cs&d 120 exam three - vocab

hard of hearing (HoH)

people with hearing loss ranging from mild to severe

deaf (lowercase)

someone with a profound hearing loss who is not a member of the Deaf culture or community

Deaf (uppercase)

someone who is part of the Deaf culture who does not consider their hearing status to be an impairment

assistive listening devices

amplify the environmental input

hearing aids

amplify the environmental input and send signal to the ear

cochlear implants

implantable electgrode arrays that stimulate the auditory nerve directly

stigma

the most critical impediment to hearing care and is faced at all stages of life

language concordance

when a provider is fluent in a patient’s native language

bimodal bilinguals

people using both a sign language and a spoken language

ancient cultural model of deafness

a terrible curse, an evil superstition + an outcast or to be hidden away

medical/pathology model of deafness

broken or impaired, to be fixed or eradicted

deaf culture model

a cultural identity and community based on sign language

linguistic biodiveristy

the total variety of all life and languages on earth

plain indian sign language (PISL)

one of the last surviving indeigenous sign languages, having survived the destruction of colonizing european languages

linguicism

hierachization, reproduction of unequal power relationships between spoken languages and signed languages, and between people who use these two

oralism

a belief that speech is the superior form of communication and that every deaf child should learn how to speak so they can integrate into the society

audism

prejudice and discriminatory beliefs or attitude based on the ability to hear

the eugenics movement

has it been completely eradicted from all higher education, medicine, philosophy, science, and politics?

behavioral observation and criteria for ASD

persistent deficits in social communication and social interaction + restricted, repetitive patterns of behavior, interests, or activities

persistent deficits in social communication and social interaction

deficits in social-emotional reciprocity, deficits in nonverbal communicative behaviors used for social interaction, and deficits in developing, maintaining, and understanding relationships

restricted, repetitive patterns of behavior, interests, or activites (at least 2)

stereotyped or repetitive motor movements, use of objects, or speech; insistence on samness, inflexible adherence to routines, or ritualized patterns of verbal/nonverbal behavior; highly restricted, fixated interests that are abnormal in intensity or focus; and hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment

echolalia

repetition of another person’s utterance

“refrigerator mothers” theory (1940s)

a psychoanalytic view that attributes autism to cold mothers and their inability to bond with their baby

neurodiversity

the ways people with cognitive disabilities interact with the world in a more neutral, non-pathologizing way than the traditional medical model of disability

intersectionality

a framework for understanding how overlapping social identities intersect each other to create unique, compound experiences

stuttering

a speech disorder characterized by involuntary disruptions in the normal rhythmic flow of speech

A in ABCs

affective components which include feelings, emotions, and attitudes that accompany stuttering

B in ABCs

overt behaviors that characterize stuttering

C in ABCs

cognitive components inherent in stuttering, including strategies, beliefs, and interpretations

signs and symptoms of stuttering

core speech behaviors, such as monosyllabic whole-word repetitions, part-word or sound/syllable repetitions, prolongation of consonants when it isn’t for emphasis, blocking, and production of words with an excess of physical tension or struggle

observable, secondary or concomitant, stuttering behaviors

body movements, facial grimaces, and sounds + often are used unsuccessfully to stop or avoid stuttering

avoidance or escape behaviors

using fillers, avoiding sounds or wrods, and altering rate of speech

covert stuttering

using these behaviors can result in little or no observable stuttering

johnson’s (1944) diagnosogenic theory of stuttering

children’s stuttering may be attributed to inappropriate parental expectations about young children’s speech

stroke

blood flow to part of the brain is disrupted either by a blockage or a rupture of a blood vessel

aphasia

language deficits in comprehension and production of language due to neurological damage

parallel impairment

aphasia of the same type and severity in both languages

differential impairment

aphasia of the same type in both languages with crosslinguistic difference in severity levels

differential aphasia

different aphasia symptoms in each language

differential recovery

one language recovering better than the other (relative to premorbid levels)

blended impairment

inappropriate combination of two or more languages

pathological mixing

inadvertent and uncontrolled language switches

pathological fixation

inability to switch languages

antagonistic recovery

pattern where one language recovers first and starts regressing when the other language starts to recover

alternating antagonism

repetition of the antagonistic pattern, with the two languages alternating in availability (cycles may range from hours to months)

selective impairment

aphasia in only one language, while the other language remains intact (relative to premorbid language proficiency)

impaired (pathological) code-switching

a pragmatic disorder that can be observed in individuals with bilingual apahsia, where they are unable to control language switchign and consequently code switch in unacceptable circumstances leading to communication breakdowns