Term
|
Definition
| prosody, intonation, stress, rate, quality |
|
|
Term
|
Definition
| Gestures, body posture, facial expression, eye contact, proxemics, body movement |
|
|
Term
|
Definition
Awareness of components of language (important in
academics), as well as success of transmission |
|
|
Term
| 3 communicative function categories |
|
Definition
| Behavior regulation, Social Interaction, Joint Attention |
|
|
Term
|
Definition
| protest/deny/reject (any disapproval), request action(action rather than object is focus)/assistance/object(pushes partner's hands toward food item) |
|
|
Term
|
Definition
| request social routine(pulls partner's hands up to play pat a cake), solicit attention, affirm/confirm, greet, acknowledge, request permission |
|
|
Term
|
Definition
| relay information (today is monday), request information, comment |
|
|
Term
|
Definition
| partner doesn't respond to child's communicative behavior in an interactive setting |
|
|
Term
|
Definition
| partner's response to communicator appeared unrelated, communication function is not evident in the interactive event sequence |
|
|
Term
|
Definition
| responding to joint attention: infant's ability to follow the gaze and/or gestures of others to share a common reference. predictive of receptive language. |
|
|
Term
|
Definition
| Initiating joint attention: infant's use of eye contact and gestures to direct others' attention to point of reference (event, object, self). predictive of expressive language. |
|
|
Term
|
Definition
| type of gesture - establish reference by indicating or calling attention to an event or object. examples:pointing,reaching. |
|
|
Term
|
Definition
| both indicate a particular semantic content and establish reference. object-related gestures/symbolic gesture (cupped hand to represent "drink") and conventional gestures (waving goodbye, culturally defined, social) |
|
|
Term
| Comprehension leads production |
|
Definition
| receptive vocabulary up to 4x size of expressive vocabulary from ~12-18 months |
|
|
Term
| brown's stages of sentence development |
|
Definition
| five stages (18mos-->60mos) |
|
|
Term
|
Definition
| semantic rules & syntactic relations. 18-14mos. MLU 1.0-2.0 |
|
|
Term
|
Definition
| grammatical morphemes and modulation of meaning. 24-30mos. MLU 2.0-2.5 |
|
|
Term
|
Definition
| modalities of simple sentences. 30-36mos. MLU 2.5-3.25 |
|
|
Term
|
Definition
| embedding. 36-42mos. MLU 3.25-3.75. |
|
|
Term
|
Definition
| coordination. 42-60mos. MLU 3.75-4.25 |
|
|
Term
| Six elements of social communication |
|
Definition
| register variation, presupposition, manner of communication, discourse management, paralinguistic and nonlinguistic communication parameters, communicative functions. |
|
|
Term
|
Definition
| perlocutionary, child's intent attributed by caregiver |
|
|
Term
|
Definition
| child's intent expressed through gestures and vocalizations. requests for action/object. protesting/refusing, request assistance, commenting, gaining attention/greeting. |
|
|
Term
|
Definition
| locutionary. child's intent expressed through words. same functions as illocutionary stage. |
|
|
Term
|
Definition
| requesting information, answering questions, acknowledging |
|
|
Term
|
Definition
| use of politeness terms, topic continuation, using repetition, misrepresentations (lying, teasing), talk about objects that are absent, symbolic play. |
|
|
Term
|
Definition
| request for clarification, topic continuation, adding new information, increase of language within play |
|
|
Term
|
Definition
| asking permission, indirect requests, primitive narratives (with theme and temporal organization). |
|
|
Term
|
Definition
| reasoning and predicting, expressing empathy, retelling past events, creating imaginary roles, maintaining interactions. |
|
|
Term
|
Definition
| child's ability to socially navigate his/her ever-changing environment, interacting w/both peers and adults. communicative competence is closely related to social competence, particularly in young children..."social-communicative competence" |
|
|
Term
| infant-toddler social competencies |
|
Definition
| vocal turn-taking, use of varied intonation patterns based on pragmatic function, imitation of speech sounds, use of jargon |
|
|
Term
| preschool social competencies |
|
Definition
| requesting information, commenting, providing and requesting assistance to/from peers, engaging in conversation with peers, dispensing information to peers, responding to peers initiations, establishing joint focus of attention with peers, verbally describing to peers, repairing conversation, suggesting joint play with peers, turn-taking during play activities, maintaining conversation topic |
|
|
Term
|
Definition
| difficulty may impact: language, reasoning & thinking, mathematical calculations, perceptual skills, self-regulation, social interaction. presumed neurologic/CNS dysfunction. dyslexia. reading is the most common skill affected by LD. phonological processing disorder. |
|
|
Term
|
Definition
| person has trouble saying what he or she wants to say correctly and consistently. not due to weakness or paralysis of speech muscles. can be comorbid with dysarthria and aphasia. |
|
|
Term
|
Definition
|
|
