SLP Final

Speech

verbal communication involving respiration, phonation, and articulation

language

human communication though the use of spoken words

communication

exchanging information

dialect

form of language that has its own phonological rules, morphosyntactic rules, vocabulary rules, pragmatic rules

mainstream

ideas regarded as normal

non-standard

ideas regarded as not normal

variety

way of describing a person’s dialect

code switching

alternating between a variety of language in conversation

accent

phonetic trait from a person’s original language that is carried to a second language

bilingualism functional definition

anyone who has past, present, or future need of two or more languages

instructional approached to support bilingual learners

provide explicit vocabulary instruction, promote sociolemotional development, prompt family-school partnerships

cummins’ iceberg theory

basic interpersonal communication skills

basic interpersonal communication skills

the language necessary for day to day living

medical model

the problem is the disabled

needs help carers, can’t get up the steps

medical model

social/structural model

the problem is the disabling

parking places, stairs not ramps, isolated families

social model

person-first language

people with disabilities

identity-first language

disabled people

scarborough’s reading rope

language comprehension and word recognition woven together to produce skilled reading

types of play

pretend and imaginative play, dramatic play and social role playing, negotiate peer relationships, self-monitor and inhibit aggressive behaviors

developmental language disorder =

specific language impairment

developmental language disorder

diagnosed when children fail to acquire their own language for no obvious reason

DLD 1

difficulties talking and/or understanding

DLD 2

hidden but common

DLD 3

support can make a difference

AAC

alternative and augmentative communication

alternative and augmentative communication:

forms of communication used to communicate

who uses AAC

used when an individual’s verbal communication is not sufficient to meet their communication

what determines the type of AAC?

motor abilities

determined by motor abilities

how an individual controls their device

preschool phonological development

correct pronunciation of a word

preschool phonological awareness

segmenting a word

activities that increase phonological awareness

rhyming, alliteration, sound matching

preschool lexical-semantic development

increased vocabulary size

preschool vocab size

2000+ words in expressive vocabulary by end of preschool

preschool morpho-syntactic development

grow from MLU of less than 2.0 to more than 5.0

MLU

mean length of utterance

preschool pragmatic development

use language to achieve social communication goals

school-age lexical-semantic development

expanding word meanings

school-age vocab size

2000+ at age 5 and 50,000 at age 12

school-age morpho-syntactic development

once children have mastered many derivational morphemes, they may be taught rules for what these morphemes mean

school-age pragmatic development

increasing ability to sustain a conversation

the hidden curiculum

unspoken set of rules about how to behave and communicate in the classroom

IRE format

initiation of topic by teacher, response by student, evaluation by teacher

learning to read

becoming proficient with decoding and comprehension

learning to read stage

birth to 3rd grade

reading to learn

using decoding and comprehension skills to learn new content

reading to learn stage

3rd grade to the rest of your life

communication difference

some children may not communicate exactly like their peers but communicate like their family/community

communication disoder

some children may not communicate like their peers and also not like their family/community does

disfluencies

things that most speakers do in their speech

disfluencies examples

interjections, phrase repetitions, revisions

dysfluencies

things that most speakers do not do in their speech

dysfluencies examples

sound or syllable repetitions, blocks, sound prolongations

language disorders

significant impairment in the acquisition and use of language across modalities due to deficits in comprehension and/or production

speech sound disorders

any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments

articulation

motor aspects

phonology

linguistic aspects

fluency disorders

an interruption in the flow of speaking characterized by atypical rate, rhythm and disfluencies

voice disorders

voice quality, pitch, and loudness differ or are inappropriate for an individual’s age, gender, cultural background or geographic location

MAE

Mainstream American English

AAE

African american english

dialect

sets of differences that make a speaker’s language different from another’s who speaks the same language