Slp Praxis 5331

Front 1

Phonemic Transcription

Back 1

Uses IPA between slash marks (e.g, /ozaki/)

Front 2

Phonetic transcription

Back 2

Uses allophones between brackets (e.g, [ozaki])

Front 3

Allophones

Back 3

Don't change word meanings, but sound different in different words with different speakers

Front 4

Syllable

Back 4

Smallest phonetic unit. Open syllables end in vowels, closed syllables end in consonants.

Front 5

Syllable units

Back 5

Onset: Initial consonant or cluster, Nucleus: vowel or dipthong; Coda: Consonant at end of the syllable

Front 6

Morphology

Back 6

Study of word structure, how words are formed from morphemes

Front 7

Morpheme

Back 7

Smallest unit of language

Front 8

Free Morpheme

Back 8

Have meaning on their own, can't be broken down, can have bound morphemes added. Ex: color, ocean, book.

Front 9

Bound Morpheme

Back 9

Don't have meaning on their own, must be joined with free to have meaning. Ex: -s, -ment, dis-

Front 10

Syntax

Back 10

Grammar, the rules that specify the order in which words may be combined into sentences

Front 11

Cerebral Dominance Theory

Back 11

Persons who stutter are less to have developed unilateral cerebral dominance and are often ambidextrous

Front 12

Repetitions

Back 12

Part-word, whole-word, and phrase repetitions

Front 13

Forms of dysfluencies

Back 13

Repetitions, sound prolongations, silent prolongations, interjections, pauses, broken words, incomplete sentences, revisions

Front 14

Incidence

Back 14

Rate of occurrence in a specified group of people

Front 15

Prevalence

Back 15

Counting the number of individuals who currently have a disorder

Front 16

Spontaneous recovery of stuttering

Back 16

Disappearance of stuttering without professional help

Front 17

Familial Prevalence

Back 17

-Frequency with which a given condition appears in successive generations of blood relatives

-Higher in families that have a female who stutters

-Sons of mothers who stutter run greater risk of stuttering than sons of fathers who stutter

Front 18

Concordance

Back 18

Occurrence of the same clinical condition in both members of a twin pair

Front 19

Associated Motor Behaviors for Stuttering

Back 19

Excessive muscular effort, facial grimaces, hand and foot movements, rapid eye blinking, knitting of the eyebrows, lip pursing, rapid opening and closing of mouth, tongue clicking

Front 20

Associated Breathing Abnormalities for Stuttering

Back 20

Attempts to speak on inhalation, holding breath before talking, speaking without first inhaling, rapid and jerky breathing during speech, exhaling puffs of air during stuttered speech, generally tensed breathing

Front 21

Loci of Stuttering

Back 21

Locations in a speech sequence where stuttering is typically observed

Front 22

Loci of stuttering for adults and school-age children

Back 22

Stuttering is more likely to occur: with consonants than with vowels, on the first sound or syllable of a word, on the first word in a phrase or sentence, on longer words, with less frequently used words, and on content words

Front 23

Loci of stuttering for preschool children

Back 23

Same as for adults and school aged children except that stuttering tends to occur on function words

Front 24

Adaptation Effect

Back 24

-Systematic reduction in the frequency of stuttering when a short printed passage is repeatedly read aloud

-Usually occurs by fifth reading

Front 25

Consistency Effect

Back 25

Occurrence of stuttering on the same word or loci when a passage is read aloud repeatedly

Front 26

Adjacency Effect

Back 26

Occurrence of new stuttering on words that surround previously stuttered words

Front 27

Audience Size Effect

Back 27

Frequency of stuttering increases wit an increase in audience size

Front 28

Laryngeal Dysfunction Hypotheses

Back 28

Stuttering is due to aberrant laryngeal functions

-slightly delayed voice onset time

-increased tension in laryngeal muscles

-aberrant muscle behavior

-excessive laryngeal muscle activity

Front 29

Brutten and Shoemaker theory

Back 29

Stuttering consists of fluency disruption due to classically conditioned negative emotion

Front 30

Diagnosogenic Theory

Back 30

When parents punish a child's normal nonfluencies the child develops anticipatory, apprehensive, and hyptertonic avoidance reactions that are stuttering

Front 31

Sheehan Theory

Back 31

Hesitations and repetitions indicate a conflict between a desire to approach speaking situations and an equally strong desire to avoid them

Front 32

Bloodstein Theory

Back 32

Stuttering is a response to tension and fragmentation in speech

Front 33

Psychological Method of Stuttering Treatment

Back 33

Discussion of psychological problems associated with stuttering, discussion of feelings, emotions, and attitudes associated with stuttering

Front 34

Fluent-Stuttering Method

Back 34

-Van Riper's stutter-more-fluently approach

-Teaching stuttering identification

-Desensitizing the client to his or her stuttering

-Modifying stuttering (cancellations, pull-outs, and preparatory sets)

-Stabilizing treatment gains

-Counseling the client

Front 35

Fluency-Shaping Method

Back 35

-Goal to establish normal fluency

-Teach airflow management, slower rate of speech, and gentle onset of phonation

Front 36

Fluency Reinforcement Method

Back 36

-reinforce fluent speech in naturalistic conversational contexts

Front 37

Direct Stuttering Reduction Methods

Back 37

-Seeks to reduce stuttering directly

-Time-out (pause-and-talk): pause after each dysfluency

-Response cost: clinician takes away a positive reinforcer

Front 38

Cluttering

Back 38

-Disorder of fluency characterized by rapid but disordered articulation, possibly combined with a high rate of dysfluencies and disorganized thought and language

Front 39

Larynx

Back 39

Valve on top of trachea, helps build air pressure below, houses vocal folds

Front 40

Cover-Body Theory of Phonation

Back 40

Epithelium, superficial layer of lamina propria, and much of intermediate layer vibrate as a "cover" on a relatively stationary "body" (intermediate layer, deep layer, and TA muscle)

Front 41

Ventricular Folds

Back 41

False VF, lie above true folds, used only during lifting and coughing

Front 42

Aryepiglottic folds

Back 42

Separate pharynx and laryngeal vestibule

Front 43

CN VII

Back 43

Innervates posterior belly of digastric muscle

Front 44

CN X

Back 44

Innervates larynx via superior laryngeal nerve and recurrent laryngeal nerve

Front 45

Superior Laryngeal Nerve

Back 45

Internal- all sensory to larynx

External - motor innervation to cricothyroid

Front 46

Recurrent Laryngeal Nerve

Back 46

All motor innervation to interarytenoid, posterior cricoarytenoid, thyroarytenoid, and lateral criocoarytenoid muscles

Front 47

Intrinsic Laryngeal Muscles - Adductors

Back 47

Thyroarytenoids, cricothyroids, lateral cricoarytenoids, transverse arytenoids, oblique arytenoids

Front 48

Intrinsic Laryngeal Muscles - Abductors

Back 48

Posterior cricoarytenoids

Front 49

Extrinsic Laryngeal Muscles - Infrahyoid

Back 49

Depressors

-Thyrohyoids, omohyoids, sternothyroids, sternohyoids

Front 50

Extrinsic Laryngeal Muscles - Suprahyoid

Back 50

Elevators

-Digastrics, geniohyoids, mylohyoids, stylohyoids, genioglossus, hyoglossus

Front 51

Mean Fundamental Frequency

Back 51

Females: MFF of 180-250, 225 Hz

Males: MFF of 100-150, 125 Hz

Front 52

Maximum Phonation Time (MPT)

Back 52

Adults: 20.9-24.6

Children: 14.97-17.74

Front 53

Geriatric Voice

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Females: voice lowers to MFF of 201 Hz

Males: voice raises to MFF of 132-146 Hz

Front 54

Jitter

Back 54

Frequency perturbation

Front 55

ASHA

Back 55

American Speech-Language Hearing Association

Front 56

SLP Scope of Practice

Back 56

-NOT prescribing hearing aids

-Prevention, screening, consultation, assessment, diagnosis, treatment, management, counseling, follow-up services for disorders of: speech, language, swallowing, cognition, AAC, hearing screening, collaboration, education, advocacy, multidisciplinary work

Front 57

CCC-SLP

Back 57

Certificate of Clinical Competence in Speech-Language Pathology issued to individuals who have:

-earned master's degree or equivalent

-fulfilled clinical practicum and fellowship requirements

-400 hours of clinical work

-passing score on Praxis

Front 58

Speech-Language Pathology Assistants

Back 58

Can: implement treatment plans developed by supervising SLP; assist with screenings, assessments, research, training; document client performance; check and maintain equipment; collect and document data

Cannot: administer tests, interpret results; screen or diagnose feeding or swallowing disorders, participate in parent or case conferences, write or modify treatment plans; select, refer, or discharge clients; disclose confidential info, demonstrate swallowing strategies

Front 59

State Regulations of Profession

Back 59

-State department of ed gives credentials

-Most state gov issues licenses for practice

-Most professional settings require CCC, state licensure, or both

Front 60

PL 94-142

Back 60

1975: Education of the Handicapped Act

-Least restrictive environment

-IEPs

-Guaranteed right to impartial due process

-Funding for local and state agencies

Front 61

PL 99-457

Back 61

-Increased funding for early intervention services

-Funds for infants and toddlers with disabilities

-All providers must meet state's highest requirement for their discipline

-IFSPs and multidisciplinary programming

-Eligibility for at-risk preschoolers

Front 62

IDEA

Back 62

Individuals with Disabilities Education Act (1990)

-reauthorized PL 94-142

-expanded number of disabilities

Front 63

ADA

Back 63

Americans with Disabilities Act (1990)

-civil rights protection relative to employment, government services, telecommunications, and public accommodations to all individuals with disabilities

Front 64

HIPAA

Back 64

Health Insurance Portability and Accountability Act

-protects patients' medical records and other health information and how it is shared between covered entities

Front 65

Effective Counseling Qualities

Back 65

objectivity, competence, honesty, flexibility, empathy, trustworthiness, emotional stability, motivational, nonjudgmental, positive yet realistic

Front 66

Psychodynamic Theory of Counseling

Back 66

-Make clients conscious of repressed issues and help them resolve issues to promote healthy personality

-Based on Freud's theories of id, ego, and superego

Front 67

Client-Centered Theory of Counseling

Back 67

Person-centered therapy

-empathic relationship between client and therapist that allows client to freely experience and express all emotions

Front 68

Behavioral Theory of Counseling

Back 68

Clinicians focus on specific outcomes of counseling and interacting

Front 69

Cognitive-Behavioral Theory of Counseling

Back 69

Change client's thinking -> change their belief system -> change their behavior

Front 70

Eclectic Approach to Counseling

Back 70

Combination of client-centered, behavioral, and cognitive-behavioral approaches

Front 71

Extraneous factors for counseling

Back 71

Gender, age, culture, time, and religion

Front 72

Rationalization

Back 72

logical but untrue explanation of why something occurred

Front 73

Reaction formation

Back 73

Experiencing thoughts and emotions that are shocking, thus reacting with opposite emotions

Front 74

Displacement

Back 74

Take feelings of hostility or anger about a situation and transfer them to a safe object or person

Front 75

Projection

Back 75

Attributing your own emotions, thoughts, or actions to someone else

Front 76

Repression

Back 76

Keeping thoughts and feelings under control and away from others, unaware of these feelings

Front 77

Suppression

Back 77

Keeping thoughts and feelings highly controlled, consciously aware of feelings

Front 78

SOAP Notes

Back 78

S: Subjective

O: Objective

A: Assessment

P: Plan

Front 79

Universal disease precautions

Back 79

Wear gowns, wash hands before and after contact, sharps in "sharps" disposal, wear gloves, eye and mouth protection

Front 80

Adults with AIDS

Back 80

-dementia, aphasia, motor-speech impairment, ataxia, dysphagia, voice problems, apathy, reduced verbal output, confabulations, language of confusion

Front 81

Children with AIDS

Back 81

Hearing impairment secondary to otitis media, language delays, cognitive problems, artic disorders, elective mutism, hysterical aphonia

Front 82

Tomography

Back 82

Computerized radiographic method of taking pictures of different planes of body structures

Front 83

Computerized axial tomography scan

Back 83

CAT scan.

-x-ray beams circle through segments of brain, camera takes pictures of sections being scanned

-Scanner detects density differences

-Detects hemorrhages, lesions, tumors, etc.

Front 84

Electroencephalography

Back 84

EEG

-measures electrical impulses in the brain through surface electrodes on the scalp

-shows different kinds of brain waves

Front 85

Magnetic Resonance Imaging

Back 85

MRI

-shows detail in brain and spinal cord structure

-alignment and realignment of nuclei of atoms in cell when structure is placed in a strong magnetic field

Front 86

Positron emission tomography

Back 86

PET

-imaging of metabolic activity through measurements of radioactivity

-differences in radioactivity suggest rates of cerebral metabolism

Front 87

Single-photon emission tomography

Back 87

SPECT

-evaluates amount of blood flowing through a structure

-also known as regional cerebral bloodflow

-helps assess cerebral metabolism

Front 88

Videofluoroscopy

Back 88

x-ray of barium coated structures

-used for MBS

Front 89

Embryonic Growth of Facial Structures

Back 89

Frontonasal process: nose, central part of upper lip, primary palate

Maxillary Processes (2): most of face, mouth, cheeks, hard palate, alveolar ridge, and soft palate

Mandibular Processes (2): mandible, lower lip, chin

Front 90

Etiology of Clefts

Back 90

Genetic: autosomal dominant, recessive genetic, x-linked, or chromosomal abnormalities

Environmental: FAS, illegal drug use, prescription drugs, rubella

Mechanical: intrauterine crowding, twinning, uterine tumor, amniotic rupture

Front 91

Classification of Clefts

Back 91

Cleft lip, cleft of alveolar process, cleft of prepalate, cleft of palate, cleft of prepalate and palate

Front 92

Microforms

Back 92

Minimal expressions of clefts

-submucous clefts (occult cleft palate): surface tissues of soft or hard palate fuse but underlying muscle or bone does not

Front 93

Communication Disorders Associated with Clefts

Back 93

Hearing loss - due to otitis media

Articulation Disorders - difficulty with unvoiced sounds, pressure consonants, nasal air emission, distortion of vowels

Language Disorders - mostly normal, some initial delay, disorders when cleft is associated with a genetic syndrome

Laryngeal and Phonatory - vocal nodules, hypertrophy, hoarseness, resonance disorders

Front 94

Nasopharyngoscopy

Back 94

Examination of velopharyngeal mechanism to observe posterior and lateral pharyngeal walls, nasal aspect of velum and adenoid pad, as client produces sentences

Front 95

Velopharyngeal Closure Assessment

Back 95

Oral manometer, nasometer

Front 96

Surgical Management of Clefts

Back 96

Primary Surgery - initial surgery when clefts are closed

Secondary Surgery - for appearance and functioning

Lip Surgery - when baby is 3 mos or weighs 10 lbs

Palatal Surgery - baby is 9-24 mos

Front 97

V-Y Retroposition

Back 97

Veau-Wardill-Kilner

-single-based flaps of palatal mucoperiosteum raised on either side of cleft, brought together and pushed back to close the cleft

-lengthens palate and chances of velopharyngeal approximation

Front 98

von Langenbeck

Back 98

raises two bipedicled flaps of mucoperiosteum, bringing them together and attaching them to close cleft

-leaves denuded bone on either side and doesn't lengthen palate

Front 99

Pharyngeal flap

Back 99

Muscular flap is cut from posterior pharyngeal wall, raised, and attached to velum

-helps close velopharyngeal port and reduce hypernasality

Front 100

Pharyngoplasty

Back 100

substance and cartilage implanted or injected into posterior pharyngeal wall to make it bulge

-helps close velopharyngeal port

Front 101

Evidence-Based Practice

Back 101

Integration of: best research for clinical methods, clinical expertise/sound judgment, and client-centered/client-preferred

Front 102

Screening

Back 102

Brief procedure to help determine whether further assessment is needed

Front 103

Case History

Back 103

Information about client and disorder

-description of comm disorder, prior assessment and tx, family hx, developmental hx, medical hx, educational hx, occupational hx

Front 104

Prognosis

Back 104

Professional judgment made about future course of disorder

-predictive statement

Front 105

Hearing Screening

Back 105

Determines whether client has normal hearing or needs more thorough evaluation by audiologist

Front 106

Oral-peripheral examination

Back 106

helps identify or rule out obvious structural abnormalities

Front 107

Interview

Back 107

face-to-face exchange with client, family, or both

Front 108

Speech and Language Sample

Back 108

Primary means of assessing speech and language production

-audiovisual recording, 50-100 utterances, naturalistic context, age-appropriate stimuli

Front 109

Multidisciplinary Team

Back 109

Team members from multiple disciplines, each conducts individual evaluation, writes separate report

Front 110

Transdisciplinary Team

Back 110

Multiple specialists working together in initial assessment, only one or two members provide services

Front 111

Interdisciplinary Teams

Back 111

Members from multiple disciplines interact and use each other's suggestions and information, collaborative writing of eval report and intervention plan

Front 112

Standardized Assessment

Back 112

systematic, yield quantitative information that allows performance comparison to that of peers

-not the same as norm-referenced test

-not good for setting goals of treatment

Front 113

Standard Deviation

Back 113

Extent to which scores deviate from mean or average score

-34.13% fall within one standard + and - the mean

Front 114

Percentile Ranks

Back 114

show percentage of subjects who scored at or below a specific raw score

Front 115

Validity

Back 115

The degree to which a measuring instrument or test measures what it purports to measure

Front 116

Concurrent Validity

Back 116

Degree to which a new test correlates with an established test of known validity

Front 117

Construct Validity

Back 117

Degree to which test scores are consistent with theoretical constructs or concepts

Front 118

Content Validity

Back 118

Examination of all test items to determine if the items are relevant to measuring what the test says it measures, and whether the items adequately sample the full range of skill being measured

Front 119

Predictive Validity

Back 119

Accuracy with which a test predicts future performance on a related task

Front 120

Reliability

Back 120

Consistency or stability with which the same event is repeatedly measured

Front 121

Interobserver Reliability

Back 121

Interjudge

-how similarly a subject's performance is independently rated or measured by two or more observers

-the greater the similarity, the higher the interjudge relability coefficient (the closer to 1.0 the more reliable it is)

Front 122

Intraobserver Reliability

Back 122

Intrajudge

-consistency with which the same observer measures the same phenomenon on repeated occasions

Front 123

Alternate Form Reliability

Back 123

Parallel Form Reliability

-consistency of measures when two forms of the same test are administered to the same person

Front 124

Test-Retest Reliabiliy

Back 124

consistency of measures when the same test is administered to the same person twice

Front 125

Split-Half Reliability

Back 125

-measure of internal consistency

Front 126

Nominal Scale

Back 126

-category is present or absent

-classification by groups without numerical value

Front 127

Ordinal Scale

Back 127

-numerical scale arranged according to rank orders or levels

Front 128

Functional Assessment

Back 128

evaluation of client's day-to-day communication skills in naturalistic, socially meaningful contexts

Front 129

Criterion-Referenced Testing

Back 129

Examiner selects target behaviors to b assessed and uses stimulus materials effective for and individualized to the client

Front 130

Dynamic Assessment

Back 130

-measures client's ability to learn over time

Front 131

Reinforcement

Back 131

method of selecting and strengthening behaviors by arranging immediate consequences

Front 132

Continuous Reinforcement

Back 132

reinforcing all correct responses in treatment sessions

Front 133

Intermittent Reinforcement

Back 133

reinforcement of only some responses with delay between reinforcers

Front 134

Differential reinforcement

Back 134

teaching a client to give different responses to different stimuli

-of alternative behaviors, of low rates of responding, of incompatible behaviors, and of other behaviors

Front 135

Negative Reinforcement

Back 135

strengthening behaviors by termination of an aversive event

Front 136

Reinforcement withdrawal

Back 136

removal of reinforcers to decrease a response

Front 137

Eustachian Tube

Back 137

-connects middle ear with nasopharynx

-helps maintain equal air pressure within and outside middle ear

-tensor veli palatini and levator veli palatini open the end of the eustachian tube

Front 138

Carhart's notch

Back 138

-frequently found in pts with otosclerosis

-reduced bone conduction sensitivity at 2,000 Hz

Front 139

Presbycusis

Back 139

Hearing impairment in older people, due to effect of aging and associated with sensorineural hearing loss

Front 140

Meniere's disease

Back 140

-fluctuating sensorineural hearing loss due to excessive endolymphatic fluid pressure in membranous labyrinth

-hearing loss, spells of vertigo, tinnitus

Front 141

Acoustic Neuroma

Back 141

tumor on the acoustic nerve that can cause sensorineural loss by slowing nerve conduction of sound impulses to the brain

Front 142

Hearing Loss levels

Back 142

Mild (16-40 db), Moderate (41-55), Moderately Severe (56-65), Severe (66-89) and Profound (90+)