Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
45 Cards in this Set
- Front
- Back
Fluency Disorders?
|
Developmental and Aquired
|
|
What is developmental stuttering?
|
Stuttering emerges in early childhood
|
|
What is acquired Stuttering?
|
Neurogenic stuttering-abrupt onset of stuttering that may occur as a result of medical etiology
|
|
What is Psychogenic Stuttering?
|
abrupt onset of stuttering that may occur as a result of anxiety, depression, or psychological disturbance (very uncommon, rare)
|
|
What are the Major theories of stuttering?
|
Diagnosogenic Theory
Psychological Theory (most uncommon) Neurological (most believed) |
|
What is the Diagnosogenic Theory?
|
parents inappropriately drawing attention to a child’s otherwise normal disfluencies
|
|
What is the Psychological Theory?
|
Stress/anxiety behavior
Repressed feelings/root of stuttering |
|
What is the Neurological Theory?
|
Some neurological breakdown cause disfluency, possibly right hemisphere
|
|
What are normal dysfluencies?
|
Repetitions
Whole-word-repeat whole word Ex: I like that…that book Phrase-repeat whole phrases Ex: I want a …want a big one! Sentence-repeat whole sentence Ex: Watch me! Watch me! Revisions-pause and revise Ex: He took…my juice. Interjections-use of filler words Ex: We, um, got to go. |
|
What is stuttering?
|
Repetitions
Part-word or syllable-repeat part of the word or a syllable Ex: We saw a vi-vi-video Sound-repeat a sound in the word Ex: I g-g-g-g-got it from school Prolongations-prolonging a sound Ex: wwwwwait-for mmmmme Blocks-starts the word but no sound comes out |
|
Treatment approaches for stuttering?
|
Lidcombe Program (parent’s trained to model for children, model slow speech)
Delayed auditory feedback Direct Methods (combination of both is best) Teaching fluent speech (fluency shaping)-slowing down rate Teaching fluent stuttering (stuttering modification) block -taught to start and stop |
|
Types of Voice Disorders?
|
Functional-misuse of voice
Organic-vocal change due to disease (ex: cancer) Neurological-vocal change due to nerve damage |
|
Disorders related to vocal change?
|
Traumatic laryngitis
Nodules Polyps Papilloma Cancer |
|
What is traumatic Laryngitis?
|
Swollen and red vocal folds due to excessive yelling or screaming
May be episodic or chronic |
|
What are Vocal nodules?
|
(more like a callous) prevent vocal folds from closing
Small, fibrous bumps on vocal folds Result from persistent vocal misuse |
|
What are polyps?
|
(like a blister) usually surgically removed
Fluid-filled sacks on vocal folds Can develop after short-term misuse |
|
What is papilloma?
|
organic-
Wart like growth Occurs in children (mom had genital warts) |
|
What is Carcinoma?
|
Cancer of the larynx
|
|
What is vocal fold paralysis?
|
It is a neurologic disorder
CNX (central nervous system, cranial nerves) |
|
The cause of vocal fold paralysis?
|
Unilateral-caused by surgical damage, tumor, or virus
Weak/breathy voice Reduced airway protection Bilateral-caused by damage to CNS Aphonia-no voice Reduced airway protection Difficulty breathing |
|
What is spasmodic Dysphonia?
|
Abnormal abduction/adduction of the vocal folds (opening all of a sudden, closing jerky)
Cause is unknown (Neurological) -very rare- |
|
Causes of dysphagia?
|
Causes include stroke, Traumatic brain injury, progressive neurological diseases, surgery to structures involved in swallowing, head and neck cancer, dementia
|
|
What is dysphagia?
|
Impairment in the ability to swallow
|
|
Medical problems associated with dysphagia?
|
-Slow, hesitant, telegraphic speech (content words)
-Auditor comprehension is generally good -Individual is aware of speech errors and maybe frustrated -Individual may use gestures, drawing, or pointing to communicate. |
|
How does a SLP evaluate dysphagia?
|
Stress/anxiety behavior
Repressed feelings/root of stuttering |
|
Treatment for dysphagia?
|
Postural change (if they have a weak side)
Swallow maneuvers Consistency change Swallowing pre-cautions |
|
The difference between a stroke and TBI?
|
CVA (stroke) – cerebral vascular accident (hemorrhage, blood supply blocked) Focal-one area of the brain affected
Traumatic Brain Injury- diffuse injury-more than one area of brain affected |
|
What is aphasia?
|
Impairment of language
|
|
Non-fluent aphasia?
|
Broca-verbal expressive language effected-stroke
|
|
Fluent aphasia?
|
Auditory comprehension affected
|
|
Characteristics of broca aphasia?
|
Slow, hesitant, telegraphic speech (content words)
Auditor comprehension is generally good Individual is aware of speech errors and maybe frustrated Individual may use gestures, drawing, or pointing to communicate. |
|
Causes/Neurological deficits of aphasia?
|
Leading cause of Aphasia is stroke (focal-meaning it effects one area)
•Loss of symbolic system of language (words) •All language skills impacted (reading, writing, speaking, listening-comprehension) •Patients often do best with non-linguistic communication (facial expressions, tone of voice, gestures, context) |
|
Characteristics of aphasia?
|
•Anomia-difficulty with retrieving the word which names an object
•paraphasia-substitution of one word for another |
|
Other characteristics of a person with aphasia?
|
•May have right side weakness or paralysis
• Thinking and intellect often in tact •May “piece together” language with non-language information •Often have good memory for events that happen, but can’t talk about them. •(Broca and Motor area affected |
|
Ways to facilitate communication in individuals with aphasia?
|
Non-verbal communication is the best. Drawing pictures (if they are able to write/hold a pencil)
Facial cues/expressions, hand gestures |
|
Assessment/Treatment of Aphasia?
|
(after 1st 6 months, not much progress)
•Often begins within a few days of the stroke/injury •Therapy helps client/family understand what the person can and can not do •No cure •Approaches to therapy may involve stimulating the return of language abilities and then using residual abilities to compensate •Individual and group treatment may be helpful (sometimes they become socially withdrawn) |
|
Right Hemisphere Syndrome/Disorder Causes?
|
Stroke
|
|
Communication skills affects with RHS?
|
•Understanding of abstract/implied information (ex: if they aren’t concrete, may not understand when someone says they want to hit the wall, they literally think they want to hit the wall
•Conversational turn-taking/topic maintenance (non-verbal cues, may not initiate conversation) •Flat rate (does not show any facial expressions •Attention to the communication environment (does not follow conversation, can not read others expressions to know when to stop the conversation) |
|
Other problems associated with Right Hemisphere Syndrome (RHS)?
|
•Visual Perceptual deficits (not able to process what they are seeing. Ex: not able to judge where something is.
•Left neglect (brain does not recognize left side of body, therefore they tend to not use it. Ex: may run into the wall, always uses right hand because they forget about the left, reading entails only reading the right side of the page, same goes for writing) •Attention (not able to focus on one-thing. Cannot multi-task. Constant distractions |
|
The SLP’s Role in working with patients with RHS?
|
•Help patient/family understand deficits
•Help patient improve attention to communication and conversational skills •Help with understanding of abstract information |
|
Dementia causes and deficits?
|
•Acquired, progressive impairment in intellectual (cognitive) function
•Alzheimer’s dementia is most common type (loss of nerve cells) |
|
Alzheimer’s Dementia Characterized by?
|
• Language impairment
•Memory problems-may forget where things are •Reasoning and judgment deficits (lack of) therefore, safety risk when by themselves) |
|
Role of SLP with Patients with Alzheimer’s Disease?
(normally seen in nursing homes) |
•Language testing to assist with diagnosis
•Helping individual/family compensate and cope with deficit •Introducing new strategies as disease worsens •Maximizing functional communication No cure, just give ways to cope |
|
Traumatic Brain Injury (TBI)
Cause/Deficits? |
•Leading cause of death and disability in person’s under 45
•Damage due to trauma •Results in diffuse damage (covering large region of brain) •Problems with: Cognition (problem solving skills affected) Memory (most common area affected) mainly short-term Behavior-what’s appropriate, what’s not (can become touchy feely, shout out inappropriate comments) |
|
SLP’s Role in working with patients with TBI?
|
•Assess deficits in language, memory, and cognition
•Help individual/family understand and compensate for deficits •Provide cognitive remediation to improve ability to process, understand, and remember information (work on cognitive skills) |