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Adult Lang Disorders > Weeks 4-7 > Flashcards

Weeks 4-7 Flashcards

1
Q

Anomia: S/S

A

impairment in naming; universal impairment in aphasia; deficits can occur in both semantic processing and phonological processing

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2
Q

Anomia: Assessments - formal

A

Formal: BNT, expressive vocab test, PPVT-II; error analysis: compare error patterns across different tasks to determine level of semantic error

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3
Q

Anomia: Assessments - informal

A

Informal: language samples, conversation, S/A, sentence completion; naming body parts

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4
Q

Anomia: Assessments - structured vs naturalistic

A

structured: confrontation naming tasks pressure of naming in the moment like picture or object naming;
naturalistic: word finding during conversation

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5
Q

Anomia: phonological input vs output

Input triggers output

A

lexical input: visual object or written word recognition system; rhyming judgments will be difficult b/c harder to make judgment about two things that sound similar

lexical output - retrieving name in written or spoken form;

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6
Q

Anomia: semantic input vs output

Input triggers output

A

lexical input - written word, picture; category sorting for closely related semantic categories

lexical output: speaking word or writing word;

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7
Q

Anomia: neural structures

A

diffuse LH both perisylvian and extrasylvian;

left-inferior temporal for semantic naming (lexical input)

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8
Q

Anomia: two stages for input and output mechanisms

A

Semantic

Phonological

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9
Q

Anomia: informal methods

responsive naming, convergent naming, divergent naming, verbal fluency;

A

responsive naming: Provide name of something when given a description

convergent naming: SLP different examples within category and patient gives category eg: banana, apple, pear → fruit

divergent naming: SLP gives category and patient gives different examples within category eg: name 3 round objects

verbal fluency: when SLP asks patient to name as many things within a category within 1 min (divergent naming with time limit)

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10
Q

Anomia: naming assessment

Why consider different characteristics of stimulus

A

Important to vary complexity to test where breakdown is occuring

Nouns vs verbs
Semantic categories
Length
Familiarity/frequency
Age of acquisition
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11
Q

Anomia: naming assessment

Semantic error analysis

A

Error Patterns:
Comprehension errors
Naming errors
Oral word reading and writing may NOT be affected
Difficulty interpreting meaning of gesture and objects/pictures

Banana vs pear → same semantic category
Banana vs hammer → higher level error at semantic level

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12
Q

Anomia: treatment for lexical retrieval

Goal: restore function and compensatory strategies

A

Restore function - tasks focusing on accessing semantic and phonological word retrieval

Compensatory - gesturing, writing, circumlocution (talk around target word)

Cueing hierarchies → semantic cues → phonemic cues → different modality (eg written form)

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13
Q

true/false

If spelling knowledge is preserved in anomia, then spelling knowledge may facilitate word retrieval through phonemic self-cueing

A

true

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14
Q

Sentence level Auditory Comprehension:

Determine sentence complexity

A

2 things can affect sentence complexity –> reversibility and complexity

Semantic reversibility → semantically reversible sentences are MORE difficult to understand → Nonreversible are easier b/c we rely on word meaning to interpret if we don’t understand syntax

Sentence structure → more complex is more difficult → the more verbs the more complex

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15
Q

Single Word Auditory Comprehension:

Determine sentence complexity

Examples of semantic reversibility

A

More complex –> more verbs and passive

Reversible → The girl hugged the boy (more complex and difficult)

Nonreversible → The girl hugged the doll

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16
Q

Single Word Auditory Comprehension:

Determine sentence complexity - canonical vs noncanonical

A

Simple: SVO = canonical word order (active sentence)

Complex: noncanonical word order = deviations from SVO structure eg OVS (passive sentence)

“The doll/boy was hugged by the girl”

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17
Q

SW - Auditory Comprehension:

describe

A

inability to understand the meaning of the word despite correct repetition

SW - pointing to a named object, following directions like “jump”

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18
Q

SW - Auditory Comprehension:

treatment

A

Based on stimulation approach → system is uncoordinated/reduced efficiency

Pointing drills
Following directions
Y/N questions

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19
Q

Sentence level comprehension:

treatment

A

Sentence completion: “cloze procedure”

open-ended questions and storytelling

Mapping therapy for Broca’s

Verb-centered treatment

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20
Q

Sentence level comprehension:

Informal vs formal treatment

A

Informal: spontaneous speech → cookie-theft picture

Formal: aphasia batteries like PAL subtest

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21
Q

Sentence level comprehension:

Mapping therapy treatment

A

Therapy specifically for Broca’s asyntactic comprehension impairments

Goal: map syntactic and semantic levels of sentence representation

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22
Q

Syntactically Oriented Treatment

A

Type of sentence-level treatment

SPPA → improves naturalism of context and interaction

Treatment for underlying forms - ID action, agent, theme

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23
Q

What is Auditory Comprehension

A

Ability to understand spoken language

When assessing comprehension remove expression

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24
Q

Single Word Auditory Comprehension:

Formal vs informal assessments

A

Formal: aphasia batteries, BDAE (or BNT subtest)

Informal: pointing, simple y/n responses, matching

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25
Q

Sentence level Auditory Comprehension

Formal vs informal assessments

A

Formal: aphasia batteries typically have sentence level comprehension sub-tests

Informal: 1-3 step directions (very functional); simple/complex Y/N questions; answering open ended questions

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26
Q

Sentence level Auditory Comprehension

describe

A

Common among severe aphasia types

Stages based in SW comprehension BUT word meaning alone is not the “whole” meaning

Broca’s aphasia → asyntactic comprehension → difficulty comprehending noncanonical sentences that are semantically reversible (mapping breakdown)

“The boy was hugged by the girl”

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27
Q

Pure Alexia: S/S

A

Marked impairment of reading or spelling with preserved verbal language comprehension & production

Letter-by-letter reading

Word-length effect: as word gets longer, becomes more difficult

28
Q

Global/Deep Alexia: S/S

A

<30% correct on single-word or reading tasks

spelling typically more impaired

29
Q

Phonological Alexia/Agraphia: S/S

A

Struggle to map sound system with writing system; phonological system is impaired; semantic system is intact

Lexicality effect – better at real words than non-words;

morphologic errors in reading (drive, driven), spelling errors in similar words (bird, bride)

Impairment noted at text level

30
Q

Surface Alexia/Agraphia: S/S

A

semantic system is impaired; phonological system intact

Regularity effect – phonological approach good for regularly spelled words/non-words but breaks down for irregularly spelling (e.g., phone = fone)
Spelling worse than reading

31
Q

Allographic Agraphia: S/S

A

Impairment converting graphemes to letter shapes (can’t write lowercase when given uppercase)

32
Q

Apraxic Agraphia: S/S

A

Motor programming of handwriting impaired – falls more in domain of OT

33
Q

Global/Deep Alexia: treatment

A

Treatment often lexical in nature to retrain specific words

CART (copy and recall treatment)

34
Q

Phonological Alexia/Agraphia: treatment

A

Strengthen mapping
Strengthen phonological skills with “key word” approach
Reading and spelling treatment

35
Q

Surface Alexia/Agraphia: treatment

A

Retraining irregular orthographic representations
Problem solving

surface aka semantic

36
Q

Allographic Agraphia: treatment

A

Lexical spelling treatment – repeated copying of letters

Using alphabet card

37
Q

Apraxic Agraphia: treatment

A

Drilling or refer to OT

38
Q

Alexia/agraphia: semantic vs phonological

A

Individual variation counts → S/S are important not categorizing

39
Q

Central processing: Phonological and Semantic

A

Phonological → perisylvian
Semantic → extrasylvian
Orthographic → extrasylvian

40
Q

If phonological is impaired…

A

Lexicality effect → better at real words than non-words; morphologic errors in reading (drive, driven)
Semantics are intact → phonological system is impaired
Syntactic impairments evident at text-level
Damage to perisylvian

41
Q

If surface (semantics) is impaired…

A

Regularity effect → phonological approach good for regularly spelled words/non-words but breaks down for irregularly spelling (e.g., phone = fone)

Phonological system intact → semantic system is impaired

42
Q

How do you assess phonological alexia/agraphia

A

Lexicality effect
Reading errors
Spelling errors
Minor errors at SW level → errors occur at text-level (longer length sentences)

43
Q

How do assess surface (semantics) alexia/agraphia

A

Overeliance on sublexical processing - C-A-T
Good phonological ability → poor semantic ability
Spelling is worse than reading
Regularity effect
Damage to extrasylvian

44
Q

Regularity effect

A

Occurs in surface (semantic) alexia agraphia
Phonological approach works well for regularly spelled words and nonwords → breakdown occurs with irregular words

phone → fone; choir → kwire; circuit → serquit

45
Q

How to treat reading and writing impairments

A

All the ways to treat Alexia and agraphia

So like Pure Alexia would be: 
Brief Exposure to written words & Multiple Oral Re-Reading

Global & Deep Alexia & Agraphia: 
CART (call & recall therapy)

Phonological Alexia & Agraphia: 
Strengthening Phonological Skills (key word approach)
Sentence & paragraph level reading treatment

Surface Alexia & Agraphia: 
CART again 
Problem Solving with an electronic speller

Allographic Agraphia: 
Lexical Spelling Treatment (practice writing the letters from a model)
Alphabet card (to compensate)

Apraxic Agraphia:
Practice copying written words with extensive feedback
In severe cases, treatment won’t help

46
Q

Phonological alexia/agraphia: grammatical class effects

A

Nouns (easy) → verbs → function words (hard)

47
Q

Pure alexia: treatment

A

Goal is to increase speed of word recognition and accuracy

Brief exposure to written word → forces them to focus on holistic word recognition

Multiple oral rereading -> top-down approach; not SW → text level (longer strings of text) is more functional

48
Q

Form → content → use

A

Structure → semantics → pragmatics

49
Q

What is pragmatics

A

Branch of linguistics with the way language is used

Social aspect of language

The use of abstract symbols that are ruled based to convey meaning in a social context

50
Q

Pragmatic competence

A 
The ability to understand the speaker's intended meaning
Read nonverbal cues
Not overly stating
Theory of mind
Idiom, sarcasm (nonliteral)
51
Q

Pragmatic behavior difficult for brain injury

A

self-correction/self-monitoring

Have difficulty using contextual info to generate inferences

52
Q

Pragmatic: informal vs formal assessment

A

Informal: narrative, interviews, observe behavior

Formal: rating scales, checklists, standard assessments → CADL

53
Q

Pragmatic: treatment

A

PACE

More naturalistic context; also used for word finding

54
Q

What is discourse

A

Any form of communication

Can be monologue or dialogue

55
Q

Discourse genres

A

Narrative
Procedural
Expository
Conversation

56
Q

Discourse: analysis: psycholinguistic and sociolinguistic

A

Psycholinguistic: Focus on form and connected discourse

Sociolinguistic: focus on use; examined in context

57
Q

Discourse: treatment

A

Based on principles of experience-based neuroplasticity nowadays utilized computerized technology

not easily identified by traditional aphasia batteries b/c we are looking at larger units of language

58
Q

Discourse: treatment

Discourse level and social skills

A

Discourse level treatments - hierarchical discourse therapy: focus on relevant responses, increased production and abstractions

Social skills treatment: focus on quantity of info, clarity of expression, style of interaction

59
Q

Formulaic language - define

A 
Overlearned words, phrases or longer linguistic units that are:
Known to native seeker
Occur naturally in discourse
- important of social interaction
Eg sentence starters
60
Q

Formulaic language: 3 types

A

Automatic speech → counting

Recited speech → humpty dumpty

Formulaic expressions→ idioms, pause fillers, lexical bundles

61
Q

Formulaic language: t/f

Neural underpinnings of formulaic language are different compared to novel language production

A

True
formulaic language → RH

Formulaic language is preserved when novel language (LH) is not

Formulaic language can be used to elicit language “salt and ____” “mary had a little ___”

62
Q

GRICES maxims

A

For pragmatics

quantity, quality, relation, and manner

63
Q

Name a few pragmatic behaviors

A

Turn taking
conversational skills,
the use of our non-verbal communication skills,
understanding non-literal language, interpreting and expressing emotions
Politeness markers

64
Q

Pragmatics competences: what is the best informal assessment

A

narrative analysis (storytelling, interview, etc) is best informal assessment

65
Q

Anomia: phonological error patterns

A 
Error Patterns:
Comprehension preserved
Errors in oral naming and word reading
Difficulty activating output lexicon
Disturbance in internal structure of phonological representation

Adult Lang Disorders (4 decks)

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