M2 Flashcards
(143 cards)
1
Q
SOAP
A
subjective( patient behavior)
Objective( Strategies/data)
Assessment (analyze progress/ even look to past)
Plan( plan going forward)
2
Q
cognitive-communication skills
A
Broader than pragmatic specific
Relevance, Cohesion, Attention, Concentration
3
Q
Dose
A
Number of teaching episodes per session
4
Q
Dose form
A
Task or activity in which teaching episodes are delivered
5
Q
Dose frequency
A
Number of sessions per unit of time
6
Q
Amyotrophic lateral sclerosis
A
Associated with mixed dysarthria(flaccid-spastic)
damage to both upper and lower neurons
Lou Gehrig’s disease
7
Q
Multiple Sclerosis
A
Associated with spastic and ataxic dysarthria
8
Q
Ataxic dysarthria
A
damage cerebellum
imprecise consonants, irregular articulatory breakdowns, equal and excess stress, prolonged phonemes, monopitch, monoloudness, and harsh vocal quality.
9
Q
damage cardiac surgery
A
recurrent laryngeal branch vagus nerve
10
Q
putuku excercise
A
measures articulatory coordination
11
Q
blow into straw
A
respiratory excercise
12
Q
sustain /a/
A
measure laryngeal or velopharyngeal function
13
Q
Functional communication training
A
training replacement communication behaviors for challenging behaviors.
14
Q
Social Communication, Emotional Regulation, and Transactional Suppor
A
core defecits of autism
15
Q
Noise exposure
A
is the most common preventable cause of hearing loss.
16
Q
sensorineural hearing loss
A
damage in the cochlea or cranial nerve VII and VIII
17
Q
TEACCH program
A
classroom centered approach for children with autism
18
Q
The Hanen – More Than Words
A
family-centered, social-pragmatic, specifically for families with autism
19
Q
Hanen- It takes two to talk
A
family centered focused on parent follow the lead strategies
20
Q
Phonological awareness
A
syllables, rhymes, and sounds.
21
Q
Morphonlogical Awarness
A
meaningful prefixes/ suffixes
22
Q
translational research
A
take discoveries from basic science to applications in human health and well-being(clinical problem)
23
Q
Melodic intervention therapy
A
treat nonfluent aphasia starts with two to three commonly used phrases
Client taps out rhythm while clinician produces a hummed utterance
Client and clinician intone utterance in unison
Client and clinician speak utterance in unison with exaggerated prosody
Client imitates clinician’s model of spoken utterance
24
Q
aspiration risk
A
coughing, choking, or wet vocal quality
25
24 months
two-step directions and identify body parts
26
symbolic or pretend play
18 to 24 months
27
word combinations
no later than 24 months
28
Logographic or pre-alphabetic word-level
associate spoken words with environmental print without knowledge of letter-sound correspondence
29
Automatic word recognition
proficient and fluent reading of most words by sight.
30
Transitional reading
partial knowledge of sound-letter correspondence such as using the first or last letter of a word to guess the word or sight word vocabulary for familiar words.
31
lexical diversity
number of different words
32
MLU
measures grammatical development
| avg words per utterance
33
number of total words
measures language productivity
34
words per minute
measures verbal fluency
35
Stuttering related to
hemispheric asymmetry, especially with increased motor activity in the motor centers of the nondominant (commonly the right) hemisphere of the brain.
36
otoacoustic emissions testing.
inner hair cells cochlea
37
Core vocabulary approach
child’s best production of a target word – even if it does not match the adult target
same word produced many different ways
38
criterion referenced
scores not dependent on other children
39
Cholesteatoma
Abnormal growth in the middle ear space
40
Meniere’s disease
Excess fluid in the inner ear
41
Acoustic neuroma
Tumor of the auditory nerve
42
Every Student Succeeds Act
1% alternate form educational assessments
43
secondary prevention
early detection/screening/early intervention
44
primary prevention
stop disorder before it occurs/protective
45
tertiary prevention
treatment disorder
46
semantic categorization
sorting objects by function
47
vocal nodules
resonant voice therapy
48
type token ratio
lexical diversity,
| number of different or unique words in a sample (or types) divided by the total number of words
49
Clausal Density
Clauses per utterances
| syntactic complexity
50
Neurogenic stuttering
acquired fluency disorder in which stuttering appears after some type of neurological insult
51
Cluttering
disorganized, rushed, and “jerky.
52
Developmental stuttering
present from early childhood
Characteristics: mostly on content words(nouns/verbs), word initial position, adaptive ( each time repeated more fluent), self conscious
53
Psychogenic stuttering
acquired from stress or psychogenic
54
1 risk factor for dementia
hearing loss
55
Peer-mediated intervention
reciprocal and responsive use of augmentative and alternative communication between children with autism spectrum disorder and peers during routine activities.
56
primative reflex response infant
rooting, sucking, suckling(6 months)
57
sucking
tongue raising and lowering in conjunction with a tight labial seal to create a decrease in oral pressure to draw liquid into the mouth.
58
suckling
piston-like movement that includes tongue protrusion and tongue retraction, in addition to mandibular movement in preparation for receiving food.
59
esophageal speech
direct air into the esophagus (by swallowing, inhalation, or injection) and then to use that air to vibrate the upper esophageal segment to produce voicing
60
Tracheoesophageal speech
a prosthesis diverts air exhaled from the lungs into the upper esophageal segment, which vibrates to produce voicing.
61
what level artic intervention begins
baseline 50-75%
62
Laryngitis
above esophageal sphincter (extraesophageal )
63
Esophagitis
below esophageal sphincter (esophageal)
64
least to most difficult auditory models
unison - mimed - immediate - successive - delayed.
65
unison
auditory models
| the clinician and the client produce the target at the same time
66
Mimed
auditory models
the clinician silently mouths the target for the child,
emphasizing the movement of the articulators, while the child produces the target.
67
Successive
auditory models
| the child produces the target several times after the clinician provides the model.
68
ankyloglossia
```
tongue tie or short frenulum
most common difficulty-breastfeeding
other difficulties (r, th)
```
69
vocab words made up of
tier 1, tier 2, tier 3
70
Tier 1
most common
| often learned with no implicit instruction
71
tier 2
not common in conversation but common in written language. Academics School vocab
72
Tier 3
domain specific vocab (medical, engineering, etc.)
73
Type I punishment
providing an unpleasant consequence in response to a behavior. It serves to decrease the frequency of the behavior.
74
Type II punishment
refers to removing a pleasant stimulus in response to a behavior. For example, taking a preferred toy away
75
The Lee Silverman Voice Treatment
loudness
76
The Lessac-Madsen Resonant Voice Therapy
optimizing the laryngeal configuration while using the least respiratory effort
77
Conversational training therapy
emphasizes voice awareness, efficient voice production, and conversational narratives and is grounded in motor learning theory
78
phonemes not present in spanish language
/v, z, ʃ/
79
Cervical auscultation
Provides auditory information about the pharyngeal phase of the swallow
stethoscope on the throat to listen to the sounds of swallowing
80
twins
Twins are at increased risk for delayed onset and delayed early language milestones, referred to as the “twinning effect.” This effect is more substantial for monozygotic twins than dizygotic twins.
81
The horizontal approach
for structuring therapy involves the selection of multiple targets that are addressed simultaneously during therapy sessions
82
the vertical approach
one or two targets are taught to criterion before introducing or advancing to the next target.
83
Cycles Approach
focusing on a single set of targets for a predetermined period of time before advancing to the next target or pattern. Once all targets or patterns are addressed in therapy, the clinician can “cycle” back to the beginning targets to determine appropriateness for further remediation.
84
K-W-L procedure
oral and written language
| known, want to know, learn
85
Expansion
the clinician reformulates a child’s utterance into a more complex, complete version
86
Extension
the clinician adds information to a child’s utterance
87
Turnabout
adult ask question in response to child to elicit further response
88
Landau-Kleffner syndrome
onset 5-7
progressive epileptic disorder (seizure)
regress language skills receptive before expressive
89
Rett Syndrome
genetic regressive disorder that causes children to lose speech in addition to coordination and use of their hands
90
Childhood epilepsy with centrotemporal spikes
most common form childhood epilepsy(seizure)
| mild language regression if any
91
myoclonic epilepsy
muscle/motor/balance
92
tongue down/in
up down movement
| reduce tongue thrust
93
Responsive naming
naming task involves no physical stimulus presentation
94
Confrontation naming
Regular the presentation of an object or picture, a physical stimulus,
95
mazes
repeat or revise part of an utterance
96
childs first 50 word stage most to least
nominals(50%, nouns), modifier words, action words, personal/social words
97
working memory
not new task but require new learning utilizing working memory (tech)
98
primary component AAC
language/communication
| symbols, vocabulary, and method of message generation
99
secondary component AAC
user interaction
| User interface, access, accommodations needed for access
100
tertiary component AAC
long term use
| portability, Equipment needs, training, technical support needs
101
effortful swallow
improve hyolaryngeal elevation and excursion and easier to learn than the Mendelsohn maneuver
102
Greatest risk factor for down syndrome
mothers age
103
congenital laryngeal web first appears
10th week
104
Oral and written language are
reciprocally related in school-age children
105
stimilus
condition that elicits target behavior in therapy (ex: artic pic card)
106
type I error
the null hypothesis is rejected but is actually true
107
type II error
the null hypothesis is accepted but should have been rejected.
108
Compensatory strategy
work around clients defecits rather than improve
109
PBIS
Positive Behavior Interventions and Supports
110
family centered approach
goals can be written by the family
111
Pierre Robin syndrome
small lower jaw, a wide U-shaped cleft palate, and upper airway obstruction
112
Crouzon syndrome
craniosynostosis, maxillary hypoplasia, exorbitism, and hearing loss
113
Beckwith-Wiedemann syndrome
mandibular prognathism, hypotonia, macroglossia, creases in earlobes, and conductive hearing loss
114
Hunter syndrome
abnormally large, heavy, malfunctioning brain), hearing loss, enlarged liver, and delayed dental eruption.
115
Voice Banking
personalization of the voice output on a speech-generating device
116
cumulative intensity
dose × frequency × duration
117
s/z ratio
should be close to 1 anything over 1.4 suggests laryngeal pathology
118
functional equivalence
the appropriate behavior, or replacement behavior, must meet the child’s communication needs in an efficient and effective way
119
Response match
the replacement behavior must match the communicative function of the challenging behavior
120
The Gilliam Autism Rating Scale
screening tool autism
121
gold standard diagnose autism
Autism Diagnostic Observation Schedule – 2nd Edition
122
Confronting
note inconsistencies or conflicting messages to facilitate change
123
constraint-induced language therapy
no compensatory strategies or nonverbal modalities
| focus on restoring verbal output fcn instead of compensating
124
delayed auditory feedback
stutters becomes more fluent when the person can hear his or her own speech following a delay(echo)
Speech Easy Device
125
school age language disorders
persist
126
isolated cleft lip (no palate)
low risk for speech concerns related to cleft
127
Pearson’s r correlation
0-1
A negative sign means that the relationship is negative. A positive sign means that the relationship is positive. The closer to 1 the stronger the relationship
128
Paralinguistic features pragmatics
prosody , intelligibility
129
Extralinguistic features pragmatics
gestures and bodylanguage(nonverbal)
130
cognitive tasks
ability to solve a problem
131
The Lidcombe Program
response-contingent approach for stuttered versus stutter-free speech
132
interference
produces a sound or grammatical structure differently because of the influence of his or her other language
133
Metacognition
reason or analyze ones own thought processes
134
Right hemisphere damage
effect discourse primarily (language area)
135
anarthric
complete loss of ability to articulate speech
136
autism is
multigenic
137
2 types interpreters
consecutive(ex: two spoken language) listen interpret then respond/ and simultaneous( ex:sign languge)
138
Direct therapy designed to change speech behaviors has been found to reduce stuttering in adults
50-60%
139
PECS system
emphasizes requesting and commenting(in final stages) not recipricol communication
140
developmental language disorder
specific language impairment (defecit w/ no cause)
| hallmark symptom omission of specific verb morphemes
141
velocardiofacial syndrome
Cardiac problems, cleft palate, velopharyngeal inadequacy,
142
Roughness
Perception of irregularity in the voice
143
Strain
Perception of excessive vocal effort
