Language Development Vocabulary Chapters 4-5
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| Articulation Disorder | Disorder characterized by difficulty with the correct production of speech sounds
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| Phonological Disorder | Disorder seen in students who have not mastered the rules used to manage speech sounds
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| Substitutions | Occur when one sound is substituted for another ("tan" for "can")
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| Distortions | Occur when a child attempts the appropriate phoneme but fails to produce it accurately (the "slushy" S of Sylvester the Cat)
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| Omissions | Occur when the phoneme is deleted, and nothing is produced in its place ("ha" for "hat")
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| Malocclusion | Misalignment of the teeth or an improper relationship between the upper and lower teeth
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| Microglossia | Condition in which the tongue is smaller than normal
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| Macroglossia | Condition in which the tongue is larger than normal
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| Ankyloglossia | Condition in which the lingual frenum (the flap of tissue which holds the tongue to the floor of the mouth) is too short or attached too far forward ("tongue-tie")
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| Tongue Thrust | Refers to a swallowing pattern in which the tongue comes forward, pressing against the the teeth and sometimes protruding between the teeth
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| Dysarthria | Speech problem caused by damage to the central or peripheral nervous system which results in a weakening, paralysis, or loss of control over the muscles of the speech mechanism
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| Apraxia of Speech | Condition in which the ability to program and sequence the motor movements required for the production of speech sounds is impaired as a result of brain damage
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| Functional Factors | Problems for which there are no apparent structural, physiological, sensory, or neurological deficits
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| Organic Factors | Result from structural, physiological, sensory, or neurological deficits
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| Establishment | During this phase of articulation-phonology treatment, the sound or sound pattern to be taught is elicited and stabilized
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| Generalization | During this phase of articulation-phonology treatment, correct production of the target sound or sound pattern spreads to additional words, linguistic units, and situations
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| Maintenance | During this phase of articulation-phonology treatment, the student retains the correct production with decreasing support from the SLP
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| Nonverbal Communicators | Children with limited language who do not use verbal language; they may communicate with gestures or a combination of gesture and vocalization, but never use identifiable words
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| Single-Word Communicators | Children with limited language who speak primarily in 1-word utterances; they do not produce word combinations
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| Alternative/Augmentative Communication (AAC) | Device such as a communication board or electronic communicator that assists the child with communication
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| Early Multiword Communicators | Children with limited language who produce the most primitive and earliest developing combinations of words that have been reported in the language development literature
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| Specifically Language Impaired (SLI) | Children who do not exhibit delays in domains other than communication such as motor skills, self-help abilities, social skills, or intelligence; communication is the primary developmental deficiency
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| Self Talk | The language model verbalizes what they are seeing, hearing, doing, and feeling; useful for children who are reluctant to interact because it provides a model while making no demands on the child
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| Parallel Talk | The language model talks about what the child sees, hears, does, and feels
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| Expansions | The language model expands the child's utterances into a closer approximation of a grammatically correct utterance
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| Expatiation | The language model expands the child's utterances and adds something new to the child's meaning
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| Sentence Recasting | The language model does not change the child's meaning, but only adds grammatical information, such as substitution of pronouns for nouns
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| Joint Referencing | Refers to both you and the child focusing attention on the same thing at the same time
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You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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