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final exam Flashcards

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1
Q

voice disorder

A

disorders of vocal disturbances where there is a problem initiating or controlling the voice

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2
Q

what is included with voice production

A

pitch - frequency of vibration
loudness - amplitude
quality - complexity

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3
Q

factors that influence voice

A

dysphonia, nonorganic, and organic factors

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4
Q

dysphonia

A

any condition of poor or unpleasant voice quality

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5
Q

nonorganic factors

A

aphonia - absence of audible phonation
emotional problems - stress or anxiety

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6
Q

organic factors

A

laryngitis, tumors, paralysis, vocal fold webbing, etc.

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7
Q

organic voice problems

A

pathology of disease affecting larynx or vocal tract
-most alter mass of vocal folds
-ex. edema, tumors, webbing, etc.

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8
Q

functional voice problems

A

due to faulty voice use or psychogenic factors

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8
Q

functional voice problems

A

due to faulty voice use or psychogenic factors
-vocal abuse or vocal hygiene
-sypmtoms range from whispered, breathness, hoarse, variation in pitch and loudness

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9
Q

vocal hyperfunction

A

includes any voice disorder characterized by excessive laryngeal tension or overly forceful closure of the vocal folds (vocal abuse or misuse)

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10
Q

vocal hypofunction

A

includes voice disorder characterized by incomplete closure of the vocal folds (neurologic disorders such as unilateral vocal fold paralysis, myasthenia gravis, and muscular dystrophy)

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11
Q

dysphagia

A

swallowing disorder characterized by the difficulty moving food from the mouth to the stomach

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12
Q

phases of a swallow

A

anticipatory stage : sensory information
oral stage : preparatory phase and transport phase
pharyngeal stage : protect the airway and directs the bolus towards the stomach
esophageal stage : as the bolus passes through the upper esophageal sphincter, the larynx lowers and moves backward to resume breathing

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13
Q

acute dysphagia

A

resulting from a stroke or some other incident

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14
Q

gradual deterioration dysphagia

A

resulting from a progressive disease

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15
Q

what should be considered when developing a dysphagia plan

A

positioning, cueing, bolus modification, and swallowing strategies

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16
Q

treatment goals for dysphagia

A

-prevention of aspiration, malnutrition, and dehydration
-re establishment of oral intake of food and liquid

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17
Q

postural techniques for dysphagia

A

chin down, chin elevated, head turn, head tilt, and lying down

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18
Q

maneuvers for dysphagia

A

supraglottic swallow, super-supraglottic swallow, effortful swallow, mendelson maneuver, and masako manuever

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19
Q

exercises for dysphagia

A

shaker exercises, tongue exercises, and transference of treatment effects

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20
Q

other considerations for dysphagia treatment

A

sensory stimuli, dietary changes, medical procedures, and neuromuscular electrical stimulation

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21
Q

what is the main difference of swallows for adults compared to pediatrics

A

adults had a normal swallow and children have yet to acquire normal eating skills

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22
Q

aspiration

A

when food or liquid enters a person’s airway and eventually the lungs

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23
Q

dysarthria

A

impaired ability to execute motor movement (weakness of oral muscles)

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24
subsystems for dysarthria
respiration, phonation, resonance, and articulation
25
respiration treatment
establish consistent controlled exhalation to support speech
26
phonation treatment
efficient vocal fold closure during speech
27
resonance treatment
decrease hypernasality by generation of intraoral pressure
28
articulation treatment
improved speech sound production with constraints of impairment
29
aphasia
language disorder as a result to brain damage -impaired comprehension and/or extension
30
two broad types of aphasia
fluent and non fluent
31
fluent aphasia
impaired comprehension (wernicke's area), normal or fast rate of speech, unaware of their errors -wernicke’s -transcortical sensory -conduction -anomic
32
non fluent aphasia
comprehension varies, reduced vocabulary, agrammatic, impaired articulation/rate, usually aware of their errors -broca’s -transcortical memory -global
33
FAST for a stroke
Face - smile and observe if one side of the face drops Arms - raise both arms and see if one drops Speech - have them count and notice if speech is slurred or strange Time - call 911 if any of the above is a yes
34
speech characteristics with aphasia
aphasia - word finding difficulties paraphasia (phonemic and semantic) - substitution perseveration - inappropriate continuation of a response subpropositional speech - grammar is fluent by over learned phrases are used on a higher scale agrammatism - syntactic deficit of the omission of function words
35
what is the goal of treatment for aphasia
improve communication skills to the highest degree possible
36
restorative/linguistic treatment
individuals linguistic knowledge has been disrupted and these skills can be strengthened or restored through direct instruction -intensive and repeated therapy activities to improve linguistic skills that have been affected (syntax, word finding, phonology, etc.)
37
substitutive/compensatory treatment
language function has been lost in an individual with aphasia, need to establish functional communication -use procedures to encourage whatever modalities are available to the individual to convey messages successfully -social communication, basic needs, daily planning, reading/writing/number concepts
38
traumatic brain injury
external insults to the brain from vehicular accidents, gunshots, sports related accidents, falls, explosions, etc.
39
executive functions
goal directed behaviors such as self-awareness, problem solving, planning/sequencing, regulating emotions, impaired pragmatic skills, reasoning
40
functional domains
motor, attention, memory, processing speech, language, visuospatial, executive function, and mood
41
stuttering
abnormally high frequency and/or duration of stoppage in the forward flow of speech -cause is unknown but there is a influence by genetic and environmental factors
42
core behaviors of stuttering
basic manifestations seemingly beyond voluntarily control -repetitions, prolongations, blocks, disfluencies primarily on first sound or syllable
43
secondary behaviors
develops over time as learned reactions to core behaviors and occur as break from stutter -escape behaviors (head nods, eye blinks, and jaw tremors) -avoidance behavior (substitutions, tension, pauses)
44
treatment approaches
fluency shaping - increase fluent speech stuttering modification - teach client to stutter more easily
45
language disorders
abnormal acquisition, comprehension, and/or use of spoken or written language
46
characteristics of language disorders
inattention, impulsivity, hyperactivity, ADD, perseveration, and echolalia
47
why do children have language problems
primary vs. secondary, developmental or acquired, delayed vs. aberrant, range of severity
48
primary disorder
primary deficit in the absence of other developmental areas
49
secondary disorder
association with other impairments
50
development disorder
present from birth or occurs at the onset of language acquisition
51
acquired disorder
loss of language function due to illness or trauma
52
delayed disorder
proceed through the same acquisition but at a slower rate
53
aberrant disorder
proceed with atypical acquisition that is different from the normal sequence
54
range of severity
can range along a continuum of mild to profound impairment
55
do language problems impact communication skills?
not necessarily because communication can occur without language
56
do language problems impact school performance?
yes, language is a rule covered system that involves symbols and verbal behavior
57
how do we measure the complexity of a child's developing language skills?
pretreatment baselines provide opportunities for the client to demonstrate communicative behavior
58
what are some language intervention techniques
parallels talk and self talk, modeling (“mand” modeling), expansion, recast, creating opportunities
59
phonology
sound system of language
60
phonological disorder vs. articulation disorder
phonological is a sound system, articulation is the motor component
61
patterns of errors for phonological problems
stopping, final consonant deletion, velar fronting, gliding, cluster reduction
62
what occurs for patients with phonological problems
phonological processes, distinctive features, and paired oppositions
63
articulation
emphasis is on the motor component of speech
64
patterns of error for articulation disorders
substitution, omission, addition, and distortion of sound at the motor level
65
what occurs for patients with articulation disorders
motor practice (drilling) traditional approach, motor kinesthetic approach, distinctive features, and paired oppositions
66
what disorders result in articulation problems
cleft palate, hearing impairment, and apraxia
67
cleft palate
big concern : non developmental approach because deficits are the result of structural and NOT developmental factors
68
hearing impairment
omission of final consonants, substitutions of voiced consonants for voiceless, vowel errors, distortions of fricatives and affricates
69
apraxia
motor planning disorder characterized by reduced ability to volitionally sequence movements of the articulators for speech -increase voluntary control over articulatory movements
70
ambilingual
proficient in both native and secondary language
71
equilingual
communicating effectively in both languages
72
semilingual
demonstrating poor mastery in L1 and L2
73
simultaneous acquisition
begin learning both languages from birth
74
sequential acquisition
several years of monolingualism first -may result in loss of L1 or interruption of progress
75
components of goal writting
do, condiiton, criterion
76
'do' statement
explains the condition under what the client will perform -ex. will produce _______
77
condition
description of a specific behavior - ex. will produce x when _________
78
criteria
desired degree of acceptable performance - ex. will produce x when w in _________
79
SOAP notes
subjective, objective, assessment, plan
80
what is included in SOAP notes
-short record of therapy visit -enable monitoring of treatment program -provide information per visit -facilitate continuity of treatment -can vary based on requirements of insurance and/or family
81
individualized education program (IEP)
ensures all children ages 3-21 with special needs receive a free, appropriate public education (FAPE)
82
requirements of an IEP
present levels of performance, annual goals, special education and services, placement recommendation, initiation and duration of service, testing adaptation
83
individual family service plan (IFSP)
for free, appropriate education extended by PL 99-457 to include infants and toddlers birth to 3 years -focuses on the family as a unit
84
components of a IFSP
present level of development, family resources and concerns, major outcomes, EI services, description of natural environment, service coordinator, and transition plan
85
diagnostic reports
summarizes assessment results
86
treatment reports
summary of the treatment provided -not necessarily a discharge from service
87
how do we change communicative behavior?
clinician support starts at a high point them decreases as the advancement in the below : 1. simple response 2. more complex response 3. most complex response 4. spontaneous conversation in all settings

SHS 402 (3 decks)

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