Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Adult Language Disorders > Treatment Issues #2 > Flashcards

Treatment Issues #2 Flashcards

1
Q

Object Naming Model

A

Phonological cues are superior

Semantic cues ineffective for patients who know what the word is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Semantic Treatment for Naming

A

Exercise Semantic Treatment in isolation of word finding

Patients not required to produce direct name

Focus on semantic activation before lexical retrieval

Questionable generalization to untreated items

ex. picture word matching, semantic judgment task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Semantic Feature Analysis

A

Naming with multiple semantic cues and questions
ex. what is it used for, reminds me of

Completion of phrases and writing answers

Treated/untreated naming improved

No improvement in spontaneous speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Phonological Treatment for Naming

A

Lexical cueing to promote phonological structure

No generalization beyond 30 minutes to treated and untreated stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Contextual Priming

A

Mass repetition to facilitate better naming

Improved naming with questionable generalization

Includes spoken word and picture matching, name repetition, independent naming (delayed repetition)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Verb Network Strengthening Treatment

A

Promotion of semantic-lexical connection to enhance word production

Verb presentation with nouns, identification of agents and patients

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Promoting Aphasics’ Communicative Effectiveness (PACE)

A

Total communication treatment

Focuses on pragmatism (relationship between language and context with reference to participants and roles, social settings, codes)

Additional topics include topic relevance, exchange of new info, initiations, turn taking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

PACE Rules

A

Clinician and patient participate equally

An exchange of new info

A free choice of communication modality

Immediate feedback if message is not received

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Constraint-induced Therapy

A

Intensity/mass practice

Repetition

Response shaping

Socially imperative for communication

Constrained verbal modality

3-4 hours/day

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Principles of Neuroplasticity

A

Use it or lose it

Mass repetition

Intensity

Short post-onset time

Therapy done for a large chunk of time every day

Saliency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

PICA-based Treatment

A

Treat tasks at the fulcrum (middle point of the response continuum)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Content Centered Treatment

A

Focus on communicative effectiveness

Free choice of communication modality

Reduced emphasis on correctness

Problem solving skills

Improvement in spontaneous communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Voluntary Control of Involuntary Utterances (VCIU)

A

We want to focus on getting voluntary control of involuntary utterances

Patient should be able to utter a few selected real words

Goal is to improve verbal output in NF patient with limited to stereotyped utterances

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

VCIU Treatment Steps

A

They need to have some ability to utter real words

Ask patient to voluntarily orally read their preserved spoken utterances (swear words)

Move to names of pictures objects and conversational use of words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

VCIU Candidates

A

Speech is limited to a few words

Can match written words to picture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Melodic Intonation Therapy (MIT)

A

Singing to facilitate expressive language in severely NF patients

Assumption is that brain will reorganize with increased RH participation in case of recovery because musical skills are a RH skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Basic Principles of MIT

A

Unison humming and hand tapping

Hand tapping and fading

Gradual progression of length and difficulty

Backing (go back to the previous level where the patient succeeded)

Repetition of correct responses

Use of controlled latencies (3-5 seconds ideal, up to 10 ideal)

Self-monitoring of verbal output

Intensive treatment

Sprechgesang (speech + singing)

Hierarchally structured program

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

MIT Treatment Steps

A

Humming

Unison singing with fading

Immediate repetition

Response to probe question (what did you say?)

19
Q

MIT Candidates

A

Lesion confined to LH (Broca’s area)

Good auditory comprehension

No expressive language, good artic. with stereotypic phrases

Desire to recover

20
Q

Sentence Production Program

A

Story completion technique to elicit syntactic constructions for agrammatics

21
Q

Sentence Production Program Candidates

A

Non-Fluent (Broca’s, transcortical motor)

22
Q

Visual Action Therapy (VAT)

A

Focus on AAC

Manipulation of objects and cards to follow commands, answer questions, describe events

Items include real objects, pictured objects, and action pictures to demonstrate verbs

23
Q

VAT Treatment Steps

A

3 levels and 9 steps each

Step one includes matching objects and pictures, placing objects on pictures, placing pictures on objects, pointing to objects, pointing to pictures

24
Q

VAT Candidates

A

Global aphasics with severely restricted receptive and expressive language functions

25
Q

Recovery in Severe Aphasia

A

Improvement occurs later than for other aphasia types (6-18 months PO)

Continued improvement probably hinges on activity level, social engagement, and life participation

26
Q

Steps to Facilitate Participation in a Severe Aphasic

A

Identify specific activities that are personally meaningful

Identify cognitive abilities

Link cognitive skills with activity and target with evidence based intervention

27
Q

Communicative Drawing Program

A

Uses drawing as a facilitator

Stimuli include cartoons, objects and actions, stories

Tools include tracing and copying

28
Q

Treatment of Aphasic Perseveration (TAP)

A

Treatment on confrontation naming by a non-perseverative response

Goal of naming 90% of the stimuli with no more than 10% of the items with perseveration

29
Q

Perseveration types

A

Stuck in variety (inappropriate maintenance of category of response during new task)

Continuous (response prolongation without interruption)

Recurrent (inappropriate repetition of a previously emitted response after intervening stimulus)

Semantic perseveration (recurrence of a previous semantically related response to a new stimulus, eg pear for apple)

Phonemic carryover (part words or phonemes carried to the next unrelated response)

30
Q

Frequency of Perseveration

A

Normal subject: 4% of responses

Fluent aphasics: 18% of verbal responses and 21% of nonverbal responses

NF aphasics: 39% of verbal responses and 19% of nonverbal responses

31
Q

Specific strategies in TAP

A

Time interval of 5-10 secs between stimulus/response

Gestural cues; tactile cues

Drawing

Description sentence

Sentence completion

Graphic cues

Phonemic cue

Oral reading

Repetition

Unison speech or singing

32
Q

Symptoms of Wernicke’s Aphasia

A

Presence of speech with lack of awareness

Reduced comprehension

Euphoria

Poor repetition

Their verbal output has very little meaning

33
Q

Wernicke’s Aphasia Treatment Focus

A

Auditory comprehension

Establishing consistent responses

Incorporating word comprehension task

Directing attention to listening by signal or alarm

Charting communicative failures

34
Q

Treatment for Expressive Aphasics

A

Treatment in contexts including naming, concept elaboration, grammaticality judgment, oral reading, copying, writing

35
Q

American Indian Code

A

Simple signs for patients with basic communicative needs (not ASL)

36
Q

Cognitive Treatment

A

Used to promote recognition and comprehension, registration of new info, generation of logical conclusions and alternatives, elicitation of a variety of responses, elaboration of ideas

37
Q

Mental Operations

A

Cognition (problem solving, decision making, task planning)

Memory

Thinking (convergent, divergent)

38
Q

Convergent Thinking

A

The generation of logical conclusions from given information

Emphasis on achieving conventionally best outcomes

ex. automatic language and focused answers
Lots of things boiled down to 1

39
Q

Divergent Thinking

A

Generation of logical alternatives from given info

Emphasis on variety, quantity, and relevance of output from the same source

ex. open ended questions, lists

40
Q

Evaluative Thinking

A

Formulation of evaluations in terms of known specifications, such as correctness, completeness, identity, relevance, logical feasibility

Judgmental thinking

41
Q

Severe Non-Dominant Syndrome Treatment

A

Treat maladaptive behavior

Modification of environment

Attention to speaker

Maintaining eye contact

Attention to task

42
Q

Moderate Non-Dominant Syndrome Treatment

A

Passive orientation (space/person/place/time)

Surrounding awareness (biographical info)

Attentional shift (scanning, cancellation)

General neglect

Reasoning

43
Q

Mild Non-Dominant Syndrome Treatment

A

Linguistic subjects (critical vs noncritical info, identification of key points, topic coherence)

Paralinguistic properties (jokes, metaphors)

Cognition (problem solving, abstract reasoning, divergent/convergent)

Adult Language Disorders (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions