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evaluation aphasia
Stack #70436
| Question | Answer |
|---|---|
| validity | does it test what it says it is going to test |
| reliability | does it give you consistent answers |
| general aphasia tests | BDAE, MTDDA, Porch Index of communicative ability, Western Aphasia Battery, BASA (Severe aphasia) |
| BDAE | examiner can determine from profile patient can be classified |
| WAB | Assigns categories and an aphasia quotient |
| MTDDA | not traditional classification, 5 (+2minor) descriptive groups, predicts outcome |
| PICA | research tool, 16 point scoring system, HOAP (high overall predicetion, 40 hours of training, given at least one month after onset |
| screening tests | allows you to know if you need more testing, commercial ones are available, use subtests from the longer ones |
| specific modality tests | functional auditory comprehension test, reading comprehension, oral expressive language, gesture |
| functional communication tests | functional communication profile, communicative abilities in daily linving, ASHA functional assessment of communication skills for adults |
| WHO Terms | body structure and function, ability, participation |
| body structure and function | the structural or funtional abnormality within a person (ex. lesion in the temporal lobe) Physician treated |
| ability | the effects of the impairment on a specific skill (a SLP can treat this level) |
| participation | how the disability affects the person's ability to carry out daily life roles (a SLP can treat this level) |
| Asha functioanl assessment of communication skills for adults | 1. to measure the disability (ability) as opposed to the handicap or impairment, 2. to assess communication functions. 3. to measure natural and observable communication contexts, 4. to assess performance, not potential |
| Scoring of ASHA functional assessment | sensitive enough to detect changes, need min of 3 contacts with client, takes 20 min |
| Communication independence (4 areas) | social communication, communication of basic needs, reading, writing, number concepts, daily planning |
| Qualitative dimentions (4 dimensions) | adequacy, appropriateness, prompness, communication sharing |
| Apasia vs normal language | onset, education, environment. Aphasia means there was a change, what was the onset? |
| Aphasia vs. dementia | biography, onset, repetition, fluency, pragmatics, memory, cognition, mood. can repeat? dementia |
| aphasia vs. confusion | understandin/recognition of environment, relevancy, appropriateness, confabulation, personality. change in state, total change of personality |
| aphasia vs. schizophrenia | onset, relevance, confabulation, thought disorderodd thoughts, memory not stored independantly |
| aphasia vs right hemisphere deficits | language vs. communication, integration, sense of humor, pragmatics. denial of injury do not get inference |
| aphasia vs. apraxia | language vs. speech, effort, prosody, consistency , inititation |
| aphasia vs. dysarthria | language vs. motor sppec, muscles don't work innervation to muscles cut off |
| assessing speech | o Recite days of the week and months of the year and count aloudo Name objects or pictures indicated by the examinero Complete incomlete phrases or sentences spoken by the examinero Formulate and produce single-sentence utterances. |
| assess auditory comprehension (listening) | o Answer spoken questions.o Point to objects or pictures named by the examinero Follow spoken directions.o Answer questions about spoken discourse |
| assessing reading | o Match pictures, letters, or geometric formso Match printed words to pictures.o Read aloud printed numerals, letters, words and phraseso Answer printed questions.o Silently read and answer questions about printed sentences |
| assessing writing | o Copy letters, geometric forms and words.o Write letters, words and sentences spoken by the examinero Formulate and produce written narratives. |
| EQUATIVECLAUSES be + Predicate Adjective | The man is strong,They were sweet.The ball looks red.The story was interesting. |
| EQUATIVECLAUSES be + Predicate nominative | She is president.I am a baby.A box was a cube.Computers are contraptions |
| EQUATIVECLAUSES be + Where | The ball is on the shelf.The teachers are at the school.They were behind the times.I am home. |
| Intransitive Clauses N + intransitive verb | I slept.They are running.The ball rolled.Babies cry. |
| TRANSITIVE CLAUSES N + V + (DO) read | I read (the book).She ate (the hamburger).The baby threw up* (his supper).The students passed (the course). |
| TRANSITIVE CLAUSES N + V + DO drop | The boy is dropping the ball.She caught the thief.They opened the box.Kristen shut the window.Victor made brownies. |
| TRANSITIVE CLAUSES N + V + DO + Where Put | John put the box on the table.Sally set the vase on the desk.We placed the ribbon around her neck. |
| TRANSITIVE CLAUSES N + V + IDO + DO give | Phillip gave me roses.Becca sent the student the results.I took Karen the book |
| TRANSITIVE CLAUSES N + V + DO (nonfinite verb) try | I tried swimming.She liked to hike.I wanted to go.We hated leaving. |
| TRANSITIVE CLAUSES N + V + DO compliment (complete--ment) made | She made me happy.The man is painting the fence red.They caused the child harm. |
| variables that may affect aphasic adults’ single-word comprehension | Word frequency, semantic or acoustice similarity between target words and foils, part of speech, referent ambiguity, fidelity of spoken messages |
| sentence comprehension is tested by | asking patients to perform gestural or manipulative responses to spoken instruction or to answer yes-no questions |
| variable affectin the difficulty of sentence comprehension tests | length and syntactic complexity --reversibility and plausibility -predictability--[erspma; re;evamce--semantic relationships--rate--redundancy--need for reasoning and inference- nature of response choices |
| variable affect comprehension of spoken discourse | salience, directness, redundancy, repetition, elaboration and paraphrase, cohesion and coherences, speech rate and emphatic stress |
| success in oral reading | does not require comprehension of what is read |
| reading rate | how much the patient reads and understands within the normal time constraints |
| reading capacity | how much the patient reads and understands if given unlimited time to finish |
| General principls for guiding treatment candidacy | the amount and location and size of the brain damage, medical and physical conditions, patient's enthusiasma dn motivation to recover |
| treatment session: opening | begin with a short conversation in which the clinician and patient talk about what has happened since the last session |
| treatment session: accommodation | short interval of work on easy tasks in which the patients performance is nearly error free |
| treatment session: goal-directed work | tasks are challenging and focus on treatment objectives. The clinician instructs, explains, delivers treatment stimuli, provides feeback, and records the patients performance |
| treatment session: cool-down | patient completes tasks that contribute to a sense of accomplishment that generalizes to the whole session |
| treatment session: closing | conversation about what happened in the session, plans for next session, and what patient can do for carry over |
| Approaches to treatment: relative level of impairment approach | the patient's performance on various tests is analyzed to identify peaks and valleys. |
| Approaches to treatment: fundamental process approach | clinicians attempt to identify impairments in underlying process that are thought to contribute to several related linguistic, cognitive or communicative abilities |
| Approaches to treatment: funtional abilities approach | treatment focuses on skills that are likely to be important in parients' daily life communication |
| Task difficulty general rule | keep patient performance at 60-80% immediate and correct responses |
| online scoring | clinician scores every patient response |
| off-line scoring | clinician records treatment and does the scoring later |
| fitzgeral key | who/what--doing/being--(to) who(m)/what--where--when--how--why |
| Broca facilitatiors: Auditory comprehension | slow rate of speech, pauses, rephrasing, repetition, elimination of background interference |
| Brocas strategies: auditory comprehension | requests for repetition, verifies with listener, clarifies with listener, requests slow rate of speech, |
| Brocas facilitatiors: apraxia and Dysarthria | phonemic cues, graphemic cues, articulatory placement cues, verbal reminders, singing, control length of requested output, control structure of requested output, provide visual cueing systems |
| Brocas strategies: apraxia and Dysarthria | writing, air-writing, tapping, watching partner's mouth for placement cues, pausing |
| Brocas facilitatiors: Verbal expression | phonemic cues, graphic cues, phrase completion modeling, visuals, establish category, wh-questions/fitzgerald key |
| Brocas strategies: Verbal expression | pausing, rephrasing, writing, providing funtion/description of objects circumlocution, refer to fitzgerald key |
| Brocas facilitatiors: Reading comprehension | Underline key information, enlarge font, provide additional space between words, place material on the left-rt side, double space between lines, cue to refer back to text , visuals, question using the fitzgerald key |
| Brocas strategies: Reading comprehension | highlight key information, take notes, referback to reading material, use a liner, highlighter, verbalize segments, refer to fitzgeral key |
| brocas facilitators: written expression | present vocab list, alphabet card, communication notebook, letter tiles, ask wh- questions in fitzgerald key, visuals |
| broca's strategies: Written Expression | refer to communication notebook, refer to alphabet and number card, refer to ditionary, refer to franklin speller, refer to fitzgerald key |
| facilitatiors | what can the SLP do to help them say the word |
| strategies | What the patient does to say the word |
| when and where are | adjuncts |
| who and what are.... | arguments |
| aphasic adults are more troubled by .... | speaking impairments than reading writing or listening comprehension impairments |
| SPT | sentence production treatment, (top down approach) |
| Steps for who and what production training | client read/repeats sentence, therapist reviews constituents of sentence, NP is replaced by the who/what word, demonstrate inversion and movement of the wh- word, sentence constituents are re-arranged in active sentence |
| Steps for where/when production training | client read/repeats, therapist reviews constituents of sentence, adjunt PP is replaced by the where when word, demonstrate inversion and movement of the wh word, centence costiturents are re-arranged into active sentence |
| baseline | prior to treatment |
| arguments | the number of participants that go into the action described by the verb, make the sentece grammatical |
| adjuncts | are not selected by the verb, not part of the lexical entry, not needed to make the sentence grammatical. |
Created by:
dbrinker