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Glossary
A
Term | Alternative and Augmentative Communication [AAC]
Description | Children need to be supported by alternative means of communication to enable them to take a full part in interaction and communication. What you might see | Child using alternative methods of communication such as signing, symbols, pictures or computer based systems.
Term | Articulation
Description | Having ‘normal’ movement, muscle tone and structure in the tongue, mouth, lips and palate and the ability to use these to make sounds. What you might see | Speech sounds that are different to normal in the way that they are physically produced. Cleft lip and palate and lisps are two ends of the spectrum.
Term | Attention Deficit
Description | Inability to concentrate sufficiently to learn language easily. What you might see |Physically active, restless. Moving quickly from one activity to another. Difficulty organising activities.
Term | Auditory Discrimination Difficulty
Description | Inability in separating speech from background noise and to split the stream of sound into useable pieces – sentences, words and sounds. Inability to tell the difference between sounds in words: tea and key may sound the same. What you might see | Misunderstanding of words. Similar words confused [“Draw a picture of a pea”/“Draw a picture of a bee”].
B
C
Term | Communication
Description | Involves intentional responses which a person makes to affect the behaviour of another person, with the expectation that the other person will receive and act on the message.
Term | Comprehension Delay or Disorder
Description | Difficulty understanding and learning words and ideas heard. Impaired ability to understand the relationship between words in sentences. What you might see | Difficulty learning and understanding ideas of colour, size, position and questions, instructions and words. This may be following the usual developmental pattern but at a slower rate. or may be an atypical disordered pattern.
D
Term | Dyspraxia
Description | Motor co-ordination difficulties affecting easy and accurate sequencing of sounds into words. What you might see | Unintelligible or unclear speech. Inconsistent errors with sounds. Unable to copy sounds or sound sequences. May not be able to copy tongue and lip movements.
Term | Dysfluency [Stammering]
Description | Breakdown in the flow of spoken language. What you might see | Repetitions of sounds and words, hesitations, holding sounds for too long, problems getting words out, facial grimaces.
E
Term | Expressive Language Disorder
Description | A difficulty using words, phrases and sentences to express ideas meaningfully. What you might see | Delayed use of language, like that of a much younger child. Grammatical errors. Incorrectly ordered words and sentences. Incorrect use of words. Pattern of development not following the normal path.
F
G
H
Term | Hearing Impairment
Description | Hearing below the level thought to be necessary for the learning of speech and language. This may be due to glue ear, (grommets may help) or nerve damage (hearing aids may help). What you might see | May ignore and not respond. May be loud and active. Speech may or may not be affected.
I
J
K
L
Term | Language
Description | A system of arbitrary symbols (spoken, written, signed) organised according to rules that determine their combination and use, for the understanding and expression of thoughts, feelings, ideas etc. Language consists of comprehension (understanding) and expression (use).
Term | Language Delay
Description | Language development that follows the expected path, but at a slower rate. Words, phrases and sentences are not understood or used until a later age than expected. What you might see | Use of single words continues past the usual age for two word phrases to be used. Sentences continue to have words left out past the age they would usually be used in full.
Term | Language Disorder
Description | Language development is unusual: some easier ideas not being understood or used whilst more difficult ideas are. What you might see | Concepts of space and time are often not easily understood, so ideas of ‘yesterday’ and ‘tomorrow’ may be slowly learnt. Other concepts may be easily understood.
M
N
O
P
Term | Phonological Delay Or Disorder
Description | An inability to use the range of speech sounds in the correct order to signal differences between words and therefore differences in meaning. What you might see | Unintelligible or unclear speech. Speech sounds like that of a much younger child or is unusual-sounding and disordered.
Term | Pragmatic Disorder [Speaker Knowledge]
Description | Problems understanding or using social language skills appropriately, including starting and maintaining conversation, using and understanding gesture, facial expression, body language. What you might see | Inappropriate eye contact, poor at taking turns, particularly in a conversation. Unaware of listener’s knowledge, so can give information that is too vague or too detailed. Lack of facial expression. Problems with language that is ambiguous [“Children make good snacks”]; understanding may be very literal - [“Pull your socks up”].
Q
R
S
Term | Semantic Disorder
Description | A lack of knowledge of words and their meanings and a poor understanding of relationships between words and sentences. Possible difficulties in word finding. What you might see | Difficulty understanding or using vocabulary appropriately. A limited knowledge of words: their descriptions;the category they belong to; their relationships: opposites, pronouns. Difficulty finding the right word so using a related word or a non specific word [‘thingy’].
T
U
V
Term | Voice Disorder
Description | Difficulties producing a clear and audible voice. What you might see | Voice that is hoarse, gruff or whispery. May lose their voice and then be able to use it again.
W
X
Y
Z
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