Jenny has been admitted to hospital with sudden onset of ‘slow, slurred speech and clumsiness in both hands’. The doctor stated that likely ‘bilateral UMN lesions’ are the cause. It was noted that upon drinking, Jenny finds ‘fluid coming out of her nose’. Jenny is to be referred to a Speech Language Pathologist (SLP) for further assessment. The International Classification of Functioning, Disability and Health (ICF) will be considered in regards to Jenny’s social and environmental factors (World Health Organisation [WHO], 2001). This essay will discuss assessments to help determine Jenny’s overall abilities and concerns to further assist her.
Speech production is generated from the interaction of cognitive, linguistic and motor processes.
…show more content…
A SLP may elect to complete a diadochokinetic assessment in order to test speed and coordination of the lips and tongue, as well as the intactness of velar movements. These parameters are evaluated through alternating production of /pa/, /ta/, /ka/ and /pataka/ (Bowen, 2015). Vocal fold and respiratory function can be determined through a maximum phonation time (MPT) assessment (Lowit & Kent, 2011). MPT can be assessed through a sustained /ah/ held for as long as possible, consistently. Given the suggested hypothesis of an UMN lesion it would be expected that Jenny would present with symptoms related to a dysarthria. Dysarthria is characterised by “slow, weak, imprecise movement of the speech musculature” (Yorkston, Beaukelman, Strand, & Hakel, 2010, p. 4). Therefore in Jenny’s case, speech could present as slurred, slow and monotone. Consequently, Jenny’s job in retail and her active social life could be greatly …show more content…
The FDA includes knowledge about MSD’s and is well established for diagnosis of dysarthria. During the FDA the client is rated on a number of tasks related to reflexes, respiration, lips, palate and laryngeal function, tongue and intelligibility (Pearson, 2016). Results are rated to develop the strengths and weaknesses of the client. This test could further solidify a hypothesis of dysarthria. FDA would be highly beneficial to Jenny as what a SLP may define as a weakness, may not be a concern to Jenny, therefore, all aspects must be considered before
Mary Fisher's speech on HIV and Aids was executed extremely well in almost every way possible. Out of all the aspects of Mary's speech, I felt her establishment of common ground is what made her speech so great. Pearson, Nelson, Titsworth, and Hosek (2016) says “common ground occurs when you and your audience share an understanding of the world”(p.246). Mary did a great job of sharing her understanding and views of HIV and Aids, which is helping to establish common ground with the audience. Also, Mary disclosed things about her personal life that made her establishment of common ground even greater with the audience. All in all, Mary’s use of common ground did great things for her during this speech about HIV
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
Language does not only mean oral communication, there are many other forms of communicating however oral communication is the only one considered “normal.” The book “Deaf Like Me” follows a little girl Lynn throughout her early years of life and relates to us the struggles she endured while trying to fit into the mold of being normal. The story written by her father Thomas Spradley and her uncle James Spradley is an exceptional and moving story walking us through the early attempts of Lynn’s family trying to get her to learn the oral language despite her deafness that did not allow her to develop language by listening to the people around her.
Hypokinetic Dysarthria is a motor speech disorder that is often associated with Parkinson’s disease (PD). It can occur when there is interference in the basal ganglia control circuit. These disruptions can include “degenerative, vascular, traumatic, infectious, inflammatory, neoplastic, and toxic-metabolic diseases (Duffy, 2013, p. 176).” Damage to the basal ganglia control circuit results in reduced range of motion as well as the inability to inhibit involuntary movements. Hypokinetic dysarthria is most commonly caused by PD; a progressive, neurogenic disease that is characterized by tremor, rigidity, slowness of movement, and incoordination. Eighty-seven percent of hypokinetic dysarthria cases are associated with degenerative disease (Duffy, 2013).
whether or not the client is experiencing more or less impairment compared to peers, or whether
In Lucky Man: A Memoir by Michael J. Fox, Fox uses his naturally comedic perspective to show the reader how he has dealt with Parkinson’s Disease in a positive light. Fox has shown the reader the challenges that come with such a disease and the fact that Fox has done so much in such a short period of time inspires me. The goal of COSI 109 is to help students better understand communication disorders and this book most certainly accomplishes that.
Hegde, M. N. (2001). Pocketguide to assessment in speech-language pathology. (2nd ed., pp. 198-215). San Diego, CA: Singular Thomson Learning.
LT was observed at her day care. According to the day care staff, LT does not talk and has a delay in her speech. LT was not
...lman, J., Ramig, L., Story, B., & Fox, C. (2007). Effects of intensive voice treatment (the lee silverman voice treatment [lsvt]) on vowel articulation in dysarthric individuals with idiopathic parkinson disease: acoustic and perceptual findings.Journal Of Speech, Language & Hearing Research, 50(4), 899-912.
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
1. Many people have multiple reasons why they want to be able to help others in their everyday jobs. My attraction to being a Speech Language Pathologist is because I want to be able to people overcome their speech problems. As a Speech Language Pathologist I want to be able to help people that have speech problems, overcome this problem and be able to be independent without needing the help of myself or other people that are trying to talk to them. I personally know their feelings and have actually been in their shoes to know how frustrating life can be trying to talk and have someone else talk for you.
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
Background Information: John Shin came for an initial speech evaluation on August 30th, 2017. He sought an evaluation due to his inability to control his speech rate and speak fluently when he wants to. During the evaluation Mr. Shin participated in motor speech testing, speech samples, and completed the OASES. Medical History: Mr. Shin’s medical history is reportedly unremarkable for previous hospitalizations, illnesses, and surgeries.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.