SLHS115 Intro to Communicative Disorders: Exam 1

impairment

loss of psychological, physiological, or anatomical structure or function

disability

reduced ability to meet daily living needs

disorder

any structure of function that is diminished to a significant degree

difference

abilities that differ from mainstream communication but no impairment diagnosis

etiology

cause of a disorder

organic

physical/ anatomical cause of a disoder

functional

no known physical cause for a disorder

developmental disorder

disorder occurs early in maturation; up to age 5

acquired disorder

disorder occurs after native language development

communication disorder

a diagnosed condition in which a person is unable to say correctly what they want to say or in unable to understand some or most of what is being said

discussion

act of verbal communication to make decisions

dialogue

the free flowing conversational exchange of ideas

debate

form of verbal communication used to achieve agreement on a topic

paralanguage

factors such as tone of voice, loudness, inflection, and pitch

sign language

form of expressive communication where words are replaced by gestures

tactile communication

refers to communication that occurs via touch

proxemics

concerns how space and time are used to communicate

speech chain

the process of encoding a message is organized across 3 levels: linguistic, physiological, and acoustic

epidemiology

the study of how often diseases and conditions occur in people and why

prevalence

how commonly disease or condition occurs in a population at a particular time

incidence

measures the rate of occurrence of new cases of a disease or condition and is expressed as a percentage

beneficence

refers to doing good and implies that positive steps are taken by the professional to prevent harm to patient or remove harm

nonmaleficence

refers to an obligation to not harm the patient

evidence based practice

form of clinical decision making by the practitioner to help improve patient's outcome; current best evidence, clinical expertise, client values

cultural competence

sensitivity to issues that can influence both the identification and management of communication disorders

cultural responsiveness

does not imply that one has attained all the skills and news needed to work with culturally diverse clients

individuals with disability act (IDEA)

free and appropriate public education for eligible children with disabilities

phonation

the process of converting the air pressure from the lungs into audible vibrations

malleus, incus, stapes

ossicular chain bones

frontal lobe

lobe of brain in charge of higher cognitive function like memory, emotions, impulse control, problem solving, social interaction, and language production

temporal lobe

lobe in charge of language processing

parietal lobe

lobe in charge of integrating and processing sensory information

occipital lobe

lobe in charge of processing visual information

precentral sulcus

primary motor area

postcentral sulcus

primary auditory area

abduction

posterior cricoarytenoid brings vocal folds apart

adduction

lateral cricoarytenoid moves vocal folds together

disorders of form

difficulty with phonology, morphology, and or syntax

disorders of content

difficulty with the meaning of words

disorders of use

difficulty with how to use language appropriately in different settings

articulation

how speech sounds are formed

fluency

smoothness of speech

voice

distinctive tone and vocal quality of an individual

intonation

changes in pitch within an utterance

articulation disorder

inability to say certain speech sounds correctly beyond the age when the sound is typically learned

phonological disorder

difficulty organizing the pattern of speech sounds for language which results in difficulty producing speech sounds

voice disorder

changes in vocal quality outside range of normal

prosody

rate, rhythm, stress and intonation

artifacts

personal appearance, clothing, possesions

kinesics

body language, gestures, facial expressions

auditory processing disorder

normal hearing but difficulty with understanding speech

dysphagia

difficulty swallowing

cognitive disorders

attention, memory, executive functions

assessment

a systematic process for gathering information from a variety of sources to describe a client's strengths and weaknesses and how to address them

norm referenced

individual is compared to norming group or children their age

criterion referenced

individual is compared to a standard or critera

dynamic assessment

provides information about the types of support that improves client performance

authentic assessment

provides information about how a client functions in their natural environment

developmental strategy

therapy targets are taught in the same general order as they emerge developmentally

direct teaching

clinician directly teaches the target response

incidental teaching

clinician manipulates the environment to elicit the target response

metalinguistic awareness

ability to reflect consciously on the nature and properties of language

behaviorist theory

assumes children learn language the same way they learn everything else, through imitation and reinforcement

nativist theory

stresses the contribution of the child's biological makeup to language acquistion

interactionist theory

recognizes both behavioral and nativist processes are important for children to acquire language

case history

questionnaire format completed by parents prior to appointment, important in young or disabled children

language delay

the child's language system is similar to younger, non disordered children; components are not unusual, just trailing behind

language deviance

exhibiting a linguistic system that is unlike that of a younger non disordered child

self talk

SLP talks aloud about what they are doing while engaging with child

parallel talk

SLP describing out loud what the child is seeing, hearing, or thinking during play

description

use of labeling or explanations by SLP that call attention to objects or happenings in play setting

language expansions

restatement of the child's utterances with a fuller and grammatically correct language model

autism

impairment in social interaction and communication and restricted repetitive and stereotypic patterns of behavior

echolalia

continuously repeating words the child has heard

theory of mind

an individual should be able to identify mental states within themselves and others and use this information to make prediction regarding others' behaviors

executive functioning disorder

individuals with ASD struggled in complex tasks involving abstract concepts such as reasoning and planning

weak central cohesion theory

an inability to see the big picture

applied behavior analysis

works mainly on reducing problem behaviors and encourages desired behaviors using reward or reinforcement

discrete trial training

desired skill is broken down into steps and repeated; correct answers rewarded and incorrect answers ignored

pivotal response training

focuses on motivation, self management, initiation of social interaction, and responsiveness to multiple cues

developmental language disorder

language impairment that is not due to deficits in hearing, oral structure, general intelligence, etc.

learning disorder

significant difficulties in the development and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

social communication disorder

persistent difficulty in the social use of verbal and nonverbal communication and may include problems in all those areas

trigeminal

pain/ touch for face and anterior 2/3 of tongue; motor to muscles of mastication

facial

motor to muscles of facial expression; taste in anterior 2/3 of tongue

glossopharyngeal

sensation of palate, posterior 1/3 of tongue (plus taste), oral pharynx; motor to stylopharyngeus muscle

vagus

sensation from pharynx, larynx; taste in epiglottis, pharynx; motor to larynx, pharynx, and soft palate

spinal accessory

motor to strap muscles of the neck

hypoglossal

motor to tongue