Speech Communications > Chapters 4-5 > Flashcards

Chapters 4-5 Flashcards

(56 cards)

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1
Q

SLI

A

Specific Language Impairment

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2
Q

Pragmatics

A

Adjusting language form and content to match social settings and conditions

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3
Q

Phonology

A

Speech sound system

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4
Q

Syntax

A

Grammatical structures

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5
Q

Morphology

A

Rule system governing the smallest grammatical units

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6
Q

Semantics

A

Vocabulary, word meaning

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7
Q

Pragmatic disorder

A

Adolescents who struggle with language use, forms of discourse, figurative language, and metapragmatics (humor, slang)

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8
Q

Phonological disorder

A

Impaired use of speech sounds

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9
Q

Morphological disorders

A

Difficulty understanding use of words (pronouns, plurals)

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10
Q

Semantic disorders

A

Difficulty understanding and coming up with meanings to words, difficulty with word retrieval, so they use a filler-word (thing, stuff, thing-a-ma-jig)
- Synonyms, antonyms

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11
Q

Etiologies of language disorders

A
  • Specific language impairment
  • Genetic factors resulting in cognitive and sensory impairment
  • Physical/social/environmental factors (neglect, abuse, drug exposure in uterus, malnourishment, disease)
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12
Q

Word-finding problems

A

Word retrieval problems

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13
Q

Autism Spectrum Disorder (including Asperger’s)

A
  • Neurodevelopment disorder
  • Deficits in social communication and social interactions
  • Restrictive, repetitive behaviors (repetitive speech, motor movements, use of objects)
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14
Q

Social Communication Disorder

A
  • Difficulty with social-interactive behaviors (making eye contact, understanding/using facial expressions/body language, using vocal tone and inflection
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15
Q

Attention-Deficit/Hyperactivity Disorder

A
  • Chronic neurodevelopment disorder

- Inattention, hyperactivity, impulsivity

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16
Q

Prelingual deafness

A

Hearing loss before a child begins acquiring language

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17
Q

Postlingual deafness

A

Hearing loss after a child begins acquiring language

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18
Q

Traumatic brain injury

A

Individual sustains any injury to the head

  • Penetrating injuries: affects areas of the head along the pathway of the penetrative object
  • Closed head injuries (concussions)
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19
Q

Two types of brain damage

A
  • Primary brain damage: occurs at time of impact )skull fracture, nerve damage, tearing of lobes/blood vessels, blood clots, bruising)
  • Secondary brain damage: occurs after trauma and over time (pressure inside skull, seizures, infection, fever, changes in bodily functions)
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20
Q

Standard English

A

National norm of English in the USA

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21
Q

Types of Assessments

A
  • Standardized assessment
  • Developmental scales
  • Criterion-referenced procedures
  • Observations or interviews
  • Dynamic assessment
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22
Q

Standardized assesment

A

Used to determine how individuals compare with their same aged peers on some aspect of language

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23
Q

Developmental scales

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A

Offer clinicians a more thorough look at a specific area of an individual’s language abilities

24
Q

Criterion referenced procedures

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A

Used to determine whether the child can attain a certain level of performance on a specific language target (prepositions and performance)

25
Observations and Interviews
Used to learn about first time clients/ a client's case history
26
Dynamic assessment
Test-teach-retest approach 1. Clinician using an informal method (checklist) to obtain a baseline measure of a particular language structure, content, or usage 2. Clinician teaches lessons pertaining to that particular aspect 3. Clinician tests client again to see if there is a change in that aspect of language
27
Types of Intervention
- Family based Intervention Programs - Individual and Group Therapy - Classroom based Intervention - Intervention with Adolescents - Augmentative and Alternative Communication
28
Family based Intervention Programs
SLPs work directly with family members of a person with a severe language disorder
29
Individual and Group Therapy
Receiving intervention is a group or alone setting - Need to decide which would be best for child - Can occur at home or school
30
Classroom based Intervention
SLP providing language intervention in a classroom setting working with teachers to design and deliver intervention - SLP and teacher work together or SLP teaches teacher how to implement intervention in class
31
Intervention with Adolescents
Different than intervention with children due to developmental differences GOALS WITH ADOLESCENTS AT DIFFERENT AGES - Preteens/early: developing the language to succeed academically and be accepted by peers - Middle: developing language for academic growth, interacting successfully with peers, beginning to think about future jobs - Late: developing language needed for success in the workplace, establishing and maintaining one-to-one relationships
32
Augmentative and Alternative Communication
Any form of communication other than speech used by people with little to no spoken language ability - Picture and symbol communication boards, electronic devices, paper and pencil, communication books, speech generating devices, written output systems
33
Syntactic disorders
Difficulty combining words and using them in sentences | Think Yoda
34
Corpus callosum
Mass of fibers connecting the two hemispheres of the brain, allowing for communication
35
Localization of function
The specialization of the nerve cells in the cerebral cortex
36
Cerebellum
Regulates and coordinates motor function, assists in language processing
37
Cerebral cortex
The outer layer of the brain
38
Aphasia
A language disorder that affects the person's ability to communicate
39
Causes of aphasia
Damage to the areas of the brain responsible for language processing - tumors - TBI - brain surgery - brain infection - dementia
40
Three conditions that can stop the flow of blood to the brain
- Thrombotic stroke - Thromboembolic stroke - Hemorrhagic stroke
41
Thrombotic stroke
A blood clot forms in a cerebral artery and blocks blood flow
42
Thromboembolic stroke
A clot forms in an artery outside the brain, a piece of the clot (embolus) breaks off and travels to a cerebral artery, blocking in
43
Embolus
A broken off piece of a blood clot
44
Hemorrhagic stroke
A cerebral artery bursts and hemorrhages, causing the blood to flow
45
Wernicke's aphasia
A disturbance in the ability to comprehend speech | Caused by a lesion on the temporal lobe (hearing)
46
Broca's aphasia
Impairment of the ability to produce voluntary speech | Experience trouble moving their articulators in the required manner to produce speech sounds
47
Anomic aphasia
A disturbance in word finding | Caused by a lesion in the temporal/parietal region
48
Parietal lobe
Controls language and sensations (pressure and touch)
49
Conductive aphasia
Impairment in comprehending speech and repeating speech | Damage to a group of fibers connecting Broca's area to Wernicke's area
50
Broca's area
Located in the frontal lobe, speech production
51
Wernicke's area
Located in the temporal lobe, comprehension of speech
52
Transcortical aphasia
Caused by damage to the cerebral cortex surrounding Broca's area or Wernicke's area
53
Global aphasia
Caused by extensive damage to the left hemisphere and its language functioning
54
Characteristics of left hemisphere damage
- extreme fatigue - seizures - visual field disturbances - perseveration (repeating the same word over and over) - abstract concrete imbalance (categorizing impairment) - depression
55
Right hemisphere deficits
- anosognosia (person isn't aware of their condition) - left neglect (fail to notice the left side of things) - recognition impairments - auditory impairments
56
Causes of right hemisphere deficits
- dementia | - TBI
Speech Communications
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