ACE 6-11 (Assessment of Comprehension and Expression 6-11)-
An assessment used to look at a child’s understanding and sentences. It gives us an idea of where a child’s language abilities are compared with other children their age.
Alternative and Augmentative Communication (AAC)-
A range of strategies or tools that can be used when the person finds it difficult to talk. This could be communication books (a folder with lots of pictures. The child points to what they want to say) or something like a button the child presses that says something for them. This helps them to get what they want instead of becoming frustrated.
Auditory memory-
The ability to listen to some information (for example an instruction) and then be able to remember it.
CELF (Clinical Evaluations of Language Fundamentals)-
An assessment used to look at a child’s understanding and sentences. It gives us an idea of where a child’s language abilities are compared with other children their age.
CLEAR Phonology Screening Assessment-
An assessment used to look at a child’s talking and the sounds they use.
Communication-
Communication includes all the skills needed to have a conversation, for example talking, listening, understanding, and taking part. It can also include skills like writing.
Dysfluency/Stammering-
You may have heard ‘dysfluency’ be called stammering or stuttering. It is when someone is talking and they get ‘stuck’ on some words. This could sound like repetitions (e.g. ‘I I I want t-t-to go go to the park’). It might sound as if some of the sounds in the sentence are being stretched (e.g. ‘I wwwwant to go to the park’, sometimes called prolongations in reports). It might also sound like sounds are just not coming out despite the person trying (called blocking in reports).
Dysphagia-
When a person cannot eat or drink as you would expect. It is a problem with their swallowing and the person may have to have a special diet or thickener in their drinks to help them manage this and to keep them safe.
EAL (English as an Additional Language)/Bilingual-
When someone speaks more than one language. EAL is used if the person has been brought up with another language (not necessarily born in a different country) and has started to learn English later.
Echolalia-
When a child repeats what you are saying. This does not carry meaning.
Expressive language-
How someone conveys their wants and needs. This could include pointing, speaking in single words, looking at things, writing or signing. There are lots of different components to expressive language.
Higher order thinking skills-
This is part of a child’s understanding. These skills require a child to use things they already know to work out information about a new situation. It includes skills like predicting, inferring and problem-solving.
Information carrying words-
Any word in a sentence that needs to be understood in order to follow an instruction. For example, if the instruction is ‘Find the bear’s nose’ and you have given a child just the bear, the child only needs to understand ‘nose’. If the child has a choice of bear and doll, they will need to understand both ‘nose’ and ‘bear’.
Jargon-
Phrases or sentences that have no meaningful content. A child could be putting lots of words together but if it has no meaning then it is called jargon.
Makaton-
A simplified sign and symbol system based on British Sign Language (BSL) and natural gesture. It is often used to support a child’s understanding and expression.
Modelling-
Repeating the child’s sentence with the correct phrasing or structure. This gives the child an example without asking them to repeat it themselves.
Non-verbal communication-
The ways we communicate without speaking. This could include looking, gesture, the way we sit, our facial expressions etc.
Objects of Reference-
Objects that have had meaning attached to them in order to help a child understand what is happening next. For example, a child might be shown their coat when it is time to play outside.
Pre-linguistic skills-
Skills that develop before language that are needed for communication development. For example eye contact, listening, turn taking and pretend play.
RAPT (Renfrew Action Picture Test)-
An assessment used to look at a child’s sentences (and sometimes understanding if it has the ‘language for thinking levels’ attached). It gives us an idea of where a child’s language abilities are compared with other children their age.
Receptive language-
Your ability to understand. This includes both verbal instructions and anything written.
Semantics-
The knowledge of the meaning surrounding the words. For example, if you know the word ‘dog’, you also know lots of information about a dog. If a child has difficulties in this area it could mean they are struggling to link words together based on their meaning.
Sequencing-
The ability to put pictures, activities, events or thoughts into a logical order.
SLCN (Speech, Language and Communication Needs)-
The term used to describe all children who do not develop speech and language skills as expected.
Social interaction/Pragmatics-
The use of verbal and non-verbal skills in social situations. This includes body language, the way you talk, conversational skills and assertiveness skills.
Special Educational Needs Co-ordinator-
The designated teacher in school who is responsible for special educational needs. They ensure support is put in place for children who may need additional support.
Speech-
How a child speaks. This includes what sounds they make and how they make them.
Speech and Language Therapist-
A qualified healthcare professional with graduate level training who is registered to practice with the Health Care Professions Council (HCPC).
STAP (South Tyneside Assessment of Phonology)-
An assessment used to look at a child’s talking and the sounds they use.
Talkabout Assessment Tool-
As assessment used to look at a child’s social interaction.
TROG (Test for Reception of Grammar)-
An assessment used to look at a child’s understanding. It gives us an idea of where a child’s language abilities are compared with other children their age.
Visual Timetable-
The use of pictures and/or objects to represent different parts of the school day. This helps a child understand what they are going to be doing that day and can reduce anxiety.
Vocabulary-
The words a child knows and uses.
Word finding difficulties-
The inability to retrieve a known target word from memory. A person with word finding difficulties may use ‘thingy’, ‘you know’ or other empty language in place of the target word.