Communication and Language Impairment - Chapter 1

The way we exchange thoughts, feelings, and ideas with each other.

Difficulty in understanding or using language, affecting how someone speaks, reads, writes, or listens.

Focuses on how effectively a child uses language in real-life situations, beyond just structure.

A more traditional learning approach using rewards for specific behaviors.

The rules and social aspects of language, considering the listener and context.

How well a person can apply newly learned language skills in their daily life.

The process of helping a child use language more effectively in real-world contexts, like at home or school.

Using conversation as the primary method of teaching and assessment for language.

The ability to understand the thoughts, emotions, and perspectives of others; recognizing that others have their own unique thoughts, feelings, and beliefs.

Understanding that everyone has their own individual thoughts, beliefs, and feelings that may differ from yours.

An inability to easily understand the thoughts, feelings, and perspectives of others, making it difficult to engage in social interactions.

The ability to understand the meaning of words and how they relate to each other, allowing for comprehension of sentences and stories.

Children with Developmental Language Disorder (DLD) often have limited semantic knowledge, leading to difficulties with naming objects and recalling words.

A process where hearing a sound activates a set of potential words in our brains. We then use context and other factors to choose the most likely word.

Children with DLD have difficulty with lexical competition, often activating multiple words at once, making it harder to select the correct word.

Children with DLD have difficulty with the precise and efficient mapping of new words, often struggling with the extended process of understanding the full meaning and use of a word.

The ability to recognize and differentiate between sounds in a sequence, like the different phonemes in a word.

The capacity to maintain focus on relevant information and ignore distractions for successful processing.

The ability to use symbols (like words, gestures, or pictures) to represent something else.

The ability to learn grammatical rules and use them to create meaningful sentences.

The mental energy required to perform the other language processing abilities simultaneously.

The social interaction and communication skills used for exchanging information and building relationships.

The initial stage of information processing where our brains focus on incoming stimuli.

The ability to distinguish between similar stimuli and identify unique features.

The process of categorizing information for easier retrieval and organizing thoughts clearly.

The ability to store and retrieve information, including memories and language concepts.

The target language feature that will be taught and practiced during therapy.

The everyday contexts where the client needs to utilize the trained language skills.

The methodology used to facilitate language learning and establish routines.

The people who interact with the client and contribute to their language development.

The cues and prompts that help initiate and guide communication, often both visual and verbal.

The ability to use mental resources effectively for tasks like planning, attention, and working memory. It influences how efficiently we manage information and complete tasks.

The ability to hold information in our minds and actively manipulate it for a short period of time. This is crucial for tasks like reading, problem solving, and remembering instructions.

A condition characterized by difficulties in language development, comprehension, and use. It's not due to other factors like hearing loss or intellectual disability.

The ability to use language in its basic components, such as grammar and vocabulary. This includes forming correct sentences, understanding different parts of speech, and using varied vocabulary.

The process of identifying patterns and rules based on how often something appears in the language. It helps children learn the regularities of language.

A measure of a baby's health at birth based on several factors, including heart rate, breathing, and muscle tone. It's often used to assess potential risks in newborns.

Impairment in understanding and producing complex sentences due to difficulties in remembering language rules.

Frequent use of filler words (um, well, uh) and syllable repetitions in speech.

The ability to process and understand information about people in social situations, including their emotions, intentions, and motivations.

The term refers to the fact that assessment provides a snapshot of a child's skills at a particular moment, while therapy unfolds over time, revealing how their skills progress and change.

The ability to remember and use the rules of language, such as how to combine words into sentences and how to change words to convey different meanings.

The placement of a child or adult with a condition within a range or spectrum based on the severity and impact of their condition.

The ability to store and retrieve information from memory.

The act of identifying a child's condition based on its characteristic signs, symptoms, and behaviors. This helps understand the child's needs and guide their treatment.

The type of memory involved in performing sequential tasks, such as learning a new skill.

The ability to hold and manipulate information in the mind for a short period of time.

The negative impact that DLD can have on a child's social and emotional well-being, leading to difficulties with peers, bullying, and anxiety.

A broad category for children with difficulties in language abilities that are not explained by other conditions like hearing loss or intellectual disability.

The ability to focus attention on relevant information and ignore distractions.

The practice of using labeling, such as diagnoses, to understand and support children with special needs. It helps determine which children need interventions and provides a common language for professionals.

The ability to control impulses and make deliberate choices.

A developmental communication disorder that affects both verbal and nonverbal communication skills used for social purposes.

The ability to focus on a specific task or stimulus and ignore distractions. It's essential for learning and completing activities.

The process of organizing information and remembering its location to access it later. This is vital for learning and recalling information.

Difficulty using language for social purposes, such as making requests, giving directions, or providing information.

Difficulty modifying communication style based on the context or the listener.

Difficulty following the rules of narrative, such as telling a story in a logical order.

Difficulty understanding abstract, figurative, or imaginative language.

Difficulty understanding information through inferring or drawing conclusions.

The impact of social communication difficulties on social settings, peer relationships, academics, and employment.

Language problems become more apparent as the child ages.

Difficulty with initiating and maintaining conversations, including turn-taking, intonation, and repair strategies.