Neuro Flashcards by Sylvia Bettencourt

According to the World Health Organization (WHO), a disability encompasses what?

impairments
activity liitations
participation restrictions

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Components of Language Processing

Phonological processing
Lexical-semantic processing
Morphosyntactic processing
Pragmatics and discourse processing

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Phonological processing

recognize and produce the phonemes in one’s language
follow the rules for how sounds can be combined/sequenced
suprasegmental processing - processing of intonation, stress, and pauses

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2 subsystems of phonological processing

sequencing,

Suprasegmental aspect

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Lexical-semantic processing

accessing meaning through language

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Pragmatics and discourse processing

the ability to correctly interpret and use language based on the social/situational context

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Components of Cognitive Processing

attention
memory
executive functioning

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Types of attention

Sustained attention
Focused or selective attention
Alternating Attention
Divided attention

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Sustained attention,

sometimes called “vigilance”, refers to our ability to maintain our attention over time

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Focused or selective attention

ability to direct attention towards a particular object or sensation while ignoring other competing objects

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Alternating Attention

is attending to one task, attend to another and come back, like in cooking.

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Divided attention

refers to the ability to attend to more than one activity or percept at a time

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Sustained attention tasks

an exercise that requires listening for a target word or sequence on a tape and pressing a buzzer when the word is heard.

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Selective attention tasks

any sustained attention task with a distractor in the background.
Visually, a clear transparent with shapes on it, ask a person to read a paragraph with this overlay of lines criss-crossing and distracting them visually.

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Divided attention task

reading a paragraph for comprehension and simultaneously scanning for a word. So they have to count the number of “and”s and read for comprehension.

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Long term memory

Memory held in permanent storage, available for retrieval at some time in the future.

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Nondeclarative memory

routinized activites

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Declarative

events, facts

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Short term memory

Memory held in conscious awareness, and which is currently receiving attention

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Working memory-

short term memory held in mind long enough to do some mental operation off it.

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Stages of Memory

Encoding-
Storage
Retrieval/recall

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Commonly described components of executive function

planning
organizing
inhibition
cognitive flexibility
problem solving
self-monitoring

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Anomic paraphasia

f they require more than 5 seconds to find the word

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Semantic paraphasia

-think word substitutions or sound substitutions.

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Phonemic paraphasia

sound substitutions.

Anomic circumlocution-

talking around a word finding difficulty, | alos a compensatory strategy

Jargon

strings of neologisms.

Agrammitism

leaving out small grammatical words

Paragrammatism

errors of grammar

Popular Aphasia tests

WAB | BDAE

Dichotomous classification

Fluent vs. non-fluent aphasia

Connectionist classification system

- ssumes that subtypes of aphasia are due to disruption of specific brain regions or the connections between them - kind we use

Aprosodia

- deficits in the production and comprehension of variations of pitch, duration, loudness, and pause time used to convey meaning and emotion - RHD

What is the most common problem with RHD? Why

attention Attetnion -can impact other functions of the RH

What most likely predicts an individual to end up in a nursing home due to safety?

presence of neglect

TBI patients have more pronounced impairment of ________ vs ________, however, because head injuries can be unique, there are exceptions

cognition | language

Types of rating scales used post TBI

Glasgow | Ranchos Los

Classifications of head injuries

open blast closed

Open head injury -

when the skull is fractured or penetrated and the contents of the skull are visible

Blast damage

due to an explosion (like if afghanastan) putting pressure waves. Pressure waves act as a force.

Closed head injury

when the skull is not penetrated and brain is not exposed

Diffuse axonal shearing

microscopic damage to the axons in the brain due to high velocity rotation (movement) of the brain within the skull

Deficits of _________, _________, ________ and _______ are common after TBI and are often greater predictors of functional status (e.g. ability to live independently) than physical status.

perception attention memory executive function

Dementia

Refers to cognitive, communication, and behavioral changes that occur in the context of a progressive medical/neurological condition

mild cognitive impairment

diagnosis given to individuals who have cognitive decline greater than would be expected for their age but whose symptoms are milder.

Problems with dementia

- perceptual - attention - memory - executive functions - communication

Goals of assessment

Describe communication and cognitive strengths and weaknesses Identify concomitant factors that may influence recovery and response to treatment Establish goals Determine prognosis for recovery and response to treatment Identify problems

Sharing results with the patient and family, both ________ and in __________, are critical.

verbally | writing

What would be considered complicating conditions?

sensory deficits perceptual problems motoric impairments pyschiatric disorders

Functional measures

assesses a person's ability to successfully perform a function

Participation measures

assesses the number activities and the frequency with which patients participate in these activities.

Quality of life measures

- assesses feelings, attitudes, and beliefs related to one's enjoyment of life. - Measures satisfaction.

Most commonly used functional measure?

FTM

Functional measure better equipped for persons with communication disorders?

ASHA FACs

How are participation measures generally assessed?

observation

Primary TBI damage>

primary | diffuse

Secondary TBI damage

edema | infections

Assessments are influenced by the context

Setting (acute vs outpatient) Patient/family complaint-MOST IMPORTANT Question asked by the MD in the referral

poor prognostic indicators

- The more severe the aphasia the worse the prognosis - Poor auditory comprehension - Poor deficit awareness

T/F/ As a symptom, anomia is only seen in aphasia

false

T/F/ Based on the psycholinguistic model of language processing presented in this class, isolated damage to the semantic system will often result in different profiles of strengths and weakness in different modalities of language processing. E.g. mild verbal expression problems but severe auditory comprehension issues.

True

According to the psycholinguistic model of language processing, how many lexicons are there?

T/F Most patients with a right homonymous hemianopsia will compensate for this visual defect and be able to adequately see test items.

true

One neurologically based motivation impairment is called

apathy

T/F Quality of life measures do not focus on body functions (ICF model). True False

False

T/F Both the Boston Diagnostic Aphasia Examination (BDAE) and the Comprehensive Aphasia Test (CAT) provides some means for beginning to identify which underlying psycholinguistic processes are impaired.

True

Briefly describe one method for treating awareness deficits.

- Ask a client how they think they will perform on a certain task. - After they perform, have them reflect on how their performance was, - Goal is to make them aware of deficits without telling them pointing them out.

We always want our treatments to "generalize" and we can think about generalization in different ways. List two levels of generalization.

1. Generaizing at the stimulus level (different stimuli being used for the same target) 2. generalizing at the setting level (practice a skill ina different setting).

A common cuing hierarchy during naming treatments is to start by giving a semantic cue, followed by a phonemic cue, and then repetition. In a naming treatment for a person with aphasia, how would you modify/change your cuing steps to make your treatment "more semantic"? You don't need to list out the cues you would use, simply describe the general cuing approach.

Rather than moving to a phonmeic cue or repetition after my first semantic cue, continue to use different types of semantic cues. example: If target was fork, start by saying it is silverware, then continue on to how it's used and what you can do with it. I would also say "it's ike a spoon," giving the client different types of semantic cues that would hopefully direct them to naming the fork.

"Spaced retrieval

A method of committing information to memory

The kind of awareness that refers to having the basic understanding that one has a specific deficit is called

Intellectual awareness

Say 10 words to client, informing them that after delay, to repeat the words back to me. If client is unable to repeat more than a few words back , it suggests.....

difficulty either recalling or encoding.

Take the same ten words and write them on index cards, add ten more. Ask to identify which words were previously said. If the client does poorly it suggest what?

difficulty encoding.

Recognition does not require what?

recall

Spaced retrieval

identical to errorless learning except that the patient is asked to retain the information for progressively longer periods of time

Chaining techniques

technique which can he used to train patients to perform sequences of steps by means of procedural memory, in which each item is learned automatically, as an isolated unit, which is then mechanically linked with the items before and after.