UNIT 3 EXAMCHAPTER 31. Explain the motor speech processa. movement plan/program retrieved from memoryb. sent to motor control areasc. transmitted to muscles and structures of the speech mechanismd. nerve impulses modified throughout the process to ensure precise, smooth muscle move-mentse. internal and external sensory information allows monitoring and modification of move-mentsCHAPTER 71. Differentiate between aphasia, right hemisphere damage, traumatic brain injury and di-mentiaa. aphasiai. “without language” ii. problems in auditory comprehension and word retrieval are common to all aphasiaiii. may affect speaking, listening, reading and/or writingiv.hyperfluent speech: very rapid speech with few pausesv. severity ranges and cause does as wellb. right hemisphere damagei. group of deficits resulting from right cerebral hemisphere injuryii. individual may exhibit unusual behavioriii. cognitive deficits and communication problemsiv.right plays a role in semantics and pragmatics1. characteristicsa. not as obvious as left hemisphereb. neglect information from left, unrealistic denial of illness, impaired judgement, lack of motivation, inattention c. traumatic brain injuryi. disruption in normal functioning caused by a blow or jolt to head or penetrating head injuryii. characteristics1. affects attention, orientation, memory, reasoning/problem solving and executive functioning2. common symptoms: anomia and impaired comprehension3. adult behaviors similar to injured children4. pragmatics is the most disturbed language area5. deficits: speech, voice, and swallowing difficulties6. physical signs: difficulty walking, poor coordination and vision problems iii. lifespan issues1. most individuals will not reach full recovery2. initially they may be nonresponsive and need assistance in hospitals; gradually they will begin to respond to stimuli and recognize familiar individuals and they willlater be able to remain alert for short periods of time and hold short conversations and finally will be able to consistently act socially appropriate and plan, initiate andcomplete both familiar and unfamiliar tasks d. dementiai. an acquired group of pathological conditions and syndromes, characterized by intel-lectual decline due to neurological causesii. divided into cortical and subcortical1. cortical: Alzheimer’s and Pick’s disease and resembles focal impairments of apha-sia2. subcortical: Parkinson’s and Huntington’s disease, MS and AIDS related en-cephalopathy 2. Deficits that occur with aphasia (concomitant or accompanying)a. hemiparesis: weakness on one side of the bodyb. hemiplegia: paralysis on one side of the bodyc. hemisensory impairment: a loss of the ability to perceive sensory information on one side of the bodyd. hemianopsia: blindness in the right visual field of each eye in individuals with deep le-sionse. dysphagia: difficulty chewing or swallowingf. agnosia: difficulty understanding incoming sensory informationg. agrammatism: omission of grammatical elementsh. agraphia: difficulty writingi. alexia: reading problemsj. anomia: difficulty naming entitiesk. jargon: meaningless or irrelevant speech with typical intonational patternsl. neologism: a novel wordm. paraphasia: word substitutions found in clients who may talk fluently and gramaticallyn. verbal stereotype: an expression repeated over and over 3. Different types of aphasia and strokea. fluent aphasiai. characterized by word substitutions, neologisms, and often verbose verbal outputii. lesions tend to be in the posterior portions of the left hemisphereiii. subtypes: Wernicke’s aphasia, Anomic aphasia, Conduction aphasia, Transcortical sensory aphasia, and Subcortical aphasiab. nonfluent aphasiai. characterized by slow, labored speech and struggle to retrieve words or form sen-tences ii. site of lesion is generally in frontal lobeiii. subtypes: Broca’s aphasia, Transcortical motor aphasia and global or mixed aphasia c. Strokei. common cause of aphasiaii. ischemic stroke: blockage of the arteries transporting blood to the brain1. cerebral arteriosclerosis: thickening of the walls of cerebral arteries in which elas-ticity is lost or reduced, the walls become weakened, and blood flow is restricted 2. emobolism: obstructed blood flow caused by blood clot, fatty materials or air bub-ble3. thrombosis: plaque buildup or blood clot formed on site and does not travel which causes blood flow to be restrictediii. hemorrhagic stroke: weakened arterial walls burst under pressure1. aneurysm: saclike bulging in a weakened artery wall2. arteriovenous malformation: poorly formed tangle of arteries and veins CHAPTER 81. Differenced between fluent and stuttered speecha. normal disfluenciesi. at age 2, whole-word repetitions, interjections and syllable repetitions are commonii. revisions are the dominant disfluency type when child reaches 3 years oldiii. normal disfluencies persist throughout the course of one’s life b. shuttered disfluenciesi. involves audible or silent repetitions and prolongationsii. tense pauses and hesitations within and between words may also be regarded as stutteringiii. within-word and between-word disfluencies and the cardinal features of stuttering iv.secondary characteristics1. eye blinking, facial grimacing or tension and exaggerated movements of head, shoulders, and arms2. interjected speech fragments3. speaker may have adopted behaviors to minimize stuttering2. Describe onset and development of stutteringa. developmental stuttering: most common form; begins in preschool yearsb. neurogenic stuttering: typically associated with neurological disease or traumac. four phasesi. phase one: preschool years (2-6 years)1. periods of stuttering followed by periods of fluency2. child stutters when upset, excited or under pressure3. sound and syllable repetitions are a dominant feature4. stuttering at the beginning of sentences, clauses and phrases5. most children are unawareii. phase two: elementary school years1. stuttering essentially chronic or habitual, few intervals of fluent speech2. child refers to themselves as stutterer3. increases under conditions of excitementiii. phase three: 8 years-young adulthood1. stuttering in response to certain situations2. some words are more difficult than others3. little evidence for fear, embarrassment or avoidanceiv.phase four1. stuttering in its most advanced form2. primary characteristic vivid and fearful anticipation of stuttering3. certain sounds, words and speaking