PRAGMATIC

- The ability to adapt language to meet the needs of the listener or situation (e.g. talking differently to a baby versus an
adult, talking louder when there is lots of noise, being aware of the listener's knowledge and giving more information
or less when needed)

- A language includes the spoken, written, and signed forms of the words and systems. Some examples of languages
include English, Spanish, Arabic, Japanese, and Hindi.

PHONOLOGY
- Phonology focuses on the abstract properties of sounds, such as how sounds are acquired or stored in the human mind.
- For example, it can help explain why certain word forms that appear to be different are actually related, like the
words "happy" and "happiness," or "intelligent" and "intelligence."

MORPHOLOGY
-the study of the forms of words.
- EXAMPLE: describes how words are formed, and demonstrates how word formation processes (e.g. derivation and
inflection) affect the meaning of words and their pronunciation.

SYNTAX
- focuses on the arrangement of words and phrases to form sentences.
- If morphology studies how words are formed, syntax deals with how sentences are structured.

SEMANTICS
- deals with the study of the linguistic meaning of words and sentences
- Some semantic relationships between words are synonymy, antonym

PRAGMATICS
-pragmatics is the study of how context contributes to meaning
-Pragmatics deals with meaning beyond the surface or literal level- that is, it focuses more on the intended meaning of
the speaker rather than what the sentence literally means. READ BEHIND THE LINES

SPEECH
-the expression of or the ability to express thoughts and feelings by articulate (convincing) sounds

COMMUNICATION DISORDER
- where you have difficulty speaking because the muscles you use for speech are weak
- SLOW SPEECH

SPEECH OR LANGUAGE IMPAIRMENT

- Difficulty finding the right words.
Difficulty understanding figurative language.
Reading problems.
Disorganized storytelling and writing.

SPEECH IMPAIRMENT
- Stuttering
- Selective mutism

LANGUAGE IMPAIRMENT
(same as speech and language impairment example)

RECEPTIVE LANGUAGE DISORDER

- A child with a receptive language disorder has difficulty understanding what you have said. For example, if you ask
them to bring a glass or plate. If they don't know what is glass and plate then they might not be able to follow the
given command.

EXPRESSIVE LANGUAGE DISORDER

-Using words incorrectly.
Leaving out words.
Being late to begin talking.
Speaking quietly.

FLUENCY DISORDER
- ND KA SPEAK CONSISTENTLY, UTTERS THE WORD LIKE ‘UH’

SPEECH SOUND DISORDER

- INSTEAD OF “SCHOOL” “COO”

ORAL MUSCULAR DISORDER

- A child with an oral-motor disorder has trouble controlling her lips, tongue, and jaw muscles, which makes mouth
skills — from talking to eating to sipping from a straw — tough to master

DYSARTHRIA
-slow speech. difficulty controlling the volume of your voice, making you talk too loudly or quietly

APRAXIA (ey-prak-si-ya)
Speak in sentences that don't make sense.
Speak unrecognizable words.
Have difficulty finding words.
Not understand other people's conversation.
Not understand what they read.

DELAYED LANGUAGE
not babbling by the age of 15 months.
not talking by the age of 2 years.
an inability to speak in short sentences by the age of 3 years.
difficulty following directions.
poor pronunciation or articulation.

SPECIFIC LANGUAGE IMPAIRMENT

Be late to put words together into sentences. ► Struggle to learn new words and make conversation. ► Have
difficulty following directions, not because they are stubborn, but because they do not fully understand the words
spoken to them. IN SHORT LACK OF UNDERSTANDING

PHONOLOGICAL DISORDER
Saying only one syllable in a word–for example, "bay" instead of "baby"
Simplifying a word by repeating two syllables–such as "baba" instead of "bottle"

DEVELOPMENTAL ARTICULATION
substituting one sound for another (example saying wed for red), or leaving out sounds (example…nana instead of
banana)

SPEECH-SOUND ERRORS
Leaving off sounds from words (example: saying “coo” instead of “school”)
Adding sounds to words (example: saying “puhlay” instead of “play”)

ARTICULATION DISORDER (or collection)

Substituting a "w" for an "r" ("wabbit" for "rabbit"),

PHONOLOGICAL DISORDER
Saying only one syllable in a word–for example, "bay" instead of "baby"
Simplifying a word by repeating two syllables–such as "baba" instead of "bottle"
STUTTERING
Repeating whole words – "Cookies cookies and milk."
Repeating phrases – "He is–he is 4 years old."

CLUTTERING
Excessive use of interjections (for example: “um”, “uh”)

VOICE DISORDER
EXCESSIVE USE OF VOICE, EXAMPLE, SINGING TOO HIGH, SCREAMING SO LOUD

LANGUAGE DISORDER
Lacking the knowledge to apply the five dimensions of language (syntax, phonology, morphology, semantics and
pragmatics)

PSYCHOLOGICAL AND BEHAVIORAL CHARACTERISTICS

Personality traits such as introversion, friendliness, honesty, and helpfulness are important because they help explain
consistencies in behaviour

APHASIA (ah-fey-zhee-yah)
which can result from cardiovascular events in adults or head injuries in children.
Speak in sentences that don't make sense.
Speak unrecognizable words.
Have difficulty finding words.
Not understand other people's conversation.
Not understand what they read.

CASE HISTORY AND PHYSICAL EXAMINATION

Gathering the child's history and conducting a physical examination to check for any oral irregularities affecting
speech. SELF EXPLANATORY

ARTICULATION
Evaluating speech errors and mispronunciations.

HEARING EVALUATION
Assessing the child's hearing to rule out hearing-related communication issues.

PHONOLOGICAL AWARENESS AND PROCESSING

Identifying difficulties in phonological skills, which can affect spoken language and reading.

OVERALL LANGUAGE DEVELOPMENT AND VOCABULARY

Testing vocabulary and assessing overall language competence.

ASSESSMENT OF LANGUAGE FUNCTION

Identifying strengths and weaknesses in different language functions compared to typical development.

LANGUAGE SAMPLES
Analyzing samples of the child's speech and language.

OBSERVATION IN NATURAL SETTING

Observing the child's language use during everyday activities.