Vocabulary
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| 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
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Normal Size Small Size show me how
Created by:
giuls24
Popular Speech Therapy sets