Aphasia exam 2

True/ False: There is generally overlap in the distribution of aphasia battery scores between groups of people with and without aphasia.

True.

True or False: Norm-referenced measures are typically used to determine when a certain treatment goal has been met.

False.

* Norm-referenced measures are typically used to compare an individual's performance to a larger group and determine how they rank in comparison. They are not specifically designed to determine when a treatment goal has been met.

True or False: __Norm-referenced__ measures are indices used to gauge a person’s ability without direct comparison to others. 

False.

* Norm-referenced measures are indices that compare an individual's performance to a normative sample of similar individuals in age, education, and other relevant characteristics.

True or False: When assessing individuals who speak a language other than the language for which an aphasia battery has been developed and standardized, it is typically __appropriate__ to use a literal translation of an existing aphasia battery (e.g., the Western Aphasia Battery - Revised).

False.

* When assessing individuals who speak a language other than the language for which an aphasia battery has been developed and standardized, it is not appropriate to use a literal translation of an existing aphasia battery. Instead, a culturally and linguistically appropriate assessment should be used.

Given differences in phonology, morphology, semantics, syntax, and pragmatics across any two languages, literal translations of any given test are never appropriate.

* Phonology: The sound systems of languages differ in the inventory of sounds they use, how those sounds are pronounced, and how they are combined to form words.
* Morphology: Languages differ in the ways they form words, including the use of affixes, compounding, and inflection.
* Semantics: The meanings of words and how they are used in sentences can vary greatly across languages.
* Syntax: The order of words in a sentence and how they are combined can differ significantly between languages.
* Pragmatics: How language is used in social contexts, including the use of politeness, indirectness, and cultural references, can vary widely between languages.

True or False: No matter how well designed or well controlled our assessment methods and materials, and no matter how expert we are, there is always a chance of measurement error.

True.

True or False: In most cases, the case history information most likely to help in planning for long-term support for long-term coping with aphasia can be gleaned from medical charts.

False.

* In most cases, the case history information most likely to help in planning for long-term support for long-term coping with aphasia can be gleaned from medical charts alone. While medical charts can provide important information about a person's medical history and diagnosis, they often do not provide sufficient information about their communication abilities, personal goals, and social support network. To plan for long-term support and coping with aphasia, it is important to conduct a comprehensive assessment that includes input from the person with aphasia, their family members or caregivers, and other relevant professionals, such as a speech-language pathologist or occupational therapist. The assessment should also consider the person's cultural and linguistic background, as well as their individual needs and preferences. This information can be obtained through interviews, standardized assessments, and observation of the person in their natural environment.

True or False: By designing tests for use with specific multicultural populations, one can eliminate all biasing factors in testing.

False.

* While designing tests for specific multicultural populations can help to minimize biasing factors, it is nearly impossible to eliminate all biases in testing completely. Cultural factors can impact test performance, and it is important to recognize and address these factors in the test design. However, biases may still exist in the test despite the best efforts to eliminate them. Therefore, it is important to use caution when interpreting test results and to consider them in conjunction with other sources of information.

True or False: In every form of cognitive-linguistic assessment there is a chance of measurement error.

True.

**According to the ASHA Scope of Practice, the overall objective of speech-language pathology services is to optimize:**


1. Treatment frequency
2. Cost effectiveness
3. Quality of life
4. Confidence

3. Quality of life

**The most common health care model currently used in the United States is:**


1. The Medical Model
2. The Disability Model
3. The Participation Model
4. The Social Model

1. The Medical Model

**The Living with Aphasia Framework for Outcome Measurement (A-FROM) would put measurement of syntax into which domain?**


1. Participation in life situations
2. Language and related impairments
3. Communication and language environment
4. Personal, identity, attitudes and feelings

2. Language and related impairments

**Which of the following is an example of decreasing a communication-related environmental barrier for people living with aphasia?**


1. Reducing the cost of transportation
2. Installing curb cuts on street corners
3. Changing the position of a wheelchair hand brake
4. Replacing text with "universal signage" in a hospital

4. Replacing text with “universal signage” in a hospital

**Which of the following is NOT a C.A.P.E. category?**


1. Connecting people
2. Adaptive clothing
3. Partner training
4. Education and resources

2. Adaptive clothing

**What is an important factor to consider when developing AAC opportunities for people with aphasia?**


1. Always use standardized communication systems
2. High tech devices are usually best
3. Individualized low-tech approaches may work best
4. Try not to individualize the communication system

3. Individualized low-tech approaches may work best

**Teaching a family member to use specific communication techniques to communicate with a person with aphasia falls under which C.A.P.E. category?**


1. Connecting people
2. Augmentative and Alternative Communication (AAC)
3. Partner Training
4. Education and Resources

3. Partner Training

**What is important to do when providing information about aphasia to someone with aphasia?**


1. Always use a computer
2. Always use "aphasia friendly" methods
3. Always use medical terminology
4. Always use sans serif font

2. Always use “aphasia friendly” methods

**Which of the following can be a result of decreased awareness of aphasia?**


1. Isolation of people with aphasia
2. Less authorized treatment
3. Less research funding
4. All of the above

4. All of the above

**Which of the following best describes using the C.A.P.E. framework?**


1. Only use C.A.P.E. categories in aphasia treatment
2. Prioritize C.A.P.E. categories in aphasia treatment
3. Use C.A.P.E. categories in aphasia treatment when you have time
4. Never use C.A.P.E. categories in aphasia treatment

2. Prioritize C.A.P.E. categories in aphasia treatment

WAB-R: Impairment Based or Participation Focused

Impairment Based

WAB-R: What domains does the assessment examine?

Linguistic and non-linguistic skills

* Content 
* Fluency
* Auditory comprehension
* Repetition
* Naming
* Reading
* Writing
* Drawing
* Calculation 
* Block design 
* Spontaneous speech

WAB-R: Cultural considerations

\

WAB-R: When would you use and why, and/or other comments important to you

QAB-R: Impairment Based or Participation Focused

Impairment based

QAB-R: What domains does the assessment examine?

* Tests multiple areas of language 
* Level of consciousness
* Connected speech
* Word comprehension/ sentence comprehension
* Repetition 
* Reading out loud
* Motor speech
* Different questions on each form (three forms)

QAB-R: Cultural considerations

Koren, Spanish, French, Danish, English, Arabic

QAB-R: When would you use and why, and/or other comments important to you

\- Quick way to analyze language deficits 

\- looks at both strengths and weaknesses

\- There is an extended version and a zoom version available 

Communication Effectiveness Profile (CEP): Impairment Based or Participation Focused

Impairment Based

Communication Effectiveness Profile (CEP): What domains does the assessment examine?

Communication Effectiveness Profile (CEP): Cultural Considerations

Communication Effectiveness Profile (CEP): When would you use and why, and/or other comments important to you

BDAE: Impairment Based or Participation Focused

BDAE: What domains does the assessment examine?

Language skills based on perceptual modalities (auditory, visual, and gestural), processing functions (comprehension, analysis, problem-solving), and response modalities (writing, articulation, and manipulation)

BDAE: Cultural Considerations

English, Spanish, Portuguese, French, Hindi, Finnish,  Greek

BDAE: When would you use and why, and/or other comments important to you

BNT: Impairment based or participation focused?

\
BNT: What domains does the assessment examine?

BNT: **Cultural considerations**

BNT: **When would you use and why, and/or other comments important to you**

ALA (any version): Impairment based or participation focused?

Impairment based

**ALA (any version): What domains does the assessment examine?**

Used to discriminate aphasia severity, Construct validity, and Retest reliability

**ALA (any version): Cultural considerations**

Only English

**ALA (any version): When would you use and why, and/or other comments important to you**

MCST-A: Impairment based or participation focused?

Impairment based

\
**MCST-A: What domains does the assessment examine?**

Used to determine severity of aphasia / AAC, Ability to use skills associated with AAC

**MCST-A: Cultural considerations**

MCST-A: When would you use and why, and/or other comments important to you

CADL: Impairment based or participation focused?

CADL: What domains does the assessment examine?

valid sample of each patient's current functional communication skills

communication activities in seven areas: Reading, writing, and using numbers; Social interaction; Divergent communication; Contextual communication; Nonverbal communication; Sequential relationships; and Humor/metaphor

CADL: Cultural considerations

CADL: When would you use and why, and/or other comments important to you

ABRS and Arizona Semantic Test: Impairment based or participation focused?

Participation focused

ABRS and Arizona Semantic Test: What domains does the assessment examine?

This is a 100-item list that can be used to test single-word reading and spelling. Characterizes alexia profile through real words vs nonwords, regular vs. irregular spelling, imageability, number of letters

ABRS and Arizona Semantic Test: Cultural considerations

ABRS and Arizona Semantic Test: When would you use and why, and/or other comments important to you

The test is used with children or others who cannot complete a typical hearing screening

also used if your symptoms might be due to hearing loss in the brain or in a brain pathway

CLQT-A: Impairment based or participation focused?

impairment Based

CLQT-A: What domains does the assessment examine?

Cognitive-linguistic functioning in five cognitive domains:


1. Attention
2. Memory
3. Executive Functions
4. Language
5. Visuospatial Skills

CLQT-A: Cultural considerations

English and spanish

CLQT-A: When would you use and why, and/or other comments important to you

If an individual suffered from a stroke

RCBA: Impairment based or participation focused?

Impairment-based

RCBA: What domains does the assessment examine?

Evaluates reading impairments and abilities of those who’ve acquired a reading disability (e.g., TBI). Guides rehabilitation. Assesses acquired dyslexia, secondary to aphasia. Looks at severity and quality of acquired reading impairments.

RCBA: Cultural considerations

English only

RCBA: When would you use and why, and/or other comments important to you

The focus of RCBA is on improving the underlying speech motor impairments that are causing difficulties with speech production in individuals with AOS. The treatment aims to increase the accuracy and speed of syllable transitions, strengthen the phonological representation of core vocabulary words, and improve the overall functioning of the speech motor system. RCBA is an impairment-based treatment that has the potential to improve participation in daily communication activities by addressing the underlying motor impairments that are impacting speech production.

Criterion Referenced

are indices used to gauge a person’s own ability without direct comparison to others.

Norm Referenced

indices compared to a sample of a population with similar traits 

Criterion Referenced Measures

also called domain- referenced measures,

are indices used to gauge a person’s own ability without direct comparison to others. This is in contrast to norm-referenced measures (indices compared to a sample of a population with similar traits). In clinical practice, we use criterion-referenced measures in several practical ways. We use them when we establish a person’s initial performance abilities on a certain task, such as object naming or comprehension of sentences having a certain grammatical construction, and then measure changes from that baseline during the course of treatment. We also use them to determine whether a person might be appropriate for a given treatment. For example, if a given person is able to demonstrate accurate reading comprehension at a certain prespecified level, we may consider them eligible for a book discussion group for stroke and brain injury survivors. Researchers often similarly use criterion-referenced measures to determine whether a person qualifies to participate in a study. For example, depending on the nature of a study, we may say that a person must be able to accurately read aloud a certain set of sentences or to correctly name a certain percentage of the verbs depicted in a series of action scenes. Further, we use criterion-referenced measures to determine when a certain treatment goal has been met. Consider, for example, a TBI survivor who does not self-monitor or control their tendency to say off- topic comments during spontaneous conversation. We may have a goal to help them work toward topic maintenance or discourse cohesion and operationalize their target for meeting that goal as independently demonstrating on-topic comments 80% of the time during spontaneous conversation with their partner. Sometimes tasks and stimuli from standardized tests are used in a non standardized way when determining criterion-referenced performance. We might index information units produced when a person describes a picture from the Western Aphasia Battery–Revised