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Intro to Communication Diseases > Midterm 1 > Flashcards

Midterm 1 Flashcards

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1
Q

What is language?

A

A highly sophisticated way of communication
- symbolic, rule-based, and generative
-Language may be spoken, written, gestures, or signed
-Constantly evolving and changing

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2
Q

Organic communication disorder

A

The cause of the communication disorder is known; Identifiable medical diagnosis or other condition that is causing the communication disorder
Ex: Aphasia due to stroke, Speech sound disorder due to cleft lip/palate

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3
Q

Functional communication disorder

A

No medical diagnosis
-No organic cause to the problem
Ex: speech delay

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4
Q

Habilitation

A

helping someone develop/improve a skill
-Ex: kid seeing a SLP to help language

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5
Q

Rehabilitation

A

helping someone regain a skill that was lost
-Ex: got in a car crash and can’t walk, so they go to physical therapy to relearn

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6
Q

Compensatory

A

someone might have an issue that cannot be resolved, so you help them adapt/deal with it
ex: a communication board for people who can’t speak, or a wheelchair for those who can’t walk

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7
Q

What degree does an SLP need to practice clinically?

A

masters

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8
Q

What is the ASHA Big 9?

A

the wide scope of interests SLP’s and AuD can work in

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9
Q

What degree does an AuD need to practice clinically?

A

doctoral degree

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10
Q

Speech mechanisms (3 divisons)

A

resonance system (filter), Phonatory system (source), and the respiratory system (power)

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11
Q

resonance system

A

-filter
-oral cavity: lips, teeth, tongue, jaw, soft palate, hard palate

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12
Q

phonatory system

A

-source
-includes the larynx

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13
Q

larynx function in the phonatory system

A
  1. airway protection: epiglottis flips over and shuts, so food doesn’t go down; makes it go down the esophagus. Similar to vocal folds; they open when you breathe and shut when you swallow
  2. source of sound (vocal fold vibration)
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14
Q

respiratory system

A

-power
-includes: ribcage, diagram, and lungs

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15
Q

rest vs speech breathing

A

For speech breathing, you breathe in a big inhale of air and talk on it until you need more air, you don’t need a lot of breaths per word. For rest breathe a little bit of air taken in in little inhales and exhales

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16
Q

Vital capacity and how it differs in rest vs speech breathing

A

Vital capacity is the maximum amount of air a person can exhale after a full inhalation. In speech breathing, a larger portion of the vital capacity is used compared to rest breathing, where inhalations and exhalations are more shallow and controlled.

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17
Q

2 divisions of the nervous system

A

CNS and PNS

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18
Q

CNS

A

brain and spinal cord

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19
Q

PNS

A

cranial nerves and spinal nerves

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20
Q

the brain 3 gross divisions

A

brainstem, cerebellum, cerebrum

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21
Q

brainstem

A

autonomic functions; breathing heart rate, swallowing; info hiway for sensory and motor pathways

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22
Q

cerebellum

A

Controls and regulates motor movements. Rate, range, force, posture, balance, and coordination

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23
Q

cerebrum

A

-has two layers: grey and white matter

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24
Q

grey matter

A

outer part composed of cell bodies; processing and regulation of information

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25
White matter
inner part composed of axons (covered in white sheath of myelin); allows communication across different brain areas and with the periphery
26
Cerebrospinal fluid (CSF) system
protects the brain by providing cushioning the brain in the fluid (shock absorption), floats brain, removes waste
27
corpus callosum
left hemisphere and right hemisphere through white matter; tracts coordination
28
4 lobes of the brain
frontal, parietal, occipital, and temporal
29
frontal lobe
expressive language (Broca's area LH), motor movement, executive functions (planning), personality, last to develop
30
Broca's area
In left hemisphere; expressive language
31
temporal lobe
auditory cortex, language comprehension (Wernickes area LH)
32
Wernickes area
In left hemisphere; language comprehension
33
parietal lobe
final destination for sensory information, proprioception
34
occipital lobe
primary visual cortex, other visual processing
35
Cranial nerves (motor)
Trigeminal, facial, vagus, hypoglossal
36
trigeminal (cranial nerve)
chewing and jaw movement
37
facial (cranial nerve)
lips
38
vagus (cranial nerve)
vocal cords, raising the velum
39
hypoglossal (cranial nerve)
tongue
40
Cranial nerves sensory
trigeminal and vestibolcochlear
41
vestibulocochlear
hearing
42
Primary motor cortex vs primary somatosensory cortex
Movement vs senses ex: if i wanna move my finger I use the motor cortex, but it wanna feel my fingers, I use the somatosensory cortex
43
speech
refers to the sounds of spoken language -includes articulation, voice, fluency
44
language
refers to the words and symbols used by a group in a conventional way -can be spoken, signed, written -3 components (form, use, content) and 5 domains (phonology, morphology, syntax, semantics, pragmatics)
45
phoneme
smallest unit of speech -to/do -to/moo -to/sue to/koo -T, d, m, s, and k are all different phonemes
46
allophone
variations don't distinguish meaning and therefore are all perceived as the same phoneme -aspirated vs unaspirated -clear vs dark ex: in light and little, still same phoneme
47
place
where constriction is made
48
manner
how constriction is made
49
vowels
either 1. monophthongs: single vowel - hot, cat, bit, feet 2. diphthongs: a blend of two vowels, perceived as a single phoneme
50
properties of vowels
-tongue height: high, mid, low in oral cavity -place of production (tongue): front, central, or back -lip position: rounded or unrounded -muscle tension: tense or tax -all vowels are voiced
51
prosody
rate (how fast you speak), rhythm (pattern of stress vs unstress), and intensity (raising the pitch of your voice vs keeping it flat)
52
suprasegmental
speech features that are added over multiple segments -two-syllable words either have stress on first syllable or last syllable
53
infant speech perception
-preference for human faces (close together) -prefer speech (specially who they heard in uetro) over other auditory stimuli -can initially perceive most native and nonnative phonetic contrasts -declines sensitivity to nonnative phonemes around 10-12 months
54
stages of babbling
-cooing and gooing, oo vowels -vocal play -marginal babbling: CVs and VCs --Ma, dooo, ug -Canonical (reduplicated) babbling: reduplicated and rhythmic, Cs and Vs stay the same --mamamamamma and dadadad -variated babbling and jargon: Cs and Vs are not reduplicated; jargon= good prosody, rhythm pausing, adult like ----madeegoo
55
General speech development milestones: Early
-Master vowels and diphthongs at 36 months -Nasal, glides at 40 months -Stops at 48
56
General speech development milestones: late
-Liquids -Fricatives -Affrictives -clusters
57
Articulation
motor ability to produce the precise articulatory configurations to produce a given phoneme
58
Phonology
knowledge of the sound system of language -What sounds are contrastive, and what sound combinations are allowed -May be able to articulate a sound but don't understand how specific sounds affect the meaning of the word
59
Phonological processes
the way children naturally simplify word shapes to those they can successfully say -Not about the accuracy of an individual sound, but whether an entire class of sounds or syllable shapes is produced correctly
60
Atypical vs typical phonological processes
Typical: -Final constant deletion: moo for moon -Cluster reduction: back for black -Stopping of fricatives: tun for sun -Gliding of liquids: yight for light Atypical: -Backing: coy for toy -Initial constant deletion: ed for bed -Fricatives replacing stops: sop for stop -Stopping of glides: darn for yarn
61
Receptive language
language comprehension -Ability to understand spoken and written words -Dont requires speaking/writing -Receptive language is more advanced then expressive language
62
Expressive language
Language production -Ability to put thoughts into spoken and written words and sentences in a way that makes sense and is grammatically accurate
63
3 components and 5 domains of lauage
1. form: structure -phonology: small unit of a sound that distinguishes meaning -morphology:smallest unit of a language that has meaning (words and all the little pieces that can be added to change the meaning of the word -syntax 2. Content: meaning -semantic 3. use:why and how -pragmatics
64
Basic milestones
-First words appear around the 1st bday (10-13 months) -Begin combining words once they have 50 words in vocab --Mommy go, more juice, night night 18-24 months
65
At what age do children become intentional communicators
around 9 months
66
MLU
mean length of utterance -total # of morphemes/total # of utterances -corresponds to a child age
67
functional SSD
no known cause for SSD
68
organic SSD
known cause for SSD ex: cleft lip and palate
69
types of SSD's
Substitution error: see → tree Omission error (skipping/combining letters bc word is hard to pronounce): spaghetti → ghetti Distortion error: frontal lisp; sat → that Addition error (adding extra vowel): dog → doga
70
Articulation vs phonology
Articulation is the motor ability to control the articulatory mechanism to produce sounds while phonology is the ability to organize the rule-based patterns that sounds follow to create words -articulation is about how sounds are made, while phonology is about how sounds are organized in a language system
71
Articulation vs phonological disorder
Articulation disorders are usually problems that are restricted to one or a few sounds that are motorically difficult. They're usually understood by others. The problem may or may not be due to obvious structural differences. They're usually not associated with other problems. A phonological disorder affects a whole class of sounds (fricatives, final constants, weak syllables.
72
Components of Assessment for SSD
-Hearing screening (rules out SSD due to HL) -Oral mechanism exam- structure of jaw, palate, lips, tongue and function , CN exam (Rule out structural SSD or MSD) -DDK (diadochokinetic rate testing) measure of speech motor control (rule out MSD) -Phonemic inventory - what sounds are in childs repertoire --Norm-referenced assessment --Speech sampling -Stability testing --For goal planning
73
stop/plosive
replacing sounds that are made with continue airflow with easier sounds that stop air flow (Instead of F they'll use P or B)
74
fricative
partially obstruct the airsatream to create a precise flow of air/turbulence. Lots of f, v, s, z, sh
75
affricative
a stop and fricative. completely obstruct the airtsream then release it with turbulence
76
liquid
simpler sounds for L AND R!!!! wide for ride
77
glides
using simpler sounds for y and w ex: yellow= yeyoh
78
nasal
n, m, ng. only sounds in english made with airflow through the nasal cavity
79
cluster reduction
when a consonant cluster is reduced to a single consonant ex: back for black
80
final consonant deletion
deletion of the final constant in a word ex: ca for cat
81
omission error
skipping/combining letters becayse a word is too hard to pronounce ex: giraffe --> raffe
82
distortion error
lisp
83
addition error
adding a extra vowel to then end of a word

Intro to Communication Diseases (1 decks)

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