Communication Disorders Test #2 - Chapters 4&5

Front 1

Dialects

Back 1

Variations of Language used by all speakers of a language

Front 2

Idiolect

Back 2

Individual's unique way of speaking based on an interaction of such things as age, education, personality, family, geographical background, etc. Not everyone in your hometown speaks the same way.

Front 3

Cultural Variations of Dialects

Back 3

1) Geographic Region
2) Ethnicity
3) Gender
4) Language background

Involves: vocabulary, grammar, pronunciation, rate, topics of conversation, body language, pragmatic rules

Front 4

Communication Disorder

Back 4

Affects individual's ability to send/receive info.

Defined by ASHA, impairment in ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbol systems.

Front 5

Classifications of "disorder" words

Back 5

1) Impairment - physiological change
2) Disability - behavioral manifestation
3) Handicap - disadvantage

Hint 5

(impairment, disability, handicap

Front 6

Assessment

Back 6

systematic process of obtaining information from many sources, through various means, and in different settings to verify and specify communication strengths and weaknesses, identify causes of problems, and make plans to address them.

Front 7

Diagnosis

Back 7

Distinguishes individual's difficulties from the broad range of possible problems. Includes a label, like "harsh voice" but allows for more complete description and understanding.

Front 8

Screenings

Back 8

NOT a diagnostic evaluation - just suggests which individuals should receive further evaluation.

Front 9

Goals of Assessment

Back 9

Presence/absense, Type, Severity.

Front 10

Etiology >> Predisposing

Back 10

Underlying factor that led to the problem (ex. cheerleader >> voice problems)

Front 11

Etiology >> Precipitating

Back 11

Factor that triggered the disorder, (ex. stroke). Brings onset

Front 12

Etiology >> Perpetuating cause

Back 12

Persistence. Something that keeps the problem going (ex. Attentions and rewards kid gets for speech problems)

Front 13

Etiology >> Organic/somatogenic

Back 13

Physical cause

Front 14

Etiology >> Functional/psychogenic

Back 14

No physical cause can be identified. Due to psychological factors (ex. kid doesn't want to talk as retalitation against abusive parent).

Front 15

Prognosis

Back 15

Informed prediction of the outcome of a disorder. SLP decides if problem will continue if no intervention occurs.

Front 16

Prognosis is dependent on...

Back 16

1) Maturation (old enough to take this challenge on?)
2) Motivation (does kid respond?)
3) Environment (parents willing to help? support in school?)
4) Nature of severity

Front 17

Assessment procedure >> Case History

Back 17

-Written information on onset, history, current status, impressions.
-Background info that helps SLP prepare for an evaluation.
-May be inaccurate b/c respondant might not understand questions, or just guess.

Front 18

Assessment procedure >> opening interview

Back 18

-Allows for SLP to learn more about client that could be relevant info.
-Allows for parents to ask questions and provides reassurance.
-Open ended questions allow for client to express concerns.

Front 19

Evaluation Processes

Back 19

1) Observation - observe in waiting room
2) Sampling
3) Hearing Screening
4) Oral-facial examination - determine physical structures involved in speech are not impaired
5) norm (same sex & age) vs. criterion tests (skill-specific)

Front 20

Types of Test Items

Back 20

1) idenitifcation
2) sentence completion
3) acting/roleplay
4) judgement
5) imitation

Front 21

Report writing

Back 21

Summary of assement
Know your audience
Professional impression

Front 22

Evidence-based Practice

Back 22

ASHA stresses need to integrate research and clinical practice. Based on ethical, professional reasoning.

Front 23

Objectives of Intervention

Back 23

1) Generalization (improvement should be shown in many environments)
2) Automatic (no need to think)
3) Self-monitor (corrects self without therapist around)
4) Optimal progress, minimum time
5) Sensitive to personal and cultural characteristics of client

Front 24

Target Selection

Back 24

1) Client needs
2) Generalization
3) Ease of mastery
4) Age appropriate

Front 25

Baseline Data

Back 25

Try to elicit the target behavior multiple times, under many conditions, and record accuracy of responses. This shows progress and success of treatment program.

Front 26

Behavioral Objective - Definition

Back 26

Specifies target behavior in an observable and measurable way. Identifies what client is expected to do, under what conditions, and what degree of success.

Front 27

Behavioral Objectives - ABCD

Back 27

A. Actor (Name)
B. Behavior (produce n phoneme correctly)
C. Condition (in initial position of one-syllable words when modeled by clinician)
D. Degree of Success (in 60% of opportunities)

Front 28

Clinical Elements

Back 28

1) Direct Teaching (led by SLP, high structured, stimulus-response-reinforcement)
2) Incidental Teaching (low structured, led by client)
3) Counseling (may be traumatizing to client b/c of teasing)
4) Support Groups
5) Fam. involvement - (modeling, expansion, data collection)

Hint 28

(Types of teaching & help)

Front 29

Booster Treatment

Back 29

Additional treatment, based on retesting, offered after treatment has been terminated.

Front 30

Actual Process of Identification/Assessment

Back 30

1) Presence/absence
2) Etiology
3) Prognosis
4) Referral, Case History, Interview, Closing Interview, Report writing

Hint 30

Begins w/ presence/absence

Front 31

Actual Process of Intervention

Back 31

1) State objectives, select targets
2) Baseline data
3) Fill out behavior objectives
4) Clinical Elements
5) Follow up & maintenance

Front 32

Language Impairment

Back 32

Deficits or immaturities in...
1) Comprehension, production, or both
2) Semantics, morphology, pragmatics, syntax - more than one aspect of lang. can be affected
3) Below expected levels for chron. age
4) May occur at anytime during lifespan - developmental abnormalities or acquired (accident, injury, etc)

Front 33

Characteristics of Mental Retardation

Back 33

1) Subaverage intellectual functioning (mean IQ=100)
2) Limitation in adaptive behavior (social skills, health and safety, self-care)
3) Manifestation prior to age 18
4) Varying capabilities in present functioning
5) Not able to retain info by rehersal
6) Produce shorter, less elaborated utterances

Front 34

Causes of Mental Retardation

Back 34

1) Syndromes - Down Syndrome
2) Maternal illness
3) Prenatal exposure to toxins, teratogens
4) Nutrition & metabolism
5) Gestational complications (affects development of fetus)

Front 35

Lifespan issues of Mental Retardation

Back 35

1) Physical factors make them be identified early - about age 2-3
2) Some instituationalized, work in minimum skilled jobs
3) Day treatment program in which education and training continue to be focus
4) School programs
5) Adults - increase longevity, varying resources

Front 36

Learning Disability

Back 36

1) Difficulties with motor learning (15%) and coordination, difficulty with symbols (75%)
2) Affect males x4 as much as females
3) Kids become fixed on single task + repeat it - perseveration
4) CNS dysfunction

Front 37

Concomitant problems w/ learning disability

Back 37

1) ADHD - hyperactivity & attention problems
2) Dyslexia - trouble recognizing words and with reading comp.
3) Dysgraphia - trouble w/ writing symbols
4) Processing Problems - w/ memory
5) Emotional problems - frustration
6) Lang. problems - slow response time, word retrieval, language subtleties

Front 38

Lifespan issues for Learning Disability

Back 38

1) Special services while included in regular classrooms
2) Some outgrow disability - succeed past college
3) Mainly displayed not until child attends school

Front 39

Specific Language Impairment (SLI)

Back 39

*NO SPECIFIC CAUSE.
1) Socialization Problems
2) Can't keep up w/ peers
3) Miss experiences
4) Comprehension easier than production

Front 40

Autism

Back 40

-Lack of interest in other children
-Hard to relate to others
-Inability to orient to own name
-50% w/ IQ less than 50
-Disordered response to Sensory Stimuli (hyper/hypo sensitive)
-Like routine
-High levels of serotonin
-4:1 male:female
-Prgamatics & semantics affected

Front 41

Lifespan Issues for Autism

Back 41

early identification, educational options based on needs, symptoms may lessen with age

Front 42

Brain Injury (TBI)

Back 42

Acquired
Inattentive
Easily distractable
Impulsivity, memory, & organization problems
Problems w/ pragmatics, fluency disturbed, and inapprop. utterances

Front 43

Fetal Alcohol Syndrome

Back 43

Low birthweight
CNS problems
Impulsive, inattentive, physical features
Poor oral expression, delayed development, pragmatics problems, short sentences
Potential for neglect/abuse, poor prenatal care