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Adult Lang Disorders > Weeks 4-7 > Flashcards

Weeks 4-7 Flashcards

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1
Q

Anomia: S/S

A

impairment in naming; universal impairment in aphasia; deficits can occur in both semantic processing and phonological processing

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2
Q

Anomia: Assessments - formal

A

Formal: BNT, expressive vocab test, PPVT-II; error analysis: compare error patterns across different tasks to determine level of semantic error

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3
Q

Anomia: Assessments - informal

A

Informal: language samples, conversation, S/A, sentence completion; naming body parts

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4
Q

Anomia: Assessments - structured vs naturalistic

A

structured: confrontation naming tasks pressure of naming in the moment like picture or object naming;
naturalistic: word finding during conversation

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5
Q

Anomia: phonological input vs output

Input triggers output

A

lexical input: visual object or written word recognition system; rhyming judgments will be difficult b/c harder to make judgment about two things that sound similar

lexical output - retrieving name in written or spoken form;

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6
Q

Anomia: semantic input vs output

Input triggers output

A

lexical input - written word, picture; category sorting for closely related semantic categories

lexical output: speaking word or writing word;

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7
Q

Anomia: neural structures

A

diffuse LH both perisylvian and extrasylvian;

left-inferior temporal for semantic naming (lexical input)

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8
Q

Anomia: two stages for input and output mechanisms

A

Semantic

Phonological

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9
Q

Anomia: informal methods

responsive naming, convergent naming, divergent naming, verbal fluency;

A

responsive naming: Provide name of something when given a description

convergent naming: SLP different examples within category and patient gives category eg: banana, apple, pear → fruit

divergent naming: SLP gives category and patient gives different examples within category eg: name 3 round objects

verbal fluency: when SLP asks patient to name as many things within a category within 1 min (divergent naming with time limit)

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10
Q

Anomia: naming assessment

Why consider different characteristics of stimulus

A

Important to vary complexity to test where breakdown is occuring

Nouns vs verbs
Semantic categories
Length
Familiarity/frequency
Age of acquisition
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11
Q

Anomia: naming assessment

Semantic error analysis

A

Error Patterns:
Comprehension errors
Naming errors
Oral word reading and writing may NOT be affected
Difficulty interpreting meaning of gesture and objects/pictures

Banana vs pear → same semantic category
Banana vs hammer → higher level error at semantic level

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12
Q

Anomia: treatment for lexical retrieval

Goal: restore function and compensatory strategies

A

Restore function - tasks focusing on accessing semantic and phonological word retrieval

Compensatory - gesturing, writing, circumlocution (talk around target word)

Cueing hierarchies → semantic cues → phonemic cues → different modality (eg written form)

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13
Q

true/false

If spelling knowledge is preserved in anomia, then spelling knowledge may facilitate word retrieval through phonemic self-cueing

A

true

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14
Q

Sentence level Auditory Comprehension:

Determine sentence complexity

A

2 things can affect sentence complexity –> reversibility and complexity

Semantic reversibility → semantically reversible sentences are MORE difficult to understand → Nonreversible are easier b/c we rely on word meaning to interpret if we don’t understand syntax

Sentence structure → more complex is more difficult → the more verbs the more complex

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15
Q

Single Word Auditory Comprehension:

Determine sentence complexity

Examples of semantic reversibility

A

More complex –> more verbs and passive

Reversible → The girl hugged the boy (more complex and difficult)

Nonreversible → The girl hugged the doll

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16
Q

Single Word Auditory Comprehension:

Determine sentence complexity - canonical vs noncanonical

A

Simple: SVO = canonical word order (active sentence)

Complex: noncanonical word order = deviations from SVO structure eg OVS (passive sentence)

“The doll/boy was hugged by the girl”

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17
Q

SW - Auditory Comprehension:

describe

A

inability to understand the meaning of the word despite correct repetition

SW - pointing to a named object, following directions like “jump”

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18
Q

SW - Auditory Comprehension:

treatment

A

Based on stimulation approach → system is uncoordinated/reduced efficiency

Pointing drills
Following directions
Y/N questions

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19
Q

Sentence level comprehension:

treatment

A

Sentence completion: “cloze procedure”

open-ended questions and storytelling

Mapping therapy for Broca’s

Verb-centered treatment

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20
Q

Sentence level comprehension:

Informal vs formal treatment

A

Informal: spontaneous speech → cookie-theft picture

Formal: aphasia batteries like PAL subtest

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21
Q

Sentence level comprehension:

Mapping therapy treatment

A

Therapy specifically for Broca’s asyntactic comprehension impairments

Goal: map syntactic and semantic levels of sentence representation

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22
Q

Syntactically Oriented Treatment

A

Type of sentence-level treatment

SPPA → improves naturalism of context and interaction

Treatment for underlying forms - ID action, agent, theme

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23
Q

What is Auditory Comprehension

A

Ability to understand spoken language

When assessing comprehension remove expression

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24
Q

Single Word Auditory Comprehension:

Formal vs informal assessments

A

Formal: aphasia batteries, BDAE (or BNT subtest)

Informal: pointing, simple y/n responses, matching

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25
Sentence level Auditory Comprehension Formal vs informal assessments
Formal: aphasia batteries typically have sentence level comprehension sub-tests Informal: 1-3 step directions (very functional); simple/complex Y/N questions; answering open ended questions
26
Sentence level Auditory Comprehension describe
Common among severe aphasia types Stages based in SW comprehension BUT word meaning alone is not the “whole” meaning Broca’s aphasia → asyntactic comprehension → difficulty comprehending noncanonical sentences that are semantically reversible (mapping breakdown) “The boy was hugged by the girl”
27
Pure Alexia: S/S
Marked impairment of reading or spelling with preserved verbal language comprehension & production Letter-by-letter reading Word-length effect: as word gets longer, becomes more difficult
28
Global/Deep Alexia: S/S
<30% correct on single-word or reading tasks | spelling typically more impaired
29
Phonological Alexia/Agraphia: S/S
Struggle to map sound system with writing system; phonological system is impaired; semantic system is intact Lexicality effect – better at real words than non-words; morphologic errors in reading (drive, driven), spelling errors in similar words (bird, bride) Impairment noted at text level
30
Surface Alexia/Agraphia: S/S
semantic system is impaired; phonological system intact Regularity effect – phonological approach good for regularly spelled words/non-words but breaks down for irregularly spelling (e.g., phone = fone) Spelling worse than reading
31
Allographic Agraphia: S/S
Impairment converting graphemes to letter shapes (can’t write lowercase when given uppercase)
32
Apraxic Agraphia: S/S
Motor programming of handwriting impaired – falls more in domain of OT
33
Global/Deep Alexia: treatment
Treatment often lexical in nature to retrain specific words | CART (copy and recall treatment)
34
Phonological Alexia/Agraphia: treatment
Strengthen mapping Strengthen phonological skills with “key word” approach Reading and spelling treatment
35
Surface Alexia/Agraphia: treatment
Retraining irregular orthographic representations Problem solving surface aka semantic
36
Allographic Agraphia: treatment
Lexical spelling treatment – repeated copying of letters | Using alphabet card
37
Apraxic Agraphia: treatment
Drilling or refer to OT
38
Alexia/agraphia: semantic vs phonological
Individual variation counts → S/S are important not categorizing
39
Central processing: Phonological and Semantic
Phonological → perisylvian Semantic → extrasylvian Orthographic → extrasylvian
40
If phonological is impaired…
Lexicality effect → better at real words than non-words; morphologic errors in reading (drive, driven) Semantics are intact → phonological system is impaired Syntactic impairments evident at text-level Damage to perisylvian
41
If surface (semantics) is impaired…
Regularity effect → phonological approach good for regularly spelled words/non-words but breaks down for irregularly spelling (e.g., phone = fone) Phonological system intact → semantic system is impaired
42
How do you assess phonological alexia/agraphia
Lexicality effect Reading errors Spelling errors Minor errors at SW level → errors occur at text-level (longer length sentences)
43
How do assess surface (semantics) alexia/agraphia
Overeliance on sublexical processing - C-A-T Good phonological ability → poor semantic ability Spelling is worse than reading Regularity effect Damage to extrasylvian
44
Regularity effect
Occurs in surface (semantic) alexia agraphia Phonological approach works well for regularly spelled words and nonwords → breakdown occurs with irregular words phone → fone; choir → kwire; circuit → serquit
45
How to treat reading and writing impairments
All the ways to treat Alexia and agraphia So like Pure Alexia would be: 
Brief Exposure to written words & Multiple Oral Re-Reading

Global & Deep Alexia & Agraphia: 
CART (call & recall therapy)

Phonological Alexia & Agraphia: 
Strengthening Phonological Skills (key word approach)
Sentence & paragraph level reading treatment

Surface Alexia & Agraphia: 
CART again 
Problem Solving with an electronic speller

Allographic Agraphia: 
Lexical Spelling Treatment (practice writing the letters from a model)
Alphabet card (to compensate)

Apraxic Agraphia: Practice copying written words with extensive feedback
In severe cases, treatment won’t help
46
Phonological alexia/agraphia: grammatical class effects
Nouns (easy) → verbs → function words (hard)
47
Pure alexia: treatment
Goal is to increase speed of word recognition and accuracy Brief exposure to written word → forces them to focus on holistic word recognition Multiple oral rereading -> top-down approach; not SW → text level (longer strings of text) is more functional
48
Form → content → use
Structure → semantics → pragmatics
49
What is pragmatics
Branch of linguistics with the way language is used Social aspect of language The use of abstract symbols that are ruled based to convey meaning in a social context
50
Pragmatic competence
``` The ability to understand the speaker's intended meaning Read nonverbal cues Not overly stating Theory of mind Idiom, sarcasm (nonliteral) ```
51
Pragmatic behavior difficult for brain injury
self-correction/self-monitoring Have difficulty using contextual info to generate inferences
52
Pragmatic: informal vs formal assessment
Informal: narrative, interviews, observe behavior Formal: rating scales, checklists, standard assessments → CADL
53
Pragmatic: treatment
PACE More naturalistic context; also used for word finding
54
What is discourse
Any form of communication Can be monologue or dialogue
55
Discourse genres
Narrative Procedural Expository Conversation
56
Discourse: analysis: psycholinguistic and sociolinguistic
Psycholinguistic: Focus on form and connected discourse Sociolinguistic: focus on use; examined in context
57
Discourse: treatment
Based on principles of experience-based neuroplasticity nowadays utilized computerized technology not easily identified by traditional aphasia batteries b/c we are looking at larger units of language
58
Discourse: treatment Discourse level and social skills
Discourse level treatments - hierarchical discourse therapy: focus on relevant responses, increased production and abstractions Social skills treatment: focus on quantity of info, clarity of expression, style of interaction
59
Formulaic language - define
``` Overlearned words, phrases or longer linguistic units that are: Known to native seeker Occur naturally in discourse - important of social interaction Eg sentence starters ```
60
Formulaic language: 3 types
Automatic speech → counting Recited speech → humpty dumpty Formulaic expressions→ idioms, pause fillers, lexical bundles
61
Formulaic language: t/f Neural underpinnings of formulaic language are different compared to novel language production
True formulaic language → RH Formulaic language is preserved when novel language (LH) is not Formulaic language can be used to elicit language "salt and ____" "mary had a little ___"
62
GRICES maxims
For pragmatics quantity, quality, relation, and manner
63
Name a few pragmatic behaviors
Turn taking conversational skills, the use of our non-verbal communication skills, understanding non-literal language, interpreting and expressing emotions Politeness markers
64
Pragmatics competences: what is the best informal assessment
narrative analysis (storytelling, interview, etc) is best informal assessment
65
Anomia: phonological error patterns
``` Error Patterns: Comprehension preserved Errors in oral naming and word reading Difficulty activating output lexicon Disturbance in internal structure of phonological representation ```

Adult Lang Disorders (4 decks)

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