Exam2 Flashcards
(109 cards)
0
Q
Refers to the functions of the structures
Ex: sight, audition
A
Physiology
1
Q
Refers to the structure
Ex: eyes, ears
A
Anatomy
2
Q
Toward the front
A
Anterior
3
Q
Toward the back
A
Posterior
4
Q
Toward the top
A
Superior
5
Q
Toward the bottom
A
Inferior
6
Q
Towards the outside
A
External
7
Q
Towards the inside
A
Internal
8
Q
Towards the body
A
Proximal
9
Q
Away from the body
A
Distal
10
Q
Towards the nervous sys
A
Afferent
11
Q
Away from the nervous sys
A
Efferent
12
Q
Measures what it says it measures
A
Validity
13
Q
An air cell of the lungs, formed by the terminal dilation on tiny air passageways
A
Alveoli
14
Q
Malleus (hammer), incus, stapes
Is attached to TM and starts to vibrate, turning sound waves into mechanical energy
A
Ossicular chain
15
Q
A ball of food that’s ready to swallow
A
Bolus
16
Q
Systematic process of gathering info about an individs background, history, skills, knwldg, perceptions, and feelings
A
Assessment
17
Q
A series of 3 layered membranes:
1st - pia mater
2nd - arachnoid mater
3rd - dura mater
A
Meninges
18
Q
Fluid that circulates btwn the pia and arachnoid mater
A
Cerebrospinal fluid (CSF)
19
Q
How consistently it measures skills
A
Reliability
20
Q
A test or task that provides a quick check on an individuals performance in a particular area
A
Screening
21
Q
The act of swallowing
A
Deglutition
22
Q
Afferent, bring impulses TO the cell
A
Dendrite
23
Q
Efferent, take impulses FROM the cell to next neuron
A
Axon
24
A swallowing disorder
Dysphagia
25
* carries sensory info from the body to the brain
* carries motor info from the brain to the body
* damage to the CNS can cause a variety of physical probs depending on the location and severity of the damage
Functions of the CNS
26
Structures that protect the CNS
Bone,Meninges, & Cerebrospinal Fluid
27
* directly atop the spinal cord
* relay station btwn body & brain
* manages
* cardio (heart)
* respiratory (breathing)
* vasomotor (blood vessels)
Brainstem
28
* coordination of motor & muscle movements
* maintaining muscle tone
* monitoring movement range & strength
* maintaining posture & equilibrium
* maintenance of body's position in space
* limited cognitive role
Cerebellum
29
* cerebral cortex - largest of the 3
* cognitive function
* thinking, planning
* rationalization, creating
* problem solving
* 2 mirror image hemis - left & right
* separated by the longitudinal fissure
* connected by corpus collosum
* comm btwn the 2 hemis takes place thru corpus collosum
* L controls R & R controls L
Cerebrum
30
* Personality
* Executive Function
* Broca's area - responsible for spch production, including fluency of spch --> is in left hemis
Frontal Lobe
31
* comprehending oral and written lang
* perceiving and integrating sensory & perceptual info
* math calculations
Parietal Lobe
32
* Heschl's gurus interprets auditory input (left)
| * Wernicke's area lang comprehension (left)
Temporal Lobe
33
* Processes visual info
| * Damage can cause cortical blindness
Occipital Lobe
34
Trigeminal V 5
Facial sensation
35
Facial VII 7
Facial movement
36
Acoustic VIII 8
Hearing & Balance
37
Glossopharyngeal IX 9
Tongue sensation
38
Vagus X 10
Pharyngeal movement
39
Accessory XI 11
Head & shoulder movements
40
Hypoglossal XII 12
Tongue movements
41
Trachea, Larynx, Oral & nasal cavities
Upper respiratory
42
Lungs,
Bronchi, alveoli
Housed in thorax (chest cavity)
Lower Respiratory
43
mucus membrane lined tube from nasal cavity to the esophagus
three section
Nasopharynx, Oropharynx, & Laryngopharynx
Pharynx
44
cartilaginous box on top of the trachea
suspended from hyoid bone
3 cartilages: thyroid, circoid, arytenoid
Larynx
45
* outer most part of the ear
| * Pinna (auricle), external auditory cannal (EAC), outer boundary of the tympanic membrane (ear drum)
Outer Ear
46
* Bony, air filled
* Eustachian tube runs from mid ear to pharynx & serves as a pressure equalizing tube
* Inner boundary of the tympanic membrane (sounds hit it & cause it to vibrate)
* Three ossicles(ossicular chain): Malleus, Incus, Stapes
Middle Ear
47
* Fluid filled cavity
* Mechanical energy is converted into hydraulic energy
* Located inside temporal bone
* 3 chambers: Vestibule, Semi-Circular Cannals, & Cochlea
Inner Ear
48
1.____ Prep Stage
•Preping the bolus
•Placing the bolus (on blade for transport)
2.____ Transport Stage
•Soft palate elevates to close off nasal cavity
•Lips create tight seal
•Tongue blade drops, moving bolus back in oral cavity
•Tongue tip raises against hard palate
(bolus moves to pharynx)
Oral Phase
49
* Tonsils on down to pharynx
* Propulsion of food
* Epiglottis closes over trachea
Pharyngeal Phase
50
* Esophageal muscles in Peristalsis
| * Wavelike muscle movements propel food into stomach, then to intestines for digestion
Esophageal Phase
51
* Breathing
* Draw in O into the lungs; release CO2
* #6 Upper and Lower __________
Respiration
52
* Takes air from respiration & turns it into sound
* #7 Pharynx and Larynx
* Vocal folds
* two thin sheets of tissue
* voice-the creation of sound by the vibration of the vocal folds
* Trachea
* Tube that transports air into lungs
Phonation
53
* Takes air from phonatory sys & turns it into spch
* Approx 40-45 sounds in SAE
* Responsible for manipulating the sounds for spch: maxilla, mandible, lips teeth, hard & soft palate, tongue
Articulation
54
* Velum raises & lowers
| * Velopharyngeal insufficiency/ incompetentcy (VPI)
Resonation
56
The 4 Purposes of Assessment
1. To identify skills that a person does & does not have in particular area of comm (identify strengths & needs)
2. To guide design of intervention for enhancing a person's skills in a particular area of comm (short & long term goals)
3. Monitor growth (is process being made? if so how much? are the goals being met?)
4. Qualify for special services (Public schools, Medicare, Medicaid, Private insurers all require some documentation of need)
56
What are characteristics of theoretical knwldg?
* knwldg about typical comm & how a disorder impacts comm. Teachers only
* this is why you have coursework
57
What are the 4 areas of clinical knwldg
1. Theoretical Knwldg 2. Empirical Knwldg
| 3. Practical Knwldg 4. Personal Knwldg
58
What are characteristics of empirical knwldg?
* knwldg you get from reading research - scientific lit.
| * how do i know PECS is effective as an alternative comm sys
59
What are characteristics of practical knwldg?
* knwldg gained thru clinical experience with other clients with the disorder
* *UHSLH Clinic
60
What are characteristics of personal knwldg?
* knwldg of the values & needs of clients & their fams
| * knwing each clients needs, interest, values - including cultural competence (P.136)
61
What are the 6 stages of the assessment process?
1. Screening & Referral
2. Designing individual assessment protocol
3. Administering the protocol
4. Interpreting the findings
5. Developing an intervention plan
6. Monitoring progress & outcomes
62
What are characteristics of screening?
* quick check of an individs performance in a particular area
* Pass - no further testing; Fail - needs further testing
* results do NOT determine presence of a disorder
* done during key developmental times (birth - 5yrs)
* chronic ear infections need regular screenings, stroke,TBI•
63
What are characteristics of referral?
* referred to by: pediatricians, ENTs, neurologists, dietitians, teachers, school nurses, psychologists, & developmental physician
* we also make referrals: OT/PT, ENT, pediatricians,& developmental physician
64
What are the characteristics of designing individual assessment protocols?
Individualized, Sensitivity, Comprehensive, Unbiased & Family Centered
65
What are the characteristics of individualized?
* one size does not necessarily fit all
| * interests, age, area of concern, must be considered
66
What are the characteristics of sensitivity?
* accurately identifies whether or not there's a prob (doesn't over or under identify, no false positives/negatives)
* accurately determines severity
67
What are the characteristics of comprehensive?
•assessive all aspects of the prob; assess stuttering during reading, spontaneous spch, etc
68
What are the characteristics of unbiased?
•accurate regardless of race, gender, culture, SES, etc
69
What are the characteristics of family centered?
•shares observations of strengths/weaknesses, priorities/values
70
What are the characteristics of administering the protocol?
chart review, interview, systematic observation
71
What are the characteristics of chart review?
* review the individuals developmental, medical & educational history (milestones met? med issues? edu hist)
* info from other professionals - prior diagnosis
72
What are the characteristics of interview?
•of parent, caregiver, spouse, family. allows you to ask relevant q's; get clarification on nature, hist, extent. affect on ADLs
73
What are the characteristics of systematic observation?
•observing how the individual functionality performs w/in natural environment: school, work, home
74
What are the characteristics of interpreting the findings?
Diagnosis - presence/absence of a disorder
Differential diagnosis
Label & severity level
Prognosis
75
What are the characteristics of diagnosis?
* does a disorder exist
* if the performance is significantly lower than what the general population of the same profile
* AND functional effect on ADL (school, work, home)
76
What are the characteristics of differential diagnosis?
* correctly diagnosing a disorder from a related disorder when symps & causes are shared
* articulation vs phonological vs apraxia, lang vs articulation
77
What are the characteristics of label & severity level?
* what is the disorder/impairment & how severe
| * mild, moderate, severe, profound
78
What are the characteristics of prognosis?
* what is the expected changes as a result of treatment
| * subjective predictions by the clinician based on severity, age, disorder, support, etc
79
What are the characteristics of an intervention plan?
Functional, Measurable, Attainable
80
Functional
Make sure the goals will actually help them in real life
81
Measurable
how will you know they have completed the goal
82
Attainable
they must be realistic
83
What is monitoring progress & outcomes?
Assessments should be given during certain intervals to:
•Determine if progress is being made
•Determine if any changes need to be made to treatment plan
•Determine if the client needs to be discharged
84
What are the three purposes of treatment
Prevention
Remediation
Compensensation
85
What is prevention?
* attempting to prevent the disorder from emerging
| * targeting "at risk" populations (low SES groups, preemies, early onset recurring OM, mult-lang homes)
86
What is remediation?
* intervention designed to slow progress or reverse progress of disorder already identified
* seeing an SLP for an expensive lang disorder
* " " for vocal nodules
* audiologist assisting teacher w/ classroom amplification
87
What is compensation?
* minimize the effects of the disorder when the disorder is not likely to improve
* learning strategies to utilize residual hearing for someone w/a severe hearing loss or hearing aids
* eye gaze boards for an individ w/ALS (O.J. Brigance)
88
Know what SMART is?
```
Specific
Measurable
Attainable
Realistic
Teachable
```
89
What is specific?
what are we targeting
90
What is measurable?
how will i know its been met
91
What is attainable?
can this be done in a semester, session
92
What is realistic?
dont have a goal for spking if child will likely never spk
93
What is teachable?
is this a skill that can actually be taught
94
Characteristics assessments should contain
Systematic process of gathering and individs: background info, history, knwldg, perceptions, and feelings
Comprehensive, Unbiased, Valid, Multidisciplinary
95
What is comprehensive?
dont just gather info in one area
96
What is unbiased?
accuracy regardless of race, gender, culture, native lang, etc
97
what is valid?
Measures what is claims to measure
98
What is multidisciplinary?
involves professionals from diff disciplines
99
What are long term goals?
* overall outcome
* big picture, very broad
* standard by which therapy can be terminated
100
What are short term obj
* each step you take to achieve the LTG
* must be observable and measurable
* very specific
* should be linked to real life needs
101
Know the 4 types of assessments
Norm referenced
Criterion referenced
Performance based
Dynamic assessment
102
What is norm referenced - standardized?
* uniform administration procedures
* must be given the same way to each person
* NO HELP!
103
What is norm referenced - normative samples?
* The population group in which the standards are based upon
| * who was in the sample? various races? ethnic groups? individs w/ disabilities
104
What is norm referenced - standard scores?
* results are reported in terms of standard scores
| * most schools, insurance companies, medicaid, medicare, require standard scores to qualify patients/clients
105
What is criterion referenced?
* present level of performance (PLOP)/ CRT
* performance compared to a specific standard (criterion)
* used to document treatment progress
106
what is performance based?
* Situating the assessment in authentic context
* such as at work or in the classroom
* the comm demands are diff at work than at church
* bc norm referenced tests only tell if a disorder may exist - not how to treat it
* results give direct info about where to start treatment
107
what is dynamic assessment
* how much help is necessary for him to be successful at a specific task
* Forms of assistance: auditory, physical, visual, verbal
* levels of complexity: minimal, maximum
108
Know difference btwn test and assessment
TEST: only a section is tested
ASSESSMENT: tests everything
