COMD 1333 FINAL STUDY GUIDE

Formulation

The process of thinking about and planning what to say.

Transmission

Physically conveying the message (speaking, writing, signing).

Reception

Receiving the message (hearing, seeing, feeling).

Comprehension

Understanding the message.

Grice's Maxims

Quantity: saying enough to get message across

Quality: accurate

Relevance : response has to contribute to the topic

Manner: appropriately taking turns, topic initiation

Phonology

Rules about sounds.

Morphology

Rules about word structure.

Syntax

Rules about sentence structure.

Semantics

Meaning of words and sentences.

Pragmatics

Social use of language.

Linguistic feedback

Spoken or written feedback (e.g., mmmm, huh??, cool!, shut up.

Non-linguistic feedback

Gestures, facial expressions (e.g., nodding, eye contact, frowning).

Speech

The actual production of sounds.

Language

The system of symbols (spoken, written, signed).

Communication

Sharing information through speech, gestures, writing, etc.

Language disorders

Difficulty understanding or producing language (e.g., aphasia).

Speech disorders

Problems with sound production (e.g., stuttering, articulation disorders).

Hearing disorders

Difficulty perceiving sound (e.g., hearing loss).

Feeding/Swallowing disorders

Problems eating or drinking safely (e.g., dysphagia).

Reduplicated Babbling

Repeated syllables (e.g., 'babababa').

Variegated Babbling

Varying syllables (e.g., 'badu').

Anatomy

Study of body structures.

Physiology

Study of body functions.

Central Nervous System (CNS)

Functions: Processing and coordinating sensory data and motor commands.

Structures that protect it: skull, three meninges, and cerebrospinal fluid

Cerebrum

Is responsible for our cognitive function (executive function)

Thinking

Rationalization

Problem solving

2 mirror image hemispheres (left and right)

Separated by the longitudinal fissure

Connected by corpus callosum

Communication between the two hemispheres takes place through corpus callosum

Left hemisphere controls the right side of the body

Right hemisphere controls the left of the body (contralaterality)

Cerebellum

Coordination of muscle movements

Maintaining muscle tone

Monitoring movement range and strength

Maintaining posture and equilibrium

Maintenance of body's position in space

Limited cognitive role

Brainstem

Located directly atop the spinal cord

Relay station between body and brain

Body to brain- sensory

Brain to body- motor

Manages cardio (heart)

respiratory (breathing)

Vasometry functions (blood vessels)

Cranial Nerves Related to Communication

V (Trigeminal): facial sensation, Jaw movement. X (Vagus): taste sensation, pharyngeal movement, palatal movement.. etc

Hearing Mechanism

Outer ear: Pinna, ear canal — gathers sound.

Middle ear: Tympanic membrane, ossicles — transfers sound.

Inner ear: Cochlea — converts sound to neural signals.

Ossicular Chain Bones

Malleus, Incus, Stapes.

Communication Assessment and Intervention

Norm-referenced: Compared to typical peers (standardized tests).

Criterion-referenced: Compared to a set standard.

Performance-based: Real-world tasks.

Performance-based

Real-world tasks.

Dynamic assessment

Learning potential through teaching.

4 Components of AAC (Augmentative and Alternative Communication)

Symbols

Aids

Strategies

Techniques

3 Levels of Iconicity

Transparent: visually resembles referent and high in guess ability (picture of a shoe)

Translucent: additional information is needed ("sun" means "like" on most PR SGD's)

Opaque: not understandable even when both the symbol and its meaning are provide to the learner (sign for underwear in ASL)

Iconicity

Relationship between a symbol and its meaning (ease of recognition), how easy is it for me to look at that symbol and tell what it is supposed to stand for

Complex Communication Needs

People who cannot meet communication needs through speech alone (e.g., cerebral palsy, autism).

Low Tech vs. High Tech

Low Tech: Picture boards. High Tech: Speech-generating devices (SGDs).

Access Methods

Direct selection, scanning, switch activation.

5 Purposes of Communication (Janice Light)

Express needs/wants, Information transfer, Social closeness, Social etiquette, Internal dialogue.

AAC Devices

Low Tech: Visual schedule boards, Big Mack, Go talks

High Tech: Dynavox, iPad apps.

Autism Spectrum Disorder (ASD)

Typical Autism, Rett Syndrome, Asperger's, CDD, PDDNOS

Language Characteristics of ASD

Echolalia- repeating words and phrases previously heard

Pronomial confusions: Incorrect use of pronouns

Dysprosody: Unusual pitch, rhythm, or pace in suprasegmentals and paralinguistics difficulties

Non-literal language difficulties: Idioms, jokes, indirect speech

Context bound usage: Can only use concepts in the context they were learned

Etiologies of Autism

Ingestion of toxins by mother during pregnancy

Chromosomal abnormalities

Prematurity

Anoxia (oxygen cut off at birth)

Viral infection by the mother

Fetal malnutrition

Mild Cognitive Impairment

85% of individuals with CI

IQ range of 50-69

Able to work and maintain relationships

This IQ is equivalent to 6th grade level

Moderate Cognitive Impairment

10% of individuals with CI

IQ range of 35-49

Able to work in supervised environment

Difficulty with social conventions

So can be easily be made victims/ outcasts

Lives most successfully in supervised environments

Severe Cognitive Impairment

3-4% of individuals with CI

IQ range 20-34

Acquire very limited communication and academic skills (sight reading of important functional words)

Must be supervised in work and daily living

Profound Cognitive Impairment

1-2% of individuals with CI

IQ range less than 20

Completely dependent on external assistance

Work must be very simple and highly supervised

Language Characteristics of Cognitive Impairments

Limited vocabulary, slower speech development.

Experts once thought children with ID were not able to learn beyond a certain point

Learning plateaued, and never increased again

Research now supports children continue to learn into adulthood

Language Characteristics in Children with Brain Injuries

Poor attention and slow processing, which affects comprehension

Difficulty with abstract language

Slow learning of new concepts/ vocabulary

Difficulties in word retrieval

Assessment Instrument for Brain Injuries

Glasgow Coma Scale

Broca's Aphasia

Site of lesion:

Frontal lobe

Expressive symptoms:

nonfluent , effortful output

Telegraphic

Short phrases

Impaired prosody

Variable repetition (severe output= severe repetition)

Receptive symptoms:

Fair to good

Wernicke's Aphasia

Site of Lesion:

Left temporal lobe

Expressive symptoms:

Fluent

Jargonic output

Speech is fluent but makes no sense "kicked park up on feet at 17"

Paraphasias

Anomia

Receptive symptoms:

Poor

Global Aphasia

Site of lesion:

Multiple lobes

Diffuse lesions (large area of the brain affected)

Expressive symptoms:

Nonfluent output

Delayed or absent initiation

Anomia

Receptive symptoms:

Poor

Anomic Aphasia

Site of lesion:

Angular gyrus

Lower parietal lobe

Language processing and memory retrieval

Expressive symptoms:

Fluent

Anomia

Receptive symptoms:

Fair to good

Conduction Aphasia

Site of lesion:

Arcuate fasciculus

Connects broca's and wernicke's

Expressive symptoms:

Fluent

Impaired repetition

Anomia

Typical prosody (can hear emotion in voice)

Receptive symptoms:

Fair to good

Transcortical Motor Aphasia

Site of lesion:

Frontal lobe (prefrontal cortex)

Brocas in tact, but cut off from prefrontal cortex

Expressive symptoms:

Nonfluent output

Difficulty initiating

Paraphasias

Good repetition- better than spontaneous

Receptive symptoms:

Good

Transcortical Sensory Aphasia

Site of lesion:

Parieto- occipital region

Expressive symptoms:

Fluent; jargon output

Paraphasias

Anomia

Good repetition

Receptive symptoms:

Poor

Dementia

Chronic, progressive decline in memory, cognition, language, and personality.

Criteria Required for Dementia Diagnosis

Impaired memory (short and long term)

Impaired cognition (judgement, abstract thought)

Presence of aphasia, apraxia, or agnosia (can't recognize objects or sounds)

Mild Dementia

Forgetfulness (misplacing items, missing appointments)

Decreased vocabulary, reduced or verbose conversation

Pragmatics, comprehension, motor skills good

Moderate Dementia

Most dramatic change

Disoriented, poor attention and memory

Verbose conversation, significant anomia, no longer understand humor

Motor skills in tact

Restlessness

Severe Dementia

Extreme disorientation

Minimal cognitive abilities

Significant language impairment

Jargon and frequent repetitions

Motor skills vary

Eating, loss of walking, bowel control, bladder control

Voice Disorders

Criteria: Deviations in pitch, loudness, quality affecting communication.

Terminology for Vocal Characteristics

Fundamental frequency

Average number of times your folds vibrate

Average frequency for adult women 180-220 hz

Average frequency for adult men 120-140

Individual frequency depends on vocal fold

Length

The longer the vocal folds, the lower the pitch

Mass

The heavier the vocal folds, the lower the pitch

Tension

The more tension, the higher the pitch

intensity / amount of sound pressure produced by the vocal fold vibration

How far the folds come apart and re- approximate

Physical measurement

Decibels (dB)

Dependent upon

Amount of airflow from lungs (shouting)

Resistance at the level of the vocal folds (lift weights/ grunt)

Loudness

Perception of intensity

Neurogenic Voice Disorder

Caused by brain or nerve damage affecting voice production.

Examples:

Amyotrophic lateral sclerosis (ALS)

Multiple sclerosis (MS)

Stroke affecting voice areas

Psychogenic Voice Disorder

Voice disorders that arise from emotional or psychological issues rather than structural or neurological problems.

The vocal folds are physically healthy, but emotional trauma, stress, anxiety, or mental health issues interfere with normal voice use.

Dysphagia

Swallowing disorder.

Swallowing Phases

Oral prep: Preparing the bolus.

Oral: Moving bolus to the back.

Pharyngeal: Triggering swallow.

Apneic phase: breathing is haltered for about 1 second to decrease the chance of food going down trachea

Esophageal: Moving bolus to stomach.

Cranial Nerves in Swallowing

V (Trigeminal)- sensory and motor movement for chewing

VII (Facial)- Sensation of pharynx and esophagus

Taste to anterior ⅔ of tongue

IX (Glossopharyngeal)- Taste for posterior

Sesnory and motor functions of the pharynx

X (Vagus)- Taste to oropharynx

Sensation and motor function to larynx and pharynx

XII (Hypoglossal)- Motor movement of tongue

Factors Influencing Swallowing

Bolus characteristics:

Consistency- liquids

Texture- solids

Size

Development

Age

Aspiration

Food going down the trachea and getting into the lungs (pneumonia)

Risk Factors for Aspiration

Poor oral health, impaired health, dysphagia

Signs of Aspiration

Food comes back up, possibly through the nose

Sensation that food is stuck in your throat

Persistent drooling

Wet vocal quality after eating

Coughing or choking when eating or drinking

Tears or nasal drainage (silent aspiration)

Frequent lung infections like bronchitis (silent aspiration)

Fast breathing or breath holding during meals (silent aspiration)

Anoxia

Lack of oxygen to brain

Pragmatics

Social rules of language.

Etiology

Cause of a disorder.

Echolalia

Repeating others' speech.

Pneumonia

Lung infection, often related to aspiration.

Variegated Babbling

Different syllables.

Reduplicated Babbling

Same syllables.

Language Delay

Language development follows normal pattern but slower.

Language Disorder

Impaired comprehension and/ or use of spoken and/ or written and/ or other system

Hyperverbose

Excessive talking.

Validity

Accuracy of an assessment.

Message Representation

Many ways to represent messages

Keyboard

Printed text

Icons

Isolated photographic images

Visual scenes

Schedule Board

Visual display of daily activities.

VOCA

Voice Output Communication Aid.

SGD

Speech Generating Device.