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intro to communication disorders > Lectures 1-7 > Flashcards

Lectures 1-7 Flashcards

1
Q

Articulatory / Resonating System:

Velum:

A
  • Velum
    • Also called the soft palate
    • Located in the pharynx
    • Uvula: Termination of the velum
    • Velopharyngeal closure
      * Contact of the velum with the lateral and posterior pharyngeal walls * Velar elevation
    • Necessary to prevent air or food escaping through the nose
    • Necessary to build up air pressure for production of pressure sounds
    • Air that escapes through the nose during speech results in a nasal quality
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2
Q

Articulatory/ Resonating system

Composed of:

Vocal tract:

A
  • Composed of
    • Oral cavity
    • Nasal cavity
    • Pharyngeal cavity
  • Vocal tract is a resonant acoustic tube
    • Shapes sound energy produced by respiratory and laryngeal systems into speech sounds
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3
Q

The laryngeal system

Thyroid cartilage:

Thyroid prominence:

Vocal folds:

Glottis:

A
  • Thyroid cartilage
    • Largest laryngeal cartilage
    • Forms the front and sides of the laryngeal skeleton and protects the
      inner components of the larynx
  • Thyroid prominence
    • “Adam’s apple”; just below the thyroid notch
  • Vocal folds
    • Attached at the front near the midline of the thyroid cartilage and at the
      back to the arytenoid cartilages via the vocal ligament
    • Abduct during respiration and adduct during phonation
  • Glottis
    • The space between the vocal folds
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4
Q

The laryngeal system

Thyroid cartilage:

Thyroid prominence:

Vocal folds:

Glottis:

A
  • Thyroid cartilage
    • Largest laryngeal cartilage
    • Forms the front and sides of the laryngeal skeleton and protects the
      inner components of the larynx
  • Thyroid prominence
    • “Adam’s apple”; just below the thyroid notch
  • Vocal folds
    • Attached at the front near the midline of the thyroid cartilage and at the
      back to the arytenoid cartilages via the vocal ligament
    • Abduct during respiration and adduct during phonation
  • Glottis
    • The space between the vocal folds
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5
Q

The laryngeal system:
Primary biological function of the larynx

Larynx:

A

-Primary biological function of the larynx
* Prevent foreign objects from entering the trachea and lungs
* Larynx can impound air for forceful expulsion of foreign objects threatening lower airways
* Structures of the Laryngeal System

  • Larynx
    * Air valve composed of cartilages, muscles, and other tissue
    * Main sound generator for speech
    * Sits on top of the trachea and opens into the pharynx
    * Appears to be suspended from the hyoid bone, the point of attachment for laryngeal and tongue muscles
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6
Q

The respiratory system

Muscles of the respiratory system:

A

Muscles of the respiratory system:
Inspiratory muscles – generally above the diaphragm
Expiratory muscles – generally below the diaphragm
Muscles of Inspiration

Diaphragm
* Principle muscle of inspiration
* Dome-shaped structure composed of a thin, flat, nonelastic central tendon and broad rim of muscle fibers that radiate to the edges of the central tendon
* Contracts during inspiration, pulling down and forward, increasing
lung volume
* Numerous thoracic and neck muscles also contribute

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7
Q

The respiratory system

Primary Biological functions:

A

-Primary biological functions (in alveoli)
–> supply oxygen to the blood
–> remove excess carbon dioxide

-The generating source for speech production

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8
Q

Speech production is complex

Anatomy=

Physiology=

Three physiological subsystems involves in speech production:
Respiratory:
Laryngeal:
Articulatory/ resonatory:

A

Anatomy= study of structures of the body and relationship of the structures

Physiology= study of the functions of organisms and bodily structures

Three physiological subsystems involves in speech production:
Respiratory: Driving force for speech via positive air pressure beneath vocal folds
Laryngeal: vocal fold vibrate at high speeds
Articulatory/ resonatory: An acoustic filter that allows certain frequencies to pass while blocking others

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9
Q

Writing Goals

A
B
C
D

A

A: Actor – Who is expected to do the behavior?
B: Behavior – What is the observable and measurable behavior?
C: Condition – What is the context or condition of the behavior?
D: Degree – What is the targeted degree of success?

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10
Q

Intervention Plan:

Goal characteristics:

A

Goal Characteristics :

-functional
-measurable
-attainable

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11
Q

Process of assessment (in this order):

Screening:

Formal Assessment:

Defining the Problem:

A

Screening:
-whether a problem exists

Formal Assessment:
-occurs after someone recognizes the possibility of a problem

Defining the Problem:
-Assessment of communication disorders
—–Systematic process of obtaining information from various sources, through various means, and in different settings
—–Verify and specify strengths and weaknesses, identify possible causes of problems, and make plans to address them
-Diagnosis: Distinguishes an individual’s difficulties from a broad range of possible problems

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12
Q

Assessment (definition)

A

-the systematic process of gathering information about an individual’s background, history, skills, knowledge, perceptions, and feelings

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13
Q

Categorizing Disorders:

What area is impacted?

Etiology:

Congenital:

Acquired:

Dialects:

A

What area is impacted?
-reception
-processing
-expression
-or a combination

Etiology: cause/origin of a problem

Congenital: present at birth

Acquired: result of illness, accident, or environmental circumstances later in life

Dialects: differences that reflect regional, social, cultural, or ethnic identity

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14
Q

Speech processes

Articulation:

Fluency=

Rate:

Voice=

Pitch:

Habitual Pitch:

Intonation:

A

Articulation:
-the way speech sounds are formed
-prosody–> rate and rhythm, suprasegmentals–> stress, intonation

Fluency=
-smooth, forward flow of communication

Rate: the speed at which we talk

Voice=
Pitch: perception of how high or low a sound is

Habitual Pitch: basic tone an individual uses most of the time

Intonation:
-pitch movement within an utterance
-can reveal different meanings

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15
Q

Components of language: Use

Pragmatics:

A

Pragmatics:
-the purpose of language; varies with culture

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16
Q

Components of Language: Content

Semantics:

A

Semantics:
-the meaning of language
-semantic features–> pieces of meaning that together define a word
-each word has multiple meaning
-language form and use determine which definition is most appropriate in context

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17
Q

Components of language: Form

Phonology:

Morphology:

Syntax:

A

Phonology:
-sound system of language
-English consists of 43 sounds
-phonotactic rules specify how sounds can be arranged

Morphology:
-structure of words
-morphemes are the smallest grammatical units
-free morphemes can stand alone
-bound morphemes change the meanings of words

Syntax:
-how words are arranged in a sentence and how words affect each other

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18
Q

Language Definitions:

Language:

Generatives:

Dynamic:

Grammar:

A

Language:
-socially shared code
-rule governed

Generatives:
-you can create new utterances

Dynamic:
-languages change over time

Grammar:
-rules of language

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19
Q

Communication disorders:

Communication differences:

A

Communication disorders:
-significant difficulties in formulation, transmission, and/or comprehension
-compared to those with the same language, dialect and cultural background

Communication differences:
-when an individuals communication pattern differs substantially from those of the person or persons with whom he or she is communicating

20
Q

Classification of Communication Disorders

When did the disorder occur?

How did the disorder occur?

A

When did the disorder occur?
-developmental (congenital)
-acquired (after birth)

How did the disorder occur?
-organic (structural)
-functional (no structural cause)

21
Q

Disorders of feeding and swallowing

A

-pediatric feeding and swallowing problems
-adult dysphagia

-intervention for feeding and swallowing disorders
—> ranges from preterm infants with a weak sucking response to adult patients recovering from stroke

22
Q

Speech Disorder

What is it?

Classified as:

A

-atypical production of speech sounds
-interruption in the flow of speaking
-abnormal production and/or absence of voice quality
—> pitch, loudness, resonance, duration

Classified as:
-articulation and phonological disorders
-fluency disorders
-voice disorders
-motor speech disorders

23
Q

Language Disorder

Impairment in:

Affects who:

Disorder examples:

A

-Impairment in comprehension and/or use of spoken, written, and/or other symbol systems

-affects children and adults

-receptive language disorder
-expressive language disorder
-reading disabilities –> dyslexia

24
Q

Auditory System Disorder

Result of:

Examples:

A

-a result of impaired sensitivity of the auditory or hearing system

-sensorineural hearing loss
-conductive hearing loss
-auditory processing disorders –> deficits in processing information from audible signals

25
Q

Service through a lifespan:

School-age children:

TBI:

Over 65:

Hearing loss Affects:

A

School-age children:
-school-age children with communication difficulties also have academic and social problems

TBI:
-1.5-2 million Americans sustain a TBI each year
-may cause cognitive and/or motor problems that interfere with communication and eating

Over 65:
-stroke, neurological disorders, and cognitive impairments affect communication and swallowing in those over 65

Hearing loss Affects:
-hearing loss may affect 1/4 of older adults

26
Q

Service through the lifespan:

Age:

How many people have a disability:

Babies:

A

Age: individuals with communication disorders may be any age

How many people have a disability:
-1 in 5 people have a disability
-2% of children born in the U.S. have an existing disabling condition

Babies:
-babies and toddlers may exhibit developmental delay

-Infants are screened for hearing loss and other disabilities
-an interdisciplinary approach is necessary
-early intervention is highly valuable- can help a child “catch up” to same-age peers
-preschoolers may attend a preschool disabled program to meet their needs

27
Q

Communication disorders

Impair the ability to:

May affect:

Range:

How does get a disorder:

Other disorders and disabilities:

A

Impair the ability to:
-receive, send, and process and comprehend concepts or verbal, nonverbal, and graphic information

May affect:
-hearing
-language
-speech

Range:
-from mild to profound severity

How does get a disorder:
-developmental
-acquired

Other disorders and disabilities:
-may be present in combination with other disorders or disabilities

28
Q

Evidence Based Practice (combines 3 key things)

A

-Integrate scientific evidence and knowledge from several perspectives
-clinical expertise
-client perspective

*process by which the clinician integrates these three areas to arrive at the best plan of action for a particular client

29
Q

Communication Disorders in Historical Perspective

Audiology became a profession in=

Boom in=

Federal mandates affecting those with communication disabilities=

A

Audiology became a profession in= 1920s

Boom in= 1940s–> WWII

Federal mandates affecting those with communication disabilities=
-1975 education for all handicapped children act
-1986 education of the handicapped amendments
-1990 individuals with disabilities act
-2004 reauthorization of IDEA

30
Q

Speech, Language, Hearing Scientists

A

-provide the research which clinicians use as the base for their methodology when assessing and providing treatment to patients

31
Q

Audiology

A

-a professional specializing in the non-medical management of the auditory and balance systems
-access and provide habilitation
-includes auditory processing disorders
-may dispense hearing aids

Nature of Work: specialize in the study of
-normal and impaired hearing
-prevention of hearing loss
-identification and assessment of hearing and balance problems
-rehabilitation of personas with hearing and balance disorders

32
Q

Speech-language Pathology

A

-the scientific and professional study of the disorders of verbal communication, their assessment and treatment, as well as the disorders of swallowing, their assessment and treatment

Nature of work:
-work with a full range of human communication and related disorders
-evaluate and diagnose
-provide intervention
-speech, language, cognitive communication, hearing, and swallowing disorders

33
Q

Disordered Communication

A

A communication disorder or impairment is present when a person has significant difficulty in one or more of these aspects of communication when compared to other people sharing the same language, dialect, and culture
-formulation
-transmission
-reception
-comprehension

34
Q

Speech Chain (in this specific order):

Formulation=

Transmission=

Reception=

Comprehension=

A

Formulation= put thoughts and ideas into words to share with others (INVOLVES LANGUAGE)

Transmission= fluently express thoughts and ideas to others (INVOLVES SPEECH)

Reception= receive the communication sent by another person (INVOLVES HEARING)

Comprehension= interpret the communication sent by another person (INVOLVES LANGUAGE)

35
Q

Speech (definition)

A

-neuromuscular process by which we turn language into a sound signal that is transmitted through the air (or other medium) to the receiver

-speech involves using voice and articulators (ex. tongue, lips) to make sounds that produce words and sentences

-the most common modality of communication between humans

-BUT 2/3 of human communication is non-verbal

36
Q

Hearing (definition)

A

Hearing or audition is the perception of sound; applied to communication, audition is the perception of speech

37
Q

Language Domains (ways to examine language)

*think of triangle or Venn diagram

Content=

Form=

Use=

A

Content (semantics)= what it is we are talking about

Form (syntax, morphology, phonology)= how we organize sentences, words, and sounds

Use (pragmatics)= how language is shared with others

38
Q

Domains of Language

Semantics=

Phonology=

Morphology=

Syntax=

Pragmatics=

A

Semantics= meaning of words and word combinations (vocabulary)

Phonology= organization of phonemes (sounds)

Morphology= organization of words

Syntax= organization of sentences (grammar)

Pragmatics= language use for social discourse

39
Q

Language Definition

A

-describes the cognitive process by which we formulate ideas and thoughts

-socially shared code that uses a conventional system of arbitrary symbols to represent ideas about the world that are meaningful to others

-socially shared code is RULE-DRIVEN so that communication partners can successfully understand the and formulated ideas and thoughts

40
Q

Nonverbal communication:

Artifacts:

Kinesics:

Proxemics:

Tactiles:

Chronemics:

A

Artifacts:
-general appearance, possessions

Kinesics:
-body language; includes gesture and facial expressions

*Space and time

Proxemics:
-physical distance between communication partners

Tactiles:
-touching behaviors

Chronemics:
-effect of time on communication

41
Q

Communication

Method:

Types:

Purpose:

A

Method:
-shared symbol set –> verbal or nonverbal

Types:
-formal
-informal

Purpose:
-request
-reject
-comment

42
Q

Terminology:

Encoding=
Decoding=
Semiotics=

A

Encoding= creation of a message (sender)
Decoding= translation of a message (receiver)
Semiotics= the sings used in communication (ex. gestures, pictures, letters)

-excellent communicators are good at both encoding and decoding

43
Q

Communication disorder

A

a diagnosed condition in which a person is unable to say correctly what they want to say (expressive language), and/ or is unable to understand some or most of what is being said (receptive language)

44
Q

Communication Science

A

is an academic field that examines how people communicate as individuals, within a society, and in various cultures

45
Q

Communication

A

-The process of sharing information between two or more persons through a common system of symbols, signs, and or behaviors

-The transmission of thought or feelings from the mind of speaker to the mind of the listener

intro to communication disorders (4 decks)

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