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Babbling refers to sounds and syllables an infant begins stringing together between 4-12 months of age. Babbling is referred to as a prelinguistic skill: meaning a skill that happens prior to the development of language and speech. There are actually three different types of babbling: Marginal, Reduplicated, and Nonreduplicated In typically developing infants there is a gradual emergence of increasingly complex and speech-like utterances during the first two years of life. This period of non referential vocalization is generally recognized as a foundation for meaningful speech and phonological development, and is called babbling.
Environmental noise that competes with the main speech signal.
When sounds that should be made at the front of the mouth (such as ‘t’) are made at the back instead. An example would be saying ‘key’ for ‘tea.’ Backing can affect any of the obstruents shown on the place-voice-manner chart below (e.g., chew = coo or goo, ship = kip or gip). Backing is not seen in typical development in English, and is not a ‘natural’ or developmental process. Any child who is backing should be referred to a speech-language pathologist for assessment.
A bone anchored hearing aid is a hearing device that transmits sound to the cochlea of the inner ear by vibrating the mastoid bone.
The use of videofluoroscopy to evaluate the pharyngeal swallow.
An experienced team of therapists works with the client to probe all skill areas on the ABLLS curriculum. This begins when the client enrolls and takes approximately 30 days. The goal of establishing the ABLLS baseline is to determine what skills the child had before attending Partners and to determine a starting point for his/her programming.
These are the early opposites, e.g. clean / dirty, wet / dry, big / small, full / empty, top / bottom etc.
Skills in subjects like reading, writing, spelling, and mathematics.
Beckman Oral Motor Intervention
Oral motor skills are critical to basic functions that occur even when we are asleep, such as controlling secretions, swallowing, and maintaining alignment of the oral structures so that breathing is not interrupted. Oral motor skills impact basic survival such as sucking and swallowing by infants that begin by the third month of gestation. Development of these skills enhance the progression from breast milk or formula, then to pureed foods, and on to table foods, as well as the skills needed to progress from sucking a nipple, to using a wide variety of utensils, including straws, cups, spoons, and forks. Oral skills also impact the control needed for speech development, from producing the cooing sounds as an infant, to articulating complex words in conversational speech. Poor oral motor skills can result in delayed or reduced skill development for the areas listed above. The individual may be described as hypersensitive, a lazy talker or a picky or messy eater. Problems such a drooling, bruxism (tooth grinding) and gagging may occur.
A behavioral management plan tries to prevent maladaptive behaviors, teaches socially acceptable behaviors to take the place of unpleasant behaviors, and creates a crisis intervention plan.
A systematic method of changing behavior through careful target selection, stimulation, client response and reinforcement.
A contract between a child or adolescent and an adult or school. This contract explains the desired behavior that will be increased, as well as the reinforcer that will be given when that happens. In addition, inappropriate behavior is often listed, including the consequences for the behavior.
The Behavioral Therapist seeks to effect positive and lasting change by working with the client to modify their maladaptive thoughts and/or behaviors.
A plan of positive behavioral interventions in the IEP of a child whose behaviors interfere with his/her learning or that of others.
Strategies and techniques used by classroom teachers in order to manage the behavior of the students in the classroom and reduce classroom disruption.
A specific statement of what a child should know and be able to do in a specified segment of the year. Benchmarks describe how far the child is expected to progress toward the annual goal and by when. Benchmarks establish expected performance levels that allow for regular checks of progress that coincide with the reporting periods for informing parents of the child’s progress toward achieving the annual goals.
Pertaining to the two lips.
A loss of hearing in both ears.
Ability to utilize two languages with equal facility.
Language Labels – Mother tongue, Home language, First language and L1 are all labels applied to the language a child hears in their home environment. Additional language, Second language and L2 are labels applied to the language a child hears in addition to their first language.
Routes to bilingualism – Different terms may be used to describe how a person becomes bilingual. Terms most commonly used are:
- Simultaneous Bilingualism – A child who has been exposed to two languages from birth or a very early age. This manner of bilingual language acquisition has been frequently studied but may not be the most common route to bilingualism.
- Sequential Bilingualism – A child who is exposed to an additional language after their first language. This manner of bilingual language acquisition has been less frequently studied but is thought to be the most common route to bilingualism.
Language Competence – The term ‘balanced bilingualism’ is sometimes used to describe a person who speaks all their languages equally well. Balanced bilingualism is often held to be the ideal. However, balanced bilingualism is rare, and people with different levels of competence in each language should not be viewed negatively.
Additional Language Learning – Children and adults may acquire an additional language after they have acquired their first language. This language learning process is different to first language acquisition. As the person has already demonstrated that they have acquired their first language without difficulty, additional language difficulties should be regarded as educational issues rather than a primary language disorder. The term EAL refers to English as an additional language. This is where a person learns English after learning their first language. This term should be avoided as the additional language may not be English. For example, in Wales, a person may learn English first at home and then acquire Welsh as an additional language.
Codeswitching – Codeswitching (also called code mixing and language mixing) is where a bilingual person uses two (or more) languages together. ‘Code’ is a linguistic term for a language. In intersentential codeswitching a bilingual person uses one language for one sentence, followed by another language for the next. In intrasentential codeswitching a bilingual person uses both languages within the same sentence. Codeswitching is normal and not a sign of confusion. There is evidence that children who have specific language impairment do not use codeswitching even when it is common to do so in their community.
Hearing aids worn in both ears. See Hearing Aid.
The forcible closure of the lower teeth against the upper teeth; to seize or grasp with the teeth.
- Mature– The teeth close easily on the food, biting through it gradually.
- Phasic– A rhythmical bite and release pattern seen as a series of jaw openings and closings occurring when the gums or teeth are stimulated. Present at birth and continues until 3 to 5 months of age in the typical infant.
- Tonic– A forceful or tense biting pattern that interferes with all aspects of feeding.
Two or more consonant sounds made next to each other with no vowel separation (/tr/, /pl/, /str/). See also Consonant Cluster.
In stuttering, the stoppage or obstruction at one or several locations – larynx, lips, tongue, etc.- experienced by the stutterer when trying to talk which temporarily prevents smooth sound production. Examples include:
Block with Posturing– A cessation of airflow observed with open mouth postured in the position for the initial sound of the word.
Movement of the body while speaking or while avoiding or escaping a block.
Nonverbal expressions used to show emotion or convey information.
The rounded mass of food prepared by the mouth for swallowing (after chewing).
An evaluative measure performed during diagnostic audiologic testing where sound is delivered via a bone oscillator. This technique helps determine whether the hearing loss is conductive or sensorineural. Contrasts with Air Conduction.
Unless otherwise specified, a tactile system of reading and writing for individuals with visual impairments, commonly known as standard English Braille.
An area in the dominant cerebral hemisphere, responsible for motor planning for speech and other aspects of expressive language.
Bruxism is a condition in which you grind, gnash or clench your teeth. If you have bruxism, you may unconsciously clench your teeth together during the day, or clench or grind them at night (sleep bruxism). Sleep bruxism is considered a sleep-related movement disorder. People who clench or grind their teeth (brux) during sleep are more likely to have other sleep disorders, such as snoring and pauses in breathing (sleep apnea). Mild bruxism may not require treatment. However, in some people, bruxism can be frequent and severe enough to lead to jaw disorders, headaches, damaged teeth and other problems. Because you may have sleep bruxism and be unaware of it until complications develop, it’s important to know the signs and symptoms of bruxism and to seek regular dental care.