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comm exam 1
| q or t | a or d |
|---|---|
| communication disorder | an impaired ability to send, receive, process, and.or comprehend concepts |
| how do communication disorders impact someone? | either verbally or nonverbally |
| what are factors within communication disorders? | ages, severity levels, etiologies, comorbidieites |
| speech disorder | a broad term encompassing: atypical production of speech sounds, interruption in the flow of speaking, or an abnormal production and.or absense of voice quality |
| what may be abnormal or lacking in voice quality? | pitch, loudness, resonance, duration |
| language disorder | an impairment in the comprehension and/or use of spoken and written language |
| what are the two types of language? | receptive and expressive |
| hearing disorders | refers to an impairment in hearing |
| what are the types of hearing loss? | conductive and sensorineural |
| what other types of disorders many SLP and AuD's see and diagnose? | swallowing and feeding disorders, augmentative-alternative communication |
| Speech-Language Pathologist | identify, assess, treat, and prevent communication disorders across modalities and for both recpetive and expressive communication |
| what are the credentials needed to be an SLP? | SLPA: bachelors SLP: masters + national exam + clinical fellowship - state license -edu requirements |
| Audiologists | identify, assess, prevent, and manage disorders of hearing and balance; dispense hearing aids |
| what are the credentials needed to be an AuD | 3-5 yrs of prof. edu. doctorate + national exam + licenseCCCA |
| Speech, Language, and Hearing Scientists | study and extend the fields knowledge of communication processes and disorders |
| SLP + AuD may work with what other professions? | physical therapist, occupational therapists, psychologists, social workers, physicians, dentists, music therapist, child life specialists, and teachers |
| what are the most common work settings for SLP/AuD? | hospitals, medical offices, nursing homes, schools, private practice, in-home, college and universities. |
| before the 1970's, what would disabled people face? | exclusion from public education, institutionalization, negative societal attitudes. |
| Education for All Handicapped Children Act | all children with disabilities be given a free, appropriate public education in the least restrictive environment: IEPS, 504a; evakuation of children every 3 years |
| Individuals with Disabilities Education Act | repackaged the EAHCA to include mmulitculturalism in the u.s.; introduction of individual family service olans |
| Americans with Disabilities Act | mandated improved access to public buildings, mandated accessible bathrooms, provision of effectiove communication, modifications of policies and practices that ay be discrimatory |
| language | a socially shared code used to represent concepts |
| what are characteristics of language? | socially shared, arbitrary code, rule-governed, generative, dynamic |
| form | consists of phonology, morphology, and syntax |
| phonology | sound system of a language |
| phonemes | unique speech sounds in a language |
| phonotactic | rules governing how sounds can go together in a language |
| morphology | word structure |
| morphemes | smallest grammatical unit of language |
| free morphemes | can stand alone |
| bound morphemes | cannot stand alone and change a words meaning (think like prefix + suffix) |
| syntax | word order |
| content | the semantics or underlying meaning of language |
| what are examples of content/semantics? | vocabulary and knowledge of how words go together |
| use | pragmatics or the purpose and intent of language |
| what are examples of pragmatic form? | one person speaking at a time, eye contact, topic being maintained. WHY youre talking |
| sociolinguistics | the way we communicate is socially constructed and infomred |
| what may impact how we communicate? | cultural identities, environment |
| what components make up speech? | articulation and fluency |
| articulation | how speech sounds are formed |
| fluency | flow and rhythm of speech |
| what are aspects of voice? | quality, resonance, rate, pitch, intensity,, intonation |
| what are nonverbal forms of communication? | body language, facial expressions, appearance, proxemics |
| congenital disorders | the source of the impairment was present from birth |
| acquired disorders | something happened later in life to cause the impairment |
| who may be effected by difficulties in the meaning of language? | a child with low vocab, word-finding after a stroke |
| what may be a sign of disordered or impaired pragmatic comm? | right hemisphere dysfunction, autism spectrum disorder |
| speech sound disorder | mispronunciation or delayed acquisition of speech sounds |
| dysarthria | a change in the way speech sounds due to paralysis, weakness, or poor coordination of the muscles. |
| fluency disorder | impairments to smoothness and flow of speech |
| what are some developmental dysfluencies? | fillers, hesitations, repetitions, prolongations |
| what may cause disordered vocal quality? | vocal abuse, vocal cord paralysis, spasmodic dysphonia |
| anatomy | the study of structures of the body and relationship of the structures |
| physiology | study of the fucntions of organism and bodily structures |
| what are the three physicological subsystems? | respiratory, laryngeal, articulatory/resonatory |
| respiratory | driving force for speech via positive air pressure beneath vocal folds |
| laryngeal | vocal fold vibrate at high speeds |
| articulatory/resonatory | an acoustic filter that allows certain frequencies to pass while blocking others |
| anterior | front of body |
| posterior | back of body (think back=posture) |
| superior | top of body |
| inferior | bottom of body |
| what is the primary biological functions of the respiratory system? | supply oxygen to blood and remove excess CO2 |
| the central nervous system | brain/spine |
| what is controlled by the CNS? | automatic function |
| what does the respiratory system generate? | speech production, cough |
| lungs | pair of air-filled elastic sacs that change in size and shape and allow us to breathe |
| trachea | air moves into the lungs via the trachea and branches into bronchi |
| what are the two general groups of muscles? | inspiratory and expiratory muscles |
| inspiratory muscles | used for inhalation (in-hale; in-spiration) |
| expiratory muscles | used for exhalation (located below diaphrgam |
| diaphragm | dome-shaped, elastic; sits under the lungs. pulls down on lungs |
| what are other muscles used in inspiration? | sternocleidomastoid, scalenes, pectoralis major.minor, external intercostals |
| where are the muscles of expiration located? | front and sides of the abdomin |
| what do the muscles of expiration do? | assist in bringing diaphragm back to its original position |
| what are other muscles used in expiration? | obliques, transverse abdominis, rectus abdominis, interal intercostals |
| tidal breathing | breathing to sustain life; "quiet breathing |
| whats the process for inhalation(ACTIVE)? | diaphragm contracts-rib + lung expand + lung Vol ? increases + alveolar pressure drops-air rushes in |
| whats the process for exhalation(PASSIVE)? | decrease in rib cage wall - compress lung - increase pressure lung - air rushes out |
| speech breathing | rapid, forceful inhales--more air inspired, nothings passive |
| how does age effect respiratory system? | structures grow, reduced function in 70s/80s |
| larynx | protects the airway and produces speecg |
| hyoid bone | between the trachea and pharynx; not connected to anything else |
| what are the major structures in the laryngeal system? | thyroid, cricoid, arytenoids, vocal folds, glottis, epiglottis |
| thyroid | largest, "adam's apple" |
| vocal folds | abduct during respiration and adduct during phonation.swallowing |
| thyroarytenoid | bulk of each vocal fold;contracts will shorten and thicken the VF to decrease bitch. |
| what are the major muscles of the Laryngeal system? | thyroarytenoid, cricoarytenoid |
| cricoarytenoid | group of muscles that stiffen and lengthen the VFs to increase pitch |
| lateral cricoarytenoid/arytenoids | VF adduction |
| posterior cricoarytenoid | VF Abduction |
| how is the larynx affected with age? | position of larynx, vocal folds length increase. |
| whats the articulatory/resonary system made up of? | oral cavity, nasal cavity, pharyngeal cavity |
| what does the articulatory system do? | shapes the sound energy produced by the respiratory and laryngeal systems into speech sounds |
| what are the major structures of articulatory system? | 22 bones on face, mandible(jaw), maxilla, teeth, tongue, hard palare, soft palate/velum, lips |
| mandible | connects to temporal bone |
| teeth | chews food, speech production |
| tongue | chewing/swallowing, speech production, muscular hydrostat containing 4 intrinsic and 4 extrinsic muscles |
| intrinsic muscles | superior and inferior longitudinal muscles that change the tongues shape |
| extrinsic | styloglossus and hyoglossus to move the tongue |
| styloglossus | elevation |
| hyoglossus | depression |
| hard palate | alveolar ridge |
| soft palate consists of | uvula and velopharyngeal closure |
| uvula | termination of the velum |
| velopharyngeal closure | prevents air + food escaping thru the nose, builds up pressure for pressure sounds, stays open for nasal sounds |
| what are the parts of the brain that make up neuroanatomy? | 4 lobes, two hemispheres, cerebellum, brainstem, and deep brain structure's |
| what are the 4 brain lobes? | frontal, temporal, parietal, occipital |
| what are the hemispheres? | Left + Right; left involved in speech |
| frontal lobe | personality, decision making, speech, movement |
| temporal lobe | short-term memory, speech, auditory skills |
| parietal lobe | spacial relationships |
| occipital lobe | vision center |
| which lobes most pertains to comm disorders? | frontal and temportal |
| heterogenous group of disorders involve.... | content, form and/or use across one or more modalities of language |
| expressive language | getting message across to others |
| receptive language | understanding the message coming form others |
| pre linguistic period | 1-2 mo. crying, cooing in response 3-4 anticipatory rituals, smiling, eye contact, vocal play, response to external stimuli 4-6 months babbling emerges |
| reduplicated babbling | /bababa/ |
| non-reduplicated babbling | /babada/ |
| what is shown in the 8-10 mo stage in the prelinguistic period? | gestures to indicate wants/needs or influence behavior, variegated babbling |
| variegated babbling | expanded consonant inventory |
| what is shown in the 12 mo stage in the prelinguistic period | first word develops, acquiring of more consonant reflective of language |
| what is the toddler period? | ages 18-24mo |
| what is content and form in the 18-24 mo Toddler period? | receptive language > expressive language, 2-4 word utterances, word associations |
| what is use in thr 18-24 mo Toddler period? | wanting + requesting, comment, protest, questions, greetings |
| what is the preschool period? | ages 2-5 yrs |
| what is content and form in the Preschool Period? | major language explosion, lang. increases in length and complexity |
| mean length of utterance | number of morphemes in an utterance |
| what is use in the Preschool period? | nonsensical, rapid change of topic, simple stories |
| what is the school age/adolescent age? | anything above age 5 |
| what is content and form in schoolage/adolecense? | communication outside the home, syntax development slows, figurative + inferential language |
| what is use in school age/adolecense? | language is more efficient and effective |
| metalinguistic awareness | the ability to think about and analyze language |
| what are the two broad groups of language disorders? | with other conditions and without other condditions |
| what characteristics increase risk for language disorders | male, low SES, higher maternal age, no daycare, hearing + attention problems, fam history, "low quality" parentying |
| Developmental Language disorder | significant limitation in language functioning without an obvious cause |
| how many people are affected by DLD? | 7% of school children |
| what are risks with DLD? | school readiness skills, academic skills, working memory, reading + writing and executive functioning |
| what are warning signs of DLD? | slow growth in early lang. skills and development |
| what are lifespan issues of DLD? | delinquent behavior, sexual abuse, anxiety/depression, unemployment |
| DLD affects which: form, content, use | all three |
| Social communication disorder | persistent difficulty in the social use of verbal and nonverbal communication |
| what are the risks of SCD? | social participation, relationship, academic and vocation |
| what are the warning signs of SCD? | less response to faces, slow lang. + gest. development, aloneness, trouble engaging w/peers, poor theory of mind |
| SCD affects which: form, content, use | use |
| Autism Spectrum Disorder | persistent problems in social communication and interaction across different contexts not due to developmental delays, restricted, repetitice patterns of behavior and interests. |
| echolalia | repetitive motor movements/expressions |
| what are other symptoms of ASD? | echolalia, resistance to change, highly fixated interests, hyper or hypo sensitivity |
| what are the risks of ASD? | social participation, daily functioning |
| what are causes of ASD? | male and family history |
| what are warning signs of ASD? | everything under symptoms; no facial distinguishment, no babbling.gest. by 12 mo, limited response to emotions |
| diagnosis of ASD | required by a psychologist and until 2-3 yrs of age |
| ASD affects which: form, content, use | content, use |
| Intilectual developmental disorder | substantial limitations to intellectual functioning and conceptual, social, and practical aeras of living which hinders independance |
| what is the IQ needed for IDD? | below 70 |
| what are the risks of IDD? | social participation, academic/vocationalpriblems |
| what are warning signs of IDD? | co-occuring with physical factors, low birth weight, delayed overall development |
| IDD affects which: form, content, use | all three |
| Traumatic Brain Injury | damage is either localized or diffuse |
| TBI affects which: form, content, use | content and use |
| what are other language disorder? | slective mutism, fetal alcohol synfrom, abuse neglect, cochlear implants |
| literacy | the use of visual modes of communicationc(reading + writing) |
| literacy skills are correlated with what? | cognitive abilities, language abilities, spelling, academic |
| what are the major components of reading? | decoding, phonological awareness, rphological awareness, |
| decoding | break a word down, blend sounds, interpret words based on context/prior knowledge |
| whats needed to decode a word? | what sounds a letter makes, take sounds apart, groups of letters working together |
| phonological awareness | umbrella term about a person's ability to recognize and manipulate the spoken parts of words. |
| what skills are needed for phonological awareness? | phonetic awareness, phyming, recognizing alliteration, identifying stllables in a word |
| morphological awareness | understanding the effects that bound morphemes have on root words |
| comprehension | requires all literacy skills |
| critical literacy | understanding the context, able to analyze and synthesize infomration |
| dynamic literacy | interrelate content to other knowledge, comparing/contrasting, relating content to prior knowledge |
| emergent literacy | emerges thru booksharing, conversing |
| print awareness | orient/holding book, differences betwen letter, word, sentence |
| signs of difficulties with early reading skills | using first sound or two to guess what a word is using context to try to guess what a word is |
| dyslexia | difficulty reading due to problems identifying speech sounds and leaning and how they relate to letters and words |
| what are symptoms of dyslexia? | marked difficulties w/decoding, reduced accuracy/fluency, troubles with spelling and writing no impairment to intelligence |
| where does dyslexia originate? | neurobiological |
| hyperlexia | typical or above average ability to read but with poor reading comprehension; obsessive interest in letters/words |
| writing | using knowledge and new ideas combined with language to create text and it is more abstract and decontextualized compared to conversation |
| emergent literacy | scribbling, drawing; less mature than spoken language |
| mature literacy | speaking/writing become consciously separate |
| adult writing is.... | longer, more complex, abstract |
| invented spelling | letter-sound combinations |
| conventional spelling | phoneme-grapheme knowledge and recognition of regularities in words |
| language disorder aspects | reduced productivity, lower number of words, lower number of utterances, poor spelling, dysgraphia |
| dysgraphia | poor letter formation |
| writing disorders | reduced executive functioning skills, narratives shorter and less complex, written language is poorly organized. |
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