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final exam Flashcards

(104 cards)

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1
Q

general rationale for NBHS

A

-around 2/1000 newborns will not pass
-more than 90% of children are with HL are born to hearing parents

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2
Q

hearing screening protocol

A

-auditory brainstem response (ABR)
-otoacoustic emossions (OAEs)
-two tier
-two technology

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3
Q

two tier screening

A

OAE then onto ABR is OAE if not passed

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4
Q

two technology screening

A

OAE and ABR testing

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5
Q

types of hearing loss

A

conductive, sensorineural, and mixed

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6
Q

conductive HL

A

problem with transmission of sound waves to the inner ear
-CAUSES : fluid in middle ear, otitis media, excess wax, poor tube function

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7
Q

sensorineural HL

A

results from damage to inner ear or nerve function (inner ear hair cells or auditory nerve)
-CAUSES : genetics, ototoxic drugs, illness, aging, noise exposure

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8
Q

mixed HL

A

a combination of both conductive and SNHL

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9
Q

types of amplification available

A

hearing aids, cochlear implants, bone anchored hearing aids, and hearing assistive technology

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10
Q

communication approaches

A

sign language, speech + sign, cued speech, auditory-oral, auditory-verbal

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11
Q

sign language

A

assists in language acquisition
-concept level

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12
Q

oral modality

A

demonstrate higher levels of performance after implantation than children who use total communication

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13
Q

how can hearing impairment affect phonology

A

-consonant deletion
-vowels are distorted
-prosodic features differ
-intelligibility can be decreased
-challenges with learning phonological awareness skills

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14
Q

how can hearing impairment affect morphosyntax

A

-simple sentences
-difficulty with morphological development
-expressive and receptive delays

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15
Q

how can hearing impairment affect semantics

A

-slowed vocabulary development
-concrete words over abstract
-difficulty with multiple meaning words

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16
Q

how can hearing impairment affect pragmatics

A

-less frequent communication skills
-difficulty with figurative language
-difficulty with topic maintenance

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17
Q

autism spectrum disorder (ASD)

A

neurodevelopment disorder characterized by deficits in social communication and social interaction and presence of restricted, repetitive behaviors

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18
Q

neurodiversity

A

term used to describe the concept that brains have natural difference from each other

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19
Q

diagnostic criteria for ASD

A

diagnostic and statistical manual of mental disorders, fifth edition (DSM-5) made changes to the criteria

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20
Q

DSM-5 criteria for diagnosis

A

-persistent deficits in social communication and social interaction across multiple context
-restricted, repetitive patterns of behaviors, interest, or activities
-symptoms must be present in the early developmental period
-symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
- disturbances are not better explained by intellectual disability or global developmental delay

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21
Q

deficits in social interactions are manifested as

A

-social emotional reciprocity
-nonverbal communication behaviors use for social interaction
-developing, maintaining, and understanding relationships

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22
Q

patterns of behaviors include

A

-stereotypes of repetitive motor movements
-insistence of sameness, inflexible adherence to routines
-highly restricted, fixated interests that are abnormal in intensity or focus
-hyper or hypo activity to sensory input or unusual interest in sensory aspects of environment

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23
Q

change from DSM fourth edition to fifth edition

A

DSM-5 calls is autism spectrum disorder with rett syndrome as its own thing

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24
Q

causes that may cause ASD

A

genetics - hundreds of genes have been associated with autism or syndromes related to autism in recent years
neurobiology - functional connectivity
environmental - parental exposure in toxins, parental and maternal age

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25
red flags for ASD
-limited eye contact/facial expressions -minimal gestures -no joint attention -delayed babbling -delayed first words -does not join in play
26
what is the SLP's role in assessment of ASD
hearing screening, case history, language assessment, speech screening/assessment
27
how can ASD affect phonology
phonological processing
28
how can ASD affect morphology
-irregular morphemes may be more challenging -some difficult with pronouns
29
how can ASD affect semantics
-early delays in vocabulary and gesture usage -first words appear around 38 months
30
how can ASD affect syntax
-short, simple sentences -immediate or delayed repetition of language
31
how can ASD affect pragmatics
-deficits in joint attention -difficulty initiating and maintaining conversations -limited range of communication functions -immediate and delated utterance's -overuse of questions -few gestures used
32
ASD treatments
early intervention, picture exchange, core board, social stories, and social thinking
33
early intervention for ASD
child led play based treatment approach
34
picture exchange communication system (PECS)
supports the use of symbolic communication through picture exchange -based on behaviorism
35
core board
low tech AAX that contains high frequency words -can be used on devices
36
social stories
help children learn about social behaviors and pragmatics within specific contexts
37
social thinking
methodology for supporting pragmatic language and social skill
38
criteria for intellectual disability
-impairments in intellectual functioning -impairments in adaptive functioning -impairments begin during infancy/childhood
39
causes of intellectual disability
prenatal - genetic syndromes, maternal illness, toxin exposure, malformation perinatal - anoxia during birth postnatal - infections, TBI, seizure disorders, toxins, pediatric stroke
40
most common cause of intellectual disability
genetics cause around 45% of the time -down syndrome and fragile X are most common along those
41
what is the SLP's role in assessment of intellectual disability
-diagnosing a communication disorder -determining the severity -considering AAC support -referring to other professionals -support families in decision making
42
language and cognition
cognition develops as language is learned and internalized
43
how can intellectual disability affect phonology
-reduced vocalizations -increased use of phonological processes, and may persist longer -can have low intelligibility
44
how can intellectual disability affect morphosyntax
-delayed rate of acquisition -sentences may show reduced syntactic complexity -may be reliant on word order
45
how can intellectual disability affect semantics
-may struggle with receptive language -slower word acquisition -more difficulty with abstract meaning
46
how can intellectual disability affect pragmatics
-similar use of pragmatic function -difficulty assessing pragmatics of others -may not request clarification when needed
47
treatment principles for intellectual development
-family centered approach -engage in inter professional practice -strength based approach -focus on functional communication -provide treatment in natural contexts -plan early for transition
48
transitioning from a school system
-conversation about it early on -IEP documentation -utilize entire team -update documentation with student's current strengths and needs -discuss resources and options for transitioning out of family home
49
developmental language disorder (DLD)
a neurodevelopmental communication disorder that interferes with learning, understanding, and using language. these language difficulties are not explained by other condition, such as hearing loss or autism.
50
diagnosis criteria of DLD
-difficulty with acquisition and use of language -language abilities that are below age expectations -emerges during development -not the results of a known causal condition
51
main differences between SLI and DLD
SLI : normal nonverbal IQ, often identified using standardized testing DLD : those with below average nonverbal IQ, uses standardized testing
52
what is the SLP's role in diagnosis DLD
they do diagnose -case history -hearing screening -oral mech -language sample -standardized language testing -literacy screening or assessment
53
static assessment
-standardized protocol -snapshot of child's language skills -examiner does not give feedback or instruction -emphasis on assessment product
54
dynamic assessment
-captures what a child can do with varying levels of support -examiner gives cues to scaffold -emphasis on assessment product
55
how can DLD affect phonology
-may or may not have a co-occuring speech disorder -often can struggle
56
how can DLD affect morphosyntax
-use fewer grammatical inflections or make errors -difficulty with complex syntax
57
how can DLD affect semantics
-delays in first words -slower vocab acquisition and word -use of filler words -semantic networks aren't as rich
58
how can DLD affect pragmatics
-not all will have significant effects -difficulty relaying stories -difficulty adapting message to listener and giving sufficient info
59
treatment principles for DLD
-support overall language development -provide therapy in an integrated way -goals should target functional communication
60
DLD treatment
hanen, BBC, cause/effect toys, dialogic reading, sensory bins, barrier games
61
hanen
parent training programs -target word practice for late talkers -it takes two to talk for young children with language delay
62
babble boot campe (BBC)
parent coaching by an SLP for infants with several disabilities
63
cause/effect toys
-helps reinforce the natural consequences of communication attempts -ex. wind up toys, racetracks, bubbles
64
dialogic reading
uses shared storybook reading to help enhance language -adults supports the child in telling the story
65
sensory bins
play based approach to elicit language -can be created around themes or holidays
66
barrier games
are set up so a child and SLP cannot see what the other one is doing -one gives directions and other listens -requires child to give and follow directions, engage in the perspective taking, and check for understanding
67
simple view of reading
decoding and language comprehension RESULTS in reading comprehension
68
dyslexia
specific learning disability that is neurobiological -difficulties with accurate and fluent word recognition and poor spelling abilities -result from a deficit in phonological component of language
69
problems in word recognition
-difficulty with decoding printed words -spelling problems usually persistent through adulthood -improvement with word reading accuracy with therapy
70
4 areas of phonological processing
phonological awareness, memory, retrieval and production
71
phonological awareness
ability to appreciate sounds within language and manipulate them
72
phonological memory
encoding and storage of phonological information in memory -assessed through memory span tasks
73
phonological retrieval
word finding difficulty
74
phonological production
difficulty producing complex speech sound sequences -can be measured through non word repetition tasks
75
language characteristics of dyslexia
-language delay -speech sound difficulties or disorders (mixing sounds up in words or articulation disorders) -language disorder (grammatical markers) -omit functional words -difficulty rhyming words
76
gold standard assessment of dyslexia
-language assessment -test of phonological processing -test of word reading
77
5 components of language
syntax, morphology, phonology, semantics, and pragmatics
78
syntax
word order
79
morphology
word structure
80
phonology
how sounds are put together
81
semantics
word meaning
82
pragmatics
study of rules that govern language
83
disability models
-moral -medical -rehabilitation -social -sociopolitical -social justice -critical disability
84
3 types of service types
-multidisciplinary : shared -interdisciplinary : collaborative effort -transdisciplinary : role release
85
subtypes of SSD
functional, organic, motor/neurological, structural, sensory/perceptual
86
how can speech disorders impact input
-auditory processing -discrimination of speech -phonological recognition -phonetic discrimination
87
how can speech disorders impact storage
-phonological representation -semantic representation -moto program
88
how can speech disorder impact output
-motor programming -motor planning -motor execution
89
purpose of speech assessment
-determine the nature and severity of speech delay or disorder -provide information for decision making about treatment
90
components of a speech assessment
case history, hearing screening, language screening, speech sample, oral mechanism exam. standardized testing
91
considerations for multilingual speech assessment
-dialect is not a disorder -may need to use articulation assessments -use parents or caregivers as a resource -reach out to SLPs in other countries if needed -intelligibility speech scale
92
apraxia
affects motor planning and programming -inconsistent errors on consonants and vowels
93
dysarthria
neuromuscular execution of speech -errors are pretty consistent -characterized by impairment in CNS or PNS
94
articulation
process of planning and executing speech sounds -can we say it?
95
phonology
language conventions that govern how phonemes are combined -do we say it
96
articulation treatment
targets phonetic level
97
phonology treatment
targets phonemic level
98
apraxia treatment
establish motor programs
99
dysarthria treatment
establishing functional communication
100
cleft palate characteristics
-delayed onset of babbling -smaller phonetic inventory -later acquisition of vocabulary -presence of compensatory articulation errors
101
cleft palate treatment
support speech skills after repair
102
compensatory articulation
learned articulation behaviors in which sounds are produced farther back in the oral cavity to compensate for the cleft -once they become a part of children's system, they can be difficult to correct -may continue even after repair
103
primary characteristics of stuttering
changes in speech
104
secondary characteristics of stuttering
attempts to move past stutter

SHS 470 (2 decks)

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