ABC Chart
A data sheet used to track and analyze challenging behaviors. A= antecedent B= behavior C= consequence
Abulia
The lack of purposeful or spontaneous movements. There may be a lack of motivation or desire to perform a task, despite intact ability to perform the task or difficulty putting goal-directed behavior into action. See also Adynamic Aphasia.
Acalculia
An acquired problem with math.
Accommodation
An adaptation made to an environment, facility or task to enhance the performance of an individual with a disability. Changes in how test is administered that do not substantially alter what the test measures; includes changes in presentation format, response format, test setting or test timing. Appropriate accommodations are made to level the playing field, i.e., to provide equal opportunity to demonstrate knowledge.
Accuracy
The ability to recognize words correctly.
ACE Awards
The Award for Continuing Education (ACE) is a formal recognition of professionals who have demonstrated their commitment to lifelong learning by earning 7.0 American Speech-Language Hearing Association (ASHA) CEUs (70 contact hours) within a 36-month period. The ACE is awarded only to those who earn ASHA CEUs through participating in the ASHA CE Registry. If an ASHA certified SLP does not have an ACE award, it does not mean that that person has not been earning CEUs. See also Certificate of Clinical Competency.
Achievement Test
Test that measures competency in a particular area of knowledge or skill; measures mastery or acquisition of skills.
Acoustic Room Treatment
The use of sound-absorbing materials (such as carpets and acoustical tile) to reduce room noise and improve the usefulness of hearing aids and other listening devices.
Acoustics
Having to do with sound, the sense of hearing, or the science of sound.
Acquired Hearing
Loss Hearing loss which is not present at birth. Sometimes referred to as adventitious loss.
Acquired
Occurring after birth; not caused by genetic or prenatal factors.
Acquired Dyspraxia
Also known as verbal apraxia or dyspraxia, is a speech disorder in which a person has trouble saying what he or she wants to say correctly and consistently. It is not due to weakness or paralysis of the speech muscles (the muscles of the face, tongue, and lips). The severity of apraxia of speech can range from mild to severe…. People with either form of apraxia of speech may have a number of different speech characteristics, or symptoms. One of the most notable symptoms is difficulty putting sounds and syllables together in the correct order to form words. Longer or more complex words are usually harder to say than shorter or simpler words. People with apraxia of speech also tend to make inconsistent mistakes when speaking. For example, they may say a difficult word correctly but then have trouble repeating it, or they may be able to say a particular sound one day and have trouble with the same sound the next day. People with apraxia of speech often appear to be groping for the right sound or word, and may try saying a word several times before they say it correctly.
Acquisition Skill
A skill that is being taught. This is a skill that the client does not currently possess.
Active Listening
Taking an active responsibility for understanding a spoken message, e.g. using clarification strategies.
Adaptive Skills
Self-help skills the child uses for daily living (such as feeding, toileting, dressing).
Adjective
Also called “a describing word,” an adjective provides a description of a noun (e.g., a red ball).
Adjusted Age
The expected developmental age after a correction is made for prematurity.
Administrative Review
A meeting in which parents present complaints regarding a child’s evaluation, educational placement, or provision of special education to the superintendent of the school district for review.
Adult Neurogenic Communication Disorder Therapy
A Neurogenic Communication Disorder is most often the result of brain damage or other types of central nervous system damage, such as a stroke. Neurogenic Communication Disorders can also be caused by an infection in the central nervous system or by certain diseases, including Parkinson’s disease. There are different classifications of this disorder. Neurogenic Communication Disorder can affect how a person speaks and can include problems with understanding language whether it is written, spoken or read. In certain instances, a person with this disorder knows what they want to say, but cannot find the right words to say it. Other times, the muscles that are needed for speech and swallowing are affected. This means that the person cannot move the muscles that are needed in order to speak and they might have problems swallowing. Sometimes a Neurogenic Communication Disorder causes a person the inability to distinguish certain words that are shown or said to them, words that were easily recognizable before the disorder started. For instance, if you show them a picture of a tomato (which is an easily recognizable item) they may not be able to say the word or even write it down, even if they know what it is. Fortunately, there is treatment for this disorder. It is not always curable, but many people make great progress once they start receiving treatment and are often able to be taught how to function in a normal way again.
Adventitious Deafness
A hearing loss that occurs any time after birth due to injury or disease.
Adversarial System
The system of trial practice in which each of the opposing parties has an opportunity to present and establish opposing contentions before the court.
Advocacy
Within the intervention community, this term refers to the act of supporting or defending a child’s interest and rights.
Advocate
One that pleads in another’s behalf; an intercessor: one that defends or maintains a cause or proposal.
Adynamic Aphasia
Difficulty translating a concept or a thought into a sequence of words (lexical items). In other words, the person may have trouble getting started. This difficulty with the intentional elements of communication is addressed by several parts of the BCAT program. This may be contrasted with dynamic aphasia.
Affricate
Affricates – generally referred to as ‘the affricates’ – are individual consonants made with ‘affrication’. English has two affricates. The voiceless affricate is ‘ch’, heard twice in the word ‘church’, and the voiced affricate is the sound that is heard twice in the word ‘judge’.
The place-voice-manner (PVM) chart below shows the voiceless palatal affricate as in ‘etch’ and the voiced palatal affricate as in ‘edge’.
See Within Normal Limits.
In a norm-referenced assessment, individual student’s scores are reported relative to those of the norming population. This can be done in a variety of ways, but one way is to report the average age of people who received the same score as the individual child. Thus, an individual child’s score is described as being the same as students that are younger, the same age, or older than that student (e.g. a 9 year old student my receive the same score that an average 13 year old student does, suggesting that this student is quite advanced).
Age equivalency references the age at which an individual seems to be performing. This is usually indicated on such test results from the Woodcock Johnson Test of Achievement or the Peabody Picture Vocabulary Test.
All individuals age of eighteen years or more, who are under no legal disability, are capable of contracting and are of full age for all purposes.
The inability to recognize an object by touch alone or with both hands.
The omission of or difficulty in producing linguistic units by people with aphasia when they speak or write; often have problems using small yet important words such as: pronouns (you; him; our); propositions (in; down, below); helping verbs (should; can); conjunctions (but, while, during); and verbs (is; walk; think), as well as parts of whole words (-ing, -ly, -er, -ier, -est, -ed) and irregular changes (run>ran, understand>understood).
An acquired problem with writing and spelling.
When a requirement states “agree,” it means it can be an oral agreement. It refers to an understanding between a parent and the school district and does not need to meet the requirements for parental consent. The school district should document any oral agreements. If an action is to be “agreed to in writing,” this agreement may consist of a signed and dated paper, or the school district may choose to develop a form for this purpose.
An evaluative measure performed during diagnostic audiologic testing whereby sound is delivered via earphones through the ear canal, the ear drum, and middle ear to the inner ear to assess hearing sensitivity. Contrasts with Bone Conduction.
All speech sounds are produced by making air move in the vocal tract. This movement of air is referred to as the ‘air stream’ or ‘air flow’.
Acquired difficulty reading printed language.
The basic idea that written language is a code in which letters represent the sounds in spoken words.
Any procedure or device that substitutes a nonspeech mode of communication for spoken language.
Speech sounds produced from contact between articulators at the alveolar ridges (immediately behind upper front teeth). Alveolar consonants, or ‘the alveolars’, are made with the narrowest point of constriction of the air stream at the alveolar ridge. This point of constriction is called the place of articulation. The alveolars in English, as shown on either a Consonant Chart or a place-voice-manner chart are: /t/, /d/, /s/, /z/, /n/, and /l/.
The Place-Voice-Manner (PVM) chart below shows the voiceless and voiced alveolar stops /t/ and /d/, the voiceless and voiced alveolar fricatives /s/ and /z/, the voiced alveolar nasal /n/ and the voiced alveolar liquid /l/.
The alveolar ridge is the hard, bony, bumpy ridge between the top of the upper teeth and the hard palate.
Alzheimer’s Disease is a form of dementia affecting a person’s memory, thinking and behavior.
Americans with Disabilities Act (ADA)
A federal legislation which impacts accessibility for disabled persons in education, the workplace, and public places. Basic rights covered by Americans with Disabilities Act Amendments Act (ADAAA)
A visual/gestural language used by many deaf people in the United States and Canada. Its grammar and syntax are not the same as English. See Signed English System.
American Speech and Hearing Association (ASHA)
The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for audiologists, speech-language pathologists, and speech, language, and hearing scientists. Their mission is to ensure that all people with speech, language, and hearing disorders have access to quality services to help them communicate more effectively.
A problem remembering persons, places or events.
Personal hearing aids, cochlear implants, and FM assistive listening devices that enhance hearing.
Amyotrophic Lateral Sclerosis (ALS)
ALS is also known as Lou Gehrig’s disease. This is a disease affecting the cells in the brain and spinal cord that control movement. Because the brain is unable to send messages to the body through neurons, people who have this disease slowly lose control of moving their muscles.
A. A word formed by rearranging the letters of another word; B. A sentence formed by rearranging the words of another sentence.
Limited movement of the tongue due to abnormal shortness of the lingual frenum; commonly referred to as tongue-tie.
Statements on an Individualized Education Program (IEP) that describe what a student can be expected to accomplish in one year in the identified area of need.
Annual Performance Report (APR)
States must report annually on their performance on the targets identified in the State Performance Plan (SPP) through an Annual Performance Report (APR). The APR reflects the state’s progress toward meeting its Part B goals. The APR provides the actual target data, explanation of progress or slippage, and discussion of improvement activities completed by the state, for each indicator.
Is a type of aphasia characterized by problems recalling words or names. People suffering from anomia often use circumlocutions when attempting to mentally access a specific word. This is similar to when a person without aphasia cannot remember a word saying , “It is on the tip of my tongue.”
A lack of awareness or recognition of one’s disabilities or impairments. People may have anosognosia following a stroke or traumatic brain injury. This may be confused with learned non-attention or learned helplessness.
A circumstance or event that precedes a behavior.
Words that are opposite in meaning to each other (e.g., day and night) these can be used in an effective treatment program.
Uneasiness of the mind, typically shown by apprehension, worry and fear.
Loss of language abilities due to brain damage, usually on the left side of the brain where most people have their “language centers”. We often see aphasia as the result of an adult who has had a stroke and has trouble naming items, remembering words, categorizing, and conversing. Children can also have aphasia as a result of brain damage.
These are the oldest terms used in the field of specific language impairments. Originally they would have described the field completely. They have Greek roots, and describe the conditions of having no speech (“a” = “not” and “pha” = “speak”) and having deviant speech (“dys” = “bad”) following brain trauma, such as head injury, a stroke or meningitis. Speech here includes language. These terms are still used widely in the adult field in connection with acquired language difficulties. For nearly a century, all research and clinical understanding of speech and language impairments was gathered under these terms.
A term used for an SLP who specializes in the treatment aphasia.
Loss of the voice resulting from disease, injury to the vocal cords, or various psychological causes.
Applied Behavioral Analysis (ABA)
ABA is a method to change behavior. It consists of delivery of systematic directions that elicit responses from the student which are consistently reinforced. The theory is that reinforced behavior will reoccur. ABA is a discipline that requires consistency, behavior prompting and rewards for correct behavior or approximations of correctness.
A sub-specialty of ABA developed by B.F. Skinner. AVB focuses on teaching across all categories of language.
An approximant is a consonant made with little obstruction to the air stream. The approximants in English are /l/ as in lay, /r/ as in ray, /w/ as in way and /j/ as in yay. In older terminology /w/ and /j/ were called semivowels. Note that the phonetic symbol for the first sound in the words ‘yay’ and ‘you’ is /j/.
A speech disorder in which the child or adult has trouble coordinating voluntary movements. SLPs refer to this as a motor planning disorder, where the child may know what he wants to say, but has trouble making his mouth/tongue/lips/teeth move in the right order to produce clear speech. Also called apraxia of speech, developmental apraxia or childhood apraxia (there is also a limb apraxia).
A motor planning disorder.
An acquired difficulty with using and/or interpreting emotional prosody, which can result after brain injury.
Noun modifier that denotes specificity; e.g. a, an, the.
Articulation is the physical ability to move the tongue, lips, jaw and palate (known as the articulators) to produce individual speech sounds which we call phonemes. For example, to articulate the /b/ sound, we need to inhale, then while exhaling we need to turn our voice on, bring our slightly tensed lips together to stop and build up the airflow, and then release the airflow by parting our lips. We can only produce, or articulate, the sounds of speech by moving body parts (by contracting and relaxing muscles), and by making air move. Most of the movements for speech take place in the mouth and throat, and the chest where breath is controlled. The mouth and throat parts are called ‘the articulators’. The principal articulators are the tongue, lips, the lower jaw, the teeth, the soft palate (velum), the uvula and the larynx (voice box). There are active articulators which can be moved into contact with other articulators (e.g., the tongue) and passive articulators which are ‘fixed’ (e.g., teeth, alveolar ridge, and hard palate). Problems with any of the articulators lead to an articulation disorder affecting intelligibility to varying degrees. Problems may be:
An articulation delay/disorder is when a child has not mastered age appropriate sounds in the typical time frame. This is characterized by the child substituting, omitting, adding or distorting speech sounds.
See Core Speech Assessment Battery.
Correct sound production is essential to communication. Articulation and phonological disorders comprise the greatest number of speech disorders we face. Whether a child’s speech is unintelligible or just not as clear as it could be, effective communication is a primary goal of all speakers.
Organs of the speech mechanism which produce meaningful sound (i.e., lips, lower jaw, velum, tongue and pharynx).
Asperger Syndrome, also known as Asperger’s Disorder or Autistic Psychopathy, is a Pervasive Developmental Disorder (PDD) characterized by severe and sustained impairment in social interaction, development of restricted and repetitive patterns of behavior, interests, and activities. These characteristics result in clinically significant impairment in social, occupational, or other important areas of functioning. In contrast to Autistic disorder (Autism), there are no clinically significant delays in language or cognition, self help skills or in adaptive behavior, other than social interaction. This condition was first identified in 1944 by Hans Asperger. He described a group of children with autistic behaviour and thinking, who, generally, had good intellectual and linguistic abilities. They are defined as a discrete group in the classification systems of the World Health Association and the American Psychiatric Association, but there is controversy about whether the distinction can be made reliably. Typically, children with Asperger’s syndrome acquire speech and linguistic structures, but have difficulty with the social use of language. Tantam (1988) suggests that the term Asperger’s syndrome is best reserved as a term to describe those who…
Generic term referring to the action of material penetrating the larynx and entering the airway below the true vocal folds; may occur (a) before the swallowing reflex is triggered when the airway has not elevated or closed, (b) during swallowing if the laryngeal valves are not functioning adequately, and (c) after the swallow when the larynx lowers and opens for inhalation.
Assessment of Basic Language and Learning Skills (ABLLS-R)
Assessment, curriculum guide, and skills tracking system for children with language delays developed by James W. Partington, Ph.D. and Mark L. Sundberg, Ph.D.
Formal (e.g., standardized tests) and informal procedures used to identify a person’s unique needs, strengths, weaknesses, learning style, and nature and extent of intervention services needed. Methods or tools used for measuring:
A group of systems including personal hearing aids, FM systems and infrared systems that through special input enhance listening situations and auditory awareness for use of the telephone, television, amplified alarms and signals.
Any item of piece of equipment that is designed and used to help a child compensate for an impairment (voice synthesizer, Braille writer, computer, etc.).
Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.
Any service that directly assists a child with a disability in the selection, acquisition or use of an assistive technology device. The term includes:
The Mutual Recognition of Professional Association Credentials (MRA) Signatories are ASHA, NZSTA, IASLT, RCSLT, SAC and SPA. Note that ASHA and SAC members may be speech-language pathologists and/or audiologists. NZSLT, IASLT, RCSLT and SPA membership does not include audiologists and audiologists in New Zealand, Ireland, the UK and Australia have separate professional associations.
When children play with each other, sharing the same materials and activities in an unorganized way. At this level the children may be involved in play related to the same theme (e.g., playing blocks, playing “police/firefighter”) but not have organized scenarios with a common goal in their play. Each child purses his/her own unique ideas. Predominated between 30-36 months.
A form of aphasia that causes a person to have difficulty interpreting symbolic meanings of things such as images, gestures, and signs.
“At least” means minimum compliance.
A term used to describe children vulnerable to problems with their development.
Disorder characterized by dyscoordination and tremors in fine and gross motor activity.
Closure of the ear canal and/or absence of an ear opening.
Attention Deficit Hyperactivity Disorder-Predominantly Hyperactive-Impulsive (ADHD PH-I)
ADHD-Predominantly Hyperactive-Impulsive is a subcategory of ADHD that is diagnosed when the characteristics of impulsivity and hyperactivity are met, but characteristic of inattention is lacking.
Attention Deficit Hyperactivity Disorder-Predominantly Inattentive (ADHD-PI)
ADHD-Predominantly Inattentive is a subcategory of ADHD that is diagnosed when the characteristic of inattention is met, but the characteristics of hyperactivity and impulsivity are lacking.
The preference a person has to pay attention to certain objects, thoughts and activities that are of interest to them.
The ability to focus in an appropriate, sustained way on a particular task or activity.
Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder (ADD/ADHD)
ADD/ADHD in the DSM (Diagnostic Statistical Manuel) IV refers to 1) Attention Deficit/Hyperactivity Disorder Combined Type, 2) Attention Deficit/Hyperactivity Disorder/Predominately Inattentive Type, or 3) Attention Deficit/Hyperactivity Disorder/Predominately Hyperactive-Impulsive Type. Overall, behaviors include hyperactivity, impulsivity, and inattention, depending on the diagnosis. These behaviors must occur to a degree, which is maladaptive and inconsistent with developmental level, and occur in at least two settings over a period of at least 6 months. These behaviors may interfere with speech/language learning, academic performance and social activities (e.g., making friends, sustaining friendships. The disorder is diagnosed before the age of 7, or symptoms were present before this age. There must also be the presence of related impairment in social, academic, or occupational functioning. For examples of related behaviors and symptoms of ADD/ADHD, please click on “Understanding” and then “Other Impairments and Disorders” at the top of this screen. Scroll down to ADD/ADHD.
Attention Deficit Hyperactivity Disorder-Combined Type (ADHD-C)
ADHD-Combined Type is a subcategory of ADHD. It is characterized by having symptoms of hyperactivity, impulsivity and inattention that differ from the developmental level of the child for at least the previous six months.
Attention Deficit Hyperactivity Disorder-Not Otherwise Specified (ADHD-NOS)
ADHD-Not Otherwise Specified is a subcategory of ADHD. It is diagnosed when the impulsivity, inattention and hyperactivity symptoms are present but the person does not meet the specifications for the other diagnoses of ADHD.
Assistive listening device which enhances the use of hearing aids in schools, theaters, religious places, and public buildings and auditoriums. The ADA requires the inclusion of these systems in a host of public settings.
A graph which shows a person’s hearing acuity (level) at different pitches and loudness levels measured in decibels hearing level (dB HL) as a function of speech frequency measured in Hertz (Hz). All children with hearing and/or speech and/or language issues require an audiogram. Normal hearing is considered to be around 10-30 dB (decibels, a measure of loudness).
The one shown above (without the faces) and below (with faces) is a pure tone audiogram showing mild bilateral, high frequency hearing loss. Circles indicate right ear and crosses indicate left ear hearing thresholds. Hearing thresholds are considered normal if they are in the range -10 to +15 dB HL.
Tests conducted by an audiologist to determine whether a hearing loss is present, what tones (pitches) are affected, how severe the hearing loss is, and the type of hearing loss. The evaluation also includes recommendations as to the hearing loss management, including selection of an appropriate amplification.
A series of tests performed to identify pure-tone thresholds, impedance, speech recognition, and speech discrimination, which show the type and degree of hearing loss and status of outer, middle and inner ear function.
A professional who specializes in the identification, testing, habilitation and rehabilitation of hearing loss and hearing related disorders (e.g., central auditory processing disorder). A person who is also extensively trained in the anatomy and physiology of the auditory mechanism, counseling for hearing disorders, and diagnostic testing/fitting of hearing aids as well as assistive listening devices.
Related service; includes identification, determination of hearing loss, and referral for habilitation of hearing.
A diagnostic test performed by a licensed Audiologist to determine the type and severity of a hearing loss.
The sense or act of hearing.
Auditory Perceptual Processing Disorder or Central Auditory
Also referred to as an auditory perceptual problem, central auditory dysfunction or central auditory processing disorder (CAPD). It can be defined as difficulty in listening to or comprehending auditory information, especially under less optimal listening conditions (e.g., background noise). It is a condition wherein a person does not process speech/language correctly. They may have difficulties knowing where sound has occurred and identifying the source of the sound or in distinguishing one sound from another. Children and adults with CAPD are diverse and have difficulty using auditory information to communicate and learn. For more information, please click on “Understanding” and then “Auditory Perceptual Processing Disorder” at the top of the screen.
The auditory system, mechanism, and processes responsible for the following: sound localization and lateralization, auditory discrimination, auditory pattern recognition, temporal aspects of audition, and auditory performance with competing acoustic signals. Auditory processing includes the following areas:
A. Impaired ability to attend, discriminate, recognize, or comprehend auditory information even though hearing and intelligence are within normal limits; more pronounced with distorted or competing speech, in noise, or in poor acoustic environments. Auditory processing abilities develop parallel with language, and children with auditory processing disorders are a subset of those with receptive and/or expressive language disorders. B. Any breakdown in an individual’s auditory skills that results in diminished learning though hearing, even though peripheral auditory sensitivity is normal.
Many children with a history of late-speaking and early speech and language difficulties approach secondary school age with adequate levels of speech and understanding but residual problems which perhaps only they, their parents and teachers can detect. It is not uncommon for reading and writing difficulties to persist after speech problems have; alongside general difficulties with memory and recall. By this stage, memory span is unfortunately unlikely to improve significantly. But if the children and those around them understand and attempt to work, much can be done to minimise the impact of a poor memory on day to day life.
An assistive auditory device or FM system similar to a radio transmitter with a wireless microphone. The teacher or parent wears the microphone transmitter while the child wears the receiver which is set to amplify sound. The benefit is that the background room noise is not amplified, and the teacher/parent’s voice has direct access to the child from any location, even another room.
A rehabilitative process of training a person with a hearing loss to listen to amplified sounds, recognize their meanings, and distinguish one sound from another.
The development of speech and verbal language through the maximized use of auditory potential by trained and licensed auditory/verbal therapists.
A method designed to teach a child to use the hearing provided by a hearing aid or a cochlear implant for understanding speech and learning to talk.
The ability to understand the speech of other people.
The ability to recognize and distinguish similarities and differences between speech sounds.
An approach based on the principle that most deaf and hard-of-hearing children can be taught to listen and speak with early intervention and consistent training to develop their hearing potential. The focus of this educational approach is to use the auditory channel (or hearing) to acquire speech and oral language. The goal is for these children to grow up to become independent, participating citizens in mainstream society. Also known as Oral Deaf Education.
The ability to process and retain heard information for long enough to act on it. This will include short term memory (e.g. recalling information which was presented a few seconds ago), long term memory (e.g. recalling information which was presented a few minutes ago), and sequential information (e.g. recalling information in the proper order).
The ability to receive sounds accurately and understand what they mean when combined into words.
Augmentative and Alternative Communication (AAC)
Augmentative and Alternative Communication, also known simply as AAC, refers to “…all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write” (ASHA Website). When SLPs are working with children, our number one goal is always communication. Sometimes, a child may have such a severe delay/disorder, that traditional oral speech is not possible or is not practical. In these circumstances, an SLP may work with a child and his family to come up with an AAC system to use instead of speech. It is very important to note, that these AAC methods are not used to replace speech. In many circumstances, AAC is used as a bridge to speech. Children can use the AAC methods to communicate while still working on developing speech skills (when appropriate).
Augmentative Communication Therapy
SLP’s assist clients in developing the use of alternate means of communication. This approach is appropriate when speech is severely impaired and cannot be used as the primary means of communication. Therapy involves getting input from the clients, families, the treatment team and significant others to identify communication needs, designing an alternative communication mode, and then training the family and individual to use it.
Refers to the ear or the sense of hearing.
Training designed to help a person with hearing loss to make productive use of their residual hearing and listening abilities. It sometimes includes training in speechreading.
SLP’s fit and dispense hearing aids and assistive listening devices when these are the option of choice for treating the communication problems that often accompany loss of hearing. They then provide auditory training and speech-reading therapy programs for people with hearing losses. They work with families of children with hearing loss to make sure these children have the best possible access to spoken communication.
People with autism have characteristic ways of behaving, communicating and thinking. Some of the most distinctive are listed below, though it is important to recognise that they vary from individual to individual. Many people are affected to such a mild degree that they need no special support other than understanding, tolerance and encouragement. Others have their lives disrupted severely, and will always need special support from others. Some autistic people have learning disabilities; others show high intelligence in learning and problem-solving; still others show isolated areas of high ability. Other difficulties may well accompany the autism: specific learning difficulties, specific language difficulties and dyspraxia are examples. However, the items in the list below are widely agreed to be the distinctive features of autism when they appear in combination.
Autism–Diagnostic Criteria “C”
Restricted, repetitive, and stereotyped patterns of behavior, interest, or activity, encompassing preoccupation with one or more stereotyped and restricted patterns of interest, abnormal either in intensity or focus. An apparently compulsive adherence to specific nonfunctional routines or rituals. Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, complex whole body movements). Persistent preoccupation with parts of objects.
Autism–Diagnostic Criteria “A”
Qualitative impairments in reciprocal social interaction: Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction. Failure to develop peer relationships appropriate to developmental level. Lack of spontaneous seeking to share enjoyment, interest, or achievements with others. Lack of social or emotional reciprocity.
Autism–Diagnostic Criteria “B”
Qualitative impairments in communication: A delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime). Marked impairment in the ability to initiate or sustain a conversation with others despite adequate speech. Stereotyped and repetitive use of language or idiosyncratic language. Lack of varied spontaneous make-believe play or social imitative play appropriate to developmental level.
Autistic Spectrum Disorders (ASD)
May also be referred to as pervasive developmental disorders. Autistic spectrum disorders include Asperger syndrome, autism, and pervasive developmental disorders–not otherwise specified. They are neurological in origin and symptoms appear in the first few years of life. The disorders share a set of behavioral characteristics, but each child/adult shows symptoms and characteristics very differently. Autism is referred to as a spectrum disorder to signify these differences among those sharing a common diagnosis.
The ability to do things automatically, without needing to use a significant amount of mental processes (e.g., counting numbers, reciting the alphabet, etc.). This is often the result of learning, repetition and practice.
Avoidance behaviors are classified as a secondary behavior of stuttering. They are behaviors used to avoid the moment of stuttering; including circumlocution, interjections, the use of starter phrases, etc.