Speech & Language
Articulation
Refers to the production of speech sounds resulting from the movements of the lips, jaw, and tongue as they modify the flow of air.
Auditory
Relates to the sense of hearing.
Central Processing Delay
The inability to attend to, discriminate, recognize or comprehend what is heard, even though hearing and intelligence are normal. The delay becomes more pronounced when listening to distorted speech, or in poor acoustic environments such as listening in the presence of competing background noise.
Echolalia
The repetition or echoing of verbal utterances made by another person.
Expressive Language
Communication through writing, speaking, and/or gestures that a child uses to express their own needs, feelings, and thoughts.
Language
The communication of thoughts and feelings through a system of words, signs, or symbols. Knowing the rules of the system, knowing how to put the words, signs or symbols together. Language includes two components, expressive language and receptive language.
Oral Language
Those verbal communication skills needed to understand (listen) and to use (speak) language.
Phonological Disorder
Involves difficulty in learning and organizing all the sounds needed for clear speech, reading, spelling. Can include immature grammar, syntax, stuttering or word retrieval difficulties.
Receptive Language (Decoding)
Language that is spoken or written by others and received by the individual. The receptive language skills are listening and reading.
Speech and Language Pathologist (SLP)
The person who helps the children to develop speech (or another form of communication) and language.
Speech
Making the sounds to create understandable speech. The articulation of words.
Speech and Language Delay
Slower development of speech and language skills normally expected by a certain age.
Word Approximations
Attempts to say a word that sounds similar or very close to the word that an individual is trying to say. Example: saying "nack" instead of "snack".
Fine Motor
Fine Motor Skills
The use of small muscles such as tongue, mouth, hands and fingers for precision tasks such as writing, tying bows, eating and talking.
Occupational Therapist (OT)
The person who helps children develop fine motor skills.
Tactile
Having to do with the sense of touch. Can involve reactions to different sensations experienced by hands or full body.
Tripod Grip
Holding a pen or pencil appropriately in the dominant hand, using the thumb and first two fingers.
Gross Motor
Gross Motor Skills
The use of large muscles for activities requiring strength and balance. Examples are walking, running, jumping, throwing and kicking.
Physical Therapist (PT)
The person who helps children develop gross motor skills.
Social Emotional
Behavior Modification
Techniques intended to manage difficult and unwanted behavior, and will promote a more desirable or appropriate behaviour.
Cognitive Skills
Brain or mental skills such as thinking, learning, reasoning and remembering.
Hyperactivity
Disorganized and disruptive behaviour characterized by constant and excessive movement. A hyperactive child usually has difficulty sticking to one task for an extended period, and may react more intensely to a situation than a normal child would.
Hypoactivity
Underactivity; child may appear to be in a daze, lacking energy.
Learning Style
The channels through which a person best understands and retains learning. All individuals learn best through one or a combination of channels: vision, hearing, movement, or touch.
Social Skills
Learning how to interact and play with others appropriately in social environments such as school, stores, playgrounds, home, etc. Can include making requests, waiting, turn-taking, sharing, and engaging in appropriate behaviour and language.
Self-Help
Independently
To achieve a task by oneself (on one's own) without help from others.
Motor Planning
The planning of motion or movement from the brain to the body.
Self-Help Skills
Skills such as dressing/undressing, going to the bathroom, following mealtime routines, brushing teeth, cleaning-up or washing hands independently.
Self-Regulate
To adjust one's behaviour or actions on one's own, without help from others.
General Terms
CPA
Central Play Area
Emerging Skills
Skills that are starting to occur with some consistency.
Individual Program Plan (IPP)
A detailed and specific plan of goals for each child. Goals are set by parental input and assessment results. IPP goals are intended to facilitate child learning of curriculum.
Modeling
Showing, acting, or imitating a behaviour that you want the child to learn.
Prompting
Giving assistance to a child in a situation. Prompting can be verbal or non-verbal (ie gestures) and can be direct or indirect, with varying degrees of assistance. Cues may be words, pictures, actions or sign language (cues are signals to a child that communicate a message).
Redirect
To switch the child's attention from one activity to another.
Respite
A break for caregivers and families. It is a service in which temporary care is provided to a child or adult with disabilities. Respite can occur in out-of-home and in-home settings for any length of time, depending on the needs of the family and available resources.
Snoezelen Room
"Snoezelen" is a combination of the Dutch words "snuffelen" meaning to seek out or explore, and "doezelen", meaning to relax. The Snoezelen treatment encourages relaxation and enjoyment in a pleasurable and stimulating setting. The Snoezelen Room provides a calm environment where one can simply enjoy combinations of music, lighting effects, gentle vibrations, and touch.
Strategy
A planned course of action to take place when a child needs assistance in achieving a specific goal.
Transition
The time between two separate activities; the changing from one activity to another.
Sensory
Sensory Processing Delay
This is a complex disorder where the brain misinterprets everyday sensory information, such as touch, sound and movement. This can lead to behavioural problems, difficulties with coordination, and numerous other issues.