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coletta review Flashcards

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1
Q

transcortical sensory aphasia

A

-paraphasias and jargon
-repetition is spared
-poor auditory comprehension

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2
Q

empiricism

A

knowledge based on sensory experience or objective observations

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3
Q

concurrent validity

A

criterior-related validity; the degree to which a new test correlates with an established test of known validity

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4
Q

correlational coeffecient

A

a number of index that indicates the relationship between 2 or more independent measures

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5
Q

multiple baseline design

A

a single subject design that avoids disadvantage of treatment withdrawl

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6
Q

interval

A

numerical scale that can be arranged according to rank orders or levels/equal intervals

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7
Q

8 months-1year

A

variegated/nonreduplicated babbling stage

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8
Q

function of CN VI

A

motor: eye movement

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9
Q

Broca’s SOL

A

Broca’s area, L hemisphere, BA 44 and 45

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10
Q

dysphagia: CV V motor

A

chewing

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11
Q

Function of CN V

A

sensory: face
motor: jaw

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12
Q

neologistic paraphasias

A

non-existent or unrecognizable word is produced

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13
Q

logorrhea

A

excessive and inappropriate production of speech, often tangential and meaningless

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14
Q

Wernicke’s

A

-most common of fluent

-impaired compression with fluent but very semantically compromised expression

-cannot repeat

-lack of awareness/insight

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15
Q

Wernicke’s SOL

A

Wernicke’s area, left hemisphere, BA 22

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16
Q

transcortical sensory SOL

A

parietal temporal area, Wernicke’s area is spared, L hemisphere, BA 22

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17
Q

condtion aphasia

A

-repetition is difficult

-auditory comprehension spared

-good error awareness

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18
Q

conduction SOL

A

arcuate fasciculus, superior longitudinal track (connects Broca and Wernicke’s), left parietal region

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19
Q

anomic aphasia

A

-word retrieval is main impairment

-some high level aud comp but mostly spared

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20
Q

anomic SOL

A

angular gyrus, left parietal lobe

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21
Q

Broca’s aphasia

A

-most classic nonfluent

-verbal expression limited

-auditory comprehension relatively intact

-articulation is often awkward

-agrammatism

-words are more content words

-difficult repetition

-high deficit awareness

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22
Q

transcortical motor

A

-repetition is good, but every other output is limited

-auditory comprehension is good

-articulation is relatively good

-lots of paraphasias and syntax errors

transcortical motor

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23
Q

transcortical motor SOL

A

around Broca’s area, supplemental motor area

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24
Q

global aphasia

A

everything is impaired across modalities - expression, reception

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25
global SOL
not really localized; large infarct on L hemisphere, pretty significant stroke or other lesion
26
degree of hearing loss: normal
-10 to 15 dB
27
degree of hearing loss: slight
16 to 25 dB
28
degree of hearing loss: mild
26 to 40 dB
29
degree of hearing loss: moderate
41 to 55 dB
30
degree of hearing loss: moderate-severe
56-70 dB
31
degree of hearing loss: severe
71-90 dB
32
degree of hearing loss: profound
91 dB+
33
distinct pattern of hearing loss that is characterized by dip at 2000 Hz
Carhart's notch
34
what is suspected cause of Carhart's notch?
abnormal bone growth in otosclerosis that affects movement of stapes
35
speech recognition threshold
test that determines softest level at which client can hear and understand speech
36
retrocochlear HL/disease
refers to damage to nerve fibers that transmit auditory signals from internal auditory meatus to cortex
37
what is disproportionately low in retrocochlear HL?
word recognition (compared to pure tones)
38
what causes retrocochlear HL?
acoustic neuroma and Recklinghausen disease
39
what are the 5 steps in fluency shaping method?
1. teaching (teach client to recognize stuttering and associated problems) 2. desensitizing (encouraging client to be open and honest about stuttering and voluntarily stuttering in many speaking situations to reduce anxiety) 3. modifying (teaching client to produce more fluent, easier, and less abnormal stuttering - cancellations, pull outs, prepartory sets) 4. stabilizing (encouraging client to use techniques of stuttering modification in all speaking situations to make tx gains more stable and long lasting) 5. counseling (encouraging client to discuss emotions and attitudes they associate with stuttering)
40
determinism
events have causes, nothing happens without a cause
41
deductive method
explain first and verify later method
42
inductive method
experiment first and explain later approach
43
null hypothesis
zero; states that 2 variables are not related
44
alternative hypothesis
states that 2 variables are related; perhaps that one is the cause of the other
45
validity
the degree to which an instrument measures what is purports to measure
46
predictive validity
criterion validity; accuracy with what a test predicts future performance on related task
47
what type of validity?: a score on the PRAXIS exam may predict performance as a clinician
predictive validity
48
what type of validity?: how a nest test correlates with an old test
concurrent validity
49
construct validity
degree to which test scores are consistent with theoretical constructs or concepts
50
what type of validity?: as children grow older, their language will improve
construct validity
51
content validity
determines if items on a test adequately sample the full range of skill being tested and if they are relevant to what the test purports to measure
52
internal validity
degree to which data in a study reflect a true cause-effect relationship; no confounding variable was present/only tx produced the positive changes in clients who received
53
external validity
generalizability; extent to which investigators can extend or generalize the study's results
54
Hawthorne effect
extent to which a study's results are affected by participants' knowledge they are taking part in an experiment or they are being treated different than usual
55
what are threats to internal validity?
1. instrumentation 2. history 3. statistical regression 4. maturation 5. attrition 6. testing 7. subject selection biases 8. interaction factors
56
what are threats to external validity?
1. Hawthorne Effect 2. multiple tx inference 3. reactive or interactive effects of pretesting
57
reliability
refers to consistency with which the same event is measured repeatedly; if consistent across repeated testing or measurement
58
single subject designs
help establish cause and effect relations based on individual performances under different conditions of an experiment
59
nominal
numerical scale that can be arranged according to rank orders or levels; concepts such as greater than/less than; no mathematical meaning; intervals, but probably not equal
60
ratio
true (absolute) zero point and is possible to make math comparison; highest level of measurement
61
PICO format?
-Patient, population, problem (how would you describe a group of patients similar to yours? what are most characteristics of patient) -Intervention, prognostic factor, or exposure (what main intervention/prog factor or exposure are you considering? what do you want to do for patient?) -Comparison (what is the main alternative to compare with the intervention?) -outcome (what can you hope to accomplish, measure, improve or affect? what are you trying to do for patient?)
62
4 main ideas of ASHA Code of Ethics
1. safeguarding client welfare 2. clinical competence 3. responsibility to the public 4. responsibility to the profession
63
location and primary deficit: flaccid
-LMN -weakness
64
location and primary deficit: spastic
-bilateral UMN -spasticity
65
location and primary deficit: ataxic
-cerebellum -incoordination
66
location and primary deficit: hypokinetic
-basal ganglia -rigidity and decreased ROM
67
location and primary deficit: hyperkinetic
-basal ganglia -involuntary movements
68
location and primary deficit: unilateral UMN
-unilateral UMN -weakness, incoordination, spasticity
69
phonation stage age
birth-1 month
70
cooing or gooing stage age
2-4 months
71
expansion stage age
4-6 months
72
canonical/reduplicated babbling stage age
6-8 months
73
developmental milestones for birth-3 months
-displays startle response to loud sounds -visually tracks or moves eyes to sound source -attends to and turns head toward voice -smiles reflexively -cries for assistance -quiets when picked up -ceases activity/coos back when person talks -vocalizes predominantly vowels
74
developmental milestones for 4-6 months
-responds by raising arms when the mother says, "come here" and reaches toward the child -moves/looks to family members when named -explores vocal mechanisms through vocal play -begins to produce adult-like vowels -begins marginal babbling; produces double syllables -responds to name -vocalizes pleasure and displeasure -varies volume, pitch, and rate of vocalization
75
developmental milestones for 7-9 months
-looks at some common objects when name is spoken -comprehends no -begins to use gestural language -uses a wide variety of sound combos -imitates intonation and speech sounds of others (9 months) -uses variegated babbling -uses inflected vocal play and intonation patterns -uncovers hidden toys
76
developmental milestones for 10-12 months
-understands up to 10 words -begins to relate symbols and objects; uses first true words -gives blocks, toys, objects upon request -understands and follows simple directions regarding body action -looks in correct place for hidden toys -turns head instantly to own name -gestures/vocalizes to indicate wants/needs -jabbers loudly; uses wide variety of sounds and intonations
77
order of acquisition of grammatical morphemes (14)
1. present progressive -ing (19-28 months) 2/3. prepositions in, on (27-30 months) 4. regular plural inflection -s (24-33 months) 5. irregular past tense verbs (25-46 months) 6. possessive -s (26-40 months) 7. uncontractible copula (27-39 months) 8. articles (28-46 months) 9. past tense regular -ed (26-48 months) 10. regular third person -s (26-46 months) 11. irregular third person (28-50 months) 12. uncontractible auxiliary (29-48 months) 13. contractible copula (29-49 months) 14. contractible auxiliary (30-50 months)
78
what are the steps in the cycle approach?
1. review 2. auditory bombardment 3. target words 4. auditory bombardment pt 2 5. probe 6. play 7. homework
79
dysphagia: CN V sensory
bolus position in oral cavity, touch, pressure
80
dysphagia: CN V other
help hyoid up and forward (floor of mouth)
81
dysphagia: CN VII sensory
taste (anterior 2/3rd of tongue)
82
dysphagia: CN VII motor
labial closure, salvation (visceral motor)
83
dysphagia: CN IX sensory
reception of bolus at faucial isthmus, triggers pharyngeal swallow, taste (posterior 1/3rd)
84
dysphagia: CN IX motor
assist in laryngeal elevation and forward movement (via styloglossus)

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