Communication Sciences & Disorders Exam 1 Review

Hearing disorders

What do audiologists work to prevent?

Schools

Where do 50% of SLPs work?

Researchers

SLP Scientists are primarily…

Visual

Language can not be this

Phonology

The structure of sounds

Morphology

The structure of words

Syntax

The structure of senteces

Semantics

The meaning of words

Pragmatics

The study of rules that governs a language in social situations

Pragmatics

Maintaining a topic in conversation is an example of this

Form, content, use

What are the three domains of language?

Dynamic

Language is known as ______ because it changes over time

Speech

The physical production of spoken language

Language

Socially shared system of arbitrary symbols used for communication

Vision

Impairment areas of communication disorders affect all but which?: Speech, language, hearing, vision

Voice

Sound source for speech

Articulation

The movement of speech mechanism to produce the sounds of speech

No

Does gender affect success or failure of communication?

ASHA

What organization is responsible for giving SLPs, AuDs, and Speech, Language, and Hearing Scientists their credentials?

Linguist

What is another name for a language scientist?

Information, provision

_____ & _______ are forms of prevention done by SLPs

Doctorate Degree

What of these do SLPs NOT need to receive their CCC-SLP credentials?: Masters Degree, Clinical Fellowship Year, Passing score on national exam, Doctorate Degree

Hearing

Which of these are NOT part of the SLP scope of practice?: Swallowing, accent modification, hearing, literacy

Schools (because they are doing PHD research schools do not provide opportunities for)

Most SLP Scientists are employed in all of the following except which?: Schools, government agencies, universities, industry

Age of onset, progression of disorder, etiology

Used to classify communication disorders

Master’s

What degree is required for SLPs to obtain national certification?

What percent of American's have a communication disorder?

17

Audiologists

• Hearing health care professionals who specialize in:

  • Prevention of hearing disorders

  • Assessment of hearing disorders

  • Treatment of hearing disorders 

  • Aural rehabilitation

  • Counseling

  • Research

Prevention in audiology

Wearing earmuffs, staying away from loud speakers, use ear plugs when necessary

Job of an SLP

Evaluate and provide prevention and remedial services to children and adults with speech, language, voice, and swallowing problems.

SLP Prevention

• Information provision & counseling

  • Fluency

  • Vocal hygiene

  • Articulation

• Early intervention

• Assessment

  • Standardized testing

  • Informal measures

Role of a Speech, Language, Hearing Scientist

• Primarily researchers

  • Speech scientists

    • Investigate typical and pathological voice and articulation

  • Language scientists (Typically called “linguists”)

    • Study various aspects of language (not usually pathology)

  • Hearing scientists

    • Investigate the nature of sound, noise, and hearing

• All may contribute to the knowledge base and emerging technology to issues of clinical practice

  • E.g., hearing aid technology, measurements for voice pathologies

Where SLPs and AUDs Work

• Healthcare Facilities 

(hospitals, clinics, private practices, physicians’ practices, rehabilitation centers, home health care agencies)

• School Systems (~50% of SLPs)

• Industrial Facilities (mainly Auds)

• Colleges/Universities

• Government Agencies

With whom SLPs & AUDs work

• Team Members:

  • Clients / Family Members / Significant Others

  • Educators

  • Physical Therapists

  • Occupational Therapists

  • Social Workers

  • Psychologists

  • Dentists / Orthodontists

  • Physicians / Nurses

  • Rehabilitation Engineers

  • Personal Care Attendants

  • etc.

Form, content, use

Components of language

Voice, articulation, fluency/stuttering

Components of speech

Acuity, central auditory processing

Components of hearing

Language, speech, hearing

Components of communication

Verbal, nonverbal

Communication can be ______ and _______

Communication

the imparting or exchanging of information or news.

Generative

Freshly created

Speech

The physical production of language. Mechanical & all about productions of the lips, throat, tongue, mouth, etc.

Verbal communication

a type of communication where we use spoken and written words to get our message and information across to the other person

ex: speaking face to face, radio, etc.

Nonverbal communication

the transfer of information through body language, facial expressions, gestures, created space and more

Hearing

• The process of perceiving sound

• How you process + perceive sounds

Examples of pragmatics

• knowing when to take a turn in a conversation

• Maintaining a topic

• Rules for making eye contact

• Asking partners questions about themselves (and not just talking about yourself)

Fluency

Easy, smooth, flowing, and effortless speech

Acuity

Ability to perceive sound

Central Auditory Processing Disorder

• Normal hearing acuity

• Difficulty understanding speech

Etiology

cause of the problem

Organic

Neurological or physiological cause

Functional

Do not have a known organic cause (how it is used)

Progressive/Degenerative

Deteriorates over time

Non-progressive

does not deteriorate over time

Congenital/Developmental

Occurs before, during, or shortly after the time of birth

Acquired

Occurs after a period of normal communication

Phonily, morphology, syntax

Components of form

Oral, written, signed

Language can be _____, _______, or _______

Speech, language

______ is the sound of spoken language and includes the formation of a sound, the nature of the sound quality and the rhythm and flow of the sound. ______ is the words we use and how we use them to share ideas and get what we want.

Symbols

spoken language, written language and signs are all _______

functional/psychogenic

a communication disorder for which no physical cause can be found

In what position do preschoolers learn most speech sounds?

Speech Pathology Prevention (3 bullet points)

• More likely to happen in childhood

• Not well studied

• Can be difficult because it often occurs in childbirth, such as FAS

Oral-facial examination

Examines the structure and function of the speech mechanism (tongue, teeth, lips, palate; how these structures work together)

Opening interview protocols

• Learn more about the client

• Explain procedures of evaluation

• Answer any questions client may have

put the person first

Use “___ ___ _______ _____” in terminology regarding individuals with disabilities because language reflects our subtle beliefs about others & imposes social hierarchies on others

Differences

Are regional variations in a language disorders or differences?

Dialect differences

Boston: pahk the cah, pop vs. soda, I might could go, She sing too loud, Kissing on each cheek (European)

Assessment

Process of identifying & describing a clinical problem

False

True or false… it is okay to just give one test and do nothing else for an assessment

Purposes of an assessment

• Determine if a problem exists

• describe strengths

• describe areas of weakness

• describe severity

• identify etiology

Results of assessment

• determine prognosis

• identify functional communication needs

Intervention therapy goal

For the client to improve his/her communication skills

Purpose of goals

• helps determine amount & type of therapy received

• allows families to better be able to support the client

How to determine goals

• client/family needs

• client/family wants

• how it will generalize

• ease of mastery

• age appropriateness

Observable, measurable

in a behavioral objective, the goal should be _________ & _________

What therapy approaches are based on

• What we know about the disorder

• What works best for an individual client

• What works best for a particular family

• Your personal beliefs/perspective

No

Is intervention always structured?

Yes (degree of intervention)

Does the degree of intervention structure vary?

Best fit

The degree of intervention structure varies in order to ___ _____ the client’s goals

Communicating

Anyone _________ with client on daily basis should be involved in setting goals

Effectiveness

• If the client met his/her goals

• If skills generalized to contexts outside of therapy

• If client has maintained skills learned (follow-up testing & family report)

  Are all important to check when measuring _________

Typically developing infant’s body proportions & movements

Head = ¼ of entire body weight

Twitches, jerks, random movements

Reflexes (Rooting & Babinski)

Typically developing infant’s vision

• Nearsighted

• Able to distinguish humans and objects

• Prefer objects that have sharp contours & contrasts of light & dark

Typically developing infant’s hearing

• Able to distinguish loudness & duration of sound

• Able to discriminate phonemes

• Prefer sound of human voice

First few weeks

When do typically developing infants coordinate vision and hearing?

First few months

When do typically developing infants coordinate vision and reaching?

Intentionality

Purposeful use of verbal and nonverbal acts to convey a message

0-1 months

When can newborns discriminate between speech sounds?

Around 12 months

When do babies typically produce their first meaningful words?

Around 18 months

When do infants/toddlers typically attain ~50 words and begin to combine words?

Toddler language syntax

early word combinations follow predictable word-order patterns

Toddler language phonology

may simplify sound patterns of adult words

Preschool

By the end of the _______ years, children have typically mastered maintaining a topic for 2-3 turns, developing grammatical morphemes, and the use of more abstract language

Gradually

Do children develop speech sounds gradually or quickly?

Consonant clusters

Two or more consonants together, learned later on by preschoolers

Metalinguistic skills

ability to think about, talk about, & analyze language

No – focus changes to reading & writing

Is development of the form of language emphasized at the school-age and adolescents stage? Why/why not?

Pragmatic skills

• Conversational skills continue to develop

• Adjust language based on partner

  = _______ _____ of school-age adolescent children

Yes (language skills)

Are language skills refined throughout life for some people?