Communication 

: (G) An impairment in the ability to receive, send, process, or comprehend concepts of verbal, nonverbal, or graphic symbol systems. May affect hearing, language (the code we use to communicate), and/or speech (our primary mode or manner of communication).

: A nonprofit organization of Speech-Language Pathologists, Audiologists, and Speech and Hearing Scientists that was founded in 1925. Currently ASHA has over 173,070 professionals as members from the United States and the world. ASHA is the largest association for those concerned with communication disorders. ASHA promotes scientific study, encourages quality clinical services, supports high ethical principles and advocates for those with communicative disorders. 

 - May be displayed in atypical production of speech sounds, the interruption in the flow of speech, or abnormal production and/or absences of voice quality, including pitch, loudness, resonance, and/or duration.

 – “…an impairment in comprehension and/or use of spoken, written, and/or other symbol systems.”

 – The result of impaired sensitivity of the auditory or hearing system.

: (G) A linguistic variation that is attributable primarily to geographic region or foreign language  background. It includes features of form, content, and use.

: (G) Gestures, signing, picture systems, print, computerized communication, and voice production used to complement or supplement speech for persons with severe communication impairments.  This is used by SLPs with clients with significant communication impairments to compensate and facilitate effective communication. It may be a temporary or a permanent means of communication for the client.

: (G) A professional whose distinguishing role is to identify, assess, manage, and prevent disorders of hearing and balance. “Specialists who measure hearing ability and identify, assess, manage, and prevent disorders of hearing and balance.”

 – Audiology Doctorate: The culmination of 3 to 5 years of education beyond the bachelor’s degree. Since 2012, a doctorate degree has been required for professional employment as an audiologist. Audiology graduates prior to 2012 may have a doctoral degree or a master’s degree to practice.

– Doctor of Philosophy Degree: Additional education which culminates in a Ph.D.; a research oriented degree. Audiologists and speech-language pathologists may earn this degree in their respective field.

 – Doctor of Education Degree: Additional education which culminates in an Ed.D. Audiologists and speech-language pathologists may earn this degree in their respective field.

: (G) A professional whose distinguishing role is to identify, assess, treat, and prevent speech, language, communication, and swallowing disorders. The role of the SLP “is to identify, assess, treat, and prevent speech and language disorders in all modalities (including spoken, written, pictorial, and manual), both receptively and expressively.”

: The praxis examination that an SLP must pass to obtain a Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from ASHA. 

 The praxis examination that an Audiologist must pass to obtain a Certificate of Clinical Competence in Audiology (CCC-A) from ASHA. 

: A professional certificate awarded in the fields of Audiology and Speech-Language Pathology by the American Speech-Language-Hearing Association (ASHA). Steps to becoming a certified SLP or Audiologist vary.

·         As of 2012, audiology graduates must hold an AuD, Ph.D., or Ed.D. in Audiology to obtain their CCC’s in Audiology. Audiologists who earned a master’s degree or a doctoral degree prior to 2012 received their CCC’s in audiology after completing standards in place at that time.

·         A speech language pathologist who has a master’s degree in Speech-Language Pathology/

Communicative Disorders may earn his/her CCC’s in speech-language pathology once he/she passes the national praxis exam in speech-language pathology and successfully completes nine (9) months of paid employment under the supervision of a speech-language pathologist with his/her CCC’s.

: Certificate of Clinical Competence in Audiology granted from the American Speech-Language-Hearing Association (ASHA).

: Certificate of Clinical Competence in Speech-Language Pathology granted from the American Speech-Language-Hearing Association (ASHA).

: A state law that has been passed by both houses of a state legislature and signed by the governor of the state. Licenses are issued by a state board as specified in the law. Many states have licensure laws which require that professional SLPs and Audiologists hold a license in the area/areas in order to practice in that particular state. Louisiana has a licensure law and all professionals who practice in Louisiana must have a license to practice in their respective fields. 

: A Louisiana state agency which issues certificates to SLPs and Audiologists who practice in the public schools in Louisiana. The Louisiana Department of Education issues an “Ancillary Certificate” to audiologists and speech-language pathologists who provide services in a school setting.  

: The state board which licenses SLPs and Audiologists who practice in the state of Louisiana. This state board is responsible for implementing the law regarding licensure of these professionals in the state of Louisiana.

: Individuals who have earned a doctorate degree, either a Ph.D. or Ed.D. “They are employed by universities, government agencies, industry, and research centers to extend our knowledge of human communication processes and disorders. Some may also serve as clinical audiologists and SLPs.”

: “…may be involved in basic research explaining the anatomy, physiology, and physics of speech-sound production.” They “…strive to learn more about typical and pathological communication.” Findings help clinicians to improve service to clients with speech disorders.

: May investigate the ways in which children learn their native tongue, study the differences and similarities of different languages, study the language and communication of the various cultures in the United States, explore the variations of modern-day English (dialects) and how the language is changing, and study the nature of language disorders in children and adults.

: “…investigate the nature of sound, noise, and hearing;” may work on the development of equipment to be used in the assessment of hearing; involved in the techniques for testing the hard-to-test (infants and those with severe physical or psychological impairments); develop new and improved ways to help people who have limited hearing (includes assistive listening devices such as hearing aids and telephone amplifiers); concerned with the conservation of hearing; and engage in research to measure and limit the impact of environmental noise. 

: Support personnel of SLPs or Audiologists who may work only with supervision. The title, requirements and responsibilities of these individuals vary from state to state.  

·         In Louisiana the speech-language pathology assistants must have a Louisiana License to practice and an ancillary certificate to practice in the school setting.  

o    Speech-Language Pathology Assistants (SPLAs) assist in screenings, routine therapy tasks that have been structured by an SLP; engage in clerical tasks; and assist the SLP in the preparation of assessment and treatment materials.

o    Audiology assistants may conduct screenings, participate in calibration of audiological instrumentation, and engage in a variety of clerical tasks.

o    Both may not perform such tasks as interpretation of test results, service plan development, family/client counseling, or determination of when to discharge a client from treatment.

·         There are no Audiology Assistants licensed by the state of Louisiana.

·         Speech Pathology Aides and Audiology Aides are able to work in Louisiana under the supervision of an SLP or Audiologist. Aides must be 18 years old, earned a high school diploma or GED and have a moral character and good communication skills. They are not licensed by the state of Louisiana but the Louisiana Licensure Board (LBESPA) provides guidelines for the supervision and practice of speech pathology aides and audiology aides.

: (G) The process of making decisions regarding individual client care and specific courses of treatment based on current well-designed research. “Using EBP, clinical decision-making becomes a combination of scientific evidence, clinical experience, and client needs.” Based on two assumptions: “Clinical skills grow not just from experience but from the currently available data” and “An expert SLP or audiologist continually seeks new therapeutic information to improve efficacy.”

: (G) The probability of benefit to individuals in a defined population from a specific intervention applied for a given communication problem under ideal conditions. “Technically, efficacy as it relates to clinical outcomes is the probability of benefit from an intervention method under ideal conditions.” 

: (G) The probability of the benefit to individuals in a defined population from a specific intervention applied for a given communication problem under average everyday clinical conditions. “The effectiveness of treatment is the outcome of the real world application of the treatment for individual clients or subgroups.” This is “what works.”

: (G) Application of the quickest intervention method involving the least effort and the greatest positive benefit, including unintended effects.

: Scholarly periodicals published by ASHA to dispense knowledge among professionals. Includes the following:

Journal of Speech, Language, and Hearing Research (JSLHR)

Language, Speech, and Hearing Services in Schools (LSHSS)

American Journal of Speech-Language Pathology: A Journal of Clinical Practice (AJSLP)

American Journal of Audiology: A Journal of Clinical Practice (AJA)

The ASHA Leader

: Consists of ASHA’s annual convention (includes scientific sessions, exhibits, seminars, and short courses) and additional institutes, workshops, conferences, and teleseminars held throughout the year. ASHA also provides self-study courses that are available to its members. These activities allow professionals to stay abreast of changes in the fields of speech-language pathology and audiology

: The national student organization for individuals enrolled in the communicative disorders curriculum. This organization publishes its own journal called Contemporary Issues in Communication Sciences and Disorders. May receive professional journals and attend conferences/conventions at a reduced rate. 

A code of conduct outlined by ASHA to ensure that the highest moral and ethical principles are followed within the professions of SLP and Audiology. Consists of the following 4 main principles:

1.       “The welfare of the persons served by communication disorders specialists is paramount.”

2.       “Each professional must achieve and maintain the highest level of professional competence.”

3.       “Professionals must promote understanding and provide accurate information in statements to the public.”

4.       “Professionals are responsible for assuring that ethical standards are maintained by themselves, colleagues, students, and members of allied professions.”

 – The state of Louisiana’s professional organization of audiologists, speech-language pathologists, and speech, language, and hearing scientists. It is affiliated with the American Speech-Language-Hearing Association (ASHA). It holds an annual convention each year in June, has a newsletter, and maintains an organizational web-site. 

 – A professional organization of audiologists and speech-language pathologists employed in Louisiana public schools. This organization has an annual convention in October, has a newsletter, and maintains an organization web-site. 

• A 1975 federal law which mandated a free and appropriate public education must be provided for all handicapped children between the ages of 5 and 21.
• All school-age children with disabilities must be provided a free, appropriate public education in the least restrictive environment (LRE). The regular education classroom is the LRE. Parental signature is required for a student to be removed during the school day from his/her regular education classroom. Parental signature is also needed to place a child in a more restricted classroom due to his or her impairments.
• All related services (including speech-language, physical therapy, and occupational therapy) that are needed for the child to benefit from the education must be provided.
• To benefit from this law, children must be evaluated and found to have a disabling condition as defined in the law.
• An Individual Education Plan (IEP) must be written for each child and requires specific information.
• A Committee on Special Education (CSE) composed of the child’s parents (or person designated by them), school administrator, and relevant educators and teachers must meet to review and endorse the IEP. This is called the IEP committee.
• Parents must agree to the initial evaluation in writing and approve and sign the IEP.
• The IEP must be reviewed each year. 

:In Louisiana this is a regular education committee that meets periodically to meet the needs of identified students (includes those who appear to be at risk academically, socially, etc. and those who are gifted and/or talented). Teachers, parents, etc. may refer students to this committee when there are educational, social, etc. concerns. This committee should be in place in all schools in Louisiana. It decides whether or not the student should be seen for Response To Intervention (RTI) services or for an evaluation.

: A legal document required as a part of the Education of All Handicapped Children Act of 1975. An IEP must be written for each child identified as having a disabling condition as defined by law.

• Federal legislation passed in 1986

• Federal funds were provided to states that want to develop programs for disabled infants and toddlers from birth through age 2.

• The provisions of P. L. 94-142 were extended to disabled children between the ages of 3 and 5 years.
• An Individualized Family Service Plan (IFSP) must be written for each child with special needs that may include home-based instruction and therapy and parent education. 

: A legal document required as a part of the Education of the Handicapped Amendments of 1986. This document must be written for each child with special needs that may include home-based instruction and therapy and parent education. 

• In 1990, Congress reauthorized the original law (P.L. 94-142) and renamed it.
• Reauthorized and renamed the 1975 EAHCA (Education of All Handicapped Children Act (Public Law 94-142).
• Recognized and made provisions for increasing diversity of U.S. population. It addressed the multicultural nature of U. S. society.
• Required free, appropriate public education (FAPE) for children with disabilities.
• Idea has four major parts:

o    Part A – includes definitions and general provisions

o    Part B – specifies how services are to be provided to preschool and school-age children.

o    Part C – specifies requirements for service provision to infants and toddlers and their families.

o    Part D – includes provision for supporting research, personnel preparation, technical assistance, and dissemination of information for improving the education of children with disabilities.

·         Part B outlined programs for preschool children as described in each child’s Individualized Education Program (IEP).

·         Part C specified programs for infants and toddlers as provided by an Individual Family Service Plan (IFSP).

·         Two new categories of disabilities (autism and traumatic brain injury) were added.

• Amendments passed by the U.S. Congress and signed into law on June 3, 1997 by President Clinton.

• Specified what is to be included in an IEP.
• Specified that a free and appropriate education (FAPE) is only terminated upon graduation.
• Added attention deficit disorder and attention deficit hyperactive disorder under some circumstances.

• There could not be any cessation of educational services to a student due to his/her behavior.
• Communication needs of the hearing impaired and those needing augmentative devices must be documented on the IEP. Also must indicate how these needs affect the student’s education.
• There is now more parental input into the evaluation and treatment of each identified special needs student.
• Services need to be educationally significant; must demonstrate how the disability affects the student in the classroom. 

: “Provides a framework for prevention of learning difficulties, intervention when students do not learn at the expected rate for grade level, as well as identification of students who need intensive interventions in addition to quality instruction in the regular classroom in order to learn at grade-level expected rates.” See handout for additional information

• Passed both houses of Congress and signed into law December 3, 2004 by President Bush.
• Part B of the law which pertains to school age children is permanently authorized. Parts C and D are authorized through 2010.

·         Required that individualized programs in IFSPs or IEPs be offered in the natural environment or the least restrictive environment (LRE).

·         Guaranteed the rights of parents in determining their child’s education.

·         Outlined that early intervention services (birth to 3 years) should be

• Transdisciplinary in nature, optimizing the participation of children and their families,
• Family centered and responsive to families’ priorities as well as the culture and values of the family,
• Individualized for the child and family,
• Developmentally appropriate,
• Provided in the least restrictive and most natural environment for the child and family, and
• Based on empirical evidence on intervention effectiveness.

·         Early intervention/Birth-to-Six Programs – Allows parents the option of keeping their child in the infant and toddler program or switching him/her to the IDEA Part B program at age three.

·         Early Intervening (RTI) - Creates a new early intervention program for students in kindergarten through 12th grade. The program must target children, "who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment." Additional academic support may include "scientifically based literacy instruction." Want to see if the child can progress academically with extra support outside of special education. Early intervening services should be used only as short-term solutions and should not replace special education services when a child needs them.

·         Allow new flexibility on Individualized Education Programs (IEPs). A demonstration program will give 15 states the option of a three-year IEP for students whose parents consent to the change. Changes to the IEP can be done by the use of conference calls or video conferencing, and attendance at IEP meetings will not be mandatory for teachers and related service providers for which no modifications of the IEP are being made.

·         Authorize-but does not mandate-full funding by 2011. The bill authorizes funding increases of about $2.3 with a goal of reaching 40% of per pupil funding.

Create a National Center for Special Education Research. The center will be authorized under a new Part E and established under the Institute of Education Sciences (IES). Research that was formally conducted or funded by the Office of Special Education Programs (OSEP) will be shifted to the new center 

: (G) The study of influences such as cultural identity, setting, and participants on communicative variables. 

r: (G) The rules of a language.

: (G) A socially shared code for representing concepts through the use of arbitrary symbols and rule-governed combination of those symbols. Language is the primary vehicle of human communication and speech is the primary means of language expression for most individuals.

 (G) A language user’s underlying knowledge about the system of rules pertaining to his or her native language; linguistic competence. This is an individual’s recognition of “wrong” and “right” grammar. Native speakers of a language possess linguistic intuition. 

: (G) Capable of being freshly created, refers to the infinite number of sentences that can be created through the application of grammatical rules. Language is generative because each utterance is freshly created.

: (G) Characterized by energy or effective energy, changing over time. Languages are dynamic because they change over time. Five to six new words are added each day to American English. Pronunciation, grammar, and ways of communicating also change.

: Consists of phonology, morphology, and syntax.

: (G) The study of the way in which phonemes are combined and arranged in syllables and words of a particular language or dialect. Speech sounds are not combined arbitrarily.

: (G) The study of the sound systems of language. English has about 43 phonemes (unique speech sounds)

: (G) An aspect of language concerned with rules governing change in meaning at the intra-word level. Involves the structure of words. 

: (G) The smallest meaningful unit of language. 

 (G) The portion of the word that can stand alone and designate meaning; root morpheme. It may stand alone as a word. An attempt to break it into smaller units results in the loss of the meaning of the word. Examples: cat, go, like, magnificent.

: (G) How words are arranged in sentences. Also concerned with the ways in which one word may affect another. Example: John is going to the opera. Is John going to the opera? The change in the sequence of words changes the sentence from a declarative sentence to an interrogative sentence.

: (G) The study of word and language meaning. Since language is used to communicate, it must be about something, and that is its content, meaning, or semantics. 

: (G) The pieces of meaning that come together to define a particular word. Examples: girl and woman

: (G) The use, function, or purpose of communication; the study of communicative acts and contexts.  Social and culture factors influence the way language is used. Use or purpose of communication dictates form and content.

 Spoken language. Speech is the process of producing the acoustic representation of language. It is the primary modality or pathway for language. Articulation, fluency and voice interact to influence the speech production signal. The final product reflects the rapid coordination of movements associated with each of these features.

: (G) Rapid and coordinated movement of the tongue, teeth, lips, and palate to produce speech sounds.

: (G) Speech that is relatively smooth and free of disruptions. 

:  (G) Smoothness of rhythm and rate. The smooth, forward flow of communication and is influenced by the rhythm and rate of speech. 

: Timing. All languages have their own rhythmic pattern or timing. Also includes pauses.

: (G) The speed at which something occurs. In speech this may be the number of words or syllables in a given period of time. The speed that an individual uses when talking or speaking. Overall rate can reveal information about the speaker.

: The component of speech that includes rate and rhythm. Prosodic features are also called suprasegmentals.

: (G) Features such as loudness, rate, and intonation that affect more than a single phoneme and add meaning to an utterance. Supra means above or beyond.  Suprasegmental features go beyond individual speech sounds and are applied to phrases or sentences. Stress and intonation are also included in the suprasegmental factors of speech production.

: Phonology, morphology, and syntax are sometimes considered the segmental aspects of language form. They can be represented in speech and writing.

 (G) Vocal tone and resonance. Reveals the message but also information about the speaker. Loudness and loudness patterns within words and sentences are important and convey different meanings.

: (G) The perceptual counterpart to fundamental frequency associated with the speed of vocal fold vibration. Pitch is a listener’s perception of how high or low a sound is. Measured physically as frequency or cycles per second, called hertz (Hz).

: (G) The basic frequency level that an individual uses most of the time. The basic tone an individual uses most of the time. It provides information about the speaker. Children speak with a higher pitched voice than adult women and men. Women typically speak with a higher pitched voice than men. 

: (G) Pitch movement within an utterance. Intonation influences meaning.

: About two thirds of human exchanges of meaning take place nonverbally. Includes the suprasegmental aspects of speech (loudness, rate, and intonation), the nonvocal (without voice), and nonlinguistic (nonlanguage) aspects of communication. 

: Appearance, possessions, clothing, music, art, architecture, furniture, etc. Artifacts communicate information about an individual or place, etc. and allow people to make assumptions about an individual’s personality and trustworthiness. Music, art, architecture, and furniture also provide information about the artist or designer and the people that purchase, patronize, or support these individuals and items.

: (G) The study of physical distance between people.  Four zones – intimate, social, formal, and public-describe the progressively increasing distance of communicators from one another. Reflects the relationship between people and is influenced by age and culture.

: (G) The study of the effect of time on communication.

: Consists of disorders of speech (articulation, voice, resonance, fluency), oral neuromotor patterns of control and movement, language impairment, feeding and swallowing disorders, cognitive and social communication deficits and hearing and processing difficulties. This definition includes speech, hearing, reading and writing, manual (or sign and gestures) and other communication systems, and the processes of swallowing and balance that share anatomy and physiology with parts of the communication system.

: (G) An impairment in the ability to receive, send, process, or comprehend concepts of verbal, nonverbal, or graphic symbol systems. Categorized on the basis of reception, processing, and/or expression.

: (G) Cause or origin of a problem; also the study of cause. May be used to classify a communication disorder. These difficulties may be due to faulty learning, neurological impairments, anatomical or physiological abnormalities, cognitive deficits, hearing impairment, or damage to any part of the speech system.

: (G) Present at birth.

: (G) Occurring after birth.

: (G) A linguistic variation that is attributable primarily to geographical region or foreign language background. It includes features of form, content, and use. Variations in communication and not considered to be communication disorders or impairments.

: (G) One of several motor-speech disorders that involve impaired articulation, respiration, phonation, or prosody as a result of paralysis, muscle weakness, or poor coordination. Motor function may be excessively slow or rapid, decreased in range or strength, and have poor directionality and timing. Affects articulation, respiration, phonation, and prosody. Can be present in children and adults.

: (G) A neurological impairment of the ability to program–organize and plan-and execute movement of the speech muscles, unrelated to muscle weakness, slowness or paralysis. Affects articulation and is due to neuromotor difficulties. Can be present in children and adults. 

: (G) Whole-word repetitions and other self-conscious nonfluency that is apparent in many young children. Common in young children at different ages but disappears in most children as they age.

: (G) A disorder of speech fluency characterized by hesitations, repetitions, prolongations, tension, and avoidance behaviors. 

 (G) Utterances such as “er,”  “um,” and “you know” that are used within productions. Sometimes characteristic of disfluent speech and/or stuttering. Fluent adults periodically use these when speaking but they are not considered to have fluency concerns. May be identified as stuttering behaviors when speech is different from the norm or accompanied by excessive tension, struggle, and fear.

: (G) A pause before or between parts of utterances. If used excessively, it may be considered a sign of disfluency or stuttering. Unexpected pauses. Fluent adults periodically use these when speaking but they are not considered to have fluency concerns. May be identified as stuttering behaviors when speech is different from the norm or accompanied by excessive tension, struggle, and fear.

: (G) In fluency analysis, the process of repeating a word or part of a word, as in “the-the-the” or “b-b-ball.” Fluent adults periodically use these when speaking but they are not considered to have fluency concerns. May be identified as stuttering behaviors when speech is different from the norm or accompanied by excessive tension, struggle, and fear.

: (G) In fluency analysis, the process of holding a phoneme longer than is typical, for example, “sssssso.” Fluent adults periodically use these when speaking but they are not considered to have fluency concerns. May be identified as stuttering behaviors when speech is different from the norm or accompanied by excessive tension, struggle, and fear.

: (G) Any of several behaviors, including smoking and yelling, that can result in damage to the laryngeal mechanism. 

 (G) A voice quality that is characterized by a rough, usually low-pitched quality.

:  Results from impaired auditory sensitivity in the auditory or hearing system. It can affect an individual’s ability to detect sound, to recognize voices or other auditory stimuli, to discriminate between different sounds, and to understand speech.

: (G) Term used to describe a person whose hearing loss is in the severe to profound range.

 (G) A severe to profound hearing loss in which the auditory system provides little or no access to the world. An individual’s hearing is profoundly impaired and his/her primary sensory input for communication is not the auditory channel but another. It can be congenital or acquired.

: (G) An electronic amplification device that is surgically placed in the cochlea and provides electrical stimulation to the surviving auditory nerve. May be helpful for individuals who are deaf. 

 (G) Listening activities designed to maximize a hearing-impaired person’s ability to detect, discriminate, identify, and comprehend auditory information. May be helpful for individuals who are deaf. 

: (G) Slight/mild to moderately severe hearing loss. Hard-of-hearing individuals usually depend as much as possible on their hearing for communication and learning of new concepts. Unlike an individual who is deaf, an individual that is hard of hearing depends primarily on audition for communication. 

: (G) A disorder resulting from impairment to the auditory structures leading from the brainstem to the cortex of the brain. May have normal hearing but has difficulty understanding speech. Difficulties include keeping up with conversation, understanding speech in less-than-optimal listening conditions (i.e., presence of background noise, degraded speech signal), discriminate and identify speech sounds, and integrate what is heard with nonverbal aspects of communication. Often the cause is unknown but can be due to tumors, disease, or brain injury. Can occur in children and adults.  Can coexist with other disorders (e.g., ADHD) and speech-language disabilities and learning disabilities.

: (G) Permanent hearing loss that results from absence, malformation, or damage to the structures of the inner ear. Damage to the inner ear and/or auditory nerve. Affects an individual’s ability to discriminate and understand speech sounds. Older individuals may indicate they hear fine but want others to stop mumbling.

Bilateral hearing loss

: (G) A loss of auditory sensitivity due to malformation or obstruction of the outer and/or middle ear. Damage to the outer or middle ear. People report that the sounds are generally too soft.

: (G) The systematic process of obtaining information from many sources, through various means, and in different settings to verify and specify communication strengths and weaknesses, identify possible causes, and make plans to address them.