HESP 202 Study Guide Final Exam Language Disorders of Adults Part 2 pages 152 157 You should know Risk factors of Aphasia o History of previous stroke o High blood pressure o Smoking o High cholesterol o Diabetes o Obesity Prognostic signs for Aphasia o Age o Severity of damage o General health o Family support o Etiology of damage o Educational level General characteristics of and differences between o Traumatic Brain Injury Most often young adults males 18 25 most common Car motorcycle accidents most common cause Damage is more generalized Not really aphasia patients do well on aphasia testing Primarily cognitive linguistic deficits Attention Memory word finding problems Learning difficulties especially new info Decreased inhibition poor pragmatic skills frontal lobe Decreased organizational skills frontal lobe Decreased ability to plan and execute actions Decreased problem solving Recovery Go through stages that are relatively predictable Need ongoing evaluation and treatment Often going from comatose to re entry into community Often may have swallowing and or speech problems as well as cognitive linguistic ones o Right Hemisphere Disorders More difficult to detect Include some cognitive linguistic problems Memory Orientation Awareness of deficits Visual neglect usually unilateral Problems reading Problems using any visual materials Visual disturbances Poor visual perception Language is often confused tangential irrelevant due to poor organization MANY pragmatic problems Assessment Treatment Has its own set of tests since aphasia tests aren t good at seeing the deficits Need to look at visual attention neglect memory and organizational skills Teaching pragmatics facial expression initiation of communication Like aphasia progress depends on the amount of damage Progressive irreversible generalized damage in all cognitive abilities including o Dementia language Most common type Alzheimer s Earliest symptoms are memory loss and word finding problems End stage patients may use stereotypical responses or be mute Usually also have swallowing problems Treatment Early may provide memory strategies or orientation information memory books Counseling families about how best to communicate with family member Evaluate swallowing to determine safety for eating or most appropriate diet May need to make recommendations regarding tube feeding Anatomy and Physiology of Speech Production Chapter 2 pages 27 41 You should know The four processes of speech production o Respiration breathing o Phonation producing voice o Resonance shaping and refining voice sounds o Articulation making sounds into speech The anatomy and physiology related to the four processes of speech production Be able to identify disorders of each of the processes Poor coordination of breath control and speech production usually neurological o Disorders of respiration Decreased amount of air held in lungs Emphysema aging etiology ALS Parkinson s Disease o Disorders of phonation Abuse or misuse Damage to vocal cords Cancer Removal of vocal cords Stroke head injury neurological etiology Damage to nerves which control vocal cords o Disorders of resonance Damage to brain or nerves that control velum Opening between the oral and nasal cavities cleft palate Hearing impairment o Disorders of articulation Physical damage to brain or nerves that control articulators Stroke head injury cerebral palsy Hearing impairment Behavioral developmental delays faulty learning Normal Speech Sound Development Articulation and Phonological Disorders Chapter 3 You should know The 3 characteristics that are used to describe consonants o Place of articulation o Manner of articulation o Voicing Why do you need to know these Understand the concept of the progression of speech sound development o Children learn sounds in a fairly predictable order o Single sounds are learned first o Blends and combinations learned later o At least partially dependent on fine motor development o Girls tend to have better articulation earlier than boys Understand the Speech Sound Development Chart What is articulation and articulation disorders and what are the possible etiologies o Articulation one of the processes of SPEECH the physical production of speech sounds o Articulation disorders problems with the actual production of SPEECH sounds o Etiologies Organic a structural problem of physical reason Functional no identifiable cause faulty learning What are phonological disorders and why are they different from articulation disorders o Phonology o Phonological disorders Apart of LANGUAGE DEVELOPMENT Part of LANGUAGE that involves RULES and PATTERNS for the use of sounds Involve children not learning the RULES or PATTERNS of sound use How do you evaluate a child for these 2 disorders An example of a goal for a phonological disorder vs a goal for an articulation disorder o o Why do we care Differences in therapy approaches 4 measures of voice o Pitch o Loudness o Quality Voice Disorders only from PowerPoint slides posted in CANVAS You should know o Resonance Possible etiologies and a disorder that goes with each one o Organic voice disorders o Neurological voice disorders o Functional disorders Terms related to voice Voice evaluation o First step medical exam o SLP s role Case history Perceptual evaluation listening Instrumental measurements Establish therapeutic plan Treatment o Surgery o Behavioral voice therapy o Medicine o Psychological counseling Intervention goals o Restore healthy vocal fold tissue o Regain full vocal function o Eliminate abusive habits o Improve vocal hygiene Fluency Disorders Chapter 10 most questions will come from PowerPoint slides You should know ABC s of stuttering definitions and examples o Affective o Behavioral o Cognitive Feelings emotions attitudes Speech non speech Personal strategies beliefs Developmental Dysfluency o Normal for children as they develop speech and language o Makes diagnosis of stuttering in children more difficult o Spontaneous recovery rate 80 o Factors influencing spontaneous recovery Duration of symptoms 12 18 months Gender Age of onset Language profile Family history o Severity of stuttering or child s awareness do not predict recovery but may influence decision to treat Normal dysfluency o All normal speakers are dysfluent at times o Normal dsyfluencies include Lexical interjections well you know Non lexical interjections uh um Revisions Repetition of phrases Prolongations of sounds for planning time when distracted