Thas 201 Basic Terms And Concepts , Delay Disorders

Front 1

Communication

Back 1

the process in which two or more people are sharing information including facts, thoughts, ideas, and feelings.

there has to be a sender and receiver

many different forms of communication

Front 2

* Speech *

Back 2

verbal part of communication

Front 3

Language

- phonology

Back 3

• study of sounds and how they work together
  

• study of how phonemes are organized and function in a language to convey meaning
  

Front 4

Semantics

Back 4

word meanings

Front 5

Syntax

Back 5

word order

Front 6

Morphology

Back 6

breaking down words into meaningful units - word structors

Front 7

Pragmatics

Back 7

social rules of language

Front 8

Articulation

Back 8

• generally refers to the specifics of speech production
  
• the motor movements involved in production of the actual sounds
  

1. manner
   
2. placement
   
3. voice
   

Front 9

Fluency

Back 9

how words, symbols, sounds flow

Front 10

Voice

Back 10

tone, volumn, intonation, variable volumns

Front 11

Phonome

Back 11

• perceptually distinct units
  
• little bit of a difference totally changes the meaning
  

- not and nut

• we are talking about sounds not the letters
  

- sounds go between / /

- letters go between " "

Front 12

Articulators

Back 12

teeth, tongue, jaw

Front 13

* Minimal Pairs *

Back 13

• words together that differ in only one phoneme (important to not confuse with one letter)
  

• important when talking phonology rather than articulation
  

Front 14

Allophones

Back 14

are variations in how a sound is produced that does not change the meaning of the word

Front 15

Delay

Back 15

• Suggests that the skill will ‘catch up’.
  
• 
  
• Skills are below others at his/her age but are considered ‘normal’ errors.
  

Front 16

Disorder

Back 16

• Skill is different or deviant from norm.
  
• Skills that are not typically seen in development (do not have to pass through this stage).
  

Front 17

Communication Disorder

Back 17

is the impairment in the ability to receive, send, process and comprehend concepts including verbal, nonverbal and graphic symbol systems.

Front 18

Speech Sound Delay

or Disorder

Back 18

• Occurs when difficulties making certain sounds continue past a certain age.
  

• Articulation and Phonology can fall into this category.
  

Front 19

ARTICULATION disorder

Back 19

• Articulation disorders – difficulty with motor production aspects of speech or an inability to produce certain speech sounds.
  

• Errors are addressed at the oral-motor (phonetic)level of production (omission, substitution, distortion, addition).
  

Front 20

* Articulation Errors *

Back 20

1. Omission
   
2. Substitution
   
3. Distortion
   
4. Addition
   

Front 21

* Omission *

Back 21

• Sound is deleted from a word.
  
• E.g., Child says “un” for ‘sun’
  

Front 22

* Substitution *

Back 22

• One or more sounds is produced in place of another.
  
• E.g., Child says “tun” for‘sun’
  

Front 23

* Distortion *

Back 23

• Sound is changed slightly so that the intended sound may be recognized but is produced without precise manner, place or voicing.
• E.g, Child uses frontal lisp on /s/ in “sun”
  

Front 24

* Addition *

Back 24

• An extra sound is added to the intended word
• E.g., Child says “sunuh” for‘sun’
  

Front 25

Phonological disorder

they know how to make the sounds just can't do it for some reason

Back 25

• Impaired comprehension and/or use of the sound system of a language.
  
• Child’s errors are viewed as rule-governed and predictable, reflecting differences between the child’s representation of the phonological system from that of the adult’s.
  
• Speech errors are addressed at an organizational level within the brain.
  

Front 26

Social-Emotional Impacts

Back 26

• High relationship between communication disorders and emotional or behavioural disorders in children and adolescents.
• Severity of the speech disorder is highly correlated with anxiety level.
  
• emotional concerns due to lack of being able to get message across

Front 27

Educational and

Occupational Impacts

Back 27

• Research has shown that teachers perceive students with speech and language disorders as poorer performers than typically-developing peers.
  

• Articulation and phonological disorders may impact phonemic awareness and reading (reading and writing) - harder time in school learning how to read and write.
  

Front 28

Interpersonal Impact

Back 28

Preschool children with speech impairments initiated interactions with peers less frequently, and used shorter utterances and more nonverbal responses than did peers with typically developing speech.