Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Neurogenic Comm Dis
Test 3
| Question | Answer |
|---|---|
| 6 Steps to Assessment | 1. chart review & case history 2. neurological eval 3. 4 modality test 4. functional language tests 5. single modality tests 6. connected speech |
| What are the four modalities? | 1. auditory comprehension 2. verbal expression 3. reading comprehension 4. written expression |
| Tasks to Assess Verbal Expression | - naming - fluency - automatic speech and singing - assess syntax and morphologic aspects |
| Tasks to Assess Auditory Comprehension | - comprehension of single words - comprehension of commands - assess comprehension of sentences and connected speech |
| Tasks to Assess Reading Skills | - assess oral reading skills - assess reading comprehension |
| Tasks to Assess Writing | - assess general writing skills - assess graphomotor skills (only to determine if this is going to be functional or is they need a referral to an OT) |
| Formal Assessment | - aka test - differ in purpose and what conclusions can be drawn - typically quantitative - used to establish pretherapy baseline, establish need for therapy |
| Informal Assessment | - clinician gathered data - typically qualitative - purpose is to distill the most appropriate clinical goals as the steps between formal and informal |
| International Classification of Functioning, Disability, and Health Model (ICF) | - loss of body function - restrictions in activity participation - personal factors - environmental factors |
| Spontaneous Recovery | - reduction in swelling/edema - return of blood flow or contralateral blood flow - greatest gains made in first 2 months and will continue at a slower rate afterwards |
| Goals of Therapy (3) | 1. provide education to patient and family regarding aphasia 2. provide the appropriate treatment techniques 3. to provide opportunities for carryover and generalization outside of the clinic |
| Scientific Model | - toolbox of EBP - use of science behind our decision - make sure that treatment is individual to the client |
| Education Model | - one size fits all |
| Group Studies | findings are generalized to greater populations |
| Single-Subject Designs | measures the effectiveness of specific forms of aphasia tx approach |
| Which approach is most reported in research? | The Schuell Stimulation Approach |
| What is the best amount of intervention to provide per week? | 2+ hours |
| E, P, I, C, CP | - environment - person - impairment - level of communication - communication partners |
| Global Aphasia | - non-fluent - no comprehension - no repetition |
| Mixed Transcortical Aphasia | - non-fluent - no comprehension - repetition is a relative strength |
| Broca's Aphasia | - non-fluent - comprehension is a relative strength - no repetition |
| Transcortical Motor Aphasia | - non-fluent - comprehension is a relative strength - repetition is a relative strength |
| Wernicke's Aphasia | - fluent - no comprehension - no repetition |
| Transcortical Sensory Aphasia | - fluent - no comprehension - repetition is a relative strength |
| Conduction Aphasia | - fluent - comprehension is a relative strength - no repetition |
| Anomic Aphasia | - fluent - comprehension is a relative strength - repetition is a relative strength |
| MCA Blood Supply | - transcortical motor - brocas - wernickes - transcortical sensory - anomic - conduction - mixed transcortical - global |
| ACA Blood Supply | - transcortical motor |
| PCA Blood Supply | - conduction |
| Pure Word Deafness | - the person cannot understand, repeat, or write the words head from dictation, but speech and reading are not impaired |
| Word Meaning Deafness | - person is able to repeat and write but without meaning |
| Word Form Deafness (Rare) | - can make minimal pair discriminations but with phonological impairments |
| Dissociation | - the fact that some abilities remain relatively intact while others are relatively impaired |
| Neologisms | - made up words |
| Paraphasia | - words substituted for target words |
| Semantic Paraphasia | - substitution on a real word for the target word |
| Phonemic Paraphasia | - substitution of one or more sounds in the target word |
| Logorrhea | spoken language that is overly fluent |
| Pressed Speech | incoherent speech |
| Perseveration | reoccurrences of mostly previous responses to a subsequent stimulus |
| Circumlocations | words used other than intended words |
Created by:
KarleeAJones
Popular Speech Therapy sets