Aphasia And Related Neurogenic Communication Disorders 1st Edition Ilias Papathanasiou, Patrick Coppens, Constantin Potagas - Solutions

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Identify the main features and aims of technical communication
Describe and discuss the major interventions used in the treatment of dysarthria within the context of the ICF model. What evidence is available to support their use?
Describe the various behavioral and instrumental techniques available for the assessment of dysarthria and highlight their relative strengths and weaknesses.
Outline the clinical signs and symptoms of the major forms of dysarthria.
What is the neuropathological basis of spastic, ataxic, flaccid, hypokinetic, hyperkinetic, and mixed dysarthria?
What are the major clinically recognized forms of dysarthria?
Give an articulatory, gestural coordination explanation of the apparent misproduction of tea for Dee and nose for doze.
Which of the following perceived error types would you expect to hear in someone with AoS but not in someone with dysarthria: additions, distorted substitutions, omissions, distortions?
Why might people with AoS fail on such tasks as rhyme judgment, syllable segmentation, and lexical decision despite having intact phonology?
A patient experiences predominantly no responses and a “feeling of knowing” on a picture naming task but articulatorily has good repetition performance. Where does this suggest the possible breakdown in speech output lies?
Which of these words involves the greatest number of articulatory adjustments in production: name, save, same?
In what ways does van der Merwe’s 2008 model of speech control differ from Darley et al.’s 1975 model?
What are three articulatory-kinematic techniques that may be used with speakers with AoS?
What is the difference between variable and randomized practice?
What are the four categories of AoS treatments identified in the ANCDS AoS treatment guidelines report?
What are the challenges faced in selecting participants for a study on AoS, and what solutions offer themselves for these challenges?
Discuss how an AoS treatment that targets activity/participation levels of functioning may or may not affect the underlying neuropathophysiological deficit in AoS. Consider theoretical models discussed in this chapter as part of this discussion.
Discuss how different principles of motor learning could be implemented with a published AoS treatment protocol (i.e., a treatment described in the literature).
No measures currently exist for rating perceived speaking effort for use with patients with AoS.Discuss how such a rating would fit into the WHO ICF scheme. Devise a set of perceived effort scales that a clinician might be able to use as a self-report measure.
Discuss how a rate control treatment could be combined with an articulatory-kinematic treatment.
A patient with AoS has difficulty in production of consonant clusters in monosyllabic words.Develop a set of outcome measures reflecting the WHO ICF’s levels of Body Functions and Activity/Participation for a treatment that targets production of clusters.
Discuss similarities and differences in cognition and communication among vascular dementia, Lewy body dementia, and frontotemporal dementia variants.
Describe other causes of dementia besides Alzheimer’s disease.
What are some methods to treat anomia among individuals with dementia? How might treatment goals differ from those designed for people with aphasia?
Explain spaced retrieval training and why it is appropriate for use with some individuals who have dementia.
What are two intervention strategies to increase social communication opportunities for individuals with dementia?
Discuss three theoretical principles of interventions for people with dementia-associated cognitive communication disorders?
What is one conceptual framework for developing interventions and measuring outcomes for individuals with dementia?
Differentiate between static assessment and dynamic assessment strategies for individuals with dementia.
Discuss the components of a thorough cognitive communication assessment for individuals with dementia.
What are three cognitive screening tests appropriate for individuals with dementia?
Define mild cognitive impairment and discuss its relationship to Alzheimer’s disease.
What roles do speech-language pathologists have when working with individuals who have dementia?
Explain language and communication deficits associated with Alzheimer’s disease.
What is the effect of Alzheimer’s disease on cognition?
Define the dementia syndrome.
Which variables are used to determine TBI severity?
How can secondary neuropathology affect TBI outcomes?
What is the contribution of rehabilitation during the acute phases of recovery?
What is the impact of PTA on assessment and treatment?
Which cognitive-linguistic therapy techniques have been shown to be effective in TBI rehabilitation?
Which treatment areas are typically addressed in TBI cognitive-linguistic treatment?
What types of tests could be used by speechlanguage pathologists to assess the following functions: memory, executive abilities, reasoning, attention, participation in community activities?
What are the principles of TBI assessment?
What are the expected stages of recovery from a TBI?
What are the primary neurobehavioral sequelae of TBI?
What is traumatic brain injury?
Choose any three of the objectives at the beginning of this chapter and read the chapter so that you can achieve them. To challenge yourself even further, read to achieve five or all of these outcomes.
Investigate pragmatic aspects of communication in two cultures other than your own. What are two ways in which pragmatic communication targets might differ from those in your own culture?
Consider the typical clinical practice of giving a patient an external memory aid, with only a few training sessions, if any. How likely is it that that patient will habituate the use of the aid and use it effectively? Identify three factors that may affect this likelihood.
External memory aids or organizing systems are often crucial in cognitive-communicative treatment and for generalization of gains outside of treatment. Think of three different cognitivecommunicative problems that can affect adults with RHD and three different kinds of external
What do you see as the two most significant unmet needs in the area of treatment for RHD cognitive-communicative disorders? What needs to be done first to address each of these needs?Could you begin to address them with your clients? Why or why not? And how?
Choose any three of the objectives listed at the beginning of this chapter, and read the chapter so that you can achieve them. To challenge yourself even further, read to achieve five or all of these outcomes.
Clinically, it is always important to think“What else could have caused this behavior/performance?” Choose three specific communicative or cognitive behaviors/performances, and pose three potential reasons why a patient could exhibit each. Make two of these three reasons be potential underlying
Choose three different individuals you communicate with on a regular basis (e.g., spouse, best friend, coworker, pastor). What are some of the ways you adjust your communication with these individuals? Consider the same question with relation to different environments or settings, rather than
Choose any three items from the appendices. For each item, what are two different ways you could use the information in the assessment process?
What are three ways in which assessment goes beyond “tests”?
In what ways is assessment like a research project?
Consider the initial evaluation process for RHD cognitive-communicative disorders. Which part(s)of the process have you had the most exposure to in your classes, readings, or clinical experience?Which part have you had the least exposure to?
What do you see as the two most significant unmet needs in the assessment of RHD cognitive-communicative disorders? What needs to be done first, to address each of these? Could you begin to address them with your clients?Why or why not? And how?
Why is it important to include family and friends in intervention programs?
Describe how group therapy can address social communication for a person with aphasia.
Describe core steps in preparing a social communication summary.
Identify assessment methods and outcome measures that may be useful in recording the psychosocial aspects of life with aphasia.
Describe skills and strategies of a client-centered therapist.
What is the intent of counseling people living with communication disability?
Why is the World Health Organization’s ICF a useful framework for describing a holistic approach to living with aphasia?
Describe core elements of a client-centered approach to aphasia intervention.
How would the QoL approach to aphasia influence your intervention?
What scales could a clinician working with people with aphasia use to measure the following items:a. HRQLb. Emotional distressc. Social supportd. Social activities
What are the main challenges in measuring QoL/HRQL in people with aphasia?
Why is it important to assess QoL/HRQL in intervention with people with aphasia?
How does aphasia affect people’s social participation and social support systems?
What are the key factors contributing to high emotional distress after stroke?
What are the key factors that affect HRQL in people with chronic aphasia?
How is health-related quality of life (HRQL)distinguished from quality of life (QoL)?
Can relatives/significant others participate in any/all of these approaches to assessment andÂ€treatment?
What are the potential benefits of undertaking a narrative approach with a person with aphasia?
How do the notions of deficit and strength apply to these approaches in terms of treatment directions?
What might the discourse of a speaker be like when focusing on one type of meaning versus another, that is, either mainly experiential or mainly interpersonal?
What is the difference between experiential meanings and interpersonal meanings?
Would type of aphasia influence the choice of a certain approach? If so, how? If not, why not?
Would severity of aphasia influence the choice of a certain approach? If so, how? If not, why not?
How might contextual factors affect discourse output?
How might these approaches be complementary?
What are the differences and similarities between discourse, conversation analysis, and narrative perspectives as discussed in this chapter?
A client with agrammatic aphasia reports feeling excluded in conversation, for example, because he cannot ask questions or get his ideas across.What strategies could a therapist promote to improve his participation in conversation?
How could you explore whether a client has latent or concealed grammatical skills?
A therapist notices that almost all the verbs produced by an aphasic client are uninflected.How could she explore this pattern further?What factors should she take into account when deciding whether or not to treat the morphological impairment?
On hearing the sentence “The man is chasing the woman,” an aphasic man points to a picture of a woman chasing a man. Why might he make this error? How would you explore the different possibilities?
An aphasic man produces almost no verbs in spontaneous speech and names objects much more successfully than he names actions.Consider all the reasons why this may be so.
Describe an example of treatment for graphemic buffer impairment.
What is meant by an interactive, problem-solving approach to writing treatment?
Describe a type of lexical treatment for writing.
Based on the theoretical model, what can you conclude after each of the following assessment tasks: writing nonwords to dictation, writing words to dictation, writing homophones to dictation, written picture naming, word copying?
What type of dysgraphia is characterized by aÂ€word length effect and why?
Cite and define the peripheral processes ofÂ€writing.
Cite and define the central processes of writing.Give an example of a frequent error you might observe in each of the central dysgraphias.
Describe the two theoretical models associated with the writing process.
Compare and contrast the terms agraphia andÂ€dysgraphia.

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Aphasia And Related Neurogenic Communication Disorders 1st Edition Ilias Papathanasiou, Patrick Coppens, Constantin Potagas - Solutions

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