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43 Cards in this Set
- Front
- Back
- 3rd side (hint)
Dialects
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Variations of Language used by all speakers of a language
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Idiolect
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Individual's unique way of speaking based on an interaction of such things as age, education, personality, family, geographical background, etc. Not everyone in your hometown speaks the same way.
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Cultural Variations of Dialects
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1) Geographic Region
2) Ethnicity 3) Gender 4) Language background Involves: vocabulary, grammar, pronunciation, rate, topics of conversation, body language, pragmatic rules |
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Communication Disorder
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Affects individual's ability to send/receive info.
Defined by ASHA, impairment in ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbol systems. |
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Classifications of "disorder" words
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1) Impairment - physiological change
2) Disability - behavioral manifestation 3) Handicap - disadvantage |
(impairment, disability, handicap
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Assessment
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systematic process of obtaining information from many sources, through various means, and in different settings to verify and specify communication strengths and weaknesses, identify causes of problems, and make plans to address them.
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Diagnosis
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Distinguishes individual's difficulties from the broad range of possible problems. Includes a label, like "harsh voice" but allows for more complete description and understanding.
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Screenings
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NOT a diagnostic evaluation - just suggests which individuals should receive further evaluation.
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Goals of Assessment
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Presence/absense, Type, Severity.
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Etiology >> Predisposing
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Underlying factor that led to the problem (ex. cheerleader >> voice problems)
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Etiology >> Precipitating
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Factor that triggered the disorder, (ex. stroke). Brings onset
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Etiology >> Perpetuating cause
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Persistence. Something that keeps the problem going (ex. Attentions and rewards kid gets for speech problems)
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Etiology >> Organic/somatogenic
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Physical cause
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Etiology >> Functional/psychogenic
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No physical cause can be identified. Due to psychological factors (ex. kid doesn't want to talk as retalitation against abusive parent).
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Prognosis
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Informed prediction of the outcome of a disorder. SLP decides if problem will continue if no intervention occurs.
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Prognosis is dependent on...
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1) Maturation (old enough to take this challenge on?)
2) Motivation (does kid respond?) 3) Environment (parents willing to help? support in school?) 4) Nature of severity |
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Assessment procedure >> Case History
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-Written information on onset, history, current status, impressions.
-Background info that helps SLP prepare for an evaluation. -May be inaccurate b/c respondant might not understand questions, or just guess. |
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Assessment procedure >> opening interview
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-Allows for SLP to learn more about client that could be relevant info.
-Allows for parents to ask questions and provides reassurance. -Open ended questions allow for client to express concerns. |
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Evaluation Processes
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1) Observation - observe in waiting room
2) Sampling 3) Hearing Screening 4) Oral-facial examination - determine physical structures involved in speech are not impaired 5) norm (same sex & age) vs. criterion tests (skill-specific) |
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Types of Test Items
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1) idenitifcation
2) sentence completion 3) acting/roleplay 4) judgement 5) imitation |
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Report writing
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Summary of assement
Know your audience Professional impression |
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Evidence-based Practice
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ASHA stresses need to integrate research and clinical practice. Based on ethical, professional reasoning.
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Objectives of Intervention
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1) Generalization (improvement should be shown in many environments)
2) Automatic (no need to think) 3) Self-monitor (corrects self without therapist around) 4) Optimal progress, minimum time 5) Sensitive to personal and cultural characteristics of client |
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Target Selection
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1) Client needs
2) Generalization 3) Ease of mastery 4) Age appropriate |
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Baseline Data
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Try to elicit the target behavior multiple times, under many conditions, and record accuracy of responses. This shows progress and success of treatment program.
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Behavioral Objective - Definition
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Specifies target behavior in an observable and measurable way. Identifies what client is expected to do, under what conditions, and what degree of success.
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Behavioral Objectives - ABCD
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A. Actor (Name)
B. Behavior (produce n phoneme correctly) C. Condition (in initial position of one-syllable words when modeled by clinician) D. Degree of Success (in 60% of opportunities) |
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Clinical Elements
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1) Direct Teaching (led by SLP, high structured, stimulus-response-reinforcement)
2) Incidental Teaching (low structured, led by client) 3) Counseling (may be traumatizing to client b/c of teasing) 4) Support Groups 5) Fam. involvement - (modeling, expansion, data collection) |
(Types of teaching & help)
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Booster Treatment
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Additional treatment, based on retesting, offered after treatment has been terminated.
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Actual Process of Identification/Assessment
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1) Presence/absence
2) Etiology 3) Prognosis 4) Referral, Case History, Interview, Closing Interview, Report writing |
Begins w/ presence/absence
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Actual Process of Intervention
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1) State objectives, select targets
2) Baseline data 3) Fill out behavior objectives 4) Clinical Elements 5) Follow up & maintenance |
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Language Impairment
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Deficits or immaturities in...
1) Comprehension, production, or both 2) Semantics, morphology, pragmatics, syntax - more than one aspect of lang. can be affected 3) Below expected levels for chron. age 4) May occur at anytime during lifespan - developmental abnormalities or acquired (accident, injury, etc) |
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Characteristics of Mental Retardation
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1) Subaverage intellectual functioning (mean IQ=100)
2) Limitation in adaptive behavior (social skills, health and safety, self-care) 3) Manifestation prior to age 18 4) Varying capabilities in present functioning 5) Not able to retain info by rehersal 6) Produce shorter, less elaborated utterances |
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Causes of Mental Retardation
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1) Syndromes - Down Syndrome
2) Maternal illness 3) Prenatal exposure to toxins, teratogens 4) Nutrition & metabolism 5) Gestational complications (affects development of fetus) |
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Lifespan issues of Mental Retardation
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1) Physical factors make them be identified early - about age 2-3
2) Some instituationalized, work in minimum skilled jobs 3) Day treatment program in which education and training continue to be focus 4) School programs 5) Adults - increase longevity, varying resources |
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Learning Disability
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1) Difficulties with motor learning (15%) and coordination, difficulty with symbols (75%)
2) Affect males x4 as much as females 3) Kids become fixed on single task + repeat it - perseveration 4) CNS dysfunction |
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Concomitant problems w/ learning disability
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1) ADHD - hyperactivity & attention problems
2) Dyslexia - trouble recognizing words and with reading comp. 3) Dysgraphia - trouble w/ writing symbols 4) Processing Problems - w/ memory 5) Emotional problems - frustration 6) Lang. problems - slow response time, word retrieval, language subtleties |
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Lifespan issues for Learning Disability
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1) Special services while included in regular classrooms
2) Some outgrow disability - succeed past college 3) Mainly displayed not until child attends school |
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Specific Language Impairment (SLI)
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*NO SPECIFIC CAUSE.
1) Socialization Problems 2) Can't keep up w/ peers 3) Miss experiences 4) Comprehension easier than production |
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Autism
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-Lack of interest in other children
-Hard to relate to others -Inability to orient to own name -50% w/ IQ less than 50 -Disordered response to Sensory Stimuli (hyper/hypo sensitive) -Like routine -High levels of serotonin -4:1 male:female -Prgamatics & semantics affected |
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Lifespan Issues for Autism
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early identification, educational options based on needs, symptoms may lessen with age
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Brain Injury (TBI)
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Acquired
Inattentive Easily distractable Impulsivity, memory, & organization problems Problems w/ pragmatics, fluency disturbed, and inapprop. utterances |
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Fetal Alcohol Syndrome
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Low birthweight
CNS problems Impulsive, inattentive, physical features Poor oral expression, delayed development, pragmatics problems, short sentences Potential for neglect/abuse, poor prenatal care |
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