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SPED D.M.G
Vocabulary
Question | Answer |
---|---|
speech disorder | refers to difficulty producing sounds as well as disorders of voice quality |
Language Disorder | Entails difficulty receiving, understanding, or formulating ideas and information. |
Receptive language disorder | Characterized by difficulty receiving or understanding information |
Expressive language disorder | Difficulty formulating ideas and information |
Cleft palate or lip | A condition in which a person has a split in the upper part of the oral cavity or upper lip. |
Dialect | Language variation that a group of individuals uses and that reflects shared regional, social, or cultural factors |
Speech | The oral expression of language |
Language | Structured, shared, rule governed, symbolic system for communicating. |
Phonology | Use of sounds to make meaningful syllables and words |
Morphology | System that governs the structure of words |
Syntax | Provides rules for putting together a series of words to form sentences |
Semantics | Refers to the meaning of what is expressed |
Pragmatics | Refers to the use of communication in contexts. |
Social Interaction Theories | Emphasize that communication skills are learned through social interactions. |
Articulation | Is a speakers production of individual or sequenced sounds |
Substitutions | It is common for young children to make sound substitutions that disappear with maturation |
Omissions | Occur when a child leaves a phoneme out of a word |
Additions | Occur when students place a vowel between two consonants |
Distortions | Modifications of the production of a phoneme in a word |
Apraxia | Motor speech disorder that affects the way in which a student plans to produce speech |
Pitch of Voice | Is affected by the tension and size of vocal folds, the healthy of the larynx, and the location of the larynx. |
Duration | The length of time any speech sound requires |
Intensity | Based on the perception of the listener and is determined by the air pressure coming from the lungs through the vocal folds |
Resonance | the perceived quality of someones voice |
Hypernasality | In which air is allowed to pass through the nasal cavity on sounds other than (M, N, NG) |
Hyponasality | Because air cannot pass through the nose and comes through the mouth instead |
Fluency | Fluent speech is smooth, flows well, and appears to be effortless. |
Specific language impairment | not related to any physical or intellectual disability |
Phonology | Students with phonological disorders may be unable to discriminate differences in speech sounds or sound segments that signify differences in words. |
Morphology | Children experience difficulties using the structure of words to get or give information |
Syntax | Syntactical errors are those involving word order |
Semantics | Children who experience difficulty using words singly or together in sentences |
Pragmatics | Social use of language |
Organic disorders | Those caused by an identifiable problem in the neuromuscular mechanism of the person |
Functional Disorders | Those with no identifiable organic or neurological cause |
Congenital Disorder | A disorder that occurs at or before birth |
Acquired disorder | A disorder that occurs well after birth |
Articulation Assessment | Specifically, articulation assessments evaluate a students ability to produce speech sounds in single words, sentences, and conversation |
Oral motor exam | Examination of the appearance, strength, and range of motion of the lips, tongue, palate, teeth, and jaw |
Voice Assessment | Include information about the onset and course of the voice problem, environmental factors that might affect vocal quality and typical voice use |
Fluency Assessment | The speech language pathologist measures the amount of dysfluency as well as the type and duration of dysfluencies while the student is speaking |
Bilingual | Uses two languages equally well |
Bidialectal | Uses two variations of a language |
System for Augmenting Language (SAL) | Focuses on augmented input of language |