Early Intervention in Communication Disorders – Comprehensive Vocabulary

These vocabulary flashcards cover core terms, policies, assessment tools, treatment approaches, developmental theories, sensory concepts, and disorder characteristics discussed in the Early Intervention in Communication Disorders study guide. Use them to quiz yourself on definitions and ensure mastery of key concepts for the final exam.

Early Intervention (EI)

Services designed to lessen the effects of developmental delays or disabilities in children from birth to 36 months.

Family-Centered Services

An EI principle that views the family, not the child, as the primary consumer and equal partner in assessment, goal setting, and intervention.

Individualized Family Service Plan (IFSP)

A written plan for infants/toddlers in EI that outlines strengths, needs, goals, and services; developed within 45 days of referral.

Service Coordinator

Professional assigned to guide families through EI evaluation, assessment, and service delivery processes.

Natural Environment

Settings that are natural or normal for a child’s age peers without disabilities (e.g., home, community); legally required for Part C services.

Least Restrictive Environment (LRE)

IDEA Part B mandate that children with disabilities be educated with nondisabled peers to the maximum extent appropriate.

Developmental Delay (CA)

A 25 % delay in one or more areas—cognitive, communication, social-emotional, adaptive, or physical/motor—qualifying a child for EI.

Established Risk Condition

A diagnosed condition (e.g., Down syndrome) with a high probability of resulting in developmental delay, making a child automatically eligible for EI.

High-Risk Infant

A baby with a combination of biomedical risk factors that substantially increase the likelihood of developmental disability.

IDEA Part C

Federal program governing EI services for children birth–2 years; emphasizes family participation and natural environments.

IDEA Part B

Section of IDEA that covers special education and related services for children ages 3–21.

Lanterman Act

California law guaranteeing services and supports for people with developmental disabilities to live like those without disabilities.

Early Start Program

California’s statewide system that provides coordinated, family-centered EI services for eligible infants and toddlers.

Desired Results Developmental Profile (DRDP 2015)

California assessment tool measuring child progress toward six desired results in early care and education programs.

Cultural-Linguistic Mediator

Individual knowledgeable about a family’s culture/language who facilitates communication between the family and service providers.

Cross-Cultural Competence

Ongoing process of self-awareness, knowledge, and skills enabling providers to work effectively with families from diverse backgrounds.

Communication Temptations

Strategic situations that strongly motivate a child to initiate communication (e.g., stopping bubble play until the child requests more).

Context Manipulation

Altering routines or environments to create opportunities for a child to communicate (e.g., offering two desired items and waiting).

Play-Based Assessment

Evaluation method using free and structured play to observe natural communication and cognitive skills.

Rossetti Infant-Toddler Language Scale

Criterion-referenced tool assessing preverbal and verbal communication skills in children birth–36 months.

REEL (Receptive-Expressive Emergent Language Test)

Parent-report measure yielding receptive and expressive language ages for children up to 36 months.

CSBS-DP

Communication and Symbolic Behavior Scales – Developmental Profile; tracks early predictors of language development.

M-CHAT-R

Modified Checklist for Autism in Toddlers – Revised; 20-item parent screener for ASD at 16–30 months.

Secondary Circular Reaction

Piagetian sensorimotor substage where infants repetitively act on objects (e.g., shaking a rattle) without true cause-and-effect understanding.

Symbolic Thought

Ability to use internal images or symbols to represent objects/events not present—crucial for language and pretend play.

Theory of Mind

Understanding that others have separate thoughts, feelings, and knowledge; foundation for advanced social cognition.

Inhibitory Control

Executive-function skill that allows a child to suppress impulsive responses in favor of goal-directed behavior.

Echolalia

Immediate or delayed repetition of others’ speech, common in ASD and part of early language learning for some children.

Joint Attention

Shared focus of two individuals on an object or event, essential for language and social development.

Exploratory/Sensorimotor Play

First play stage focused on sensory exploration; often prolonged in children with ASD.

Constructive Play

Play stage involving building or creating; frequently a relative strength for autistic children.

Pretend/Symbolic Play

Play that uses objects/actions to represent other things; often limited in ASD.

PROMPT

Treatment for CAS using tactile-kinesthetic cues to shape precise oral motor movements.

Dynamic Temporal and Tactile Cueing (DTTC)

Motor-based therapy for CAS emphasizing repetitive practice with hierarchical cueing and delayed imitation.

Communication and Social Development (Early Start Denver Model)

Naturalistic developmental-behavioral intervention for toddlers with ASD that trains parents in eight core strategies (e.g., Joint Attention Triangle).

JASPER

Play-based intervention teaching joint attention, symbolic play, engagement, and regulation in young children with ASD.

Peer-Mediated Intervention

Approach where typically developing peers are taught to facilitate social and communication skills in children with ASD.

DIR/Floortime

Relationship-based model that follows the child’s lead to build developmental capacities through affect-rich interaction.

Code-Switching

Alternating between two languages within a conversation; typical in bilingual development and not a sign of confusion.

Sensory Integration

Neurological process that organizes sensation from the body and environment for effective use.

Sensory Modulation

Ability to regulate arousal and behavioral responses to sensory input.

Sensory Over-Responsivity (Hyper-sensitivity)

Heightened, often aversive reaction to sensory stimuli (e.g., covering ears for ordinary sounds).

Sensory Under-Responsivity (Hypo-sensitivity)

Diminished or delayed response to sensory input, leading to lack of awareness or high movement needs.

Sensory Craving

Strong seeking of intense sensory input, which may further dysregulate the individual.

Battelle Developmental Inventory-2 (BDI-2)

Comprehensive tool assessing multiple developmental domains for screening and evaluation.

Bayley Scales of Infant & Toddler Development-4

Gold-standard assessment of cognitive, language, and motor skills ages 1–42 months.

ASQ (Ages & Stages Questionnaire)

Parent-completed screener covering communication, gross/fine motor, problem-solving, and social-emotional areas.

Fetal Alcohol Spectrum Disorder (FASD)

Range of effects caused by prenatal alcohol exposure, including facial features, growth deficits, and neurobehavioral impairments.

Childhood Apraxia of Speech (CAS)

Motor speech disorder where the brain struggles to plan and sequence movement for speech; diagnosis often listed as suspected (sCAS) under age 3.

Pop-Out Words

Isolated clear productions in CAS that a child cannot consistently reproduce on demand.

PROMPT vs. DTTC

Two evidence-based motor-planning therapies—PROMPT uses tactile prompts; DTTC uses temporal-tactile cueing with intensive practice.

Early Head Start – Child Care Partnership

Grant program pairing Early Head Start with local child-care providers to deliver full-day, full-year services for infants and toddlers in low-income families.

Race to the Top – Early Learning Challenge

Federal initiative funding states to improve quality and access in early learning and development programs.

Birth to 5: Watch Me Thrive!

Federal campaign promoting developmental screening and early celebration of milestones.

Social Stories

Narratives describing social situations, cues, and appropriate responses to improve comprehension for individuals with ASD.

Communication Function

Purpose of a communicative act (e.g., requesting, protesting, commenting).

Gestalt Learning (Scripting)

Language pattern in ASD where chunks of memorized phrases are used rather than generating novel utterances.

Caregiver Responsiveness

Prompt, appropriate reactions to a child’s cues; linked to faster language growth, secure attachment, and cognitive gains.

Neural Plasticity

The brain’s capacity to change and reorganize; greatest during the first three years of life.

Erikson’s Psychosocial Theory

Developmental theory positing eight stages of emotional conflict resolution across the lifespan.

Piaget’s Cognitive Developmental Theory

Framework describing how children construct knowledge through stages such as sensorimotor and preoperational.

Vygotsky’s Sociocultural Theory

Theory emphasizing the role of language, social interaction, and culture in cognitive development.

Zone of Proximal Development (ZPD)

Gap between what a child can do alone and with support; central to scaffolding in Vygotsky’s theory.

Communication & Symbolic Behavior (CSB)

Early abilities (gestures, sounds, words) predicting later language; assessed by CSBS-DP.

At-Risk Group

Children with conditions (e.g., prematurity, low birth weight) increasing likelihood of developmental delays.

Hypotonia

Low muscle tone; common in Down syndrome and can affect speech and motor development.

Single Palmar Crease

One crease across the palm; characteristic often associated with Down syndrome.

Spastic Cerebral Palsy

Type of CP marked by stiff muscles and awkward movements; most common form.

Dyskinetic Cerebral Palsy

CP type involving involuntary, fluctuating movements and varying muscle tone.

Ataxic Cerebral Palsy

CP type characterized by balance and coordination difficulties.

Communication Temptation Example

Closing a container of bubbles and handing it to the child to elicit a verbal or gestural request.

Parent Survey (Desired Results)

Tool that gathers family feedback on whether programs meet their needs within California’s DR system.

Environment Rating Scales

Instruments assessing quality of early learning environments to guide improvements.

Program Self-Evaluation (DR)

Annual review completed by programs to identify strengths and areas for improvement in early education settings.

IFSP 45-Day Timeline

Legal requirement that evaluation, eligibility determination, and IFSP development occur within 45 days of referral.

Referral Sources

Anyone—parent, physician, neighbor, foster parent—who can initiate an EI evaluation request.

Parent Coaching

Interactive strategy where professionals guide caregivers in using developmental techniques during daily routines.

Routine-Based Intervention

Embedding developmental strategies within everyday activities like meals and bath time.

Everyday Children’s Learning Opportunities

Natural experiences across settings that provide chances for practicing emerging skills.

AAC (Augmentative and Alternative Communication)

Methods (e.g., sign, pictures, speech-generating devices) that support or replace spoken language.

Echolalia (Immediate vs. Delayed)

Immediate repetition occurs right after a model; delayed occurs later, both serving communicative or processing purposes.

Inclusion

Educating children with disabilities alongside peers with appropriate supports—aligned with LRE.

Plasticity vs. Toxic Stress

Early brain plasticity enables change; chronic stress (e.g., poverty, neglect) elevates cortisol, harming development.

Communication Breakdown Repair

Strategies used by a speaker or listener to clarify misunderstood messages.

Parent-Child Interaction Observation

Assessment component focusing on caregiver responsiveness, child communication intent, and dyadic synchrony.

Coaching Feedback Loop

Observe → Reflect & Discuss → Try Strategies → Feedback, used to build caregiver capacity.

IFSP Transition Plan

Section outlining steps for a toddler’s move from Part C to Part B or other services by age 3.

Early Literacy in Toddlers

Behaviors such as imitating story lines, responding to questions, and filling in words during shared reading.

Communication Risk-Taking

Willingness to attempt speech; often reduced in CAS due to previous failures.

Populations for JASPER

Young children with ASD needing improvement in joint attention and social play.

Functional Communication

Language that effectively meets daily needs across settings, not just isolated vocabulary lists.

Therapy Generalization

Application of learned skills to varied, real-life contexts—a primary goal of EI.

Sensory Discrimination

Ability to interpret qualities (e.g., intensity, duration) of sensory input to guide movement and behavior.

Sensory Processing Disorder Indicator

Child avoids common sounds, seeks crashing, or has extreme difficulty with transitions.

Communication Function: Protesting

Child indicates refusal or displeasure (e.g., pushing object away, saying “no”).

Early Start Denver Model Target: Find the Smile

Parent strategy to increase a child’s smiles and social engagement through pleasurable sensory routines.

Autism Severity Levels (DSM-5)

Level 1 (‘requiring support’) to Level 3 (‘requiring very substantial support’) based on social communication and RRB needs.

Restricted & Repetitive Behaviors (RRBs)

ASD symptom cluster including repetitive movements, insistence on sameness, and sensory interests.

Communication Assessment Purpose

Confirm delay/disability, describe strengths/needs, and guide service eligibility and goal setting.

Gestural Communication

Nonverbal acts (pointing, showing) conveying meaning; often precursors to spoken words.