Exam Bank Questions - Part 1

Question 0

List 4 different causes of aphasia, other than CVA.

Answer 0

Brain neoplasms (e.g. tumour), traumatic brain injury (TBI), CNS infections (e.g. meningitis), degenerative diseases (e.g. Parkinson’s disease, multiple sclerosis)

Question 1

What is the most common cause of aphasia?

Answer 1

Cerebrovascular accident (CVA)

Question 2

Provide a definition of “aphasia” (include 4 distinct facts as outlined by Hallowell and Chapey (2008)).

Answer 2

Aphasia is an acquired neurogenic communication disorder. It affects the four modalities of language (i.e. speaking, listening, reading, and writing). It does not affect intelligence.

Question 3

Provide a lay definition of “aphasia” (i.e. a definition containing no speech pathology and/or medical jargon. It should include four distinct points).

Answer 3

Aphasia occurs suddenly and affects a person’s ability to communicate and understand. It occurs as a result of brain damage, but it does not affect a person’s intelligence. They still recognise you, they just can’t talk.

Question 4

Provide a lay definition of “stroke” (i.e. a definition containing no speech pathology and/or medical jargon. It should include at least two distinct points).

Answer 4

A stroke occurs either due to a blockage in the blood supply to the brain, or due to too much blood flooding the brain.

Question 5

List four risk factors for CVA.

Answer 5

Diabetes, heart disease, age, family history.

Question 6

What is “atrial fibrillation” (AF or A-fib)?

Answer 6

A type of irregular heart beat.

Question 7

Define “arteriosclerosis”.

Answer 7

A disease that causes atrial walls to become roughened and covered with fatty deposits.

Question 8

List 2 signs of CVA which are included in the Australian National Stroke Foundation’s FAST campaign.

Answer 8

Face (is it drooping on one side?), arms (can they lift both of them up above their head?)

Question 9

Approximately how many people develop aphasia post CVA?

Answer 9

Approximately 1/3.

Question 10

Damage to which branch of the internal carotid artery frequently results in aphasia?

Answer 10

The left middle cerebral artery

Question 11

Define the “watershed areas” of the brain.

Answer 11

Areas that have an overlap in the blood supply from the major cerebral arteries, thus providing some protection from bloody flow occlusions.

Question 12

State the two major types of CVA and identify which type is most common.

Answer 12

Ischaemic (most common), and haemorrhagic.

Question 13

Define “lacunar stroke”.

Answer 13

A type of ischaemic stroke that occurs due to disease of a small cerebral artery.

Question 14

What is an “endarterectomy”?

Answer 14

A surgical procedure that removes plaque build-up within the carotid artery system.

Question 15

Provide a definition of “embolus” and identify the body organ from which emboli most commonly originate.

Answer 15

An embolus is a blood clot or a piece of fatty plaque that forms somewhere else in the circulatory system and breaks off and travels to block off a smaller artery that supplies blood to the brain. An embolus usually originates from the heart.

Question 16

Identify which major type of CVA may be treated using thrombolytic drugs and state within how many hours post onset (according to Murray & Clark, 2006) must this drug be given.

Answer 16

An ischaemic stroke can be treated using thrombolytic drugs. The drug needs to be given within the first 3 hours post onset.

Question 17

What is the main difference between an ischaemic CVA and a haemorrhagic CVA?

Answer 17

An ischaemic CVA occurs due to a blockage win one of the arteries suppling blood to the brain, whereas a haemorrhagic CVA occurs when one of the arteries burst, flooding the surrounding brain tissue with blood.

Question 18

Define a “transient ischaemic attack” (TIA) and list 3 symptoms an individual having a TIA may experience.

Answer 18

A transient ischaemic attack (TIA) is a small & temporary disruption of blood flow to the brain that doesn’t cause permanent brain damage. An individual may experience dizziness, slurred speech, & limb weakness.

Question 19

What is the primary different between a TIA and a “reversible ischaemic neurological deficit” (RIND)?

Answer 19

A TIA occurs for less than 24 hours (usually 5-30 mins), whereas a RIND lasts for more than 24 hours.

Question 20

What is the primary difference between a RIND and a “partially reversible ischaemic neurological deficit” (PRIND)?

Answer 20

A RIND completely resolves in a few days. On the other hand, a PRIND leaves minor deficits.

Question 21

Define “arteriovenous malformation”.

Answer 21

An arteriovenous malformation is a congenital defect in the communication links between arteries & veins that results in weakened arterial walls.

Question 22

Define “aneurysm”.

Answer 22

An aneurysm is a weak, or thin, spot on a blood vessel that causes the vessel to dilate or balloon.

Question 23

Define “homonymous hemianopia” (also called homonymous hemianopsia).

Answer 23

A loss of vision on the same side of both eyes.

Question 24

Define “visual neglect”.

Answer 24

An attentional problem to one side of the body.

Question 25

Define “agnosia” and provide an example of an agnostic error that may be observed during a language assessment.

Answer 25

An agnosia is an inability to recognise objects through an intact sensory modality while being able to recognise the object through a different modality. For example, being unable to name an object when presented it visually, but being able to name it when he/she touches it.

Question 26

Define “apraxia” in terms of a movement disorder associated with stroke.

Answer 26

An inability to carry out on command a motor activity that is easily performed spontaneously.

Question 27

What is the primary difference between “hemiplegia” and “hemiparesis”?

Answer 27

A hemiplegia is paralysis on one side of the body, whereas a hemiparesis is a muscle weakness on one side of the body.

Question 28

Provide a clear examples of (a) transactional communication, and (b) interactional communication that may occur when a passenger communicates with a bus driver (must clearly illustrate the two distinct communication functions).

Answer 28

(a) “One adult ticket, please.”

(b) “Hi, how are you? It’s such a beautiful day, isn’t it? I’m going to spend the day at the beach.”

Question 29

List eight different impacts (not including the language impairment) aphasia may have on the person with aphasia’s life.

Answer 29

Reduced independence, changes in employment, changes to the role in the family, lack of confidence, anxiety, depression, problems with relationships, changes in hobbies.

Question 30

Compare and contrast fluent and non-fluent verbal expression in aphasia, in terms of: (a) speech rate, (b) phrase length, (c) speech effort, and (d) prosody.

Answer 30

Verbal expression in fluent aphasia has a fast speech rate, long phrase length, limited speech effort, and normal prosody. Verbal expression in non-fluent aphasia, on the other hand, has a slow speech rate, short phrase length, increased speech effort, and monotonous prosody.

Question 31

Define “paraphasia” and list the three primary types of paraphasias.

Answer 31

An error of speech characterised by the substitution of wrong sounds/words for target sounds/words. The three primary types are: phonemic paraphasias, verbal paraphasias, and neologistic paraphasias.

Question 32

Define a “phonemic paraphasia” (also called a “literal paraphasia”. It should include 2 distinct points).

Answer 32

The substitution, addition, rearrangement, and/or omission of the target word sound(s). At least 50% of the word needs to overlap phonologically with the intended word, and the ‘new’ word can be a real word or a non-word.

Question 33

Provide an example of a “phonemic paraphasia” for the object ‘pencil’.

Answer 33

Pendil

Question 34

Define a “verbal semantic paraphasia”.

Answer 34

The substitution of the target word for a semantically related word.

Question 35

Provide an example of a “verbal semantic paraphasia” for the object ‘cup’.

Answer 35

Glass

Question 36

Define an “unrelated/wild paraphasia”.

Answer 36

Occurs when the target word is substituted for a word that isn’t related semantically.

Question 37

Provide an example of an “unrelated/wild paraphasia” for the object ‘spoon’.

Answer 37

Banana

Question 38

Define a “neologistic paraphasia”.

Answer 38

An invented word, which is not recognised as being in the person’s language or related to the target word, that appears to serve a linguistic function. The meaning of the word is not apparent in the utterance.

Question 39

Provide an example of a “neologistic paraphasia (neologism)” for the object ‘watch’.

Answer 39

Toozle

Question 40

When attempting to say the word ‘tooth’, a person with aphasia said ‘booth’. Identify the type of paraphasic error.

Answer 40

Phonemic paraphasia (real word)

Question 41

Define “circumlocution”.

Answer 41

Occurs when the PWA describes the target word because they are unable to retrieve the word.

Question 42

Provide an example of circumlocution that a person might use to describe the object ‘hammer’.

Answer 42

It’s used to bang nails (gestures hammering) and join pieces of wood together.

Question 43

Define ‘agrammatism’.

Answer 43

Occurs when the PWA uses mainly content words (nouns, verbs, & sometimes adjectives), omits grammatical morphemes, & infrequently uses functional words (except ‘and’).

Question 44

Provide an example of an agrammatic response (of at least 10 words) that a person with aphasia might use to describe the Boston Diagnostic Aphasia Examination (BDAE) “Cookie Theft” picture.

Answer 44

Kid and stool… jar… no… cookie jar fall… woman… no mum wash… dish… water run… floor.

Question 45

Define “paragrammatism”

Answer 45

The overuse and errors of use of grammatical morphemes & function words.

Question 46

Provide and example of a paragrammatic response (of at least 10 words) that a person might use to describe the BDAE “Cookie Theft” picture.

Answer 46

Two childrens on stool to reaching for a cookie jars. In the floor, water are falls from sink.

Question 47

Contrast “agrammatic” and “paragrammatic” language.

Answer 47

Agrammatic language features infrequent use of function words (except ‘and’) and the omission of grammatical morphemes. The most common words are content words (nouns, verbs, & sometimes adjectives). Agrammatic language is usually a feature of non-fluent aphasia. Paragrammatic language, on the other hand, features errors in grammatical elements (either an over-use, wrong selection, or used incorrectly). It is usually a feature of fluent aphasia.

Question 48

Compare and contrast “jargonistic” and “empty” speech.

Answer 48

Jargonistic speech involves the use of neologisms and other types of paraphasia. It is well articulated and fluent but is almost indecipherable to the listener. Empty speech, on the other hand, involves the use of indefinite words (e.g. thing, it, stuff) without reference to more specific words.

Question 49

Define “anomia”.

Answer 49

Word-finding difficulties associated with naming objects or persons or verbs.

Question 50

Define “press of speech”.

Answer 50

The PWA continues talking when it’s their turn to listen because they want to feel as though they have communicated what they intended to say.

Question 51

What type of aphasia (using the Bostonian Classification system) is “press of speech” most often associated with?

Answer 51

Press of speech is generally associated with fluent aphasia.

Question 52

Define “perseveration” as a characteristic of aphasia.

Answer 52

The inappropriate repetition of a word continuing after the word was needed. There are two types of perseveration: recurrent perseveration, and stuck in set perseveration.

Question 53

Provide an example of “recurrent perseveration” that clearly demonstrates understanding of this type of perseveration.

Answer 53

(Completing a naming activity): PWA shown a picture of a comb and says ‘comb’, then shown a picture of a flower and says ‘comb’, then shown a picture of a plane and says ‘comb’.

Question 54

LIst two terms that may be used in classification schemes other than the Boston/Iowa aphasia classification to describe non-fluent aphasia.

Answer 54

Anterior, expressive

Question 55

List two terms that may be used in classification schemes other than the Boston/Iowa aphasia classification to describe fluent aphasia.

Answer 55

Posterior, receptive

Question 56

Name the 4 types of non-fluent aphasia (according to the Boston/Iowa classification).

Answer 56

Global aphasia, Broca’s aphasia, Mixed transcortical aphasia, Transcortical motor aphasia

Question 57

Name the 4 types of fluent aphasia (according to the Boston/Iowa classification).

Answer 57

Wernicke’s aphasia, Conduction aphasia, Transcortical sensory aphasia, Anomic aphasia.

Question 58

Describe conduction aphasia by identifying: (a) if it is a non-fluent or fluent aphasia, (b) the association tract in the brain that may be affected in individuals with this type of aphasia, and (c) the language characteristic that is typically more affected in conduction aphasia compared to anomic aphasia.

Answer 58

Conduction aphasia is a type of fluent aphasia. The arcuate fasciculus (connects Broca’s area with Wernicke’s area) may be affected. Compared to anomic aphasia, conduction aphasia typically has more affected repetition skills.

Question 59

Identify the cerebral lobe in which the following areas are located: (a) Wernicke’s area, (b) Broca’s area.

Answer 59

(a) Temporal lobe

(b) Frontal lobe

Question 60

Describe the typical language characteristics of a person with Wernicke’s aphasia in terms of: (a) fluency, (b) auditory comprehension, (c) verbal expression, and (d) spoken repetition skills.

Answer 60

A person with Wernicke’s aphasia is generally fluent, but has poor auditory comprehension. Their verbal expression is usually full of paraphasias (e.g. neologistic paraphasia), circumlocutions, paragrammatisms, & empty speech. Press of speech can also occur. The person’s spoken repetition skills are poor, due to their poor auditory comprehension.

Question 61

Describe the typical language characteristics of a person with Broca’s aphasia in terms of: (a) auditory comprehension, (b) verbal expression, and (c) spoken repetition skills.

Answer 61

A person with Broca’s aphasia typically has good auditory comprehension, but poor spoken repetition skills. Their verbal expression is generally effortful and agrammatic, with phrases only 2-3 words long.

Question 62

Compare and contrast the typical language characteristics of a person with conduction aphasia and Broca’s aphasia in terms of (a) fluency, (b) auditory comprehension, and (c) spoken repetition skills.

Answer 62

A person with conduction aphasia is considered fluent, whereas someone with Broca’s aphasia is considered non-fluent. The auditory comprehension of a person with conduction aphasia or Broca’s aphasia is generally good, and both types of aphasia have poor spoken repetition skills.

Question 63

Which language characteristic is typically preserved (i.e. a distinguishing feature) in both transcortical sensory aphasia and transcortical motor aphasia.

Answer 63

Transcortical sensory aphasia & transcortical motor aphasia generally have preserved repetition skills.

Question 64

List four points to describe the verbal expressive language typically observed in a person with transcortical motor aphasia.

Answer 64

May be mute initially; As they recover, they become agrammatic; May be echolalic & perseverate; Difficulty initiating & organising responses.

Question 65

Compare and contrast the typical language characteristics of a person with transcortical sensory aphasia and transcortical motor aphasia in terms of: (a) fluency, (b) auditory comprehension, and (c) spoken repetition skills.

Answer 65

A person with transcortical sensory aphasia is fluent but has poor auditory comprehension, whereas a person with transcortical motor aphasia is non-fluent but has good auditory comprehension. Both types of aphasia have good spoken repetition skills.

Question 66

Identify if Wernicke’s aphasia or Broca’s aphasia is more likely to be associated with weakness on the right side of the body and provide a rationale for your response.

Answer 66

Broca’s aphasia is more likely to be associated with weakness on the right side of the body due to the proximity of Broca’s area to the primary motor cortex.

Question 67

Describe the typical language characteristics of a person with anomic aphasia in terms of: (a) fluency, (b), auditory comprehension, (c) verbal expression, and (d) spoken repetition skills.

Answer 67

A person with anomic aphasia is fluent and has good auditory comprehension. They have good spoken repetition skills, but have significant word finding difficulties, exhibiting unusual pauses, circumlocutions, and the substitution of non-specific words (e.g. this, that, thing).

Question 68

Identify the type of aphasia according the the Boston/Iowa classification which is typically considered to be the most sever type of aphasia and state in terms of cerebral lesion why this type of aphasia typically results in severe language difficulties.

Answer 68

The most sever type of aphasia is global aphasia. This is because the cerebral lesion is extensive, and usually involves both Broca’s & Wernicke’s area (thus resulting in severe language difficulties).

Question 69

Describe 2 ways in which the language characteristics of a person with transcortical sensory aphasia would typically differ from the language characteristics of a person with Broca’s aphasia.

Answer 69

A person with transcortical sensory aphasia has poor auditory comprehension but good repetition skills, whereas a person with Broca’s aphasia has good auditory comprehension but poor repetition skills.