental is often present at birth and can be hereditary, acquired occurs after birth caused by injury, disease, etc

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57
Q

Mental Retardation (MR)

A

Manifests before 18 years of age, cognitive limitations and limitations in two or more areas of activities of daily living, “sub average intelligence”

58
Q

Examples of cognitive and activities of daily living limitations

A

Attention, memory, self care, communication, social skills, home living etc

59
Q

Sub average intelligence

A

Based on formal neuropsychological evaluation, IQ score less than 70

60
Q

Learning disability/ difference (LD)

A

Difficulties in development of auditory comprehension, expressive communication, reading, writing, reasoning, and mathematical skills. May be hyperactive or hypoactive, ADHD, dyslexia, or dysgraphia

61
Q

Hyperactive vs hypoactive

A

Hyperactive means overactive and hypoactive means reduced movement

62
Q

Main issue with attention deficit hyperactive disorder (ADHD)

A

Hyperactive and attentional issues

63
Q

Dyslexia

A

Difficulty reading

64
Q

Dysgraphia

A

Difficulty writing

65
Q

Specific language impairments (SLI)

A

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
Q

Autism spectrum (ASD)

A

Range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, unique strengths and differences, may have hyperlexia

67
Q

Hyperlexia

A

strong decoding and reading skills often in children at a level above their age but with limited comprehension skills

68
Q

Traumatic brain injury (TBI)

A

Main issue: cognitive deficits including perception, memory, reasoning, problem solving, attention, organization difficulties, main language issue: pragmatics

69
Q

Sensory (coma) stimulation

A

SLP and OT collaborate to asses modalities (hearing, vision, smell, kinesthetic) that the patient is most response in and stimulate the senses

70
Q

Disinhibition

A

Inability to control one’s behavior or emotions, very impulsive

71
Q

Early expressive language delay (EELD)

A

Children who develop language skills later than the typical child, at risk for poor academic performance

72
Q

Neglect and abuse

A

Poor caregiver-child bonding (critical for cognitive and communication development) at risk for various developmental difficulties

73
Q

Fetal alcohol syndrome (FAS) and drug abuse (exposure to drugs)

A

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
Q

Fluency vs stuttered speech

A

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
Q

Repetition in speech

A

Involuntary repetitions of sounds and syllables (ex, b-b-b-ball)

76
Q

Prolongations in speech

A

Holding out the sound for an extended period of time (ex. Mmmmmm-mommy)

77
Q

Breaks in speech

A

Inappropriate pauses in the middle of words (b-oy)

78
Q

Cause of stuttering

A

Unknown however there are many hypotheses

79
Q

Normal dysfluencies

A

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
Q

Stuttered dysfluencies

A

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
Q

Developmental stuttering

A

Occurs between ages 2-5 years (preschool years), onset is gradual and becomes more severe as the child grows older

82
Q

Neurogenic stuttering

A

Onset after neurological disease or trauma

83
Q

Phase 1 of bloodstein’s phases of developmental stuttering

A

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
Q

Phase 2 of bloodstein’s phases of developmental stuttering

A

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
Q

Phase 3 of bloodstein’s phases of developmental stuttering

A

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
Q

Phase 4 of bloodstein’s phases of developmental stuttering

A

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
Q

Organic theories for stuttering

A

Proposes that there is an actual physical cause for stuttering

88
Q

Theory of cerebral dominance or “handedness theory”

A

stuttering is due to incoordination between left and right hemisphere

89
Q

Behavioral theory for stuttering

A

Stuttering is a learned response to conditions external to the person

90
Q

Diagnosogenic theory

A

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
Q

Psychological theory for stuttering

A

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
Q

Current conceptual model of stuttering

A

Covert repair hypothesis and the demands and capacities model (DCM)

93
Q

Covert repair hypothesis

A

stuttering happens when there’s a problem with forming speech sounds and difficulty tracking speech as it’s being created (phonetic plan )

94
Q

The demands and capacities model (DMC)

A

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
Q

Monopitch

A

Refers to a voice that lacks normal variation (sounds flat), in some cases the inability to voluntarily change pitch

96
Q

Inappropriate pitch

A

Refers to a voice that is outside of the normal range of pitch for age and/ or gender

97
Q

Pitch breaks

A

uncontrolled upward or downward pitch changes, also found in males undergoing puberty but usually resolves over time

98
Q

Monoloudness

A

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
Q

Hoarseness/ roughness in voice

A

Lacks clarity and the voice is noisy

100
Q

Breathiness in voice quality

A

too much air escaping through the glottis during the process of producing sound

101
Q

Vocal tremor

A

Involuntary variations in pitch and loudness of the voice

102
Q

Strain and struggle (aka “harshness) in voice quality

A

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
Q

Voice reflects…..

A

Ones age, personality, gender identity, personal habits, general condition of health

104
Q

Fundamental frequency

A

Speed at which the vocal folds vibrate

105
Q

Hertz (Hz) in voice

A

Number of complete cycles vocal fold vibration

106
Q

Habitual pitch

A

Average pitch or tone that a person naturally uses when speaking in normal conversation

107
Q

Optimal pitch

A

The speakers suitable pitch level determined by vocal fold structure

108
Q

Average fundamental frequency (FO) for males

A

130 Hz

109
Q

Average fundamental frequency (FO) for females

A

250 Hz

110
Q

Intensity for voice

A

loudness increases as intensity increases

111
Q

dB

A

Decibels (used to measure loudness)

112
Q

Stridor in nonphonatory vocal disorders

A

Noisy breathing or involuntary sound that accompanies inhalation and exhalation

113
Q

Consistent aphonia in nonphonatory vocal disorders

A

Persistent absence of voice and is perceived as whispering

114
Q

Episodic aphonia

A

Uncontrolled/ unpredictable aphonic breaks in voice that usually last for about a second or longer

115
Q

Conversation aphonia

A

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
Q

Hard palate (cleft lip and palate)

A

Anterior 2/3 of the palate, bony plate fused along the midline

117
Q

Soft palate aka velum

A

Posterior 1/3 of the palate, composed of muscle and mucosal tissue

118
Q

Velopharyngeal (VP) mechanism open

A

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
Q

Velopharyngeal (VP) mechanism closed

A

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
Q

Velopharyngeal (VP) competence

A

Adequate closure of the VP port during speech and swallowing

121
Q

Velopharyngeal incompetence (VPI)

A

When the VP port closure is not adequate during speech and swallowing, usually results from cleft palate and velar tissue deficiencies

122
Q

Development of face and palate embryological period weeks 3-8

A

Significant developmental landmark points achieved

123
Q

Development of face and palate embryological period weeks 9-12

A

Face and plate formed

124
Q

Development of face and palate embryological period weeks 5-8

A

Face and anterior mouth formed

125
Q

Development of face and palate embryological period weeks 8-12

A

Hard and soft plate fuses

126
Q

Development of face and palate embryological period week 10

A

Soft plate begins to form

127
Q

Development of face and palate embryological period end of week 12

A

Disruptions in fusion of the two palatal shelves, will result in an isolated cleft of the hard and/ or soft palate

128
Q

Unilateral or bilateral cleft of lip

A

Cleft lip can be on one side or both sides of the lip

129
Q

Unilateral cleft of lip and palate

A

a gap or opening on one side of both the upper lip and the roof of the mouth (palate).

130
Q

Bilateral cleft of lip and palate

A

gaps or openings on both sides of the upper lip and in the roof of the mouth (palate).

131
Q

Submucous cleft

A

the split in the roof of the mouth is covered by a thin layer of tissue, so it’s not easily visible.

132
Q

Bifid uvula

A

Split or forked uvula

133
Q

Etiologies of cleft genetic disorders

A

Pierre-Robin syndrome, Treacher-Collin syndrome

134
Q

Eitiologies of clefts chromosomal aberrations

A

Trisomy 13

135
Q

Teratogenically induced disorders for clefts

A

Environmental toxic conditions ex. Drugs, aspirin, x-rays, nicotine, viruses etc

136
Q

Mechanically induced abnormalities for clefts

A

Amniotic rupture

137
Q

Incidence of clefts

A

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
Q

The cleft palate team and general management issues

A

Requires a team approach, surgical management, dental management, audiological management, psychosocial management

139
Q

Kinesics

A

Body posture and movement

140
Q

Proxemics

A

Use of space

intro to communication disorders (2 decks)

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