| 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 |
