Praxis Quick-Study Flashcards by Brianna Rizzo

Q

PL 94-142

A

EHA (IDEA) (1975)

Free & appropriate education for disabled students 3 - 21
Least restrictive environment
IEPs
Federal funding

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

PL 99-457

A

EHA Amend. (1986)

Early intervention
IFSPs

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

PL 101-476

A

IDEA Reauth. (1990)

“Disability” > “handicap”
Expanded # cat. of disabilities

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

PL 105-17

A

IDEA Amend. (1997)

Increased parental involvement
Increased regular classroom participation
Decreased mislabeling
Alternative assessments

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

PL 108-446

A

IDEA Reforms of 2004

Decreased unnecessary referrals
Increased early intervention

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN V

A

Trigeminal, B

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN VII

A

Facial, B

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN VIII

A

Vestibulocochlear, S

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN IX

A

Glossopharyngeal, B

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN X

A

Vagus, B

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN XI

A

Spinal Accessory, M

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

CN XII

A

Hypoglossal, M

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Cerebellum

A

Coordinated movements, equilibrium, posture, speech production
Problems –> Ataxia, dysarthria

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Basal Ganglia

A

Transmits info to higher centers of the brain via thalamus

- Problems –> Dyskinesia (involuntary movements), dysarthria, unusual posture, changes in body tone

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Thalamus

A

Consciousness, alertness, transmits sensory and motor information
Part of diencephalon

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Hypothalamus

A

Controls emotions, integrates actions of ANS

- Part of diencephalon

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

RAS

A

Attention, consciousness, sleep/wake cycles, role of execution in motor activity

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Brainstem

A

Bridge between cerebellum and all CNS structures, connects spinal cord with brain via diencephalon

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Midbrain

A

Controls postural reflexes, visual/eye reflexes and movements
Contains substantia nigra
Part of brainstem

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Pons

A

Connects cerebellum and cerebrum, transmits motor info

- Part of brainstem

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Medulla

A

Controls breathing, HR, BP, important for speech production, transmits motor info to CN nuclei
Part of brainstem

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

MCA

A

Supplies entire lateral surface of cortex

- Problems –> Strokes, aphasia, reading and writing deficits, contralateral hemiplegia, impaired senses

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

ACA

A

Supplies middle portion of parietal and frontal lobes, corpus callosum, and basal ganglia
Problems –> Cognitive deficits, paralysis of feet and legs

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

Q

Circle of Willis

A

Provides a common blood supply to various cerebral branches
Blocked above? Damage.
Blocked below? No damage/minimal damage

How well did you know this?

1

Not at all

2

3

4

5

Perfectly

CNs for Speech

5, 7, 10, 11, 12

CNs for Phonation

7, 10

CNs for Respiration

7, 10, 11

CNs for Swallowing

5, 7, 9, 10, 11, 12

Projection Fibers

Relay info to glands and muscles

Association Fibers

- Intrahemisphere communication | - Arcuate fasciculus (connects Broca's and Wernicke's areas)

Commissural Fibers

- Interhemisphere communication | - Corpus callosum

Pyramidal System

- Responsible for voluntary movements | - Contains corticobulbar (*speech*) and corticospinal tracts

Extrapyramidal System

- Indirect activation of movement | - Responsible for posture, tone, and regulating movement

Johnson

- Avoidance behavior - Diagnosogenic theory - Cultural phenomenon - 1959

Brutten and Shoemaker

- Classically- and operantly-conditioned negative emotion - Part-word repetitions and sound prolongations - 1967

Sheehan

- Approach avoidance - Fluency = Desire > Avoidance - 1970

Bloodstein

- Like normal dysfluency but MORE - Belief that speech is difficult - 1995

Prevalence

Head count

Incidence

Prediction

Fluency Shaping

Slow speech, gentle onset, airflow management, easy starts, decrease rate, shaping normal fluency

Fluent Stuttering

Rarely establishes normal fluency, cancellations, pull-outs, preparatory sets, Van Riper

Fluency Reinforcement

Time-outs, relaxed and positive environments, good for young children

DAF Treatment

Decreases speech rate, machine, uses masking

Direct Stuttering Reduction Methods

- Time-out (older children and adults) | - Response cost (preschoolers)

Cancellations

Pause and say it again relaxed, part of Fluent Stuttering

Pull-outs

Stop then soft articulatory contacts, part of Fluent Stuttering

Preparatory Sets

Changes manner of stuttering, less abnormal stuttering, part of Fluent Stuttering

SLN

S --> All of larynx | M --> CT muscle

RLN

S --> Below VF | M --> All except CT muscle

Thyroarytenoids

- Intrinsic laryngeal | - Adduct

Cricothyroids

- Intrinsic laryngeal | - Adduct

Lateral Cricoarytenoids

- Intrinsic laryngeal | - Adduct

Transverse Artytenoids

- Intrinsic laryngeal | - Adduct

Oblique Arytenoids

- Intrinsic laryngeal | - Adduct

Posterior Cricoarytenoids

- Intrinsic laryngeal | - Abduct

Digastrics

- Extrinsic laryngeal | - Suprahyoid elevator

Geniohyoids

- Extrinsic laryngeal | - Suprahyoid elevator

Mylohyoids

- Extrinsic laryngeal | - Suprahyoid elevator

Stylohyoids

- Extrinsic laryngeal | - Suprahyoid elevator

Genioglossus

- Extrinsic laryngeal | - Suprahyoid elevator

Hyoglossus

- Extrinsic laryngeal | - Suprahyoid elevator

Thyrohyoids

- Extrinsic laryngeal | - Infrahyoid depressor

Omohyoids

- Extrinsic laryngeal | - Infrahyoid depressor

Sternothyroids

- Extrinsic laryngeal | - Infrahyoid depressor

Sternohyoids

- Extrinsic laryngeal | - Infrahyoid depressor

Aryepiglottic Folds

Separate pharynx and laryngeal vestibule

Ventricular/False VF

Used for lifting, coughing

True VF

Used for phonation

F1

Formant that varies mostly due to tongue height

F2

Formant that varies mostly due to tongue advancement (anterior-posterior)

Obstruents

Stops, affricates, fricatives

Syllabics

Vowels. liquids, nasals

Approximants

Glides, liquids

Coarticulation

Influence of one phoneme upon another phoneme in production and perception. Two different articulators move simultaneously to make two different speech sounds. Creates adaptation and assimilation.

Adaptation

Variations in the way the articulators move and the extent to which the vocal tract changes shape.

Assimilation

When speech sounds are modified due to the influence of adjacent sounds.

Empiricism

Knowledge is based on sensory experience of objective observations. "See and feel."

Determinism

Events have causes. Nothing happens without a cause. "Cause --> event."

Inductive Method

Experiment-first-and-explain-later approach to research.

Deductive Method

Explain-first-and-experiment-later approach to research.

Alternative Hypothesis

Hypothesis that states that the two variables are indeed related; perhaps one is the cause of the other.

Validity

The degree to which an instrument measures what it purports to measure.

Predictive/Criterion Validity

The accuracy with which a test predicts future performance on a related task.

Concurrent Validity

The degree to which a new test correlates with an established test of known validity. A form of criterion-related validity.

Construct Validity

The degree to which test scores are consistent with theoretical constructs or concepts.

Content Validity

A measure of test validity based on a systematic examination of all test items to determine if they adequately sample the full range of the skill being tested and if they are relevant to measuring what the test purports to measure.

Reliability

Refers to the consistency with which the same effect is measured repeatedly.

Correlational Coefficient

A number or index that indicates the relationship between two or more independent measures. Expressed as 'r.' The closer 'r' is to 1.00, the greater the reliability of the test or measurement. The closer 'r' is to -1.00, the more indication that there is no relationship between the variables.

Test-Retest Reliability

Consistency of measures when the same test is administered to the same people twice.

Alternate-Form/Parallel Form Reliability

Reliability based on the consistency of measures when two parallel forms of the same tests are administered to the same people.

Split-Half Reliability

A measure of the internal consistency of a test. Determined by showing that the responses to items on the first half of a test are correlated with responses given on the second half.

Interobserver/Interjudge Reliability

The extent to which two or more observers agree in measuring an event.

Intraobserver/Intrajudge Reliability

The extent to which the same observer repeatedly measures the same event consistently.

Multiple-Baseline-Across-Subjects Design

Study design that involves several participants who are taught one or more behaviors sequentially (in a staggered fashion) to show that only the behaviors of treated participants change; those of untreated participants do not change.

Multiple-Baseline-Across-Settings Design

Study design that involves a behavior being sequentially taught in different settings to demonstrate that the behavior changed only in a treated setting, and thus treatment was effective.

Multiple-Baseline-Across-Behaviors Design

Study design that involves several behaviors that are sequentially taught ti show that only treated behaviors change, untreated behaviors show no change, and thus the treatment was effective.

Classification Variable

The independent variable in descriptive research.

Criterion Variable

The dependent variable in descriptive research.

Descriptive Research

In this form of research, the researcher observes phenomena of interest and records his or her observations. Cannot lead to cause-effect statements. Useful when it is unethical to use experimental research.

Longitudinal Research

Participants are studied over time. The investigator follows participants and observes the changes that occur *within* them as they get older. Time-consuming, expensive, vulnerable to subject attrition.

Cross-Sectional Method

Researchers select participants from various age levels and observe the behaviors or characteristics of the groups formed on the basis of age. Cheap, fast, practical. Make observations *between* participants, not *within* participants.

Semilongitudinal Procedure

In this study design, the total age span to be studied is divided into several overlapping age spans. The subjects selected are those who are at the lower end of each age span, and they are followed until they reach the upper end of their age span. Allows for observations *within* and *between* participants.

Correlational Research

Researcher investigates relationships or associations between variables. A positive correlation is found when high values of one variable predict high variables of the other variable; when one event increases, the other event increases.

Instrumentation

Refers to problems with such measuring devices as mechanical and electrical instruments, pen-and-paper instruments, and human observers. Can reduce internal validity.

History

Includes the subjects' life events that may be partially or totally responsible for changes recorded in the dependent variable after the independent variable is introduced. Can reduce internal validity.

Statistical Regression (to the Mean)

Refers to a behavior that goes from an extreme high or low point to an average level. Clients tend to seek treatment when the problem is at its worst. Can reduce internal validity.

Maturation

Refers to biological and other kinds of changes with participants themselves. Can reduce internal validity.

Attrition/Mortality

Refers to the problem of losing participants as the experiment progresses. Can reduce internal validity.

Testing

Refers to a change that occurs in a dependent variable simply because it has been measured more than once. Can reduce internal validity.

Reactive Measures

Measures of behavior that change as a function of repeated testing.

Subject Selection Biases

Subjective factors that influence the selection of who participates in a study. Can reduce internal validity.

Internal Validity

The degree to which data in a study reflect a true cause-effect relationship. Threats include: instrumentation, history, statistical regression, maturation, attrition, testing, subject selection biases, and interactions of other variables.

External Validity

Refers to generizability: To what settings, populations, treatment variables, and measurement variables that effect can be generalized. Threats include: Hawthorne effect, multiple-treatment interference, and reactive or interactive effects of pretesting.

Hawthorne Effect

The extent to which a study's results are affected by participants' knowledge that they are taking part in an experiment or that they are being treated differently than usual. Can reduce external validity.

Multiple-Treatment Interference

Refers to the positive or negative effect of one treatment over another. This is likely when two or more experimental treatments are administered to the same participants. Can reduce external validity.

Reactive or Interactive Results of Pretesting

Occurs when a pretest sensitizes the participants to the treatment in such a way as to enhance the effect of the treatment variable. Cyan reduce external validity.

Variability

Refers to the dispersion or spread in a set of data. Includes range, interquartile range, semi-interquartile range, and standard deviation.

Semi-Interquartile Range

Interquartile range divided by two. Expressed like "25:50."

Nominal Scale

Form of scale where a category is present or absent. Includes diagnostic labels.

Ordinal Scale

Form of numerical scale that can be arranged according to rank orders or levels. Have a concept of "greater than" or "less than." E.g., 1 = Strongly Agree, 5 = Strongly Disagree

Interval Scale

Form of numerical scale that can be arranged according to rank orders. The numbers on the scale must be assigned in such a way that the intervals between them are equal with regard to the attribute being scaled. E.g., 1-2-3-4-5-6-7-8-9-10

Ratio Scale

Form of scale where numerical values must be related to an absolute zero point. E.g., 0-1-2-3-4-5-6-7-8-9-10

Behavioral Theory

Theory of language development that emphasizes learning, development of verbal behavior, and environmental contingencies. Created by Skinner in 1957.

Nativist Theory

Theory of language development that emphasizes a language acquisition device, universal rules of language, competence and performance, and surface and deep structure. Created by Chomsky in 1957.

Cognitive Theory

Theory of language development that emphasizes that cognition and intellectual processes make language possible. Stages include sensorimotor, preoperational, concrete operational, and formal operational. Created by Piaget in 1954.

Information-Processing Theory

Theory of language development that emphasizes that cognitive functions are necessary for language learning and the importance of auditory processing.

Social Interactionism

Theory of language development that emphasizes language function over language structure and that motivation is key. Created by Vygotsky in 1962.

Mands

Involve requests.

Tacts

Used to describe and comment.

Echoics

When the client imitates the clinician.

Autoclitics

Used to comment on or clarify.

Intraverbals

What one says may be stimulus for something else to be said.

Sensorimotor Stage

Experiencing the world through senses and actions. Object permanence, stranger anxiety. Birth - 2.

Preoperational Stage

Representing things with words and images. Pretend play, egocentrism, language development. 2 - 6 years.

Concrete Operational Stage

Thinking logically about concrete events and grasping concrete analogies. Conservation, mathematical transformation. 7 - 11 years.

Formal Operational Stage

Thinking about hypothetical scenarios and processing abstract thoughts. Abstract logic, potential for mature moral reasoning. 12 - adulthood.

Class I Malocculsion

Misaligned teeth.

Class II Malocclusion

Overbite.

Class III Malocclusion

Underbite.

Overjet

Class III malocclusion and molars in front of lower teeth.

Phonation Stage

Oller's stage of development. Burping, coughing, crying. Birth - 1 month.

Cooing/Gooing Stage

Oller's stage of development. Acoustically similar sounds. 2 - 4 months.

Expansion

Oller's stage of development. Playing with sounds, squealing. 4 - 6 months.

Canonical/Reduplicated Babbling

Oller's stage of development. 6 - 8 months.

Variegated/Nonreduplicated Babbling

Oller's stage of development. 8 months - 1 year.

Motor-Based SSD Treatments

- Van Riper's Traditional Approach | - McDonald's Sensory-Motor Approach

Linguistic SSD Treatments

- Distinctive Features Approach - Contrast Approaches (min/max pairs) - Metaphon Therapy Approach - Phonological Process Approach (cycles)

Van Riper's Traditional Approach

Foundation for motor articulation therapy that focused on auditory discrimination/perceptual training and phonetic placement. Emphasis on drills of increasing intensity.

McDonald's Sensory-Motor Approach

Articulation therapy model based on the assumption that the syllable, not the isolated phoneme, is the basic unit of speech production. Principles of coarticulation are important to this approach. Training should begin at syllable level. May be helpful for children with oral-motor coordination difficulties.

Distinctive Features Approach (DFA)

Goal of this articulation therapy approach is to establish missing distinctive features or feature contrasts by teaching relevant sounds. Clinicians typically use minimal pairs.

Contrast Approaches

Approaches to articulation therapy that may utilize either minimal pair contrasts or maximal pair/opposition contrasts.

Metaphon Approach

Believes that children's difficulties lie in the acquisition of rules of the phonological system. Focuses on feature differences between sounds to help children develop an awareness that sounds can be classified by characteristics such as place, duration, and others. Tx consists of short phases.

Phonological Process Approach

Based on the assumption that the child's multiple errors reflect the operation of certain phonological rules and that the problem is essentially phonemic and not phonetic. A child's errors are groups and described as phonological processes and not discrete sounds. Most popular: Hodson and Paden's (1991) Cycles Approach.

Oval Window

Connects middle ear to inner ear. Opening in temporal bone.

Tensor Tympani and Stapedius Muscle

Dampens vibrations of TM and ossicles. Tenses TM so vibrations are reduced.

Basilar Membrane

Floor of cochlea duct. Tip responds to low frequencies. Base responds to high frequencies.

Organ of Corti

Located in basilar membrane. Contains 15,500 hair cells and endolymph.

Reissner's Membrane

Allows perilymph to communicate to endolymph.

Otosclerosis

Ossicles become rigid. Conductive loss. Carhart's notch.

Carhart's Notch

BC loss at 2000 Hz.

Otospongioisis

Stapes too soft to vibrate. Need stapedectomy.

Retrocochlear Disorder

Damage to nerve fibers from inner ear to brain. Caused by tumors, acoustic neuromas, CN VIII pathology. Acoustic reflexes are absent or very diminished. High frequency loss, tinnitus, dizziness.

Von Recklinghausen Disease

Many small tumors along peripheral nerves. Inherited disorder of the auditory system.

Speech Recognition Threshold (SRT)

Understands 50% of words presented.

Word Discrimination/Recognition

Patient correctly repeats monosyllabic words.

Auditory-Oral Method

HA/CI + auditory training

Tacoma Method

Deaf + blind, feel on face

Total Communication Method

Verbal and nonverbal means of communication.

Rochester Method

Oral speech + fingerspelling

SEE 1

ASL + precise word order

SEE 2

ASL + less precise word order. More common.

0 - 15 dB

Normal hearing (in children). 0 - 25 in adults.

16 - 40 dB

Mild HL (26 - 40 in adults)

41 - 55 dB

Moderate HL

56 - 70

Moderately Severe HL

71 - 90

Severe HL

91+ dB

Profound HL

Functional Assessment

Evaluate client's day-to-day communication in natural environment. Make targets, procedures, settings of assessment as naturalistic as possible.

Individualized/Client-Specific Procedures

Evoking samples over time. CLD-appropriate. Establishing reliable baselines.

Criterion-Referenced Testing

Evaluated against a standard of performance selected by clinician.

Authentic Assessment

Naturalistic observations of skills. Sample in everyday settings.

Reinforcement

Increases probability of behavior occurring again.

Positive Reinforcement

Presenting a motivating stimulus after a behavior is exhibited.

Negative Reinforcement

Stimulus is removed after a certain behavior.

Ecological Validity

Refers to the extent to which a test reflects the child's actual, daily environment and life experience.

BICS

Take 2 years to develop to native levels.

CALP

Take 5 - 7 years to develop to native levels.

Responsibilities of Newborn Development Specialist (NDS)

- Feeding and oral-motor development - Hearing conservation and aural habilitation - Infant development and behavior - Caregiver-infant communication

Rationalization

In this form of resistance, the client provides a logical but untrue explanation of why something has happened. E.g., "No one will talk to me because I stutter."

Reaction Formation

Clients who experience this have thoughts or emotions that are shocking and unacceptable to them; thus, they react with opposite emotions. E.g., the husband of an elderly Alzheimer's patient secretly wishes his wife would die. He sacrifices all his own needs and wants to care for his wife, telling the SLP he loves his wife dearly and could not live without her.

Displacement

The client takes his or her feelings of hostility or anger about a situation and transfers them to a safe person or object. E.g., parents blaming a clinician for stating in a report that their daughter had "profound cognitive and linguistic delays."

Projection

Clients attribute their own emotions, thoughts, or actions to someone else. E.g., Mother tells SLP that the school personnel never communicated with one another. The school personnel shared with the SLP that this mother rarely communicated with school personnel, creating problems for everyone.

Repression

Clients keep their thoughts and feelings under very strict control, out of view of others. Clients themselves are not aware of these thoughts and feelings, which are below the conscious level.

Suppression

Clients keep their feeling and thoughts highly controlled, but they are consciously aware of those feelings. The norm in some cultures.

Psychodynamic Theory

Approach to counseling that views behavior as the product of conflictual interaction between 3 systems: id, ego, and superego. Anxiety is created when emotions arising from the conflicts among these stages are repressed. Requires resolution of the five psychosexual stages to achieve proper development. Purpose is to make clients conscious of repressed problems and help them to resolve these problems so that the personality can be healthy and whole. Freud.

Client-Centered Theory/Person-Centered Theory

Approach to counseling that states that clients need acceptance and positive unconditional regard in order to develop congruence between their self-concept and their behavior. Foundation of therapy is an empathetic relationship between the client and the therapist that allows the client to freely experience and express all of his or her emotions in a completely accepting climate. Rogers.

Behavioral Theory

Employs ideas of conditioning and reinforcement. Clinicians focus on specific outcomes of counseling and interacting. Rather than discussing thoughts and feelings, measurable goals are set. Not recommended for the beginning of treatment.

Cognitive-Behavioral Theory

Change client's thinking --> Change the belief system --> Change the behavior

CAT

Imaging that can detect hemorrhages, lesions, tumors, and other pathologies. Often used in the diagnosis of neuropathology associated with strokes. Uses X-ray beams.

MRI

More expensive than CAT. High resolutions. Shows more than CAT.

PET

Imaging valuable in examining blood flow and brain metabolism.

SPECT

Patient inhales radioactive gas. Evaluates cerebral blood flow.

V-Y Retroposition/VWK Method

Single-based flaps of mucoperiosteum are raised on either side of the cleft and brought together and pushed back to close the cleft. Lengthens the palate and improves chances of VP approximation.

Von Langenbeck Method

Raising two bipedicled (attached on both ends) flaps of mucoperiosteum, bringing them together and attaching them to close the cleft. Leaves denuded bone on either side and does not lengthen palate.

Pharyngeal Flap

Muscular flap is cut from the posterior pharyngeal wall, raised, and attached to the velum. The openings on either side of the flap allow for nasal breathing, nasal drainage, and production of nasal speech sounds.

Pharyngoplasty

Substances are implanted or injected into the posterior pharyngeal wall to make it bulge and this close the VP port.

Aphasias Acronym

GMBT WTCA N Y F C R

Nonfluent Aphasias

Global ANTERIOR LESION MTA Broca's TMA

Fluent Aphasias

Wernicke's POSTERIOR LESION TSA Conduction Anomic

Anterior Lesion

Nonfluent aphasia lesion type.

Posterior Lesion

Fluent aphasia lesion type.

Ataxic Dysarthria

Incoordination, drunken speech. Cerebellar. MS, TBI, cerebellar stroke. Drunken speech, imprecise consonants, distorted vowels, harsh, excess & even stress, irregular articulatory breakdowns.

Flaccid Dysarthria

Weakness. LMN. MG, ALS. Hypernasality, breathy, nasal emission, diminished reflexes, short phrases, nasal emission, monoP, monoL, imprecise consonants.

Hyperkinetic Dysarthria

Involuntary. Basal ganglia. SD, essential tumor. Variable rate, harsh, hypernasality, abnormal and involuntary movements, monoP, prolonged intervals, imprecise consonants, audible inspiration, excessive loudness, tremor, strained voice.

Hypokinetic Dysarthria

Rigidity, mask-like face. Basal ganglia. PD. Reduced stress, monoP, monoL, inappropriate silences, imprecise consonants, harsh, breathy, irregular breathing, mask-like face.

Spastic Dysarthria

Spasticity. UMN (bilateral). PLS, brainstem stroke. Reduced stress, monoP, monoL, harsh, imprecise consonants, pitch breaks, short phrases, hypernasality, weakness, breathy, reduced stress.

UUMN Dysarthria

UMN (unilateral). Stroke, neurosurgery. Weakeness, harsh, decreased loudness, strained, hypernasality, slow rate, short phrases, imprecise consonants.

Flaccid-Spastic Dysarthria

LMN + UMN mixed. Strain-strangled, harsh, hypernasality, monoP, low pitch, short phrases, prolonged intervals & phonemes, breathiness, audible inspiration, inappropriate silences, nasal emission.

Ataxic-Spastic Dysarthria

Cerebellar + UMN mixed. Imprecise loudness control, harsh, imprecise consonants, hypernasality, inappropriate pitch, sudden articulatory breakdowns.

Myoclonus

Involuntary jerks.

Athetosis

Writhing, involuntary movements.

Spasm

Sudden, involuntary contraction.

Dystonia

Abnormal postures.

Chorea

Irregular, spasmodic, involuntary movements.

Parkinsonisms

Hypokinesia, tremor, rigidity.

Global Aphasia

Impaired fluency Impaired comprehension Impaired repetition *Most severe

Mixed Transcortical Aphasia

Impaired fluency Impaired comprehension Intact repetition

Broca's Aphasia

Impaired fluency Intact comprehension Impaired repetition

Transcortical Motor Aphasia

Impaired fluency Intact comprehension Intact repetition

Wernicke's Aphasia

Intact fluency Impaired comprehension Impaired repetition

Transcortical Sensory Aphasia

Intact fluency Impaired comprehension Intact repetition *Word salad, many words and ideas but doesn't make sense

Conduction Aphasia

Intact fluency Intact comprehension Impaired repetition *Phonemic paraphasias

Anomic Aphasia

Intact fluency Intact comprehension Intact repetition *Impaired naming