Save
Busy. Please wait.
or

show password
Forgot Password?

Don't have an account?  Sign up 
or

Username is available taken
show password

why


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.


Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't know
Remaining cards (0)
Know
0:00
share
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Ch. 6 SPED Vocab

Formative Assessment 3

QuestionAnswer
Speech Disorder Difficulty producing sounds, disorders of voice quality or fluency in speech, (eg stuttering)
Language Disorder Difficulty receiving, understanding or formulating ideas and information.
Receptive language disorder Difficulty receiving/understanding information
Expressive language disorder Difficulty formulating ideas and information
Cleft lip or palate A condition where person's upper lip/upper part of the oral cavity has a split
Dialect language variation that reflects shared regional, social or cultural/ethnic factors
Speech oral expression of language
Language structured, shared, rule-governed, symbolic system for communication
Phonology the use of sounds to make meaningful syllables and words
Phonemes rules and sequencing of individual speech sounds within phonology
Morphology system that governs the structure of words
morpheme the smallest meaningful unit of speech (eg, adding an -s to the end of some words makes it plural)
syntax rules for putting together a series of words to form sentences
Semantics the meaning of what is expressed
Pragmatics the use of communication in contexts (overall organizer for language)
Social interaction theories theories that emphasize that communication skills are learned through social interaction
Articulation; Articulation disorders the speaker's production of individual or sequenced sounds; the most common form of speech disorder, when a person cannot correctly produce various sounds and sound combinations
Substitutions withing articulation disorders, trading one consonant for another (eg /w/ for /r/, "wabbit" for "rabbit", Elmer Fudd)
Omissions when a phoneme is left out of the beginning, middle, or end of a word (eg "boo" for "blue")
Additions when extra vowels are added between consonants (eg "tah-ree" for "tree")
Distortions modifications of the production of a phoneme in a word (eg lisps)
Apraxia a motor speech disorder that affects the way in which people plans to produce speech
pitch rate of vibration in the vocal folds, affect by the tension/size of vocal folds, health and location of larynx
Duration length of time any speech sound requires
Intensity (loudness or softness) based on perception or listener, determined by air pressure coming from lungs through vocal folds
Resonance the perceived quality of someone's voice, determined by the way tone comes from the vocal folds is modified by sinus cavities
hypernasality air is allowed to pass through nasal cavity on sounds other than /m/, /n/ and /ng/.
hyponasality are cannot pass through the nose, comes through the mouth instead (sounds like a cold)
fluency rate and rhythm of speaking
Specific language impairment language disability that is not related to any physical or intellectual disability
Organic disorders disorders caused by an identifiable problem in neuromuscular mechanism of the person
Functional disorders disorders with no identifiable organic or neurological cause
Congenital disorder disorder that occurs at or before birth
Acquired disorder disorder that occurs well after birth
Oral motor exam examination of the appearance, strength, and range of motion of the lips, tongue, palate, teeth and jaw
bilingual use of two languages equally well
bidialectal uses two variations of a language
System for Augmenting focuses on augmented input of language by activating the student's communication divide in naturally occurring communication interactions at home/school, in community, encouraging (not requiring) use of the device
Created by: efoersch
 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!

"Know" box contains:
Time elapsed:
Retries:
restart all cards