Aphasia Final Word Scramble
|
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
| Question | Answer |
| VA Cooperative Study (Wertz, 1981) | -Compared improvement of pts in group tx to improvement of pts in individual tx -Both groups improved beyond the spontaneous natural covery period -Both groups made significant improvement in lang skills -Individual tx --> better improvement w/ PICA |
| Recovery patterns in aphasia by type (Kertesz & McCabe, 1977) | -Anomic aphasias recover fully -Broca's & conductive aphasias --> best recovery rate -Wernicke's aphasics --> little recovery w/ jargon; better recover without jargon -Global aphasics --> poor recovery but evolution into different types |
| Prognostic factors (Basso, 1992) | -Age (young pts may do better than old pts) -Personality (pleasant & cooperative) -Initial severity -Sparing of critical cortical region |
| Extent of recovery (Basso, 1992) | -Good for pts with anomia and conduction aphasia -Fair for pts with Broca and Wernicke aphasia -Poor for pts with global aphasia |
| Rate of recovery (Basso, 1992) | -Fast for pts with conduction & Wernicke aphasia -Intermediate for pts with Broca -Slow for pts with anomia and global aphasia |
| Overview of factors contributing to recovery (10) | 1. Age; 2. Personality; 3. Motivation; 4. Severity; 5. Handedness; 6. Time post-onset; 7. Social milieu; 8. General health; 9. Lesion size; 10. Lesion nature |
| Bilingual recovery patterns (Paradis, 1977) | -50% of bilingual aphasic recover in a synergetic pattern (i.e., both languages recover; may be PARALLEL or DIFFERENTIAL) -27% selective recovery -6% successive recovery -4% antagonistic recovery |
| Ribot's and Pitre's rules | -Ribot's Rule --> L1 recovers first (rule of primacy) -Pitre's Rule --> language most used at time of the injury (rule of recency) |
| Purpose of aphasia assessment | To determine what functions are lost and which functions are still there |
| Differences in the assessment tests | Nature of the tests may be research (i.e., extended version of Boston) |
| Three types of validity for standardized tests | -Predictive validity (Does it distinguish between normal and disordered?) -Construct validity (Does performance on the test correlate with performance on another measure?) -Content validity (Do the test items test what the assessment claims to test?) |
| Types of rating scales (and related issues) | -Mild/moderate/severe --> Subjective -Pass/Fail --> Inadequatel not enough info -Descriptions --> Impractical; too time-intensive -Multidemensional --> BEST OPTION; but fewer options available |
| Ideal aphasia test attributes | -Minimizes the effects of intelligence/education to measure language -Discriminates between normals/pts with aphasia/dementia -Has internal consistency and comparability of scores |
| Severity Rating Scale | -Provides an estimate of the severity of impairment from 0 (No communication) to 5 (Normal comprehension/output) -Estimated based on interactions w/ pt (prompts: "Tell me about your family", "How did you get here today?", etc.) |
| Rating Scale Profile of Speech Characteristics | 7 aspects of speech are ranked by examiner: 1. articulatory agility; 2. Grammatical form; 3. Paraphasias in running speech; 4. Melodic line; 5. Phrase length; 6. Word-finding; 7. Repetition and auditory comprehension |
| NCCEA Test | Norms for all ages; Includes tactile naming; Uses Scrabble pieces for testing graphic ability; LIMITATION: does not include spontaneous speech |
| Minnesota | Lacks disorder types |
| PICA stands for... | Porch Index of Communicative Ability |
| Pros of PICA (4) | Multidimensional scoring (1-16 scale); Ideal for plotting recovery; Precise (high inter-rater and test-retest reliability); Uses 10 common objects for homogeneity |
| Cons of PICA | Certified training required; |
| 3 areas of PICA | Verbal; Gestural; Graphic |
| Philosophy of PICA | There is a central language processing capability but SEVERAL input/output modalities |
| PICA standardization sample | 280 LH damage; 100 bilateral damage |
| Pros of Token Test | Very short; Very sensitive to auditory comprehension deficits (pts who perform well on other aphasia tests may falter on this test) |
| CADL | Measures functional communicative ability in simulated activities (e.g., receptionist, shipping, doctor's office, driving, making phone calls) |
| Raven's Progressive Matrices | Assesses intelligence/reasoning with lower verbal load (right brain lesions, TBI) |
| Cognitive Linguistic Quick Test (Nancy Helm) | Symbol cancellation, symbol trains (Executive function, attention- ability to pay attention to some symbols and discard others) |
| Issues with aphasia assessment in children | Rapidly increasing skills in children; Language variability at a given age; Plasticity and compensatory adjustment |
| Social worker | In charge of post-discharge planning |
| SLP's role during acute phase | Prevention of regression; Family reorientation |
| SLP's role during chronic phase | Promotion of restitution; Family participation |
| Information processing deficit due to brain damage | Slow rise time, noise buil-up, retention deficit |
| Response delay | Greatest response increment occurs in 3-5 seconds, with most within 10 seconds. More responses with meaningful/novel stimuli and natural contexts |
| Language Teaching vs. Language Facilitation | Aphasia tx is not teaching, only facilitation; Teaching implies that language has been lost but aphasia only impairs the use of language |
| Pros of response charting | Easy; Brief; Visual feedback; Retention of stimuli; % conversion of scores; criteria for termination |
| Ways to promote generalization | MENTAL IMAGERY |
| Propositional density | Amount of info (i.e., proposition count) divided by the # of words; Tells you how meaningful the utterance is; May be able to predict dementia |
| ABA Tx | Treatment; Nontreatment phase (until target behavior is stable); Repeat tx phase |
| Multiple Baseline Tx | A single tx applied sequentially to multiple behaviors |
| Alternating Tx | Two txs given in a single day and repeated in different order for several days |
| Pro-Activation | Exposure to difficult to name objects interferes with the ability to name easy to name items; Easy to name items facilitates naming of difficult to name items (priming effect) |
| Naming Contexts | Open-ended conversation is most effective; Response to pictures is less effective; Naming from verbal description is least effective |
| Compensated activation | Post-stroke right hemisphere activation; but RH-processing is an inadequate processing route; so optimal recovery is right hemisphere giving up activation in favor of the left hemisphere |
| PACE | Promotes opportunities to practice natural communicative behaviors; cl and cln participate equally |
| Melodic Intonation Therapy | Singing uses right hemisphere; 3 different levels |
| Visual Action Therapy | Visual communication system (manipulative objects, drawings, video, etc.); for pts whose early tx has focused on AAC |
Created by:
aewerner
Popular Speech Therapy sets