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Chapter 10
| Term | Definition |
|---|---|
| Communication | the process of exchanging information, ideas, thoughts, and emotions between individuals or groups to create shared understanding |
| Communicative functions | the underlying purposes, reasons, or intentions behind why people communicate, such as requesting, protesting, or sharing information |
| Communication disorder | an impairment in the ability to receive, send, process, and comprehend verbal, nonverbal, and graphic symbol systems |
| Language | a structured system of communication using sounds, gestures, or symbols to express ideas, emotions, and meanings |
| Expressive language | the ability to communicate thoughts, feelings, needs, and ideas to others through words, gestures, signs, or symbols |
| Receptive language | the ability to understand and comprehend spoken, written, or signed language, as well as nonverbal cues |
| Speech | the physical act of producing spoken language, involving precise coordination of muscles in the lips, tongue, jaw, and vocal cords to convey thoughts and emotions |
| AAC | tools, strategies, and techniques used to support or replace spoken language for individuals with speech or language difficulties |
| Speech disorders | conditions that impair an individual's ability to produce speech sounds correctly or fluently, hindering verbal communication |
| Language disorders | communication disorders that cause significant difficulties in understanding (receptive) or using (expressive) spoken language, affecting vocabulary, grammar, and conversation skills |
| Phonology | the branch of linguistics that studies the systematic patterns, organization, and rules governing speech sounds within a specific language or across languages |
| Morphology | the study of the structure, form, and formation of words in linguistics (e.g., un+friend+li+ness) or the structure of living organisms in biology |
| Syntax | the set of rules, principles, and processes that govern the structure of sentences in a given language, specifically word order and punctuation |
| Semantics | the branch of linguistics and logic concerned with the study of meaning in language, including how words, phrases, and signs represent concepts, objects, or ideas |
| Pragmatics | the branch of linguistics studying how context contributes to meaning, allowing people to understand language beyond the literal dictionary definitions |
| SLP | healthcare professionals who evaluate, diagnose, and treat communication, language, speech, cognitive-communication, and swallowing disorders in people of all ages |
| Receptive language | the ability to understand and comprehend spoken, written, or signed language, as well as nonverbal cues |
| Expressive language | the ability to communicate thoughts, feelings, needs, and ideas to others through words, gestures, signs, or symbols |
| Primary language disorder | a communication difficulty that impacts a person’s ability to understand, learn, and use spoken or written language |
| SLI | A disorder that delays or interferes with the development of language skills in children |
| DLD | common, long-term neurodevelopmental condition that makes it difficult for individuals to understand and use spoken language |
| EELD | when a young child understands language but struggles to communicate verbally, using fewer words and shorter sentences than expected for their age |
| Language-based reading impairment | a neurological spectrum disorder affecting how individuals understand and use spoken and written language, leading to significant challenges with reading, spelling, and writing despite average or high intelligence |
| Phonological disorders | a type of speech sound disorder where a child has difficulty organizing speech sounds into patterns in their brain, causing consistent errors like sound substitutions, omissions (e.g., "nana" for banana), or reduced intelligibility |
| Phonological awareness | the ability to recognize and manipulate the spoken parts of sentences and words, such as syllables, rhymes, and individual sounds (phonemes) |
| Larynx | a 5 cm, cartilaginous organ in the neck that connects the pharynx to the trachea |
| Aphonia | the total loss of voice or inability to produce sound, often resulting in a whisper or complete silence, distinct from hoarseness |
| Resonance | the intensification of vibrations or sound that occurs when an external force matches an object’s natural frequency |
| Cleft palate | a congenital birth defect where the roof of a baby’s mouth (hard or soft palate) does not fuse completely, leaving an opening between the mouth and nasal cavity |
| Dysfluencies | any interruption, break, or irregularity in the normal, smooth flow of speech, such as pauses, filler words ("um," "uh," "like"), repetitions, or false starts |
| Stuttering | a common neurodevelopmental speech disorder, also known as stammering, characterized by involuntary repetitions (sounds, words), prolongations (stretching sounds), or blocks (silent pauses) that disrupt the flow of speech |
| Dysarthria | a motor speech disorder caused by neurological damage (e.g., stroke, Parkinson’s, brain injury) that weakens or impairs control over muscles used for speaking |
| Apraxia | a neurological disorder characterized by the inability to perform learned, purposeful movements or tasks on command, despite having the desire and physical ability (muscle strength/coordination) to do so |
| Developmental apraxia | a motor speech disorder where the brain struggles to plan the precise mouth movements needed for speech, despite no muscle weakness |
| Acquired apraxia | a neurological motor speech disorder caused by brain damage—often from stroke, tumor, or trauma—that impairs the planning and programming of speech movements |
| Decoding | the essential ability to translate written words into speech by matching letters (graphemes) to their corresponding sounds (phonemes) |
| Dynamic assessments | an interactive, process-oriented evaluation method that measures a person's learning potential (modifiability) rather than just their current knowledge |
| CBLA | a method used by educators and speech-language pathologists to evaluate a student's communication skills directly within their daily academic curriculum |
| Prelinguistic communication | the non-verbal behaviors—such as gestures, eye contact, babbling, and joint attention—that infants and toddlers use to convey needs, emotions, and intentions before they can speak words |
| Milieu teaching | an evidence-based, naturalistic language intervention that embeds learning opportunities within a child's daily routines and play, rather than in a formal classroom setting |
Created by:
Marshallc04