(844) 5-SPEECH
C
California Speech and Hearing Association
The State of California’s professional, scientific, and credentialing association for audiologists, speech-language pathologists, and speech, language, and hearing scientists.
The regular use of newly learned speech or language skills in everyday situations. Also called “generalization.”
An informal meeting where information about a child’s IEP is reviewed to resolve problems.
Performing one behavior in order to achieve a further objective, e.g. hitting a switch to activate a toy.
Central Auditory Processing Disorder (CAPD)
Challenges in the ability to understand speech and language in a person who does not have a hearing impairment. See Auditory Processing Disorder.
Damage to the eighth nerve in the brain stem causing hearing loss.
A condition that a child is usually born with, that is associated with brain damage, particularly with loss of oxygen to the brain. The child does not have typical muscle tone, many have difficulty with moving around and use a wheelchair or other aid. Usually speech is affected due to the changes in tone.
Certificate of Clinical Competency (CCC)
The initials CCC stand for Certificate of Clinical Competency. If a speech-language pathologist who is certified by the American Speech-Language Hearing Association (ASHA) has these initials after his or her name, they have (1) received a masters degree in Speech-Language Pathology (2) passed a national exam in speech/language pathology, (3) completed a 9 month clinical fellowship year (CFY) under a qualified supervisor.
The process in which each step of a sequence is taught individually and then each step is chained together to achieve the complex task that is being taught. The steps can either be forward or backward chained.
Change of Placement for Discipline
A removal from school for disciplinary reasons is considered a change of placement when the removal is for more than 10 school days in a row in the same school year; or the removals suggest a pattern:
- Because the series of removals add up to more than 10 school days in a school year;
- Because the child’s behavior is very similar to the behavior in previous instances that resulted in the series of removals; and
- Because of additional factors, such as the length of each removal, the total amount of time the child has been removed, and the closeness of the removals to one another.
Child Behavior Checklist (CBCL)
A behavioral rating scale used by parents and teachers to evaluate behavior and social skills in a standardized format.
Requirement that states ensure that all children with disabilities are identified, located and evaluated, and determine which children are receiving special education and related services.
A child evaluated in accordance with Rule 3301-51-06 of the Administrative Code as having a cognitive disability (mental retardation), a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this rule simply as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, another health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. (a) Subject to 3301-51-01 of the Administrative Code, paragraph (B)(10)(b), if it is determined, through an appropriate evaluation under rule 3301-51-06 of the Administrative Code, that a child has one of the disabilities identified in this rule, but needs only a related service and not special education, the child is not a child with a disability under this rule. (b) If, consistent with the definition of special education in paragraph (B)(58), the individualized education program (IEP) team considers the related service required by the child to be special education rather than a related service under state standards, the child would be determined to be a child with a disability under this rule. (c) Children aged 3 through 5 years who are experiencing developmental delays. “Child with a disability” for children aged 3 through 5 years, may, subject to the conditions described in rule 3301-51-03 of the Administrative Code for the use of the term developmental delay, include a child: (i) Who is experiencing developmental delays, as defined by rule 3301-51- 11 of the Administrative Code and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, as provided by rule 3301-51-11 of the Administrative Code; and (ii) Who, by reason thereof, needs special education and related services.
Childhood Apraxia of Speech (CAS)
Childhood Apraxia of Speech, or CAS, is a motor speech disorder. Children with CAS have difficulty producing sounds, syllables and words. For reasons unknown, the brain has difficulty with planning and executing the fine motor movements needed for speech. The child knows what he wants to say, but the brain is having difficulty coordinating or “talking to” if you will, the parts of the parts of the body that are used to produce speech sounds (i.e. the vocal folds, lips, jaw, tongue and palate). Basically the part of the brain that is responsible for controlling the parts of the body responsible for speech production is either not fully developed or damaged. CAS is NOT due to muscle weakness or paralysis (which is seen in another motor speech disorder, dysarthria).
Children and Adults with Attention-Deficit Hyperactivity Disorder (CHADD)
A non-profit organization committed to helping both people with ADHD and their families.
Children’s Developmental Services Agency (CDSA)
A government agency that assists with therapy services for children.
An individual actual age; usually stated in exact years and months (e.g., 8.11 means a child is eight years and eleven months old).
The use of indirect language or roundabout expressions. People with aphasia may circumlocute, talking around a word that they cannot recall or say. This should not be confused with the aphasia word recall technique of self cuing (an example of the technique is: “It’s cold….I put in my drink …it’s ice… I need an ice cube.”).
Identifying why a message has not been understood and then requesting a change in the behavior of the person giving the message itself to enable understanding e.g. speaking more loudly or more slowly, repeating, rephrasing, adding more specific information etc.
Strategies and techniques used by people in a professional setting or school in order to maintain surroundings that are advantageous to leaning and success in the classroom.
Cleft; Cleft Lip / Cleft Lip and Palate / Cleft Palate
Parts of the upper lip, palate (roof of the mouth) that have not connected properly during pregnancy leaving a gap. A cleft is a birth defect caused by failure of the mouth parts to fuse during early fetal development. Some babies are born with cleft lip only, and this may be unilateral (affecting one side of the lip) or bilateral (affecting both sides). Some children are born with unilateral or bilateral cleft palate. Some are born with any combination of cleft lip/palate types.
Clinical Fellowship Year (CFY)
An important transitional phase between supervised graduate-level practicum and the independent delivery of services. It is designed to foster the continued growth and integration of the knowledge, skills, and tasks of clinical practice in speech-language pathology consistent with ASHA’s current scope of practice. The CFY lasts a continuous 9 months while maintaining full-time employment (30+ hours a week).
An injury to the head during which the skull and brain are never penetrated.
Cluster Reduction / Cluster Simplification
Cluster Reduction, sometimes called Cluster Simplification, is a phonological process (phonological pattern) in which a consonant cluster is omitted (e.g., ‘oo’ for ‘blue’), reduced (e.g., ‘boo’ for ‘blue’) or replaced with another sound (e.g., ‘woo’ for ‘blue’) or replaced with another cluster (e.g., ‘dwoo’ for ‘blue’).
Dysfluent speech that is characterized by overuse of fillers and circumlocutions associated with word finding difficulties, rapid speech, and word and phrase repetitions. Cluttering does not seem to contain the fear of words or situations found in stuttering.
A person who assists a person with aphasia with engaging in the hours of daily practice and conversation necessary for maximal recovery. See Practice Coach.
Articulatory movements for one phone which are carried over into the production of previous or subsequent phones, but which do not affect the primary place of articulation, as occurs when assimilation affects the place of articulation.
A medical device that allows some people with hearing loss to hear sounds, including speech. This is done by bypassing damaged structures in the inner ear and directly stimulating the auditory nerve.
The mental process involved in thought. Cognition includes thinking, knowing, remembering, judging, problem solving, executive function, attention, memory, etc. Recent research has confirmed that improving cognitive skills in incisive ways will improve aphasia.
A descriptive term encompassing the mental processes of knowing, perceiving, remembering, judging, and reasoning.
Cognitive Communication Therapy
SLP’s assist clients in developing or re-establishing cognitive abilities that are necessary for effective thinking and communication. This therapy is particularly appropriate for clients who have sustained traumatic brain injury.
(Mental retardation) means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.
The ability to adapt thinking to new and unexpected happenings, including the ability to consider a variety of solutions to a problem or to come up with multiple ways to interpret an event.
Changing negative thinking brought about by earlier life experiences.
The links that hold a conversation, statement or narrative together. They guide listeners or conversational partners and show how parts of a story or conversation relate to each other.
To work together. Two or more equal partners voluntarily working side by side with mutual respect and cooperation to reach a common goal through shared decision making. It can also be referred to as a process in which one or more professionals assist other individuals to address a problem a child may be experiencing.
Talking about what the child is doing or is involved in – avoiding the use of excessive questioning.
The Common Core State Standards (CCSS) are a coherent progression of learning expectations in English language arts and mathematics designed to prepare K–12 students for college and career success. The CCSS communicate what is expected of students at each grade level, putting students, parents, teachers, and school administrators on the same page, working toward shared goals. Arizona has adopted the Common Core State Standards.
A. The exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior. B. Interpersonal rapport. C. communications (used with a sing. or pl. verb). The art and technique of using words effectively and with grace in imparting one’s ideas.
An apparatus used by a person with limited verbal expression to communicate his or her needs, thoughts, and ideas. It may contain the letters of the alphabet, numbers, or commonly used words and phrases.
An impairment in the ability to receive, send, process, or comprehend concepts of verbal, nonverbal, or graphic symbol systems.
Who you are talking to and where you talk to them.
A communication temptation is an activity or situation that is set up to “tempt” your child to use language.
Two or more disorders occurring in the same person.
Learning new ways to complete a task. For example, if you are having difficulty saying long sentences then you can “compensate” by saying several shorter sentences instead.
A formal written document (a form) that a parent or other party files with the Ohio Department of Education, Office for Exceptional Children, that claims that a school district or other public agency is not following laws or regulations related to a child qualifying for or receiving special education and related services.
The student performs less than 25% of task by self.
The student is able to complete the prescribed activity with age appropriate independence in a timely and safe manner.
A specifically identified combination of problems that occur together in ways that are predictable.
Understanding what is said, signed or written. Also referred to as Receptive Language.
An assessment process evaluating a students complete skill set, including behaviors, skills, as well as emotions. This is also known as a full and individual evaluation.
Comprehension / Receptive Language Difficulties
Many children whose development of speech and language gives cause for concern have difficulties understanding what is said to them. That is, their understanding of spoken language falls below the level expected for their age. Difficulties with comprehension are sometimes known as “receptive language difficulties”. For these children it is important to consider listening and speaking skills separately, as the two will not be working together effectively. Unless and until they are, a child’s ability to learn will be seriously impaired, for understanding of language is fundamental to learning and to understanding the world. Many skills are involved in language comprehension including:
- Ability to hear. Some children have intermittent hearing loss which can affect understanding of language.
- Ability to pay attention to speech sounds. Some children have difficulty in establishing and maintaining their attention in certain situations or the control of their attention may be less than expected of a child of their age.
- Ability to distinguish between speech sounds.
- Ability to process language. Some children have difficulty in “taking in” language – it takes them longer to understand what is being said.
- Memory for strings of speech sounds.
- Knowledge of word meanings.
- Knowledge of sentence structure.
- Ability to make sense of language in and out of context.
- Difficulties with sight.
There can be difficulties with any one of these skills – this should be borne in mind during an assessment. Identification of a child’s difficulties may not be straightforward as there are many ways in which a child can understand or even anticipate what is required of them without actually understanding what has been said. Gestures, facial expression, contextual clues can all supply vital information. On the other hand, such children may show behaviour difficulties or apparent lack of interest. This is likely to be more so in situations which make explicit demands on understanding of spoken language. Research has shown that difficulties in understanding are more widespread that was previously thought. Even children whose difficulties appear to be limited to expressive language may have subtle but significant receptive language difficulties.
Deliberate, repetitive behaviors or actions with a set of rules for completion. May involve counting or cleaning and can be identified early through restricted patterns of interest.
Focusing on a specific thought or action.
Conditioned Orientation Reflex (COR)
The audiologist teaches the young child to look toward a toy that lights up or moves when the child looks toward it in response to a sound.
A behavioral disorder that is characterized by behavior problems, including non-compliant and impulsive behavior, aggressive behavior towards both people and/or animals, theft and other destructive actions.
Hearing loss caused by dysfunction of the outer or middle ear. Impairment of hearing due to the failure of sound waves to reach the inner ear through the normal air conduction channels of the outer and middle ear. In children, conductive loss is often medically correctable.
A hearing loss taking place in the middle ear, which disrupts the transmission of sound coming from the environment traveling to the middle ear.
File maintained by the school that contains evaluations conducted to determine whether child is handicapped, other information related to special education placement; parents have a right to inspect the file and have copies of any information contained in it.
A. Existing at or before birth. B. Acquired at birth or during uterine. Developmental, as a result of either hereditary or environmental influences. Constructive Play “Manipulation of objects for the purpose of constructing or creating something (Rubin, 1984). Children use materials to achieve a specific goal in mind that requires transformation of objects into a new configuration. Usually emerges around two years of age and predominates from age three on.
Hearing loss present at birth or associated with the birth process, or which develops in the first few days of life.
A theory which suggests that persons with aphasia and apraxia recover for the most part by reconnecting residual speech and language skills. It contrasts in some important ways with learning theory used in the educational field.
Requirement that the parent be fully informed of all information that relates to any action that school wants to take about the child, that parent understands that consent is voluntary and may be revoked at any time.
A consonant is a speech sound in which the airstream is obstructed (at the place of articulation).
The most familiar consonant chart (or phonetic chart) is the one provided by the IPA. It is a grid with manner of articulation on the vertical axis and place of articulation on the horizontal axis. Each cell of the grid has one or two symbols. Where there are two symbols in a cell the one on the left is a voiceless consonant and the one on the right is a voiced consonant. A consonant chart is different from a Place-Voice-Manner Chart (PVM Chart).
A consonant cluster, or ‘cluster’, is a sequence of two or more consonants. For example, /fl/ in ‘flower’ and /skw/ in ‘square’. Some speech pathologists call consonant clusters ‘blends’ which is a term more correctly applied to letter sequences in written language.
Consonant Harmony is a phonological process (or phonological pattern) in which one sound influences the way another sound in a word is pronounced. For example if a child says ‘tittytat’ for ‘kittycat’ the /t/ in ‘kitty’ and /t/ in ‘cat’ had impacted the production of the two instances of /k/, so that all the voiceless stops in ‘kittycat’ (both k’s and both t’s) are produced as /t/.
A strategy used to give reinforcement to a student for targeted behaviors based upon clear expectations. The student has been told what the expected behavior is, as well as the reinforcement that will be given for appropriate behavior.
When children plan, assign roles and play together it is referred to as cooperative play. Cooperative play is goal-oriented and children play in an organized manner toward a common end. Emerges around 36 to 48 months of age and continues through the school years.
English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. This term does not refer to “Ohio Core Curriculum.”
The core behaviors of stuttering, which are the types of dysfluencies a person who stutters cannot control, including repetitions, prolongations and blocks.
Core Speech Assessment Battery
The core speech assessment battery starts with an audiogram administered by an audiologist, an oral musculature examination performed by the speech-language pathologist/speech and language therapist (SLP/SLT), and a detailed history taken by the SLP/SLT. Then follow the independent and relational analyses, with the SLP/SLT exercising clinical judgment with regard to how detailed these need to be.
Independent Analysis (Inventories and Constraints)– This analysis provides a view of the child’s unique system without reference to the target (adult) phonology. It comprises the inventories of ‘what’s there’ in the child’s system, and a listing of the constraints, or what’s missing from the child’s system.
Relational Analysis (Percentages)– The relational analysis provides a normative comparison between the child’s speech sound system and an idealized version of the target (adult) system. It comprises the Percentage of Consonants Correct (PCC) in single words and conversational speech (if possible), the Percentage of Vowels Correct (PVC) in single words and conversational speech (if possible), a phonological analysis, a phonotactic analysis, and a syllable stress pattern inventory.
Not all errors will necessarily be of one type– Some children experience more than one type of problem concurrently. In the same child, some errors may have: a phonetic basis; a phonological basis; a perceptual basis; an anatomic/structural basis; a motor planning basis; or, a motor execution basis.
Further Evaluation– The outcome of the Core Speech Assessment Battery may prompt more assessment to rule in/out, for example, perceptual difficulties, motor speech disorder (a dysarthria and /or CAS), or to take an in-depth exploration of the child’s stimulability. See Stimulability.
Highly functional, meaningful, high-frequency words and phrases.
Council for Exceptional Children (CEC)
Organization of people, including teachers and parents, working toward improving the education of children with disabilities and/or talents and gifts. This group advocates for governmental policies, as well as helping to set professional standards and providing professional development and resources for people with disabilities.
Related service; includes services provided by social workers, psychologists, guidance counselors, or other qualified personnel.
County Board of Developmental Disabilities (DD)
A county board of developmental disabilities, as provided by section 5126.02 of the Revised Code.
Therapy technique in which cues or prompts are slowly withdrawn to encourage the child’s independent response.
Method of communication that combines speech reading with a system of handshapes placed near the mouth to help deaf or hard-of-hearing individuals differentiate words that look similar on the lips (e.g., bunch vs. punch) or are hidden (e.g., gag).
A function to assist or obtain a desired response, e.g. giving the command “Sit in the chair” while pointing to the chair.
General file maintained by the school; parent has right to inspect the file and have copies of any information contained in it.