CD Exam 3

aphasia

aphasia

without language, due to localized brain damage

fluent aphasia

speaks fluently but might be irrelevant- Werkicke’s

nonfluent aphasia

choppy one to two word utterances- Broca’s

agraphia

difficulty writing

alexia

reading problems, unable to recognize common words

jargon

meaningless or irrelevant speech with intonation

anomia

trouble naming, but has fluent speech

paraphasia

word substitutions may substitute words that are similar

agnosia

difficulty understanding sensory info

dysphasia

difficulty carrying out motor movement for speech production

primary cause of dysphasia

cerebral vernacular accident

recovery time for aphasia

no set time

things to include in an aphasia assessment

reading, writing, numbers, daily planning and communication of basic needs

successful intervention for aphasia

focusing on strengths, compensation of weakness, age appropriate tasks, and always include family

Wernicke’s aphasia

trouble understanding language

Broca’s aphasia

trouble expressing language and naming

Primary Progressive Aphasia

degenerative disorder, progresses from motor speech to inability to speak

Mixed Aphasia

combination of deficits

Progressive disorders

get worse over time, treatment is based on compensation

Right hemisphere damage

left side neglect, denial of illness, lack of motivation

Traumatic Brain Injury

disruption of normal functioning caused by a blow or jolt to the head or a penetrating head injury

Hypoxia

occurs in close head injuries, lack of oxygen to the brain

cognitive rehabilitation

take compensation approach

dementia treatment goal

maintain highest level of function and help maximize participation with ADL

frontal lobe

planning, organizing, emotional and behavioral control attention, and social skills

fluency

the consistent ability to move the speech production apparatus in an effortless, smooth, and rapid manner

secondary behavior characteristics with stuttering

eye blinking, grimacing, hand shoulder ticks

psychogenic suttering

caused by people with severe emotional trauma

developmental stuttering

most common, begins in preschool and gradually increases

neurogenetic stuttering

neurological disease or trauma

age where stuttering occurs

2-5

phase one of developmental stuttering

2-6; sound/syllable repetitions- not bothered by it

phase two of developmental stuttering

elementary school; child recognizes stutter

phase three of developmental stuttering

8 to young adulthood; little fear

phase 4 of developmental stuttering

most advanced fearful anticipation, avoidance of words

behavioral theory of stuttering

stuttering is a learned response

psychological theory of stuttering

contends stuttering is a neurotic system

organic theory of stuttering

proposes an actual physical cause

how to select techniques for stuttering intervention

depends on severity, motivation, and specific needs of the client

sound prolongation

wwwwwwwait

goal for stuttering intervention

empower the client to develop a feeling of control

voice

our primary means of expression and an essential feature of speech

resonance

the quality of the voice that is produced from sound vibrations in the pharyngeal, oral, and nasal cavities

velopharyngeal insufficiency

failure to separate the oral and nasal cavities

pitch measurement

hertz

loudness measurement

decibels

vocal pitch

higher pitch increases hertz, frequency varies constantly during speech production

vocal loudness

changes in vocal intensity, causes vocal folds to stay together longer

monoloudness

lacks normal variations in intensity or ability to change vocal loudness

monopitch

keeps habitual pitch always

how to produce pitch

vocal folds need length and tension

assessing voice disorders

pitch, loudness, and quality

breathy voice

speaking with air escaping through glottis when they are phonating

consistent aphoria

constant whisper

leading cause of voice disorders in children

misuse

inability to control vocal intensity of loudness varies due to

loss of neural control of the respiratory laryngeal mechanism or psychological problems

spasmodic dysphonia

shaky and breathy voice

Lee Silverman Voice Therapy

intense therapy for parkinson patients, focused on thinking loud

hyponasality

not enough sound resonating in the nasal cavity

hypernasality

occurs when velopharyngeal mechanism fails to decouple the oral and nasal cavities

vocal hygiene

avoid caffeine and smoking, drink water, and avoid misuse