CSD exam 3

Language disorder

difficulty with the comprehension and/or expression of language form, content, or use

late talkers

children who are developmentally behind their typically developing peers

Developmental language disorders/specific language impairment

no known underlying cause

language delay

children perform similar to children of a younger chronological age

phonological disorders

sounds are slow to develop, or child uses sounds in unusual way

morpho syntactic disorders

short, overly simple disorders

autism

profoundly affects a child’s interactions with other people around the world: atypical lang comprehension, atypical pragmatic skills, expressive language characteristics may become more apparent

Intellectual disability

an IQ of less than 70 along with significant deficits in adaptive functioning

traumatic brain injury

great variability, widespread damage affects more than lang areas, conversational /discourse contexts will be more affected

developmental language disorders/specific language impairment

no known cause, can be form content or use, may be receptive expressive or a mix

language delay

children perform similar to children of a younger chronological age

semantic disorders

limited expressive vocab, slow vocab growth

anomia

trouble naming things, receptive knows word but has trouble recalling it/using it to name things

pragmatic disorders

difficulty requesting clarification and/or responding to requests for clarification, poor flexibility, difficulty turn taking, narrative difficulties

norm referenced test

compares a child’s performance to that of other children the same age

criterion referenced test

looks at if a child can use certain syntactic or morphological structures in various speaking tasks

limits to standardized tests

coexisting disorders, culturally and linguistically appropriate

expansion

adults mature version of a child’s utterance that preserves the word order of the OG child utterance, adds grammatical completeness

ex: doggie eat → the doggie is eating

Extension

adults semantically related comment on a topic established by a child, adds more semantic information

ex: doggie eat → yes doggie is hungry

self talk

clinician talks about what they are doing; child says nothing

parallel talk

clinician talks about what the child is doing and what the clinician is doing; child says nothing

dyslexia

neurologically based phonological processing disorder that interferes with single word decoding

sound symbol correspondence

linking letters to the sound they make rather than just their letter names

acquired language disorder

sudden or progressive damage to portions of the brain important for language and thought that can disturb the ability to communicate

potential causes for acquired lang disorders

cerebrovascular accident, head injury, neoplasm, neurodegeneration

aphasia

acquired disorder of language apparent in speaking, understanding, reading and writing

hemiparesis

weakness on one side of the body due to brain injury on the opposite side

alexia

acquired impairment of reading

agraphia

acquired impairment of writing

left or right neglect

tendency to orient gaze and attention away from the impaired side, occurs opposite the side of the injury

neologisms

nonsense words

circumlocution

talking around a word

paraphasia

incorrect words

what does aphasia effect

auditory comprehension, repetition, fluency

phonemic paraphasia

when a sound substitution or rearrangement is made, but the state words still resembles the intended word

ex: dat instead of hat

verbal/semantic paraphasia

when an entire word is substituted for the intended word; substituted word usually has similar meaning and is real word

ex: orange instead of apple

neologistic paraphasia

use of non real words in place of intended word

ex: sploofer instead of phone

fluent aphasia

patient speaks fluently, but may have other language difficulties, often in content

non fluent aphasia

patient has difficulty producing language, may only speak in single words or visible struggle to speak

global aphasia

expressive and receptive language severely impaired

right hemi damage

may have some word retrieval problems, however prominent features are: impairment in thought org, mental flexibility and use of lang that affect ability to understand and communicate effectively

dementia

acquired progressive impairment of intellectual function that is chronic and affects several aspects of mental activity including memory, cognition, language, and processing of visual spatial information

fluency

speech that is easy, rhythmical and evenly flowing

disfluency

between-word disfluencies and/pr within word disfluencies

stuttering

unusual # of sound syllable repetitions, prolongations, blocks

spontaneous recovery

recovery from stuttering without treatment- window is within 12-24 months post onset

early developing sounds

m, b, n, w, d , p, h (0-3 years)

middle developing sounds

t,k,g,f,v, ch (2-4 years)

later developing sounds

4-6 years- s, l , r

phonology

study of combining phonemes to make words

articulation

ability to produce sound by moving articulators

articulation/phonological disorders

most common types of communication disorders treated by speech pathologists- difficulty producing sounds

articulation disorder

typically seen in older children, only few sounds in error, typically complex sounds in error like r or s, distortion of sound

childhood apraxia of speech

neurological speech sound disorder, core impairment in planning and/or programming movements- differences in prosody, poor transitioning between sounds/syllables

mild speech sound disorder

problems with only a few sounds; speech is intelligible to most listeners

moderate speech sound disorders

more difficulty producing sounds; mostly intelligible to familiar listeners

severe speech sound disorders

speech is unintelligible to most listeners- many errors, may have unusual errors

dynamic temporal and tactile cueing

i do, you do, we do

rapid syllable transition training

uses non words because they don’t have est. motor patterns, teaches them the beats and correct production of consonants

core vocabulary

focuses on correcting set of high frequency words

chaining

builds on linguistic complexity

dysgraphia

impairment in swallowing function

potential causes of dysgraphia

neurological, head and neck structural issues, secondary to another disease or side effect of meds

bolus

either sip or liquid or food that has been chewed and mixed with saliva in mouth

oral phase

only voluntary part of swallowing

oral preparatory

liquids, bolus sealed in oral cavity by tongue in front and palate in back

solids, bolus undergoes chewing and manipulation

oral propulsion

tongue elevates and moves bolus backwards in mouth

pharyngeal phase

begins when bolus reaches palatoglossal arch,

esophageal phase

bolus is moved inferiorly through peristalsis waves into stomach

penetration

bolus goes into larynx but remains above vocal folds

aspiration

bolus goes below vocal folds into trachea

silent aspiration

movement of liquid or solid bolus into trachea without bodily sensation and without any outward sign

treatment for dysgraphia

altered textures/thickened liquids, restorative swallow exercises, behavioral modifications and family training, surgical interventions