- Shuffle
Toggle OnToggle Off
- Alphabetize
Toggle OnToggle Off
- Front First
Toggle OnToggle Off
- Both Sides
Toggle OnToggle Off
Front
How to study your flashcards.
Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key
Up/Down arrow keys: Flip the card between the front and back.down keyup key
H key: Show hint (3rd side).h key
PLAY BUTTON
PLAY BUTTON
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.
|
