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IEP -
individualized educational program. This document is created by the IEP committee (parent, classroom teacher, speech therapist, special
education teacher, official school representative, student, etc).
The IEP contains your child's individual speech, language, and
academic goals. It also lists any modifications your child will be
receiving within the regular classroom setting. |
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articulation
disorder
- difficulty in
producing speech sounds correctly; sounds may be omitted ("pay" for
"play"), distorted ("ship" for "sip"), or substituted ("wock" for
"rock").
phonological
disorder - multiple errors that can be grouped on some principle
or characteristic and thus form patterns that severely affect
intelligibility. |
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language
impairment - difficulty in learning to comprehend (receptive)
and/or produce language (expressive) |
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fluency disorder - speech disorders characterized by excessive
dysfluencies or excessive duration of dysfluencies or both.
stuttering -
speech that is produced with excessive amounts of struggle and
effort.
Any break in the flow of
speech may sound like stuttering. These breaks may be described as part or whole
word repetitions (e.g. bu-bu-butter); phrase repetitions (e.g. what is
the...what is the...what is the answer?); sound prolongations (fff-flower); or
any form of struggling behavior associated with the production of speech.
cluttering
- speech that is characterized by excessively fast rate,
indistinct articulation, and possibly language formulation problems |
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voice disorder - various disorders of communication related to
faulty, abnormal, or inappropriate loudness, pitch, quality, and
resonance |
Sources: Hegde's PocketGuide
to Treatment in Speech-Language Pathology, 2nd edition
Hegde's PocketGuide to Assessment in Speech-Language Pathology, 2nd edition
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