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SPED Chapter 6 AP
Flashcards for SPED 326 Chapter 6 formative Assessment for Alyssa Passmore
| Question | Answer |
|---|---|
| cleft palette or lip | a condition in which a person has a split in the upper part of the oral cavity or the upper lip |
| dialect | language variation that a group of individuals uses and that reflects shared regional, social, or cultural/ethnic factors |
| speech | is the oral expression of language. Occurs when a person produces sounds and syllables through a speech mechanism through coordinated effort |
| language | is a structured, shared, rule-goverened, symbolic system for communicationg. |
| Nasal Cavity | where air passes to make nasal phonemes (m,n,g) |
| Hard Palate | needed to create certain phonemes |
| soft palate | closes off nasal cavity so air cannot escape through the nose |
| tongue | needed to shape oral cavity to make different sounds |
| larynx | vocal chords within |
| lung | provides breath support for speech |
| Phonoloy | is the use of sounds to make meaningful syllables and words, encompasses the rules and sequencing of indicidual speech sounds and how they are produced, depending on their placement in a syllable or word. |
| Morphology | is the system that governs the structure of words. |
| morpheme | smallest unit of speech, multiple morphemes allow denoting plurals, past tense, inflection, affixes,etc. |
| Syntax | provides rules for putting together a series of words to form sentences |
| Semantics | refers to the meaning of what is expressed. development has both receptive and expressive components |
| Pragmatics | refers to the use of communication in contexts, the overall organizer for language. |
| Social interaction theories | emphasize that communicationg skills are learned through social interactions. Parents and caregivers teach language during their interactions. they hold that language development is the outcome of a child's drive for attachment with his or her world. |
| Articulation Disorders | a type of speech disorder, one of the most frequent commincation disorders in presschol and school age children. Disorder occurs when the child cannot corerctly produce the various sounds and sound combinations of speech |
| Articulation | is a speaker's profuction of indicidual or sequenced sounds. |
| Substitutions | common articulation error, when a child substitutes /d/ for the voiced /th/, "tat" for "cat", "wabbit" for "rabbit" It is common for young children to make sound substitutions that disappear with maturation |
| Omissions | another articulation error occur when a child leaves a phoneme out of a word. Children often omit sounds from consonant pairs "boo" for "blue" |
| Additions | another form of articulation error, occurs when students place a vowel between two consonants , converting "tree" into "tahree" |
| Distortions | are modifications of the production of a phoneme in a word; a listener gets the sense that the osund is being produced, but it seems distorted. Common distortions, called lisps, include "s" for "z" |
| Apraxia | is a motor speech disorder that affects the way in which a student plans to produce speech, can be aquired as a result of traume, can occur early in isolation. |
| Pitch | is affected by the tension and size of the vocal folds, the health of the larynx, and the location of the larynx |
| Duration | voice disorder based on the length of time any speech sound requires |
| Intensity (loudness or softness) | voice disorder is based on the perception of the listener and is determined by the air pressure coming from the lungs through the vocal folds. |
| Resonance | voice disorder, the perceived quality of someone's voice, is determined by the way in which the tone coming from the vocal folds is modified by the spaces of the throat, moutha nd nose. |
| Hypernasality | voice disorder in which air is allowed to pass through the nasal cavity on sounds other than m , n , and ng. |
| Hyponasality | because air cannot pass through the nose and comes through the mouth instead |
| fluency | fluency disorder that suggests rate and rhythm of speaking. |
| specific language impairment | language impairment not related to any physical or intellectual disability. |
| 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 | disorder occurs at or before birth |
| acquired disorder | disorder occurs well after birth |
| Speech assessments | determine the presence of articulation, voice, or fluency problems |
| bilingual | uses two languages equally well |
| bidialectal | uses two variations of language |
| System for Augmenting Language (SAL) | SAL focuses on augmented input of language. Comminication partners augment their speech by avtivating the student's communication device in naturally occurring communication interactions at home and school. |
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apassmore
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