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47 Cards in this Set

  • Front
  • Back
what is phonology?
the study of the sound system of a language
what is phonetic level?
. (artic and motor)
what is phonemic level?
(langauge based error)
what is syntax?
the rules and patterns of the formation of grammatical sentences and phrases of a language
what is agrammatism?
the inability to produce a grammatical or intelligible sentence. The client omits the functor words and only has nouns and sometimes verbs
what is paragrammatism?
.
what is speech melody?
.
what is prosody?
the patterns of stress and intonation in a language
what is intonation?
the pattern or melody of pitch changes in connected speech, especially the pitch pattern of a sentence,
what is fluency?
.
what is fluent?
.
what is non-fluent?
.
what is anomia?
an inability to name.
what is repetition? and how does auditory comprehension affect it?
.
what is automatic speech and islands of fluency.
the ability of an individual to say some phrases with no problem
how is auditory comprehension relevant to aphasia?
.
Information should be..
personally relevant.
when interacting with a person with aphasia,what should a professional monitor within their speech?
the quantity of the infomation, if the person has a capacity defecit, the use of relational terms such as bigger, smaller, etc)
how is reading affected in an individual with aphasia?
(letters, words, phrases, grammatical words, functor words)
how is writting affected in a person with aphasia?
(mechanics, spelling, syntax)
what are the 4 steps to a non-standardized aphasia exam?
obtain and analyze a discourse sample. Evaluate auditory comprehension. Evaluate repetition skills. and evaluate naming skills.
when obtaining a discourse sample you need to. do what?
differentiate between fluent and non fluent. get connected speech sample and verify the accuracy of the info to rule out memory issues
the narrative sample (cookie theif picture) will give you an idea of what?
expository speech (not just yes or no) which reduces demands on memory and the examiner knows the content.it will also give you a baseline to compare progress
what is the goal of conversational interviews?
to get insight into the disorder, and get well formulated responses and social exchanges
what should you do when getting a conversational speech sample?
warm up with friendly topics, then ask open ended questions and an emotionally charged topic
when evaluating auditory comprehension, what are the "rules of thumb"
assume intact output pathways. No aphasic will have lost all auditory comprehension abilities, nor will they have perfect abilities
what other things can interfer with a person's aparent level of auditory comprehension?
we have to assume they have normal hearing. Left side neglect, visual feild problems (hemianopsia) or different first language could interfer too.
what is relative impairment?
what the person can not do
what is relative preservation
what the person can do. We need to find their "window" of preserved auditory comprehension and work within it.
when testing auditory comprehension we need to look at what abilities?
the comprehension of commands, the comprehension of single words, comprehension of sentences and paragraphs
what things should we keep in mind when evaluating someones auditory comprehension?
emotionality, presonal relevance, frequency of occurance, words are a good representation of semantically easy and difficulty, patterns of impairment
what should you do when testing someone's comprehension of commands?
begin with commands, not single words, can they ID things?
what should you do when testing someones comprehension of single words?
start with semantic categories, look at identification and recognition skills. this will help us identify where to start treatment
talk about the factors that can influence someones performance on a single word comprehension task...
number of syllables per word (use 2 short, 2 medium, and 2 long). word frequency, personal relevance, semantic category, concreateness of word
when evaluating auditory comprehension, this is some information about wernickes and transcortical aphasia that would be good to know
people with wernickes aphasia have problems understanding body parts, and people with transcortical aphasia have pure word deafness
why do we evaluate the comprehension of sentences and paragraphs?
because this is how we speak, and a connected speech sample more accuratly reflects their strengths and what they are expected to understand
how to we evaluate a clients level of comprehension for sentences and paragraphs?
we should use unique stories with humor and open-ended, questions, (readers digest). Have stated and unstated content to discuss
why do we look at a persons repetition skills?
it helps us to know what type of aphasia a person has
how do we test single word repetition skills?
start with concrete single words. start with a voiced consonant (no blends) then blends in initial position then vowels in intitial position?
there will be 2 extremes when testing repetition, what are they?
1. they can do everything byt not tongue twisters
2. they can only repeat an automatic response (oh boy) when asked to repeat
how do you test repetition abilities with sentences?
begin with short frequently occuring stimuli and gradually increase to more complex
what are the basic concepts to remember when testing a clients naming skills (checking for anomia)?
all aphasics have naming difficulties. The manifestation of anomia is different for different types of aphasia. remember the influence of stress and fatigue
what skills should you target when looking at a clients naming abilities?
confrontation naming, resonsive naming, categorical naming.
how do you do a confrontation naming task?
put the pictures on the table and have client name it. Move from high to low occurance/really familiar/not familiar/long/short and different semantic categories
how do you do a responsiveness naming task?
client gives a word in response to a question (i.e., what color is snow?) this will tell you about auditory comprehension and word retrieval.
dont do a responsiveness naming task if what?
the client has poor auditory comprehension
how do you do a categorical naming task?
have client recall items within a semantic category. many will do well in confrontation naming but will do bad on this because there are so many options.