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Chapter 10
Learners with communication disorders
| Term | Definition |
|---|---|
| Communication | the process of sharing information |
| Communicative functions | the various purposes for which we use communication |
| communication disorder | impair the ability to transmit or receive ideas, facts, feelings, and desires. These disorders can affect language, speech, or both, and may involve difficulties with hearing, listening, reading, or writing |
| expressive language | the ability to convey or send messages to others. This involves using words, sentences, gestures, or alternative communication methods to express thoughts, needs, and ideas |
| receptive language | the ability to decode or understand messages in communication. This involves comprehending spoken words, sentences, gestures, and other forms of communication |
| speech | the neuromuscular activity of forming and sequencing the sounds of oral language |
| Augmentative and alternative communication (AAC) | methods used to help individuals with severe disabilities communicate when they cannot rely on speech alone |
| Speech disorder | impairments in the production and use of oral language |
| language disorder | difficulties in comprehension and expression of language |
| phonology | rules of governing speech sounds- the particular sounds and how they are sequenced |
| morphology | the rules that govern alterations of the internal organization of words, such as adding suffixes and other grammatical infelctions to make proper plurals- verb tense |
| Syntax | the rules of organization sentences in a meaningful way, including, for example., guidelines about using subjects and predicates and placing modifires correctly. |
| semantics | the rules about attaching meanings and concepts to words. |
| pragmatics | the rules about using language for social purposes |
| Speech-language Pathologist (SLP) | professionals who specialize in diagnosing and treating speech and language disorders |
| Primary language disorder | language impairments with no identifiable cause |
| secondary language disorders | language impairments that are attributable to another condition or disability |
| Specific language impairment (SLP) | a neurodevelopmental language disorder with no identifiable cause |
| developmental language disorder (DLD) | a neurodevelopmental language disorder with no identifiable cause-unexpected and unexplained by physical or cognitive factors |
| early expressive language delay (EELD) | condition where a child shows a significant lag in the development of expressive language by the age of 2 |
| language-based reading impairment | reading difficulties that stem from underlying language disorders |
| larynx | a crucial structure in the respiratory and vocal systems--- voice box |
| resonance | the quality of the voice that is influenced by the vibration of air in the vocal tract |
| cleft palate | a physical abnormality of the oral cavity that can significantly impact speech and voice quality |
| dysfluencies | interruptions in the flow of normal speech |
| stuttering | a type of fluency disorder characterized by frequent and intense interruptions in the flow of speech |
| dysarthria | a motor-speech disorder that occurs when there is damage to the areas of the brain that control the muscles involved in speech |
| apraxia | a motor-speech disorder characterized by difficulties in planning and programming the movements needed for speech |
| Developmental apraxia | a disorder of motor planning that affects a child's ability to produce speech sounds and organize them into words for effective communication |
| Acquired apraxia | a motor speech disorder that occurs due to brain damage, such as from a stroke or other neurological injury, after an individual has already learned to speak |
| decoding | ability to transfer the written words into speech |
| Dynamic assessments | a method used to evaluate and monitor a student's progress in language development and other areas |
| Curriculum-based language and communication assessment | a method used to monitor students' progress in speech, language, and communication skills necessary for learning the school curriculum |
| Prelinguistic communication | ways infants and toddlers communicate before they develop the ability to use spoken language |
| Milieu teaching | a naturalistic, evidence-based strategy used to teach functional language skills in the natural environment of the child |
Created by:
MorganBlakeman