Speech Pathology and Audiology Study Guide PDF

1.​ Identify 3 areas of communication in terms on input and output -​ output/expressions: spoken, written, nonverbal (loudness, pitch, stress etc.) -​ input/understanding: auditory comprehension, reading comprehension, nonverbal (gestures) 2.​ Explain when and how communication...

1.​ Identify 3 areas of communication in terms on input and output -​ output/expressions: spoken, written, nonverbal (loudness, pitch, stress etc.) -​ input/understanding: auditory comprehension, reading comprehension, nonverbal (gestures) 2.​ Explain when and how communications disorders occur -​ When: developmental (genetic), acquired (occurred from a stroke for example) -​ How: organic (missing front teeth/lisp), functional (unsure why it is happening) 3.​ List 5 communication disorder related organizations -​ CASLPO OAOO: college of audiologist and speech-language pathologist of Ontario -​ SAC OAC: speech-language audiology Canada -​ OSLA: Ontario association of speech-language pathologists and audiologists -​ ASHA: American speech-language-hearing association -​ CAA ACA: Canadian audiology association 4.​ Name 5 professions related to communication disorders -​ Communication disorder assistant -​ Speech-language pathologists -​ Audiologist -​ Researchers -​ Teachers of the deaf -​ Neurologist ​ Define frequency (pitch) and amplitude/intensity (loudness) ​ Frequency: -​ Determined by a wave length -​ The rate of a vibration of a sound source -​ wavelength of sound -​ faster=higher -​ slower=lower ​ Amplitude: -​ wave height of a sound -​ Larger wave=louder -​ Smaller wave=quieter ​ Identity 4 types, 6 degrees and 4 configurations of hearing loss ​ 4 types; -​ Conductive hearing loss (reversible) -​ Sensorineural hearing loss (permanent, inner ear) -​ Mixed hearing loss (could be outer, inner, middle ear) -​ Central hearing loss (impairment in brain's auditory nerve) ​ 6 degrees: -​ Normal- None: 0-25 dB -​ Mild: 26-40 dB -​ Moderate: 41-55 dB -​ Moderate-to-severe: 56-70 db -​ Severe: 71-90 db -​ Profound: 91+ dB -​ This is in order to least impaired to most impaired ​ 4 configurations -​ High frequency (just loss in high frequency) -​ Flat (loss is the same across all frequencies) -​ Unilateral/bilateral (one vs both) -​ Symmetrical and asymmetrical (same or different in each ear) ​ Distinguish between three different hearing assessments 1.​ Pure tone testing  2.​ Immittance Testing 3.​ Electrophysiological testing ​ Name three treatment approaches for hearing loss 1.​ Surgery/medical 2.​ Hearing aids 3.​ Auditory implants ​ Name and describe the three systems of speech production -​ Respiratory system: breathing -​ Laryngeal system: voice, prevent aspiration -​ Articulatory system: contained within the vocal tract ​ Label 6 parts of the laryngeal system & 7 parts of the articulatory system -​ Laryngeal system: hyoid bone, epiglottis, arytenoid cartilages, vocal folds, thyroid cartridges, cricoid cartilage -​ Articulatory system: tongue, lips, mandible, soft palate, pharynx, hard palate, teeth ​ Explain how speech is produced -​ S + T = P (source + transfer function = product) ​ Label 10 parts of the auditory system -​ Pinna (auricle) -​ external auditory meatus (ear canal) -​ tympanic membrane (ear drum) -​ Eustachian tube -​ Malleus -​ Incus -​ Stapes -​ cochlea -​ Hair cells -​ Auditory nerve ​ Describe the physiology of hearing -​ Sound wave→ outer ear (transmission)→ middle ear (transformation)→inner ear→auditory nerve→brainstem→cortex(transduction) ​ Explain how consonants and vowels are classified ​ Consonants: -​ Manner: how air is modified as it travels through vocal tract -​ Voicing: whether vocal folds are vibrating while sound is produced (either voiced or voiceless) -​ Place: where in vocal tract the greatest closure occurs as the sound is produced ​ Vowels -​ High, mid, low, front, central, back -​ Tongue elevation -​ High, mid, low -​ Tongue advancement -​ Front, central, back -​ Lip position -​ Rounded or unrounded ​ List, in order, 9 speech milestones met in the first year of life 1.​ Reflexive, vegetative sounds (a, u, o)/ coughing/burping 2.​ Vowel-like and consonant-like sounds emerge 3.​ Front sounds dominate (b,m,p) 4.​ Prosodic play (high/low sounds) (tone, rhythm) 5.​ Canonical babbling (same sound: ba ba ba ba) 6.​ Prosody like real speech 7.​ non reduplicated/variegated babbling (changing consonant sounds: ba da ga) 8.​ Jargon (not real words/form of sentence but no real words) 9.​ First words ​ Distinguish between an articulation and phonological disorder ​ articulation: -​ One specific sound error -​ Ex: sound r: they say w instead  -​ Errors are typically distortions of specific sounds (lateral /s/) -​ May discriminate between error and target sound ​ phonological: -​ Does not use correct rule (of pattern) -​ Ex: i tee the tat is wunning (multiple letters replaced) -​ Errors represent a pattern vs. a few sound errors -​ Eg. /d/ used in place of all fricative sounds ​ Name two types of speech sound assessments 1.​ Single word test -​ Gather one example of each sound in initial, medial and final positions (I,M,F) (test ‘s’: sun, messy, bus 2.​ Speech sample -​ Many examples of sounds in spontaneous conversation -​ Collect at least 100 different words -​ Equation: pcc (percent consonants correct) ​ Name two approaches for treating speech disorders 1.​ Articulation approach -​ Focuses on helping child to make correct production -​ Uses sensory information to help elicit correct articulation -​ Repetitive motor practice 2.​ Traditional approach/verbal tactile cueing -​ Provide auditory, visual and physical cues to help child say sound -​ Child says sound after model 3.​ Phonological approach -​ Teaching them the rule they are struggling with ​ Define the components of language (content, form, and use) ​ content -​ semantics/lexicon/vocabulary -​ Meaning of individual words and words in combination -​ Denotative: literal -​ Connotative: subtle distinction ​ form -​ phonology/morphology/ syntax -​ Phonology: study of sound system on languages -​ Morphology: study of internal structure of words -​ Syntax: study of rules governing sentence structure ​ use -​ Pragmatics -​ Appropriate use of language in its communicate context -​ Turn-taking -​ Opening, maintaining, closing a conversation ​ Identify the stages of child language development ​ infant/toddler -​ pre-intentional: crying, grunting, sighing -​ Pre-linguistic: communication via gestures, babbling, jargon -​ Emerging language: first words, two-words, simple sentences ​ preschool -​ Developing language: basic morphological and syntactic structures ​ School age -​ Growth in all aspects -​ Focus on semantics and pragmatics -​ Conversational, jokes, argumentative ​ For each stage of language development, list one reason a child might require speech-language pathology services ​ Pre-intentional stage -​ High risk newborns -​ Older children functioning at this stage ​ Pre-linguistic stage -​ Limited range of communicative functions -​ Low rate of communicating ​ Emerging language stage  -​ Fewer than 50-100 words -​ No two-word combinations ​ Late talkers -​ Low expressive vocabulary -​ Delayed onset of word combinations ​ Developing language stage -​ DLD: developmental language disorder -​ Limited vocabulary ​ Name 3 methods of child language assessment -​ Case history: collect info about concern, developments, communication behaviour -​ Standardized tests: series of tasks, score/rank reflects how child performed compared to children of the same age -​ Language samples: record sample during interaction, transvice, analyze for target linguistic structures ​ Describe 3 approaches for remediation -​ Adult-centered: clinician directed, highly structures -​ Child-centered: SLP provides indirect language stimulation during interactions -​ Hybrid: SLP arranges environment to elicit specific target and provided naturalistic reinforcement