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98 Cards in this Set
- Front
- Back
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Principle of ethics 1 |
to hold paramount the welfare of persons they serve |
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Principle 2 |
to achieve and maintain the highest level of professional competence and performance. |
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Principle 3 |
promote public understanding of the professions, by supporting the development of services designedto fulfill the unmet needs of the public, and by providing accurateinformation in all communications |
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Principle 4 |
Honor responsibilities to the professions and relationships with colleagues, students, and members of other professions and disciplines. |
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May affect communication: |
speech, language, and hearing |
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Speech disorder |
-Atypical production of speech sounds -Interruption in the flow of speaking -abnormal pitch, loudness, resonance, and duration |
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Language disorder |
Impairment in comprehension and/or use ofspoken, written, and/or other symbol systems |
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Hearing Disorder |
A result of impaired sensitivity of the auditory or hearing system |
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Central auditory processing disorders |
Deficits in processing information from audible signals |
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Augmentative/alternative communication (AAC) systems |
Used to compensate and facilitate for impairedcommunication using different methods |
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Audiologists |
Identify, assess, manage, and prevent disorders ofhearing and balance |
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Speech-Language Pathologists |
Identify, assess, treat, and prevent expressive and receptive communication disorders in all modalities -Provide services for swallowing disorders |
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Speech, language, and hearing scientists |
Extend knowledge of human communication processes and disorders |
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Speech scientists |
Basic research in anatomy, physiology, and physics of speech-sound production -Causes, prevention, and treatment of speechimpairments |
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Language scientists |
-Investigate the ways children learn language -Ross cultural studies of language and communication -How languages are changing -Language disorders in children and adults |
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Hearing scientists |
-Investigate the nature of sound, noise, and hearing -Develop equipment for hearing assessment -Develop testing techniques (cochlear implants) |
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Hearing loss may affect ¼ of older adults |
true |
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Stroke, neurological disorders, and dementia affect communication and swallowing in those over 65 |
true |
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Clinical decision making |
•Scientific evidence •Clinical experience •Client needs |
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Efficacy |
ideal conditions |
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Effectiveness |
average conditions |
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Efficiency |
quick, effective methods bringing about greatest positive change |
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ASHA |
largest organization of professionals working with communication disorders |
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Communication |
Exchange of ideas between sender(s) and receiver(s) |
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Sociolinguistics |
How cultural identity, setting, and participants influence communication |
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Cultural identity |
Language and cultural communities |
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Language |
A socially shared tool used to represent concepts.Symbols are arbitrary. |
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Grammar: |
Rule of a language |
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Linguistic intuition: |
Recognition of “right” and“wrong” grammar by native speakers |
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Generative: |
Each utterance is freshly created |
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Dynamic: |
Languages change over time–Three primary components: Form, Content, Use |
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Form |
Phonology, Phonotactic, Morphology, Morphemes, Free morphemes, Bound morphemes, Syntax |
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Phonology: |
Sound system of a language |
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Phonotactic rules: |
How sounds may be arranged inwords |
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Morphology: |
The structure of words |
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Morphemes: |
Smallest grammatical units |
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Free morphemes: |
May stand alone as a word |
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Bound morphemes: |
Change the meaning of original words and can only be attached to free morphemes |
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Syntax: |
How words are arranged in a sentence and the ways in which one word may affect another |
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Content |
Semantic and semantic features |
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Semantics: |
The content or meaning of language |
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Semantic features: |
The pieces of meaning thatdefine a particular word |
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Use |
Pragmatics |
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Pragmatics |
–Refers to how and why we use language –Pragmatic ruse vary with culture |
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Speech |
Acoustic representation of language |
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Articulation |
The way speech sounds are formed |
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Fluency: |
The smooth, forward flow of communication -Influence by rhythm and rate (components of prosody) |
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Pitch: |
Perception of how high or low a sound is |
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Habitual Pitch: |
Basic tone an individual uses mostof the time |
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Intonation: |
Pitch movement within an utterance |
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Artifacts |
How you look, your clothes, your possessions, music you listen to, etc. |
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Kinesics: |
Body language –Explicit: Clearly defined –Implicit: Movements are more general or subtle |
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Space and Time |
–Proxemics: Physical distance between people –Tactiles: Touching behaviors –Chronemics: Effect of time on communication |
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Etiology: |
Cause/origin of a problem |
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Congenital: |
Present at birth |
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Acquired: |
The result of illness, accident, orenvironmental circumstances |
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Dialects |
Differences that reflect a particular regional, social,cultural, or ethnic identity -Holistic approach is needed for diagnosis and treatment |
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Disorders of Form: |
–Errors in sound use (phonology) –Incorrect use of past tense or plural markers(morphology) –Incorrect word order and run-on sentences(syntax) –May be due to sensory limitations, perceptual difficulties, limited exposure to correct models,etc. |
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Disorders of Content |
–Limited vocabulary, misuse of words, word-findingproblems –Difficulty understanding and using abstractlanguage –May be due to limited experience, concretelearning style, strokes, head trauma, or illness |
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Disorders of Use |
–May stem from limited or unacceptableconversational, social, and narrative skills; deficitsin spoken vocabulary; immature or disorderedphonology, morphology, and syntax –Might include difficulty staying on topic, providinginappropriate or incongruent responses toquestions, or continually interrupting |
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Articulation: |
-The actual production of speech sounds |
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disorder of articulations |
-Causes include neuromotor problems such as CP,physical anomalies such as cleft palate, and faulty learning –Dysarthria: Caused by paralysis, weakness, or poor coordination of the speech musculature –Apraxia: Due to neuromotor programming difficulties |
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Disorders of Fluency |
-Developmental disfluency -Fillers -Hesitations: -Repetitions: -Prolongations -Stuttering |
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Developmental disfluency: |
Speech patterns common to young children |
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Fillers: |
“er,” “um” |
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Hesitations: |
Unexpected pauses |
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Repetitions: |
Sounds or words are repeated “g-g-go” |
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Prolongations: |
Excessively long duration “wwwell |
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Stuttering: |
When these speech behaviors exceed orare different from the norm or are accompanied byexcessive tension, struggle, or fear |
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Voice Disorders |
Vocal abuse: Excessive yelling, screaming, or loud singing; can result in hoarseness or another disorder -Physical tension, coughing, throat clearing,smoking, and drinking alcohol can disrupt the voice -Can result in pathology such as polyps, nodules,or ulcers |
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Hearing Disorders |
-Deafness -Categorized in terms of severity, laterality, and type ○Severity: Mild to profound ○Laterality: Bilateral or unilateral ○Type: Conductive, sensorineural, or mixed |
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Auditory Processing Disorders |
–May have normal hearing but difficultyunderstanding speech –Etiology may be due to tumor, disease, braininjury, or unknown factors –Can occur in children or adults |
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Prevalence: |
The number/percentage of people within a specified population who have a particular disorder or condition at a point in time |
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Assessment of communication disorders: |
The systematic process of obtaining information from multiple sources, through various means, and in different settings to verify and specify communication strengths and weakness, identify possible causes of problems, and make plans to address them |
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Diagnosis: |
Distinguishes an individual’s difficulties from the broad range of possible problems |
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Diagnostic therapy |
Working with the client over time to better determine strengths and weaknesses |
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Deciding Whether There is a Problem-Assessment Procedures |
•Authentic data •Norm referenced tests •Criterion referenced tests •Dynamic assessment •Speech or language sampling |
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Baseline Data |
Measurement of the client’s accuracy before beginning intervention |
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Intervention With Communication Disorders Behavioral Objectives |
•A statement that specifies the target behavior in anobservable and measurable way - A: Actor - B: Behavior - C: Condition - D: Degree |
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•Direct Teaching |
–Behavior modification (stimulus and reinforcement) |
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Measuring Effectiveness |
Post-therapy tests -Effective therapy shows generalization, self-correction, and automaticity |
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Anatomy |
The study of the structures of the body and therelationship of these structures to one another |
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Physiology |
The study of the functions of organisms and bodily structures |
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Three physiological subsystems for speech |
Respiratory system Phonatory system Articulatory/resonating system |
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Respiratory system: |
-The driving force for speech •Primary biological functions: Supply oxygen to theblood and remove excess carbon dioxide •Also serves as the generating source for speech |
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Phonatory system |
Anatomical structures vibrate, setting air molecules in the vocal tract into multiple frequencies of vibration |
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Articulatory/resonating system: |
An acousticfilter that allows certain frequencies to pass whileblocking other frequencies |
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Muscles of the Respiratory System |
•Inspiratory Muscles –Diaphragm: Contracts during inspiration, pulling down and forward, increasing lung volume •Muscles of Expiration –Assist diaphragm’s movement back to its relaxed position |
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• Resting Tidal Breathing |
–Breathing to sustain life –Inspiration: Diaphragm contracts, rib cage and lungsexpand, lung volume increases and alveolar pressuredrops, air rushes in –Expiration: Rib cage wall size decreases, lungs compressed,pressure within lungs increases, causing air to rush out |
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Speech Breathing |
–Inspiration: Rapid, greater amount of air –Expiration: Much longer than inspiration –Inspiratory and expiratory muscles activated during speech |
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Resting tidal breathing rate decreased from birth toadulthood |
More aveoli |
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Larynx |
-Main sound generator for speech production -Primary biological function is to prevent foreign objects from entering the trachea and lungs -Consists of the thyroid, arytenoid, and cricoid cartilages, attached via ligaments and membranes |
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The Vocal Folds |
-Front attachment: Midline of the thyroid cartilage -Back attachment: Arytenoid cartilages via the vocal ligament -Abduct during respiration and adduct duringphonation |
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The Articulatory/Resonating System |
-composed of oral cavity, nasal cavity, pharyngeal cavity (vocal tract) -Vocal tract: Acoustic tube that shapes soundenergy produced by respiratory and laryngealsystems into speech sounds |
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Facial skeleton and cranium |
22 bones |
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Structures of the Articulatory/Resonating System |
• Facial skeleton and cranium (22 bones) • Mandible articulates with the temporal bone by the temporomandibular joint • Teeth • Tongue • Velum (soft palate) |
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Velum |
–Uvula –Velopharyngeal closure: Contact with the velum and thelateral and posterior pharyngeal walls –Necessary to prevent air/food escaping through the noseand to build air pressure for pressure sounds –Nasal quality if air escapes |
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The Speech Production Process |
•Begins with phonation •Tracheal/alveolar pressure builds up beneathadducted vocal folds •Elastic properties result in vocal folds colliding,closing off the airway •Fundamental frequency: Number of cycles persecond •Harmonics: Whole-number multiples of the F0 •Movement of the tongue, lips, and larynx changethe shape of the vocal tract and modify sound |
