Glossary of terms

AAC: (Alternative and Augmentative Communication). The use of a variety of different modes or ways of communicating to covey a message. For example, sign language, symbol systems, communication aids etc.
Listening: Taking an active responsibility for understanding a spoken message, e.g. using clarification strategies.
Articulation: the use of articulators e.g. tongue, lips and vocal folds to produce speech sounds.
Attention: the ability to focus in an appropriate, sustained way on a particular task or activity.
British Sign Language (BSL): the language of the Deaf community in England, Scotland and Wales. BSL is a visual language system which has its own grammar (including grammatical facial expression) and idioms. It is not a signed form of English.
Communication: exchanging information with other people using verbal and non-verbal means.
Comprehension: understanding what is said, signed or written (also referred to as Receptive Language).
Delay: typical speech and/or language development, but following a child of a younger developmental age.
Disorder: atypical speech and/or language development which doesn’t follow the ‘normal’ developmental pattern.
Dysarthria: muscle weakness which affects the accuracy and power of articulation making speech sound slurred.
Dysfluency (Stammer/Stutter): interruptions to the smooth or fluent flow of speech, including sound and word repetitions, tense ‘blocks’ on sounds and facial grimaces.
Echolalia: repetition of another’s speech sounds or language in a non-meaningful way.
Expressive Language: the choice and arrangement of words into phrases and sentences, taking into account grammatical rules. The language may then be conveyed via speech, sign, symbols or writing.
Functional Communication: the appropriateness of which language is used within a context.
Forced Alternatives: providing the child with a choice of two items/ object to verbally choose from, one of which is the target item/ object.
Hypernasal: speech sounds affected by too much air flow down the nose.
Hyponasal: speech sounds affected by too little air flow down the nose.
Inference: Understanding the hidden meaning behind what is said or in a social situation.
Information Carrying Words (ICW): the number of words that need to be understood in order to follow a complete instruction e.g. “give me the sock and car” = 2ICW (also known as key words).
Jargon: sequences of sounds with no/few recognisable words.
Makaton: a simplified sign and symbol system based on British Sign Language (BSL) and natural gesture. To be used alongside spoken words.
Non-literal Language: When meaning is not easily predictable from what is said. E.g “pull your socks up”
Non-verbal Communication: For example, gesture, body language, facial expression, eye contact etc.
PECS: Picture Exchange Communication System. Requires the child to exchange a picture of a desired item with another person to gain that item.
Phonology: the rule based system of sounds used in speech.
Phonological Awareness: Understanding how words can be broken down into smaller parts. E.g individual sounds and syllables.
Pragmatics: Social communication skills. E.g. Use of eye contact, turn taking and initiation of conversation.
Selective Mutism: a communication difficulty in which the child experiences high levels of anxiety which prevents them from fully communicating in certain environments.
Semantics: Understanding the meanings of words.
Specific Language Impairment (SLI): when a particular area of language is delayed whilst all other skills are developing within normal limits.
SLT or SALT: Speech and Language Therapy/Therapist.
SLTA: Speech and Language Therapy Assistant
Visual Timetable: the use of pictures/objects or symbols to provide visual support to help the understanding of a sequences of tasks within a given time.
Vocabulary: words that are familiar to a child/adult
Word Finding Difficulties: Difficulty in retrieving target words from memory