child language disorders

Executive functioning

Cognitive abilities, responsible for initiating planning, sustaining, and inhibiting behavior and thoughts

hemiplagia

One side of the body the right or left is paralyzed

Paraplegia

Only the legs and lower trunk are paralyzed

Monoplegia

Only one limb for a part there of his paralyzed

Diplegia

Either the two legs or the two arms or paralyzed

Quadriplegia

All four limbs are paralyzed

Ataxic cerebral palsy

Disturbed balance, awkward gate, and uncoordinated movements

athetoid cerebral palsy

Characterized by slow riving involuntary movements due to damage to the indirect motor pathways, especially the basal ganglia

Spastic cerebral palsy

Increased spasticity as well as stiff, abrupt jerky, slow movements due to damage to the motor cortex or direct motor pathways

Screening

The process of quickly obtaining general overview of a child’s language skills

Standardized assessments

Provide clinicians with a quantitative means of comparing the child’s performance to the performance of large groups of children in a similar age category

Language sampling

A procedure of recording a student language under conditions that are relatively typical and appropriate for the client which usually involve conversation

Late talkers

These children are generally less vocal and verbal than their peers, exhibiting smaller consonant and inventories delays in Morpho syntactic development, smaller vocabularies, and problems with narratives

Solitary play

The child is completely engrossed in playing and does not seem to notice other children. This is often seen in children between two and three years old.

Parallel play

The child mimics other children’s play, but doesn’t actively engage with them

Associative play

Children are more interested in each other than in the toys they are using. This is the first category that involves strong social interaction between the children while they play.

Cooperative play

Some organization begins to enter children’s play

Response to intervention

At risk students who are struggling in classroom classrooms are given in increasing amounts of targeted individual and small group support within the classroom setting before a special education referral is made

Communication temptation

Elicitation tasks that increase the likelihood that children will verbalize to meet their needs

Instructional discourse

Used by teachers, is decontextualized and involves connected Unter uns used in a sustained exchange

Expansion

The clinician expands a child’s telegraphic or incomplete utterance into a more grammatically complete utterance

Extension

The clinician comments on the child’s utterances and adds new and relevant information

Focused stimulation

The clinician repeatedly models a target structure to stimulate the child to use it

Milieu teaching

Teachers, functional communication skills through the use of typical every day, verbal interactions that arise naturally and uses effective behavioral procedures in naturalistic settings

Joint book reading

Children listening to a story are encouraged to participate, actively in the experience; the adult encourages participation through the use of specific questions such as those involving recall completion and others

Narratives

Speakers descriptions of events and experiences

Macro structure

Thought of as the big picture frame of a story involving things such as characters, setting initiating events, plan or goals of the characters and conclusion

Microstructure

Involves the details of the story cohesion or how each proposition or statement relates to the text as a whole

Parallel talk

The clinician plays with the child and describes and comments on what the child is doing and the objects. The child is interested in.

Recasting

The child’s own sentence is repeated in modified form, but the clinician changes the modality or voice of the sentence rather than simply adding grammatical or semantic mark markers

Self talk

Clinicians describe their own activity as they play with the child

AAC

A multimodal intervention approach that uses forms of communication such as picture, communication boards, manual, sign language, and computer, computerized or electronic devices that produce speech

Displays

System systems or device devices that show the messages to their communication partners

Iconic symbols

Look like the object or picture they represent

Non-iconic symbols

Arbitrary, abstract and geometric, and do not resemble the objects they represent and must be specifically taught

Direct selection

The user selected a message by touching a keypad, touching an item or object depressing an electronic key pointing or some other direct means

Scanning

The user is offered available messages by a mechanical device or communication partner; the messages are offered sequential until the AAC user indicates the messages they want to communicate

Unaided AAC

No instruments or external aids are used rather the child uses gestures and other pattern movement, which may be accompanied by some speech

Pantomime

Mostly uses gestures and dynamic movements that involve the entire body or parts of the body

Transparent messages

Those likely to be understood with no additional cues by an observer without special training

Opaque messages

Messages that are not easily decipherable

Aided AAC

Gestures or movements are combined with an instrument or message displayed device