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SLP 180 Chapter 2
Chapter 2 Typical and Disordered Communication
| Term | Definition |
|---|---|
| What is Communication? | in general, communication is an exchange of ideas between sender(s) and receiver(s). It involves message transmission and response feedback. |
| Socioliguistics | the study of influences (such as cultural identity, setting, participants, and more) on communication. |
| Language | a socially shared code that is used to represent concepts. This code uses arbitrary symbols that are combined in rule-governed ways. |
| Characteristics of Language | (that it is) A socially shared, rule-governed system An arbitrary code A generative process A dynamic scheme |
| Grammar | the rules of a language; do not have to be able to explain the rules to recognize when they have been broken |
| Linguistic Intuition | recognition of "wrong" or "right" grammar; native speakers or a language possess this intuition. |
| Language is GENERATIVE | Each utterance is freshly created |
| Languages are also DYNAMIC | Change over time |
| Components of Language | Form Content Use |
| FORM | Syntax, Morphology, Phonology |
| CONTENT | Semantics |
| USE | Pragmatics |
| Phonology | the "sound system" of English, consists of about 43 phonemes |
| Phoneme | Unique speech sounds |
| Phonotactic Rules | specify how sounds may be arranged in words; like rules of grammar, phonotactic rules are not universal. ("k"+"n"- Knoxville in English vs. German combination) |
| Morphology | an aspect of language concerned with rules governing change in meaning at the intraword level; second aspect of form, involves the structure of words |
| morpheme | the smallest meaningful unit of language |
| Words contain both " " and " " | Free morphemes and bound morphemes |
| Free morphemes | may stand alone as a word (cat, go, spite, like, magnificent); if you attempt to break them into smaller units, you lose the meaning of the word |
| Bound morphemes | -s, -ing, -ful, -dis, and -ly change the meaning of the original words by adding their own meanings but cannot be used alone and must be attached to free morphemes. |
| Syntax | Pertains to how words are arranged in a sentence and to the ways in which one word may affect another |
| Semantics | Because language is used to communicate, it must be about something, and that is it's content meaning, or semantics; the study of word and language meaning. |
| Semantic features | pieces of meaning that come together to define a particular word |
| Pragmatics | the use, function or purpose of communication; the study of communicative acts and contexts. |
| Speech | the process of producing the acoustic representation of language |
| Speech features include: | articulation, fluency and voice |
| Articulation | refers to the WAY in which speech sounds are made |
| Fluency | smooth, forward flow of communication that is influenced by the rhythm and rate of speech |
| Rate (of Speech) | speed at which we talk |
| Prosody | component of speech that includes rate and rhythm. |
| Prosodic features/ Suprasegmentals | "supra"- above or beyond suprasegmental features go beyond individual speech sounds (or segmental units) and are applied to whole phrases or sentences |
| Voice | Reveals things about the speaker as well as the message/ vocal tone and resonance |
| Pitch | The perceptual counterpart to fundamental frequency associated with the speed of vocal fold vibration; listeners perception of how high or low a sound is; can be physically measured as frequency or cycles per second, called hertz. |
| Hertz (Hz) | The number of complete vibrations or cycles per second |
| Habitual pitch | is the basic tone that an individual uses most of the time |
| Intonation | pitch movement within an utterance |
| Non-verbal communication | encompasses both the suprasegmental aspects of speech and nonvocal (w/o voice) and non-linguistic (non language) aspects of communication |
| Artifacts | Way you look and decorate your personal environment |
| Kinesics | refers to the way we move our bodies, "body language". Includes overall body movement and position as well as gestures and facial expression. Tend to be more subtle or implicit. |
| Proxemics | the study of the physical distance between people as it affects communication. Reflects relationship between people and is influenced by age, culture, etc. |
| Tactiles | Touching behaviors |
| Chronemics | The effect of time on communication |
| Etiology | "the cause or origin of a problem" that may be used to classify a communication problem. Also the study of cause. |
| Congenital | Disorders present at birth |
| Acquired | result from illness, accident or environmental circumstance any time later in life. |
| Communication dialects | differences that reflect a particular regional, social, cultural or ethnic identity. |
| ELLs | English Language Learners |
| Holistic | Pertaining to the whole; multidimentional |
| Disorders of Form | May be due to many factors, including sensory limitations or learning disabilities: Disorder of Phonology Disorder of Morphology |
| Disorders of phonology | errors in sound use, such as not producing the ends of words (hi shi i too sma" for "his shirt is too small") |
| Disorders of morphology | Incorrect use of past tense or plural markers |
| Syntactical errors | include correct word order and run-on sentences |
| Disorders of Content | Children/adults with limited vocabularies, those who misuse words, and those with word-finding difficulty may have disorders of content, or semantics. |
| Semantic difficulties | limited ability to understand and use abstract language as in metaphors, proverbs, sarcasm, and some humor, suggest semantic difficulties |
| Disorders of Use | Pragmatic language problems may stem from limited or unacceptable conversational, social, and narrative skills; deficits in spoken vocabulary and/or distorted phonology, morphology and syntax. |
| Speech Disorders | May involve articulation, fluency or voice. They may affect people of all ages, be congenital or acquired, be due to numerous causes, and reflect any degree of severity |
| Disorders of Articulation | SLP is interested in the client's ability to move the structures needed in speech, such as the jaw, lips and tongue. The causes include neuromotor problems (cerebral palsy), physical anamolies (cleft palate), and faulty learning. |
| Dysarthria | When paralysis, weakness or poor coordination of the muscles of speech result in poor speech articulation |
| Developmental disfluency | speech patterns that are common at certain developmental stages |
| fillers | "er, um, ya know" |
| hesitations | unexpected pauses |
| repititions | "go-go-go" |
| prolongations | "www-well" |
| Stuttering | a disorder of speech fluency characterized by hesitations, repetitions, prolongations, tension and avoidance behaviors |
| Voice Disorders | Habits such as physical tension, yelling, coughing, throat clearing, smoking & drinking can disrupt normal voice production and may result in pathology to the vocal folds such as polyps, nodules or ulcers. |
| vocal abuse | excessive yelling, screaming or even loud singing that results in hoarseness or another voice disorder |
| Hearing Disorders | results from impaired auditory sensitivity in the auditory or hearing system; may affect ability to detect sound, recognize voices, or discriminate between different sounds. |
| Deafness | When a person's ability to perceive sound is limited to such an extent that the auditory channel is not the primary sensory input for communication. Can be congenital or acquired. |
| Total communication | sign, speech, speechreading, etc. |
| Hard of Hearing | depends primarily on audition for communication. Severity of hearing loss is usually categorized in terms of severity, laterality, and type. |
| Bi-lateral | involving both ears |
| Unilateral | affecting primarily one ear |
| Conductive Loss | caused by damage to the outer or inner ear; people with this type of loss usually report that sounds are generally too soft. |
| Sensorineural Loss | involves problems with the inner ear and/or auditory nerve (older people reporting they hear just fine, but wish others wouldn't mumble) |
| Mixed hearing loss | combination of both conductive and sensorineural |
| Auditory processing disorders (APD) | May have normal hearing, but still have difficulty understanding speech. |
| incidence | refers to the number of NEW cases of a disease or disorder in a particular time period |
| prevalence | number of new AND old cases in a particular time period |
| Percent of total US population that have a communication disorder | 17% |
| Percent of Swallowing Disorder | 3% or 6-10 million Americans |
| Chronic Hearing Loss Percentages | 1-2% under 18yrs of age 32% of ages 75+ |
| Males vs Females- Impairments of speech | sound production & fluency are more common in kids vs adults and males vs females |
| Language disorders occur- | in 8-12% of preschool population |
| Over age 65 | 5-10% experience language disorders due to dementia, stroke. |
| Assessment of Communication Disorders | systematic process of obtaining information from many sources, various means and different settings |
| diagnosis | distinguishes an individual's difficulties from the broad range of possible problems |
| etiology | cause of communication deficit |
| predisposing causes | underlying problem (genetics, etc.) |
| precipitating causes | triggered the disorder (stroke, etc.) |
| maintaining/ perpetuating causes | continue or add to the problem |
| prognosis | an informed prediction of the outcome of a disorder, both with and without intervention |
| authentic data | actual, real life info, in sufficient quantity to make meaningful and accurate decisions |
| examination of the peripheral speech mechanism | sometimes called oral peripheral exam, assessment of the structure & function of the visible speech system |
| dynamic assessment | a nonstandardized assessment approach that can take the form of test-teach-test to determine child's ability to learn |
| norm-referenced | scores that are used to compare a client to a sample of similar indivduals |
| criterion reference | evaluates a client's strengths & weaknesses with regard to particular skills and does not make comparisons to others |
| speech/language sampling | a systematic collection & analysis of a person's speech or writing. Sometimes called a corpus; used as a point of language assessment |
| Baseline data | information about the client's starting point |
| incidental teaching | SLP manipulates the environment so that communication occurs more naturally |
| post therapy tests | self-explanatory, similar to taking baseline data |
Created by:
Rosa.yanez
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