COMD 242 Exam II Study Guide PDF

COMD 242 Study Guide Exam 2 You’re treating the symptom not the diagnosis What is Cultural Competence? is the ability to function effectively in cultural contexts, both by interpreting behavior correctly and by behaving in a way that would be considered appropriate by the members of the culture. W...

COMD 242 Study Guide Exam 2 You’re treating the symptom not the diagnosis What is Cultural Competence? is the ability to function effectively in cultural contexts, both by interpreting behavior correctly and by behaving in a way that would be considered appropriate by the members of the culture. What are the challenges faced with serving culturally and diverse children and adults? Language barriers = they’re not fluent in English Different beliefs = some may have different views Lack of resources = may have low income / limited access Lack of transportation / lack of health insurance Define Egocentrism, what is it is the view that members of one’s own culture do things the “right way” and members of other cultures do things in ways that are unnatural, inferior, and perhaps even barbaric. Cultural tendencies, are patterns of behavior and values that are commonly observed among members of a culture, but the term recognizes the great heterogeneity and diversity within each culture. Cultural relativism means which holds that other people’s ways of doing things are different yet equally valid ??? Define a. Bilingualism a. Simultaneous bilingual--children who are under 5 years of age and are acquiring two languages simultaneously b. Sequential bilingual--children who are over 5 years of age who have a native (home) language, but are learning a second language b. Code switching is the alternating of or switching between two languages at the word, phrase, or sentence level. c. Cultural influence Is how culture shapes the way people think and act a. Language difference  Is how people speak differently based on their culture Dynamic assessment a student is evaluated over time in a teach-test-reteach format. Dynamic assessment evaluates a student’s ability to learn when provided with instruction. is used to analyze how much and what types of support or assistance are needed to bring an individual’s communicative performance to a higher level. b. Static testing an individual is assessed at a given point in time, and the results of a test are used to determine what the person can and cannot do on his or her own c. Systematic observation is the process of observing how an individual uses communication for functional purposes in activities in the real world. It allows a professional to examine an individual’s communicative performance at home, at school, at work, and in the community d. Differential diagnosis is the process of systematically differentiating a disorder from other possible alternatives to arrive at the most accurate diagnosis. e. Language disorder occurs when an individual exhibits significant and persistent difficulties with the comprehension and/or expression of spoken language or written language; it can also occur in other modalities used to communicate, such as sign language. The disorder may affect one’s language abilities with respect to (1) the form of language (phonology, morphology, and syntax), (2) the content of language (semantics), and/or (3) the function of language in communication (pragmatics) ◼ Delays in critical language precursors in first year ◼ Slow to achieve important language milestones in toddler and preschool years ◼ Struggle with academic skills that rely on language proficiency in school-age years ◼ Face ongoing challenges in living and working in adult years  f. Language deviance are inaccurate classifications of this condition and are therefore no longer used. ??? g. Specific language impairment is a primary language impairment in which children show significant challenges with language development in the absence of any other known developmental difficulty ◼ Specific Language Impairment ◼ Primary, developmental language impairment with no known cause ◼ Typically diagnosed after 3rd birthday (look for more info in chapter 7 slides) h. Language delay carries the connotation that children exhibiting problems with language achievements are getting a late start with language development and can be expected to catch up with their peers d. Bilingual acquisition Simultaneous bilingual acquisition occurs when two languages are acquired simultaneously from infancy or shortly thereafter sequential bilingual acquisition, learners are exposed to the first language during infancy and to the second language at a later point. e. Silent period When they are first exposed to a second language, many children manifest a silent period, in which they do little to no talking in the second language and sometimes become silent in their first language as well. It is believed that during the silent period, children are focusing on comprehension of the second language as a precursor to producing it. f. Language loss Sometimes children will demonstrate language loss with respect to the first language as the second language becomes dominant. If the child is tested in the first language for a suspected language disorder, he or she may show low scores in the first language because of language loss, not a language disorder. g. Error transfer Someone who makes mistakes in their new language because they use rules from their first language h. Anomia which literally means “no name,” is the term used to describe word-finding problems, or the inability to retrieve a word. Anomia is also one of the most persistent deficits in aphasia, meaning that problems with word retrieval are most likely to remain even after recovery from aphasia. Inability to come up with words or names of items in spontaneous conversation or in structured naming tasks i. Telegraphic speech Phrases and sentences made up of mostly content words (nouns and verbs) with function words omitted (e.g., “Tom go store”) syndrome: Broca’s aphasia, transcortical motor aphasia j. Jargon Production of language that is meaningless and may run on and on. Syndrome: Wernicke’s aphasia k. Word-finding problems l. Inability to come up with words or names of items in spontaneous conversation or in structured naming tasks m. Echolalia they have stellar repetition skills. Further, they may also frequently repeat auditory stimuli, a phenomenon called echolalia. n. Verbal paraphasia In a semantic paraphasia, or verbal paraphasia, a word is substituted, often one that is in the same category as the targeted word. Looking at a picture of a sofa but producing “chair” or “furniture” is a semantic paraphasia. o. Literal paraphasia A phonemic paraphasia, or literal paraphasia, occurs when there is a substitution or transposition of a sound. For example, looking at a picture of a sofa but producing “tofa” or “fosa” is a phonemic paraphasia. p. Neologism  Making up a new word (e.g., “The bramble-thingie is over there” syndrome: Wernicke’s, table 8.1 q. Agrammatism Leaving out grammatical markers in sentences and phrases, including verb inflections, articles, and prepositions (e.g., “He go store”) syndrome: Broca’s aphasia, transcortical motor aphasia Standard score The index that identifies how a person’s test performance compares with that of his or her normative peers. Standard scores are frequently used by speech, language, and hearing professionals to determine whether a person has a disorder and whether a person qualifies for intervention services. Many public-school special education programs depend on standard scores to determine whether a student qualifies for special education. Screening tool Is used to identify children who should receive a comprehensive assessment of their language skills. Also an articulation  ◼ Screening should follow referral to determine the need for a comprehensive language assessment. ◼ Some formal tests, such as the Early Screening Profiles and the Denver II are available. ◼ Children who pass a screening test but show minor communication difficulties or exhibit significant developmental risk factors should be continually monitored. What is a diagnosis careful consideration of the evidence gained through the case history, interviews, comprehensive evaluation of all areas of language performance, and screening of collateral areas. Evidence based practice, what is it difference between norm-referenced and criterion referenced Norm-referenced tests are used to compare an individual’s performance in a particular area with that of his or her same-age peers Criterion-referenced tests are used to determine an individual’s level of achievement or skill in a particular area Family centered approaches Child-centered approaches Behaviorist approaches are based on classic learning theory, which emphasizes the importance of the environment in shaping behavior and, in particular, the influence of consequences on behavioral change. Clinical-directed approaches What is the Naturalistic environment Intervention for children with hearing loss is most effective when it engages them in those environments in which they must use their skills. Naturalistic environments include the home and the classroom. What is a language disorder? What is the purpose of intervention? Primary diagnosis vs secondary diagnosis A primary language disorder occurs in the absence of any other disability that can clearly be held accountable for the disordered pattern of language development. A secondary language disorder occurs as a consequence of or concomitant to another disorder. For instance, intellectual disability, hearing loss, and brain injury are primary conditions that often result in a secondary language disorder. Similarly, language disorders resulting from prenatal or postnatal exposure to toxins (e.g., fetal alcohol syndrome, lead ingestion) or child abuse (e.g., shaken baby syndrome) are considered secondary language impairments. What is SLI SLI is a primary language impairment in which children show significant challenges with language development in the absence of any other known developmental difficulty Assessment: comprehensive language evaluation Treatment: False positive vs false negative The two possible scenarios for inaccurate diagnosis are a false-positive, whereby a child who does not have a language disorder is diagnosed as having one, and a false-negative, whereby a child who has a language disorder is not accurately identified as having one. ◼ False-positive ◼ A child, who does not have a language disorder, is diagnosed as having one. ◼ False-negative ◼ A child, who has a language disorder, is not accurately identifies as having one. Reading Print concepts, Alphabet knowledge Motor learning Phonological awareness Print-concept knowledge Children who become successful readers arrive at beginning reading instruction with knowledge about the rules that govern print; this includes knowledge of how books are organized (e.g., cover page, title page, text), the functions of print in various genres (e.g., lists, invitations), and major print units (e.g., letter, word, punctuation). Print referencing is useful in building children’s knowledge of print concepts, Language disorders classification What is ASD, risk factors ASD is an umbrella term that encompasses four neurologically based developmental disorders characterized by disordered communication, repetitive behaviors, difficulties with social relationships, and restricted interests. (idk what the risk factors are) Purposes of assessment Identifying children who exhibit language disorders is a multistage process that often involves many team members working together at each stage of the process; team members often include speech-language pathologists, special and general educators, audiologists, pediatricians, psychologists, and parents. Referral and screening are the first steps in the process, followed by a comprehensive language evaluation to gather evidence concerning the extent of linguistic strengths and weaknesses. On the basis of this evidence, a diagnosis is made ??? Purpose of adult assessment TBI what is it common characteristics, cause is neurological damage to the brain resulting from the impact of external forces. TBI most frequently occurs as a result of motor vehicle accidents (both cars and motorcycles), falls, or acts of violence. Incidence and prevalence statistics tend to vary because of difficulties in defining a TBI. For example, the mild concussion of a football player who briefly loses consciousness and memory of the incident may or may not be included in TBI numbers Dysarthria, common characteristics, cause a is a group of speech disorders caused by disturbances of neuromuscular control of the speech production systems dysarthria is a disruption in the execution of speech movements. Dysarthria results from underlying neuromuscular disturbances in muscle tone, reflexes, and kinematic aspects of movement, such as speed, range, accuracy, and steadiness Right-hemisphere dysfunction, common characteristics, cause (RHD) is an acquired cognitive disorder associated with damage to the right cerebral hemisphere. Like aphasia, RHD can result from stroke, and typical symptoms include memory impairment, attention and impulsivity problems, and visual dysfunction. These symptoms are often accompanied by a lack of insight into or awareness of these problems. Dementia, common characteristics, cause Dementia involves a loss of linguistic and cognitive ability due to a progressive brain disease, such as Alzheimer’s disease (AD). The linguistic and cognitive abilities of people with dementia become increasingly affected as the disease progresses. Global aphasia common characteristics, cause occurs as a result of a large region of brain damage or multiple sites of brain injury in the language-dominant hemisphere. Because this aphasia syndrome results in deficits across all language modalities, a person is likely to be nonfluent and have poor language comprehension. Individuals experience severe problems communicating, since they have difficulties receiving and sending messages. They are often nonverbal, with limited gestures (e.g., head nods for yes or no, pointing when they want something). Wernicke’s aphasia common characteristics, cause results from brain injury to the superior and posterior regions of the temporal lobe, possibly reaching to the parietal lobe of the language dominant hemisphere. This area corresponds with auditory comprehension abili ties. Wernicke’s syndrome is a fluent, receptive, and sensory aphasia. Conduction aphasia common characteristics, cause results from injury to the temporal-parietal region of the brain, typically to a connecting pathway called the arcuate fasciculus. This path way provides communication between the speech production areas and the speech reception areas in the language-dominant hemisphere. Transcortical sensory aphasia results from injuries to the language-dominant hemisphere at the border of the temporal and occipital lobes (more inferior) or the superior region of the parietal lobe. Transcortical motor aphasia results from damage to the frontal lobe, typically the superior and anterior portions. Like Broca’s aphasia, this syndrome is characterized as nonfluent, expressive, and motor. Rancho Levels of Cognitive Functioning Scale, what are the levels Treatment settings What is fluent vs non-fluent Polytrauma Traumatic brain injury has become the signature injury of military personnel. The use of the improvised explosive device (IED) has created a new category of traumatic brain injury known as polytrauma (Roth, 2008), encompassing a mixture of open- and closed-head injuries, multiple medical concerns (e.g., fractures, lacerations, internal organ injuries, etc.), and posttraumatic stress disorder Compromised pragmatics such as ability to “read” other people’s cues, recognize others’ communication interests, and use physical space and affect appropriately during communication Lack of awareness of cognitive-linguistic deficits and possible denial of problem areas or complete neglect, of the left side of the body and external stimuli to the left side, including physical limitations, such as paralysis of the left leg or arm (left hemiparesis), and visual-spatial neglect, in which the individual does not process information in the left visual field and thus may have problems with reading and writing Dysphagia Impairment in the ability to swallow is known as dysphagia. when neuromuscular systems are compromised Types of strokes Ischemic strokes happen when the blood supply to the brain is inhibited because of an occlusion (blockage) somewhere in an artery. An ischemic stroke can occur because of a thrombosis or an embolism. A stationary ischemic blockage, or thrombosis, occurs when plaque builds up in an artery and eventually closes it off, prohibiting the flow of blood. A traveling ischemic blockage, or embolism, occurs when a piece of accumulated plaque breaks off from the inner surface of an artery and then migrates from larger arteries into smaller arteries where it ultimately lodges, blocking the flow of blood. In contrast to ischemic strokes, hemorrhagic strokes result when a blood vessel or artery ruptures and excessive amounts of blood enter the brain