Comd 2500 Chapter 10

Front 1

Hearing loss that occurs after birth as a
result of such factors as noise exposure,
infection, use of ototoxic medications, and
chronic middle-ear infections.

Back 1

Acquired
Hearing Loss

Front 2

The behavioral or performance deficits that
result from a disease. With regard to
language disorders, the impact of an
underlying neurological impairment on a
person’s comprehension or production of
language form, content, and use in
everyday circumstances.

Back 2

Activity

Front 3

A type of autism in which the person is considered
“higher functioning”. Persons with this have
problems with social interaction; difficulty
understanding figurative or abstract language; and
restricted, idiosyncratic behavioral patterns and
interests. Their language skills are well developed and
not considered clinically disordered, but their language
may be used in idiosyncratic and unconventional ways.

Back 3

Asperger’s
Syndrome

Front 4

Hearing loss that results
from damage to the centers of the brain
that process auditory information.

Back 4

Auditoryprocessing
disorder

Front 5

A severe developmental disability with symptoms
that emerge before a child’s third birthday.
Diagnostic criteria are impaired social interaction
with other people; moderately to severely
impaired communication skills; and restrictive,
repetitive, and stereotypical behaviors and
interests.

Back 5

Autism

Front 6

Treatment plan strategies in which the chld
sets the pace and chooses the materials, and
the clinician seeks ways to facilitate
language form, content, or use in the
context of the child-selected activities. One
example is focused stimulation.

Back 6

Child-centered
approaches

Front 7

A disorder in children younger than age 10
years, who appear to be developing normally
until at least their second birthday but they
display a significant loss or regression of skills in
two or more of the following areas: language,
social skills, bowel or bladder control, play or
motor skills.

Back 7

Childhood
Disintegrative
Disorder

Front 8

Group of people –
including the general educator, a child’s parents, and
other professionals (e.g., school psychologist, special
educator, speech-language pathologist) – who engage in
the systematic process of identifying approaches for the
general educator to use to support the child’s language
skills in the classroom. This team also conducts
multifactored evaluation to determine whether the
child has a language disorder.

Back 8

Child Study
Team

Front 9

Treatment plan strategies in which the adult
(therapist, teacher, parent) selects the
activities and materials and sets the pace of
instruction. One example is comprehension
monitoring.

Back 9

Cliniciandirected
approaches

Front 10

The most common type
of traumatic brain injury (TBI), in which
brain matter is not exposed or penetrated.
One cause in infants is shaken baby
syndrome. Usually results in a more diffuse
brain injury.

Back 10

Closed-head
injury

Front 11

A strategy used during a barrier task, in
which the child must pause periodically to
check whether the listener is following his
or her instructions. Part of a cliniciandirected
approach to training children with
language disorders to communicate more
effectively with other people.

Back 11

Comprehension
Monitoring

Front 12

Hearing loss resulting from damage to the
outer or middle ear.

Back 12

Conductive Loss

Front 13

A hearing loss present at birth. About 50%
of all cases occur for unknown reasons.
Causes include genetic transmission, in utero
infections, prematurity, pregnancy
complications, and trauma during the birth
process.

Back 13

Congenital
Hearing Loss

Front 14

Tasks used to examine a child’s
performance level for a particular type of
langue task, such as understanding
locational and spatial terms. Typically used
as part of a comprehensive langue
assessment.

Back 14

Criterionreferenced
tasks

Front 15

The cultural setting in which a child learns
and applies language. Practitioners must
take it into account when differentiating
between a language difference and a langue
disorder.

Back 15

Cultural Context

Front 16

An underlying physiological condition that
impedes performance. With regard to
language disorders, an underlying
neurological impairment that causes a
person to have difficulties with
comprehension or production of language
form, content, or use.

Back 16

Disease

Front 17

An examination of how a child’s
performance on a particular language task
improves by giving the child different types
of assistance. Typically used as part of a
comprehensive language assessment.

Back 17

Dynamic
Assessment

Front 18

Stereotypical repetitions of specific words
or phrases. Commonly seen in association
with autism spectrum disorder, which
includes Asperger’s syndrome, autism,
childhood disintegrative disorder, and
pervasive developmental disorder.

Back 18

Echolalia

Front 19

A late start to language development that is
expected to resolve at some point.

Back 19

Language delay

Front 20

Significant language development difficulties
relative to those experienced by children
developing normally.

Back 20

Language
Disorder

Front 21

A language disorder in an older child that
results in difficulties with academic
achievement in areas associated with
language, such as reading writing, and
spelling.

Back 21

Languagelearning
disability

Front 22

The environment in
which a child with disabilities should receive
education. It should, to the maximum
extent, be the same as that of the child’s
peers without disabilities. Part of the
Individuals with Disabilities Education Act
(IDEA) mandate.

Back 22

Least Restrictive
Environment

Front 23

A condition of arrested
development of the mind. Diagnostic
criteria are significant limitations in both
intellectual functioning and adaptive
behavior. May range from mild to severe.
Down syndrome is a common cause of MR.

Back 23

Mental
Retardation

Front 24

Tests used to examine children’s level of
language performance against that of a
national sample of same-age peers.
Typically used as part of a comprehensive
language assessment.

Back 24

Norm-referenced
tests

Front 25

Analyses used to examine children’s language
form content, and use in naturalistic activities
with peers or parents. Two types are
conversational analysis and language sample
analysis (LSA). Typically used as part of a
comprehensive language assessment.

Back 25

Observational
Measures

Front 26

Traumatic brain injuries
(TBIs) in which the brain matter is exposed
through penetration. One cause is gunshot
wounds. Usually result in a more focal
brain injury.

Back 26

Open-head
Injuries

Front 27

How a disease affects the quality of life of a
child and his or her family, including
possible impacts on social, psychological,
and educational function.

Back 27

Participation in
Life

Front 28

A disorder in
which a person has severe problems with
social interactions and communication and
displays repetitive behaviors and overly
restricted interests but does not otherwise
meet the specific diagnostic criteria for
autism, childhood disintegration disorder,
or Asperger’s syndrome.

Back 28

Pervasive
Developmental
Disorder – not
otherwise specified

Front 29

A type of acquired hearing loss that occurs
after birth and after a child has developed
language.

Back 29

Postlingual
Hearing Loss

Front 30

A type of acquired hearing loss that occurs
after birth but before a child has developed
language.

Back 30

Prelingual
Hearing Loss

Front 31

Identification of approaches to use to
support a child’s language skills in the
classroom when the child is suspected of
having impaired language abilities. The
child study team, or evaluation team,
implements such intervention.

Back 31

Prereferral
Intervention

Front 32

A significant
language impairment in the absence of any other
development difficulty (e.g., mental retardation,
brain injury). Affects approximately 7-10% of
children older than 5 years. The most common
reason for administering early intervention and
special education services to toddlers through
fourth graders.

Back 32

Primary
Language
Impairment

Front 33

A language impairment resulting from, or
secondary to, conditions such as mental
retardation, autism, and traumatic brain
injury.

Back 33

Secondary
Language
Impairment

Front 34

Hearing loss that results from damage to
the inner ear or auditory nerve.

Back 34

Sensorineural
Loss

Front 35

A term often used to specify the impairment
level a child must exhibit before he or she is
considered to have a language disorder.
Currently, no gold standard is available to
use to define this term as it applied to
language disorders.

Back 35

Significant

Front 36

A way to improve children’s abilities to
complete diverse language tasks, such as
understanding jokes, initiating conversations
with friends or adults, or deciphering
unknown words when reading. Focuses on
teaching students specific ways to approach
a linguistic task. One example is
comprehension monitoring.

Back 36

Strategy Training

Front 37

An approach to helping a child with a
language disorder develop language skills.
The plan specifies treatment targets,
treatment strategies, and treatment
contexts.

Back 37

Treatment Plan