Speech pathology terms explained
Have you ever received a speech report for your child and had a hard time understanding the meaning of some of the terms included?
The following is taken from a guide put together by Small Talk Speech Therapy aimed at demystifying common speech pathology terms, empowering parents and educators to communicate better with SLPs (speech- language pathologists), and aid children’s language development.
The full guide can be accessed at their website here – smalltalkspeechtherapy.com.au/understanding-speech-pathology- terms-a-guide-for-parents-and-educators
ARTICULATION
Articulation refers to the ability to produce speech sounds correctly. Some children may encounter challenges in articulation, leading to difficulties with pronouncing certain sounds or substituting one sound for another. For example, a child might say “wabbit” instead of “rabbit”. Speech pathologists can assess articulation challenges and provide targeted interventions to improve speech clarity.
STIMULABLE
Being “stimulable” for a speech sound is being able to spontaneously say a sound correctly or having the potential to say that sound with minimal help. For example, if a child can almost say the ‘r’ sound and, with some guidance, they can get it right, they are stimulable for that sound.
CHILDHOOD APRAXIA OF SPEECH
Childhood Apraxia of Speech, often referred to as CAS, is a motor speech disorder that affects a child’s ability to plan and coordinate the precise movements of
the articulatory organs (such as the lips, tongue, and jaw) necessary for clear speech production. CAS is characterised by the brain’s difficulty in sending accurate signals to coordinate speech movements.
Children with CAS may have inconsistent speech sound errors, difficulty sequencing sounds, and challenges in imitating speech. Their speech may appear effortful, and they might struggle to produce longer or more complex words and phrases.
INTELLIGIBILITY
Speech intelligibility refers to the degree to which spoken language is understood by listeners. It involves the clarity and comprehensibility of an individual’s speech sounds, words, and sentences. A child with low speech intelligibility is difficult to understand.
PHONOLOGICAL DELAYS AND DISORDERS
Phonological disorders involve patterns of sound errors that affect multiple sounds in a systematic way. Some children might have difficulties with specific sound groups, making it challenging to understand their speech. The full guide from Small Talk outlines all the different phonological processes that may be in play with your child’s speech issues. Look out for terms like ‘Fronting’, ‘Assimilation’, ‘Deaffrication’ and more.
AUDITORY COMPREHENSION
Auditory comprehension is like the brain’s ability to understand spoken language. It’s when you listen to someone talking and the brain processes the words and their meanings to make sense of what’s being said. This skill helps you follow conversations, understand instructions, and respond appropriately.
LINGUISTICS
Linguistics is the systematic study of language structure, including its sounds (phonetics and phonology), word formations (morphology), sentence structures (syntax), and meanings (semantics).
METALINGUISTICS
Metalinguistic skills involve the awareness and control of linguistic components of language. Simply put, it implies the ability to think and discuss language. These skills require an awareness of others as listeners and an ability to recognise significant details that indicate changes in speech. For example, you do not usually speak to a teacher in the same way you would speak to a friend. In addition, you do not typically speak in a restaurant the same way in which you speak in a museum. Noticing what kind of speech is appropriate in various environments with various speakers is reflective of metalinguistic skills.
GESTALT LANGUAGE PROCESSOR
Gestalt Language Processing (GLP) is a form of language development that starts with whole memorised phrases. Gestalt language processing means that a child learns language in longer strings that are related to emotional context. We can call these “chunks” gestalts or scripts. You may also have heard this referred to as “delayed echolalia”.
For example “I need a band-aid” may be a script that a child learns during a moment they have injured themselves and so they received a hug from their caregiver. So, the child later uses “I need a band-aid” to indicate they want a hug rather than literally asking for a band-aid.
MULTIMODAL COMMUNICATION
Multimodal communication refers to the use of various communication methods and channels simultaneously or interchangeably to convey messages and interact with others. It involves combining different modes of communication, such as speech, gestures, facial expressions, body language, sign language, writing, pictures, and technology- assisted tools like Augmentative and Alternative Communication (AAC) devices.
VOCALISATIONS
Vocalisation refers to the production of sounds using the vocal cords and the vocal tract. These sounds can include speech sounds, cries, laughter, and various other vocal expressions.
PRAGMATICS
Pragmatics involves the social use of language, including understanding and using nonverbal cues, taking turns during conversations, and adapting language depending on the audience and context. Speech therapists can work on improving pragmatic skills to enhance social interactions. The focus of pragmatic language interventions is to improve relationships, not to teach neurodivergent individuals to interact in neurotypical ways.
SEMANTICS
Semantics is the branch of linguistics that focuses on the meaning in language. There are various aspects of meaning, including word definitions, synonyms, antonyms, connotations, and the ways words combine.
VOICE DISORDERS
Voice disorders can result from misuse or abuse of the vocal cords, leading to hoarseness, pitch problems, or loss of voice. Speech pathologists can assess and treat voice disorders, helping children use their voices effectively and safely.
WITHIN NORMAL LIMITS
Speech Pathologists often use the terms “within normal limits” and “delayed”, but what do these mean? As Speech Pathologists, we rely on “norms”, or, averages. Using assessments and observations, we can determine where your child’s skills fit with other children their age. If their skills are about the same as most children their age, we say their skills are “age appropriate” or “within normal limits”. If their skills are below most children their age, we say their to create meaningful expressions. skills are “delayed” and we would recommend therapy to build up your child’s skills in these difficult areas.
PHONOLOGICAL AWARENESS
Phonological Awareness (PA) is the ability to manipulate sounds in words, and are important pre-literacy skills.
Phonological awareness delays might look like:
- Difficulty identifying and making rhyme
- Difficulty identifying the first, last or middle sound in a word
Difficulty breaking words up in to their sounds
Difficulty identifying syllables in words
Difficulty changing sounds in words
At Small TALK Speech Therapy, we help children find their voice so they can connect with others in their world. Discover our range of engaging visuals and resources in our online shop, designed to support and enhance your child’s communication. Newcastle, NSW smalltalkspeechtherapy.com.au
