SLP comprehensive exam Flashcards

Question

cultural assessment options

Answer 1

-non-word repetition tasks: student is asked to repeat non-words of increasing length and complexity -dynamic assessment: test-teach-retest (It is a less-biased approach for determining when there is a language difference rather than a language disorder because of second-language influence) -narrative assessment: client tells a story. narrative assessment looks at sequencing, working memory, grammar, vocabulary, and pragmatics/perspective taking -parent report

Answer 2

12 months: first word 18 months: 50 words and begin combine words 24 months: 200-300 words 3 years: children will have expressive vocabularies of 900-1,000 words 5 years: by kindergarten, they should be using 2,100-2,200 words

Answer 3

children who have fewer than 50 expressive words or no word combinations at age 2 are at increased risk of long-term language concerns. Those children who do not catch up to their same-age peers by age 3 demonstrate a language delay that is likely to persist throughout the school years.

Answer 4

Bics: Basic Interpersonal Communication Skills--conversational, social, everyday language; fluency takes 1-3 years, often includes a "silent period" for ELL CALP: Cognitive Academic Language Proficiency--school, textbook, academic language; takes a minimum of 5 years to develop even an intermediate; fluency takes a whole lifetime to develop

Answer 5

1.25-1.5 years (Brown stage 2): present progressive -ing, "in" and "on, regular plural -s 2.5-2.8 years (Brown stage 3): Irregular past tense, possessive 's, main verb "to be" 3-3.5 years (Brown stage 4): articles, regular past tense -ed, 3rd person regular, present tense 3.5-4+ years (Brown stage 5): 3rd person irregular, helping verbs, copula, auxiliary

Answer 6

respiration, phonation, resonance, and articulation

Answer 7

form, content, and use

Answer 8

tracts that originate in the cerebral cortex, carry fibers to the spinal cord and brain stem (voluntary control--body and face muscles)

Answer 9

tracts that originate in the brainstem, carry fibers to the spinal cord (involuntary & automatic control--tone, balance, posture)

Answer 10

transmit nerve impulses from brain to lower motor neurons

Answer 11

transmit nerve impulses from UMN to muscles

Answer 12

Middle Cerebral Artery

Answer 13

V (5) Trigeminal VII (7) Facial XI (9) Glossopharyngeal X (10) Vagus XI (11) Accessory XII (12) Hypoglossal

Answer 14

Motor: muscles of mastication, elevation of hyoid and larynx Sensory: Face sensation, position of bolus in mouth/cheeks, and gum sensation

Answer 15

Motor: facial expression, seal of lips, tone/movement of cheeks, and elevation of hyoid Sensory: taste sensation anterior 2/3 of tongue, face/oral cavity/soft palate sensation, stimulates salivary glands

Answer 16

Motor: stylopharyngeous muscle, larynx/pharynx elevation, pharyngeal constriction Sensory: taste posterior 1/3 tongue, gag reflex

Answer 17

Motor: intrinsic laryngeal muscles, VP closure and approximation, constriction of esophagus Sensory: sensation of food residue in larynx, pharynx, and esophagus

Answer 18

Motor: sternocleidomastoid, head turning and shoulder shrug

Answer 19

Motor: innervates all intrinsic/extrinsic muscles of the tongue except 1 extrinsic, tongue motion, bolus prep, removing particles, transporting bolus

Answer 20

performances of separate groups of subjects are measured and comparisons are then made between the two groups

Answer 21

performances of same group is compared in different conditions and/or in different situations; sequencing effect may occur

Answer 22

Use internal clinical evidence Use external research evidence Collaborate with patient preferences

Answer 23

degree the assessment measures what it says it measures

Answer 24

consistency and stability of test within varying contexts

Answer 25

1) case history 2) interview 3) oral-motor exam 4) hearing screening if necessary 5) standardized testing 6) non-standardized testing 7) family education/input for goals 8) collaboration with pt about goals 9) provide resources

Answer 26

1) case history 2) hearing screening 3) oral-motor exam 4) interview 5) formal assessment: popular are GFTA, CAAP, Kahn-Lewis (KLPA), Arizona-3 6) informal assessment: speech/language sample (or phonemic inventory), speech intelligibility, rate and prosody, number, type and consistency of errors, SODA (substitutions, omissions, distortions, additions), features (voice, place, manner), phonological processes present?, understand etiology

Answer 27

1) case history 2) interview 3) hearing screening 4) oral-motor exam 5) formal assessment: receptive and expressive language assessment (CELF, CASL, SCATBI, PLS-5, DAYC, CLQT) 6) informal assessment: language samples, MLU, WPM, number, type, and consistency of errors, voice, intelligibility, nature of errors

Answer 28

Oscillator device is used to submit sound through the temporal bone on the skull

Answer 29

Uses headphones to submit tones through the ear drums

Answer 30

right=red O=air triangle=with masking <=bone [=with masking

Answer 31

left=blue X=air square=with masking >=bone ]=with masking

Answer 32

Both BC and AC symbols are with 0-20 dB

Answer 33

Both AC and BC are below 20 dB with

Answer 34

BC symbols are within normal limits AC symbols are below 20 dB

Answer 35

Both BC and AC symbols are below 20 dB and there is a 15 dB difference between BC and AC

Answer 36

Ischemic and Hemorrhagic

Answer 37

CLOT--obstructs the blood flow to the brain Thrombosis: stationary blood clot that develops in a narrow part of the blood vessel Embolism: a blood clot that originally formed in another location then breaks loose and travels to occlude another vessel

Answer 38

Aneurysms--blood vessel ruptures and prevents blood flow to the brain

Answer 39

Transient ischemic attack or mini stroke symptoms usually last about 24 hours and resolve themselves typically a warning sign to say you are at high risk

Answer 40

Aphasia is an acquired neurogenic language disorder resulting from an injury to the brain, typically the left hemisphere, that affects the functioning of core elements of the language network. Aphasia involves varying degrees of impairment in four primary areas: spoken language expression written expression spoken language comprehension reading comprehension

Answer 41

Broca's area: fontal lobe (producing speech) Wernicke's: temporal lobe (understanding and processing speech)

Answer 42

talking around or describing a target word due to inability to retrieve the right word

Answer 43

speech errors divided by categories: -phonemic: sound errors (dod/dog or sooshbruss for toothbrush) -semantic: semantically related word is substituted (fork/spoon, uncle/aunt)

Answer 44

word is used previously used repetitively, involuntarily and incorrectly for target

Answer 45

nonpropositional utterance characterized by repetition of a syllable, word, or phrase Neologistic types: "tono tono tono" Real word types: oh boy oh boy

Answer 46

use of mostly substantive words (e.g. nouns) short phrases, e.g. “telegraphic utterances” functor words omitted; selective impairment of ability to retrieve and use verbs as opposed to nouns. typical of Broca's aphasia

Answer 47

grammatical errors (such as wrong tense markers) misuse of pronouns among range of syntactical constructions typical of fluent aphasia

Answer 48

Broca's, Global and Transcortical Motor

Answer 49

decreased speech rate decreased phrase length decreased prosody decreased initiation of speech decrease speech output in general increased effort

Answer 50

Wernicke's, Transcortial Sensory, Conduction, and Anomia

Answer 51

auditory comprehension deficits paraphasic speech with poor self-monitoring effortless and melodic speech good articulation decreased use of real words, i.e., neologisms (jargon) “empty speech”, i.e., verbal output devoid of semantic content paragrammatism, e.g., morphological disturbances ability to initiate verbal expression

Answer 52

-Speech is non-fluent -Speech is effortful and imprecisely articulated. -They use syntactically simplified sentences with more nouns without function words or morphemes (agrammatism – telegraphic-like). -Prosodic disturbances (rate, intonation) in speech are common. -Word finding ability is often proportional to speech fluency. -Usually aware of deficits -Auditory comprehension is good in simple contexts -reading and writing are usually similar to verbal output

Answer 53

is a severe, acquired impairment of communication that involves all language modalities -Non-fluent speech with minimal speech output -Impaired auditory comprehension and reading comprehension -Impaired verbal repetition -Severely impaired naming with common recurrent stereotypical utterances -Over time, auditory comprehension will improve more than verbal expression -Problem-solving and other cognitive skills are also generally impaired. -It typically involves damage to frontal, temporal, and parietal lobes

Answer 54

-The TMA patient has non-fluent verbal output -Fairly good auditory comprehension -Good confrontation naming ability -Phonemic paraphasias are common -Perseveration is typically -Decreased precision of speech articulation -Slower speech output -Syntax is generally reduced -Repetition of speech is usually spared -Initially the patient may be mute (poor impulse to speak) -Bradykinesia (slow movement) is common -Deficits are most evident at the conversational level

Answer 55

-Difficulty executing and coordinating neuromuscular motor sequences for speech articulation -False starts and re-approaches -Effortful groping with struggle -Slowed rate of speech -Pausing between syllables -Inappropriate stress patterns -Erratic speech sound substitutions on the same trials -Articulatory omissions -Spontaneous speech output is more difficult than involuntary productions -Greater ease for counting and reciting rote information -Attempts to self-correct

Answer 56

Fluent speech Usually not aware of deficit Poor auditory comprehension Possible word deafness Oral reading impairment Reading comprehension impairment Poor letter and word recognition Spelling difficulties Empty speech with paragrammatism Neologistic output Logorrhea (“press for speech”)

Answer 57

Good intonation Good auditory comprehension Difficulty with word finding Paraphasic errors (more phonemic/literal type) Hesitations in speech, but generally fluent Good recognition of errors with attempts to self-correct Use of complex syntactic structures in spontaneous speech Marked difficulty with repetition (especially with multisyllabic words and longer sentences)

Answer 58

Word finding ability is low Aware of difficulty--tries to self correct Paraphasias (semantic) Morphology, syntax, and auditory comprehension are usually WNL

Answer 59

The patient has fluent, well-articulated speech. Auditory comprehension deficits may be severe. There is difficulty applying meaning to what is heard. Discourse tends to be “empty” and circumlocutionary. There are neologisms and verbal paraphasias. The patient can repeat what is said by relying on the phonological system. Word finding (lexical retrieval) problems are common. Many ready made expressions (stereotypical speech) and echolalia are used

Answer 60

Lower motor neuron lesion WEAKNESS!! hypernasality nasal emission slow and slurred DDK tongue fasciculations breathy, hoarse voice imprecise consonants (tongue cannot move--weak)

Answer 61

Bilateral upper motor neuron tight/contracted strained and strangled voice hypernasality common after TBI, CVA, CP

Answer 62

Damage to cerebellum "drunken like speech" slow, slurred speech irregular, uncoordinated distorted vowels prolonged phonemes ataxic gate

Answer 63

Basal ganglia (dopamine depletion) Most associated with Parkinson's short rushes of speech DDKs--fast and imprecise flat pitch--monotone reduced stress Slow/reduced movements

Answer 64

Basal ganglia (excess dopamine) Most associated with Huntington's involuntary movements at rest and during speech voice stoppages

Answer 65

Unilateral UMN unilateral facial weakness harsh voice

Answer 66

variables that affect second language acquisition are personality, anxiety level, and motivation. Learning styles and strategies used during second language acquisition is modeling, practice opportunities, avoidance and use of routines and formulas. Is the child modeling their parents? If so, then we can’t take on if “s/l disorder” environmentally based, such as an accent. Lack of practice can impact acquiring the L2. Child may avoid speaking L2 for fear of being laughed at. The child might use memorized phrases as a strategy to converse right away, such as whole words like “wutup.” Normal process during second language acquisition is interference, silent period and code switching.

Answer 67

or transfer is the process in which a communicative behavior from the 1st language is carried over into the 2nd language.

Answer 68

is loss of skills in L1 as L2 gets proficient. Note: we are required by law to assist in both languages.

Answer 69

is when L1 is learned at birth and then L2 is learned at a later time

Answer 70

is when two languages are learned from birth. The child is exposed to two languages by age three.

Answer 71

Differences in sentence structure, speech sound production, vocabulary, and pragmatic uses of language are to be expected when a child learns a new language. Unfortunately, children with language differences that result from limited experience in using a language are often misidentified as “language-learning disabled.” The student may not be learning because of lack of exposure to new experiences or to experiences that are not appropriate with what the school expects. A disorder or a “language-learning disability” diagnosis is appropriate only for students with disabilities affecting their underlying ability to learn any language. Some indicator of LLD: compared to SIMILAR PEERS, learn slowly in L1 and L2, communication problems at home and/or with similar peers, problems in syntax, pragmatics & morphology, need for lots of prompting and repetition during instruction, and delayed language development milestones in L.1

Answer 72

IDEA was established in 1977 because too many minority students were being qualified for special education. IDEA states that procedures and material must not be discriminatory. Assessment instruments must measure a student’s ability in the area tested, not English proficiency (test the disorder and not the language). And it is critical to know what is normal in L1 for each student so the clinician can know if the issue is a difference or a disorder. The IDEA has helped with bilingual assessment by preventing minority students from being labeled as LLD and entering into Special Ed.

Answer 73

Formal testing is not required. You can do a systematic observation through play, language samples, books, etc. Use nonstandardized tests to examine student’s communication skills in real-life context, and to avoid the cons of standardized tests, such as biases. Observe in many different settings, especially speech rooms and classrooms to see how they are getting along with other students. Use school records of student’s achievement and questionnaires with individuals who interact with the student regularly. While gathering information about the child’s case history, ask questions about expressive/receptive language and speech sounds in L1. Collect language samples in a variety of situations with a variety of conversational partners. Look for language shifts as in all language domains. Analyze both content and form; can the child communicate meaning? Ask someone from the student’s cultural background to evaluation the sample in L1. Assess narratives; can he/she create or re-tell a story. Is it organized, do they include major details and can they remember details if asked. Take cultural styles into account

SLP comprehensive exam Flashcards

(98 cards)