5 Written questions
5 Matching questions
- Stimulation-facilitation approach
- Increase vocabulary and MLU, use compound and/or complex sentences, abstract language and thinking about language itself (metalinguistics), sound/syllable relation, decode print into meaning.
- Social/pragmatic skills by using role-playing and social autopsy, use metaphors and idioms, teach study skills, categorizing, sequencing, vocabulary and executive functions
- a Elementary aged children (5-11) tactics
- b Repeated trials; low level and move up
- c Naming issues. Exhibited in all aphasias.
- d Uses an incorrect word; error in speech output where the wrong word is used but it is close to the wanted word.
- e Older children (possibly middle school-aged)
5 Multiple choice questions
- Be able to reflect and evaluate a previous scenario.
- Damage in the brain; loss of ability to use parts of language
- Free play; no meaning
- The infant and caregiver look at each other during social interactions.
- Early Intervention tactics.
5 True/False questions
Constraint-induced therapy → Client gets better in a few days by chance.
Ataxic dysarthria → Difficulty of coordination, timing and rate; helps to slow the rate of patient and over-articulate ends of words.
Perseveration → Unintentional repetition of words or stories; "That's a pen. And those are pens. And that's a pen."
Minor hemisphere meditation → Using right hemisphere and melodic tones to paired with words and phrases to remember. ("How are you?")
Symbolic play → Play that mimics a real adult activity; ex. pretending to be a mommy.