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Definitions 

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The following are definitions of some of the terms used in speech-language pathology.

Accent modification: Changing a person's accent or speech pronunciation through speech therapy.

Apraxia: Synonymous with dyspraxia. Childhood apraxia of speech is a disorder of the nervous system that affects the ability to sequence and say sounds, syllables, and words. It is not due to muscular weakness or paralysis. The problem is in the brain's planning to move the body parts needed for speech (e.g., lips, jaw, tongue). The child knows what he or she wants to say, but the brain is not sending the correct instructions to move the body parts of speech the way they need to be moved. Taken from asha.org

Articulation delay or disorder: Incorrect production of speech sounds for a person's age. 

Auditory Processing Disorder: Impaired ability to attend, discriminate, recognize, or comprehend auditory information even though hearing and intelligence are within normal limits.

Dysarthria: Neuromuscular weakness of the oral musculature (jaw, cheeks, lips, tongue), or larynx. Dysarthria may manifest itself in an articulation, resonance or prosody (rhythm or speech) problem.

Dysphagia: The inability to swallow correctly.

Dyspraxia: See apraxia

Expressive language delay or disorder: Difficulty producing language at expected age levels. 

Receptive language delay or disorder: Difficulty comprehending language at expected age levels.

Oral Motor Therapy: Muscle-based approach to speech therapy that treats muscle weakness and instability of the jaw, lips and tongue, which may be underlying a speech disorder.

Phonological delay or disorder: Difficulty organizing the sounds of the language which may affect speech clarity, reading and spelling skills.

Pragmatics: The area of language that relates to the use of language in a social context. For example, the knowledge and ability to take turns in conversation and the ability to regulate the use of eye contact appropriately during social exchanges.

Semantics: The area of language that involves meaning. Individuals with semantic difficulties have trouble understanding language meanings.

Stuttering: A disruption in the fluency of speech. Stuttering may be in the form of sound prolongations, sound, syllable, word or phrase repetitions or blocks, which are periods of silence, during which sounds appear to be stuck or blocked.

Word Retrieval: The ability to recall words upon command A person with a language delay or disorder may have difficulty recalling words at particular times even though they know the word.

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Checklist

SPEECH AND LANGUAGE CHECKLIST

If you have concerns about your child's development, contact us to determine if a speech and language evaluation is indicated. Early identification and treatment of speech, language and hearing disorders can prevent certain academic, behavioral, and social problems.

Hearing and Understanding

Birth-3 Months

• Makes pleasure sounds (cooing, gooing).

• Cries differently for different needs.

• Smiles when sees you.

4-6 Months

• Moves eyes in direction of sounds.

• Responds to changes in tone of your voice.

• Notices toys that make sounds.

• Pays attention to music.

• Enjoys games like peek-a-boo and pat-a-cake.

• Turns and looks in direction of sounds.

• Listens when spoken to.

• Recognizes words for common items like "cup", "shoe," "juice."

• Begins to respond to requests ("Come here," "Want more?").

1-2 Years

• Points to a few body parts when asked.

• Follows simple commands and understands simple questions ("Roll the ball," "Kiss the baby," "Where's your shoe?").

• Listens to simple stories, songs, and rhymes.

• Points to pictures in a book when named.

2-3 Years

• Understands differences in meaning ("go-stop," "in-on," "big-little," "up-down").

• Follows two requests ("Get the book and put it on the table.").

3-4 Years

• Hears you when call from another room.

• Hears television or radio at the same loudness level as other family members.

• Understands simple, "who?," "what?," "where?," "why?" questions.

4-5 Years

• Pays attention to a short story and answers simple questions about it.

• Hears and understands most of what is said at home and in school.

Talking

Birth-3 Months

• Makes pleasure sounds (cooing, gooing).

• Cries differently for different needs.

• Smiles when sees you.

4-6 Months

• Babbling sounds more speech-like with many different sounds, including p, b and m.

• Vocalizes excitement and displeasure.

• Makes gurgling sounds when left alone and when playing with you.

• Babbling has both long and short groups of sounds such as "tata upup bibibibi."

• Uses speech or non-crying sounds to get and keep attention.

• Imitates different speech sounds.

• Has 1 or 2 words (bye-bye, dada, mama) although they may not be clear.

1-2 Years

• Says more words every month.

• Uses some 1-2 word questions ("Where kitty?" "Go bye-bye?" "What's that?").

• Puts 2 words together ("more cookie," "no juice," "mommy book").

• Uses many different consonant sounds of the beginning of words.

2-3 Years

• Has a word for almost everything.

• Uses 2-3-word "sentences" to talk about and ask for things.

• Speech is understood by familiar listeners most of the time.

• Often asks for or directs attention to objects by naming them.

3-4 Years

• Talks about activities at school or at friends' homes.

• People outside family usually understand child's speech.

• Uses a lot of sentences that have 4 or more words.

• Usually talks easily without repeating syllables or words.

• Voice sounds clear like other children's.

• Uses sentences that give lots of details (e.g. "I like to read my books").

• Tells stories that stick to topic.

• Communicates easily with other children and adults.

• Says most sounds correctly except a few like l, s, r, v, z, ch, sh, th.

• Uses the same grammar as the rest of the family.

             From asha.org

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LINKS

American Speech Language Hearing Association
http://www.asha.org