Final Reflection Portfolio

.docx

School

Utah State University *

*We aren’t endorsed by this school

Course

2600

Subject

Finance

Date

May 30, 2024

Type

docx

Pages

Uploaded by katyrobinson124

Katy Robinson COMD 2600 Final Reflection Portfolio Module 9 Choose one of the stages of swallowing and describes what happens during that stage and why issues with it would be problematic. The pharyngeal stage has two purposes. The first is to protect the airway and the second is to direct the bolus to the stomach. The pharyngeal stage begins with the pharyngeal swallow being triggered. It is initiated by sensory information being sent from the mouth and oropharynx to the brainstem. The part of the brainstem is the medulla which contains the nuclei of the cranial nerves that control the motor movements of the larynx, pharynx, and tongue. During this phase, the velum elevates and contracts to close off the velopharynx. This happens so that food cannot enter the nasal cavity. The larynx moves upward and forward. The larynx then closes to prevent food from entering the airway at the vocal folds. As the larynx elevates and moves forward, the epiglottis comes over the pharynx to provide extra protections. Module 10 Choose one the service delivery models discussed in the unit (such as the consultant or collaborative model) and discuss one advantage and one disadvantage. The classroom collaboration approach to language intervention allows SLP’s to integrate language goals alongside classroom curriculum. An example would be an SLP coming in a few times a week to run a language group or do a language lab. The lessons could be on correct use of pronouns, vocabulary, etc. One advantage to this approach is that all the students in the class can benefit from the intervention. Sometimes, students may not need actually language services, however, they may struggle with certain aspects of language and this would help them. One disadvantage would be planning lessons that would be beneficial to all students. Module 11 Match the following descriptions with the aphasia type.  1. A man understands what you say but struggles to form sentences beyond three words. (Broca’s Aphasia)  2. A woman understands what you say and seems to speak just fine, but she is really poor at repeating basic instructions after you. (Conduction Aphasia)  3. A man produces fluent speech and is able to one and two step directions; but you notice he seems to have a hard time finding the words he wants. (Anomic Aphasia)  4. A woman only says the word "yes" in response to everything, even when you ask her name and where she is from. (Global Aphasia)

Module 12 Explain what compensatory strategies are and why they are helpful to teach patients with TBI or aphasia. Compensatory strategies are strategies to help patients with things they are struggling with. For example, if someone with a TBI is having trouble remembering things, a compensatory strategy such as setting a timer to remind them may help. Another example might be using a planner to plan out your day, week, and/or month. A patient might has memory problems so writing things down in a planner could help keep them organized and help them to remember what they need to do. Learning compensatory strategies is helpful because they help patients function independently following their TBI. Module 13 Discuss two things you learned in this unit. One thing I learned in this chapter is how important each part of the ear is for hearing. I didn’t realize how complex hearing was. So many things need to happen in order for you to hear sound. From the outer ear, to the middle ear, to the inner ear, so many functions and process occur. One thing in particular I found interesting is that even if all the parts of the ear are functioning how they should, if there is any damage to the auditory cortex, you will not hear. Another thing I learned in this chapter is that there are two types of sound; simple sounds and complex sounds. I learned that simple sounds are the building blocks of sound and are pure tone. Complex sounds are essentially all the sounds we hear. I always just thought sound was sound. This chapter was fascinating! Module 14 Looking at the audiogram, I would say the type of hearing loss shown is sensorineural hearing loss. The right ear seems to have hearing within the normal range. The left ear shows that there is a greater difficulty hearing the higher frequency sounds than the lower frequency sounds. There is also no air-bone gap. Typically, the absence of an air-bone gap is consistent with cochlear hearing loss. Module 15 If I had a child with profound hearing loss, I would raise them with the LSL philosophy. I believe this is the approach I would take because of the advances in technology. Cochlear implants and hearing aids have come such a long way. I think if the hearing loss diagnosis came early and we were able to have cochlear implants placed early or get fitted for hearing aids early, it would be the best option for my child. The advances in technology and early intervention have been shown to have great success in children being able to learn to speak and experience academic success.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version