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159 Cards in this Set
- Front
- Back
What are the characteristics of Dementia?
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Decrease in verbal and nonverbal cognitive functioning
Deteriorating memory for more recent events Thought processes become disorganized Disorientation of place, person, time Personality changes |
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What are some causes of dementia?
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Alzheimer's disease (cortical), Pick's disease (cortical), Fronto-temportal Dementia (cortical), Huntington's Chorea (sub-cortical), Parkinson's Disease (sub-cortical), arteriosclerosis (cortical), Multi-infarct dementia (cortical)
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What are the Linguistic/Communicative Characteristics of aphasia?
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Semantic and pragmatic deficits
Phonology and syntax remain intact Semantic problems in naming tasks, word fluency then confrontation naming, then spontaneous speech Confabulation also evident (statements that are false and may include bizarre or fantastic features) |
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What distinguishes dementia from aphasics? (Linguistically)
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Pragmatic deficits (in dementia)
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What is the nature of the pragmatic deficits associated with dementia?
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Lack of questions or commands compared to typical adults
More egocentric speech Decrease in topic maintenance Introduction of new topics before closing old ones Feel there is more shared information between listener and speaker than there is in reality |
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What demographic(s) is mostly effected by Traumatic Brain Injuries?
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15-24 year old males and preschool children
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When do head traumas mostly occur?
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On weekends in the spring between 10 PM and 4 AM
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What is the nature of a TBI?
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Blow to head - blunt force - may or may not cause skull fracture
Non-penetrating injury leading to alteration in level of consciousness with subsequent cognitive and behavioral deficits |
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Explain the nature of the acceleration - deceleration injury associate with TBI
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Brain is moving very fast and is brought to an abrupt stop
Shearing of nerve fibers with diffuse axonal damage A lot of disruption of nerve fibers (subcortical white matter) with or without cortical damage (diffuse white matter and possibly cortical damage) |
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True or False
Duration of Post Traumatic Amnesia is not a predictive variable to cognitive ability |
FALSE!
PTA IS a predictive variable to cognitive ability |
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When does PTA begin?
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In the time period from when the person is coming out of a coma but is still in an altered state of consciousness
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When does PTA end?
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When patient is able to recall current daily events and is oriented x3 (person, place, time)
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What is the GOAT?
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Galveston Orientation and Amnesia Test
Scale which determines beginning and end points of PTA time |
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What is the scale associated with the GOAT?
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PTA less that 5 minutes - very mild deficits or non-significant
PTA less than 1 hour - mild deficits PTA 1-24 hours - moderate deficits PTA 1-7 days - severe deficits PTA more than 7 days - profound deficits |
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True or False?
PTA may have prognostic significance |
TRUE!
The longer the PTA time, the more severe the cognitive symptoms will be |
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True or False?
Age is not a factor having prognostic significance |
FALSE!
Age is indeed a factor having prognostic significance, however it is relative |
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Ranchos Los Amigos Levels of Cognitive Functioning
Treatment emphasis of Levels I - III? |
Treatment emphasis focuses on arousal and alerting to general stimuli
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Ranchos Los Amigos Levels of Cognitive Functioning
Treatment emphasis of Levels IV? |
Focus on attention and perception of environment; reduce agitation
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Ranchos Los Amigos Levels of Cognitive Functioning
Treatment emphasis of Levels V? |
Focus on discrimination and orientation to environment - get patient to selectively attend
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Ranchos Los Amigos Levels of Cognitive Functioning
Treatment emphasis of Levels VI? |
Focus on categorization and sequencing - work on speech and language skills
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Ranchos Los Amigos Levels of Cognitive Functioning
Treatment emphasis of Levels VII and VIII? |
Focus on memory and higher level cognitive and language skills - vocational and educational issues
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What are the pragmatic deficits associated with TBI?
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Inappropriate prosody
Inappropriate affect Topic selection Topic maintenance Problems with initiation, turn-taking, and pause time in conversation Difficulty in both quantity and conciseness in conversation |
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What are characteristics of Right Hemisphere processing?
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Comprehension of concrete nouns
Can read concrete words (particularly nouns) Poor ability to deal with abstract nouns Can deal with basic semantic relationships Involved in processing emotional information Not involved in syntactic functioning and does not use phonological information |
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What are the visual deficits affecting communication? (RH)
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Visual neglect (typically left side of space)
Visual-spatial processing disorder - problems dealing with visual orientation Prosopagnosia/facial recognition Anosagnosia - denial of illness |
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Emotional Deficits Affecting Communication?
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Poor judgement as the result of problems with affect
Reduced affect |
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Communication, Language, and Pragmatic deficits involved with Right Hemisphere Communicative Impairment?
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Syntax and phonology intact
Semantic and pragmatic problems show up in unstructured communication Difficulty using contextual information Difficulty organizing info Difficulty integrating elements into a single coherent theme Impaired appreciation of humor Impaired ability to recognize emotions |
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True or False?
Both apraxia of speech and aphasia are caused by focal lesions in the right cerebral cortex. |
FALSE!
A lesion in the LEFT cerebral cortex can cause apraxia of speech and aphasia |
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True or False
Dysarthrias may result from a variety of diseases which affect central and peripheral nervous systems below the cortex |
TRUE!
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True or False
Within the cortex, damage to the pre-motor region or Broca's area, produces aphaisa |
FALSE!
Damage to the pre-motor region or Broca's area causes apraxia, whereas damage to the frontal and/or posterior regions causes aphasia - both of which are of sudden onset |
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True or False
Dysarthrias may appear suddenly or gradually depending upon eitology |
TRUE!
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Dysarthrias are manifestations of _____ weakness in the speech mechanism disrupting _______, ______, _________
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Dysarthrias are manifestation of muscle weakness in the speech mechanism disrupting phonation, resonance, and articulation (one or all of these depending on where the damage is in the nervous system)
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True or false?
Dysarthria is strictly a speech disorder. |
TRUE!
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True or False?
Apraxia of speech is a language problem. |
FALSE!
Both dysarthrias and apraxia of speech are MOTOR SPEECH disorders - not language problems However, apraxia may affect linguistic performance |
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True or false?
Dysarthrias are impairments of volitional and non-volitional movement, while apraxia of speech is an impairment primarily of volitional movement. |
TRUE!
With apraxia it tends to be that the more salient the task, the more difficult |
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What is the main diagnostic problem with respect to aphasia and apraxia of speech?
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Sound substitutions in aphasia and those in apraxia of speech.
Articulatory problems of Broca's aphasia are usually a product of an accompanying apraxia of speech. |
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Who wrote the Minnesota Test for Differential Diagnosis (MTTDA) and when?
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Schuell in the late 1960s-1970s
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How long does the MTTDA take to administer and how many subtests are there?
What is the scoring system? |
2-3 hours
46 subtests divided into 5 sections (auditory disturbances, speech and language disturbances, visuo-motor and writing disturbances, disturbances of numerical relations and arithmetic processes) Scoring system for most subtests = +/- |
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What is the MTTDA intended for?
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Differentiate aphasia from normal levels of language function
Differential diagnosis and prediction of recovery Assesses patient strength/weaknesses in all language modalities as a guide to planning treatment |
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What made the Porch Index of Communicative Ability (PICA) original?
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Use of the same method of direction and response
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How many subtests make up the PICA?
What is the scoring system? |
18 subtests of the 4 language modalities identified as either gestural, verbal, or graphic
Scoring system: Multidimensional 16 point scale based on 5 dimensions of the patients responses: accuracy, responsiveness, completeness, promptness, and efficiency |
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What are some problems with the PICA?
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Homogeneity of test items (same 10 used for each subtest)
Extensive training needed to administer Statistical variables associated with the test construction Provides very little descriptive data |
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Who developed the Boston Diagnostic Aphasia Examination (BDAE)?
How long does it take to administer? |
Goodglass, Kaplan, Barresi
2 hours admn. |
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What does the BDAE provide?
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Reliable and sensitive measurement of degree of deficit and amount of recovery
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What is the weakness of the BDAE?
What is a strength? |
The scoring system is its weakeness
Probably the best test stimulus wise |
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Western Aphasia Battery (WAB) - who developed it?
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Kertesz
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True or False?
The BDAE is much better at determining the type of aphasia than the WAB |
TRUE!
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What two quotients does the WAB provide?
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Aphasia Quotient (AQ) - key score relative to aphasia - based on a score of 100
Aphasia - AQ score of 93.8 or below Cortical Quotient (CQ) - broader measure taking into account all language and non-language tasks |
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Who are the author(s) of the Neuro-sensory Comprehensive Examination for Aphasia?
Subtests (number of)? Scoring? Administration time? |
Spreen and Benton - authors
20 subtests - uses 32 objects arranged on 4 trays for several tasks Scoring is +/- for most, a 5 point scale for naming subtests 2 hours to administer Includes profile sheet |
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True or False?
The Aphasia Diagnostic Profile has been used frequently in studies of recovery. |
FALSE!
The Neuro-sensory Center Comprehensive Examination for Aphasia has been used frequently in studies of recovery. |
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What is Dr. Hough's favorite test?
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The Aphasia Diagnostic Profiles
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Who is the author of the Aphasia Diagnostic Profiles?
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Helm-Estabrooks
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Who wrote the Multilingual Aphasia Examination?
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Spreen, Varney, and Benton
It is an extensive battery revised several times examining all aspects of language in french, spanish, and english Often used in studies of prognosis |
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Who wrote the Bilingual Aphasia Test?
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Paradis (1993)
Each version is culturally and functionally equivalent in content (versus simply direct translations) |
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Who wrote Examining for Aphasia and Related Disorders - IV?
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LaPointe & Eisenson
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What test is the Examining for Aphasia and Related Disorders -IV based on?
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It is based on the same principles of the MTTDA.
It examines the strength and weakness patterns of aphasia. It has better scoring than the MTTDA |
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Who wrote the Neuropsychological Assessment Battery: Language Module?
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Stern and White (2003)
Six modules |
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Who wrote the Language Modalities Test for Aphasia?
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Wepman and Jones
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What is considered to be the first real test of aphasia?
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The Language Modalities Test for Aphasia
Not really used anymore Most everything is based on this test. |
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What does the Sklar Aphasia Scale provide? How long does it take to administer?
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Provides a degree of impairment of language function in four language modalities.
20 min admin. time |
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Who wrote the Aphasia Language Performance Scale?
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Keenan and Brassell
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What does the Aphasia Language Performance Scale look at?
Administration time? |
Looks at 4 language modalities (listening, reading, talking, writing)
Items increase in complexity with each modality Takes 20-30 minutes to administer |
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Who wrote the Bedside Evaluation Screening Test?
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Fitch-West and Sands
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What is the Bedside Evaluation Screening Test? What does it look for?
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It's a 20 minute test that can be conducted at bedside using a portable kit with a magnetic display board.
It is a language screening instrument using 7 subtests to assess competence across three modalities: speaking, comprehension, reading |
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What has the Bedside Evaluation Screening Test been found to highly correlate with?
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The BDAE and the PICA
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Who wrote the Acute Aphasia Screening Protocol?
What does it check? |
Crary et al.
It's a 10 minute check of attention and orientation, auditory comprehension, and basic expressive abilities |
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Who wrote the Aphasia Screening Test?
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Whurr
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Who is the Aphasia Screening Test aimed for?
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The moderate to severe aphasic patient.
It provides quantitative as well as qualitative information and provides a profile on which to base treatment. Not really a true screening - goes more in depth. |
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Who wrote the Functional Communication Profile?
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Sarno
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What does the Functional Communication Profile focus on/examine?
What is the scoring system? |
Focuses on the use of language in everyday situations.
Examines aphasic individual's independence as a language user. Scoring sytem: Each item is rated on a 9 point scale looking at 45 communicative behaviors divided into 5 categories (gesture, speaking, understanding, reading, and other) Ratings are obtained partly from an informal interview with the patient preceding testing. |
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Who wrote the Communicative Activities of Daily Living - 2 (CADL)
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Holland
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The CADL is a test of _______ ________ skills.
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Functional language skills
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What does the CADL look at?
What is the scoring system? Administration Time? |
The CADL looks at how a patient communicates in a variety of situations.
Uses role-playing using a scoring developed by Boller and Green: 2, 1, 0. 2 = appropriate response 1 = in the ball park 0 = inappropriate response Admin time - 35-40 min. |
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What was the correlation between the CADL and the PICA?
The CADL and the BDAE? What does this correlation mean? |
The correlation was .94 between the CADL and the PICA and .86 between the CADL and the BDAE.
This means that the CADL appears to relate to language structure skills. If the PICA and BDAE are related to how well the patient can talk, the CADL appears to indicate how well the patient can communicate. |
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Who wrote the Token Test?
When was the original test developed? |
DeRenzi and Faglioni developed the original test in 1962
A shortened version was developed in 1978. |
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What does the Token Test measure?
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Subtle comprehension and memory deficits.
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How many parts does the Token Test contain?
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6 parts
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Who wrote the Revised Token Test? How is it different?
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McNeil and Prescott - the scoring system is more elaborate and the administration and scoring were modeled after the PICA.
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Who wrote the Auditory Comprehension Test for Sentences (ACTS)?
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Shewan
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What does the ACTS examine?
How long does it take to administer? |
It examines the contribution of length, vocabulary, and syntactic complexity to auditory comprehension.
Consists of 25 sentences and patient points to one of four pictures that represents the meaning of the sentence. Takes 15 minutes to administer. |
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Who wrote the Reading Comprehension Battery for Aphasia - 2 (RCBA)?
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LaPointe and Horner
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What does the RCBA investigate?
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Investigates the nature and degree of reading impairment
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Who wrote the Reporter's Test?
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DeRenzi and Ferrari
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What test was the Reporter's test a spin off of? Why?
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The Token Test - in order to create a measure of mild to moderate disorders of verbal expression
It's purpose is to be a screening tool of minimal expressive difficulties |
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What is the limitation of the Reporter's test?
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The content is so specific that conclusions about results may not be generalized to language function as a whole.
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Who wrote the Boston Naming Test?
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Kaplan, Goodglass, and Weintraub
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What is the Boston Naming Test?
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Vocabulary naming test consisting of black and white pictures which increase in difficulty as they decrease in word frequency and is used to assess the extent of word finding difficulty.
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Who wrote the Test of Adolescent/Adult Word Finding?
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German (1990)
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What is the Test of Adolescent/Adult Word Finding? How is word retrieval measured?
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It's a standardized test of word retrieval skills in adolescents and adults.
Word retrieval is measured on the dimensions of accuracy and speed with the test divided into picture naming for nouns and verbs, category naming, sentence completion, and descriptive naming. |
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Who wrote the Boston Assessment of Severe Aphasia (BASA)?
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Helm-Estabrooks, Ramsbarger, Morgan, and Nicholas
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What is the BASA used for?
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Early post-stroke administration at beside to probe the spared language abilities of severely aphasic adults
Both gesture and verbal responses to items are scored |
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Who wrote the Psycholinguistic Assessments of Language Processing in Aphasia (PALPA)?
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Kay, Lesser, and Coltheart
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Describe the PALPA.
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It is a set of resource materials that enables the user to select language tasks that can be tailored to the investigation of an individual patient's impaired and intact abilities.
Gives a profile that can be interpreted within current cognitive models of language. |
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True or False?
The PALPA is a tool for the more experienced clinician. |
TRUE!
|
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Who wrote the Efficiency of Communication in Assessment?
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Yorkston and Beukelman
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What does the Efficiency of Communication in Assessment look for/at?
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A way to quantify higher level verbal expression through number of content units per minute and syllables per minute
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What is a content unit?
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A bit of information expressed in one unit - amount of information a patient is conveying
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How many syllables per minute do typically older adults speak at? Mild aphasics?
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Typically aging adults = 193/minute
Aphasics = 121/minute |
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How man content units per minute does a typically aging adult produce? Mild aphasic patients?
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Typically aging adult = 33.7/minute
Aphasics = 18.7/minute |
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Who wrote the Pragmatic Protocol?
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Prutting and Kirchner
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The Pragmatic Protocol directs the examiner to score patients on ___ _________ after observing their participation in a __-______ structured ____________ with __________ communication partners.
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The Pragmatic Protocol directs the examiner to score patients on 30 parameters after observing their participation in a 15-minute structured conversation with familiar communication partners.
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In the Pragmatic Protocol, the 30 parameters are divided into ____ areas and include: ____ ____, _____, ____-____, ______ _______/____, _______ _________, _________ ______, and ________ _________.
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The 30 parameters are divided into 7 areas and include: speech acts, topic, turn-taking, lexical selection/use, stylistic variations, paralinguistic aspects, and nonverbal acts.
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Who developed the ASHA Functional Assessment of Communication? (ASHA FAC)
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Frattalli et al.
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Why was the ASHA FAC developed?
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ASHA mandated the development of something beyond what we currently have for aphasia.
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True of False?
The ASHA FAC is a functional measure specifically geared toward communication in adults only in the area of language. |
FALSE!
The ASHA FAC is a measure specifically geared toward communication in adults, but not necessarily language. |
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What is the rating scale of the ASHA FAC and what does it assess?
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It's a 7 point rating scale assessing the level of independence
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What does the ASHA FAC look at, specifically?
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It looks at social communication, communication of basic needs, daily planning, and reading/writing/number concepts
Looks at promptness, adequacy, and can be measured qualitatively |
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Who wrote the Communication Effectiveness Index (CETI)?
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Lomas et al.
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What is the CETI?
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It is a social validation measure
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Who is the rating scale scored by on the CETI?
What is is based on? |
A spouse or a caregiver about the individual with a neurogenic language disorder
It is based on the patient's current communicative abilities with their pre-morbid abilities |
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Who wrote the ASHA Quality of Communication Life Scale?
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Paul-Brown et al
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The AHSA Quality of Communication Life Scale consists of ___ _______ for which patients are asked to state their ___________.
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The ASHA Quality of Communication Life Scale consists of 18 statements for which patients are asked to state their agreement.
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What is the scoring scale for the ASHA Quality of Communication Life Scale? How long does it take to administer?
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It uses a 5 point printed vertical scale and the average rating is calculated by the clinician.
It can be administered in 20 minutes. |
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Who wrote the Stroke-Specific Quality of Life Scale?
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Williams et al
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What does the Stroke-Specific Quality of Life Scale involve?
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It involves patient ratings of function and quality of life related to physical, pyschosocial, communication, and energy domains
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Who wrote the Burden of Stroke Scale?
|
Doyle et al.
(O'Doyle RULES! Billy Madison? Anybody? Anybody?.....) |
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What does the Burden of Stroke Scale incorporate? How is it different from the Stroke-Specific Quality of Life Scale?
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It incorporates items addressing function, participation, and quality of life.
It is different from the SSQLS as items are combined to address each level of description and patient responds to a 5-point scale. Follow-up probes are available if patient indicates difficulty with a particular area of function. |
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What domains does the Burden of Stroke Scale include items in?
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Mobility, communication, cognition, swallowing, social relations, energy and sleep, and negative and positive moods
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True or False?
We should always use a stimulation approach to some degree. |
TRUE!
|
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What is the purpose of a stimulation approach?
|
It emphasizes understanding of what stimulation factors may impede or enhance the patient's current linguistic abilities.
It exposes the patient to stimulus and task hierarchies that will stimulate functioning of compromised language functions and modalities. |
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True or False?
The tasks in a stimulation approach are always a means to and end. |
FALSE!
Tasks are not a means to an end - they are always building on each other. |
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At what level should you work at in the treatment of aphasia for remediation?
|
You should work at a level at which the patient's performance is slightly deficient but not completely erroneous (60-80%)
|
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What are Cognitive Neuropsychological treatments?
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Using models of normal and/or disordered language to motivate treatment targets/procedures. It follows comprehensive assessment designed to delineate which specific linguistic processes have been compromised.
Treatment focuses on improving disrupted processes or capitalize on more intact processes. Evaluate how therapy affects change in trained as well as untrained linguistic stimuli, functions, and modalities. Therapy procedures may be very similar to those in the stimulation approach - however, rationale for these procedures in this approach are not the same. |
|
True or False?
You should keep stimulus items simple and relevant to the area of deficit. |
TRUE!
|
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How should you begin a therapy session? Why?
|
You should being with an easy task/warm-up.
This gets the patient back into the therapeutic process and provides them with encouragement. |
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True or False?
The last task of a therapy session should be challenging and incorporate new stimulus items/concepts |
FALSE! The last task of the session should also be familiar and easier.
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Programmed stimulation or instruction, including the use of _________, is used in defining treatment progression.
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Base-10
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What does using programmed stimulation or instruction allow?
|
Allows you to determine initial and terminal responses
Small step progression indicates that the program moves the patient from initial to terminal responses through successive approximations. |
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What are convergent stimuli?
|
A stimulus item designed to converge on one particular response.
It is generally used with more severe patients - but not always! Includes tasks such as repetition, naming, and sentence completion. |
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What are divergent stimuli?
|
Include a multitude of possible responses - more typical of communication
Tasks such as word fluency, feature generation, semantic feature analysis, association tasks, role-playing Broaden a patient's practice of word retrieval With divergent you are treating a primary word retrieval deficit rather than a task specific deficit such as naming. |
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Whether therapy focuses on divergent or convergent tasks reflects the extent to which the patient ___________
|
... is responsible to coming up with a particular response.
|
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What is PACE? Who developed it?
|
PACE = Promoting Aphasics' Communicative Effectiveness
Davis and Wilcox |
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True or False?
PACE is an indirect approach developed out of recognition that standard indirect stimulation approaches do not coincide with structure of natural conversations. |
FALSE!
It it a DIRECT approach developed out of recognition that standard DIRECT stimulation approaches do not coincide with the structure of natural conversation. |
|
What does PACE focus the patient and clinician on?
|
It focuses the patient and clinician on ideas to be conveyed rather than on the struggle for linguistic accuracy.
|
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The procedures of PACE are derived form 4 principles. What are they?
|
1.) Clinician and patient participate equally as senders and receivers of messages.
2.) The exchange of new information between the clinician and the patient. 3.) The patient has free choice as to which communicative channels he/she may use to convey new information. 4.) Feedback is presented by the clinician as receiver in response to the patient's success in conveying a message. |
|
What is the scoring system of PACE?
|
7.5 point scoring system based on the successfulness of communication
|
|
True or False?
In general, the PACE is a good approach to integrate two particular goals of treatment. |
TRUE!
|
|
True or false?
Drawing is a single modality approach to treatment. |
FALSE! It is a multimodality approach and should be used in a total communication approach.
|
|
What needs to be targeted in the treatment of Global Aphasia?
|
Need to deal with the prognosis of improvement
Improve auditory comprehension Improve verbal and nonverbal expression. |
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What did Sarno's study of Global aphasics find?
|
He found in his study of recovery patterns that all recovered to some extent. He also found that comprehension improved the most and propositional speech the least.
The largest amount of improvement occurred 6 months - 1 year post stroke. At 6 months post-onset there was more spontaneous use of gestures. |
|
What should be targeted to improve auditory comprehension in global aphasia?
|
Associations between words (nouns and verbs)
Answering yes/no questions Following simple commands |
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What could be used to target verbal expression in global aphasia treatment?
|
Words that are functionally relevant
Words that are phonetically easy to articulate Imitation, cuing, look at general responsiveness Programs such as Helm-Estabrooks' Voluntary Control over Involuntary Utterances - attempt to build up core vocabulary based on what the patient produces Phonological treatment involving phoneme to grapheme matching, phoneme discrimination, auditory word-picture matching, written word-auditory word matching |
|
What could be used to target nonverbal expression in global aphasia tx?
|
Language boards (however, these may not work sometimes)
Bliss symbols, Rebus symbols Programs such as Visual Action Therapy - graded tasks intended to develop gesturing as substitute comm. channel OR AMERIND- sign system |
|
Describe Helm-Estabrooks' Visual Action Therapy
|
Program that capitalized on existing verbal and nonverbal behavior
Graded tasks intended to develop gesturing as substitute communicative channel Patients must be able to match pictures and objects as a prerequisite skill. 12 steps with the first 6 used to train cognition and production of gestures with object and last six steps towards gesturing without objects. |
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What is AMERIND?
|
American Indian Sign Code
It's a supplemental communication mode for patients with severe aphasia and/or apraxia of speech It is a sign system - not a language More natural gestures than people use It is not necessarily a substitute for verbal output, but a facilitator for verbal output |
|
True or False?
Goals in auditory comprehension for Broca's aphaisa are lower level than those for global aphasia. |
FALSE!
Goals in auditory comprehension are HIGHER level than those for global aphasia. You want to focus on comprehension at sentence and paragraph level. Syntactic information should be manipulated - use of context to circumvent syntactic comprehension problems. |
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What else would you work on in Broca's Aphasia treatment?
|
Verbal expression
Agrammatism Verbal Output Reading |
|
In Broca's aphasia, what should be targeted in the domain of verbal expression?
|
Higher level thought organization skills and divergent tasks such as sequencing, categorizing, procedures, retelling of stories, higher level word retrieval activities
Writing goals should be focused at the word and sentence level |
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What are some agrammatic tendencies of Broca's aphasics?
|
Omit unstressed words in sentences (May be due to Goodglass' saliency hypothesis)
Start sentences with stressed word that carries a lot of content (noun) Greater tendency to have verb and object construction than subject verb construction Syllabic morphemes are more readily produced than nonsyllabic morphemes (crooked vs. kicked) Difference in the use of /s/ morpheme Use of adverb to mark things |
|
What could Response Elaboration Treatment be used for in Broca's Aphasia?
|
Verbal Output
Increases utterance length and information content in verbal output It is a loose training program with emphasis on utterance content versus form |
|
What could Melodic Intonation Therapy be used for in respect to Broca's Aphasia?
|
It is a stimulation approach where you produce words/phrases in intoned and rhythmic manner
This is appropriate because Broca's patients have good auditory comprehension. |
|
What should you work on in regard to Reading in Broca's Aphasiacs?
|
Work on grapheme to phoneme conversion - patients have trouble decoding letters and letter combination
Saying key words beginning with a particular letter and then saying the first sound of a word corresponding to target letter Work on "sounding out" nonwords |
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What are some therapy goals for Wernicke's Aphasics?
|
Improve auditory comprehension
Decrease paraphasic errors and perseveration Emphasize the content of what they are trying to communicate - content over structure Address lexical-semantic deficits |
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Treatment for Wernicke's Aphasia: Capitalizing on patients' more intact _______ and _______ skills.
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Reading and repetition skills
|
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True or False?
You should investigate whether the visual system is stronger than the auditory in Wernicke's aphasics because is the visual system is stronger, the patient will respond better to printed word. |
TRUE!
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True or False?
You should address improving auditory comprehension at the sentence level for Wernicke's Aphasia patients. |
FALSE!
Much like Global Aphasia patients, you should target auditory comprehension at the single word level. |
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True or false.
In patients with Wernicke's aphasia, as their comprehension improves they will not be able to deal better with paraphasic errors. |
FALSE!
As comprehension improves, they will indeed be better able to deal with paraphasic errors as they will attempt to modify and correct their errors. |
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What are some tasks that could be use to target lexical-semantic deficits in Wernicke's aphasics?
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Sorting/matching by semantic categories
Spoken or written naming tasks Spoken/written phrase or sentence completion tasks Matching pictures/words to definitions Semantic Feature Analaysis |
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Describe aspects of treatment for patients with Conduction Aphasia
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Improve higher level auditory comprehension skills
Emphasize decreasing paraphasic errors Higher level thought organization tasks Use of context to aid word retrieval abilities Writing tasks - functional in nature |
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Anomic Aphasia - What should be improved?
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Word retrieval abilities with emphasis on developing self-cuing strategies with patient
Improve auditory and visual comprehension skills as needed Writing tasks should be functional in nature - similar to Broca's and Conduction aphasia |