When reading a report, I’m reminded of how many complex terms exist in the world of Speech and Language Therapy. With so many phrases, acronyms and concepts, it can feel like a minefield – especially for those who aren’t specialists in this area. Language is constantly evolving to reflect the changing medical landscape and shifts in social attitudes, so even the most experienced therapists can sometimes find it challenging to keep up!
With this in mind, I have put together this blog to help you better understand all the terminology that comes with Speech and Language Therapy. Keep reading to explore keywords and their definitions, giving you a clearer understanding of how to support your learners in the classroom.
Common Terms in SaLT
Here are some of the most common terms you’ll come across when working with children with speech, language and communication needs. Whether you’re a class teacher, senior leader, or SENDCo, understanding these key words will help you to better support the children in your care.
SaLT
Let’s start with the basics! SaLT refers to Speech and Language Therapy/Therapists. We used to be referred to as SLT, but senior leadership took that one! We offer treatment, support and care to people of all ages who have difficulties with communication, eating, drinking and swallowing. We work closely with parents, carers and other professionals, including teachers, nurses, doctors and psychologists.
SLCN
SLCN stands for speech, language and communication needs. This is an umbrella term used to describe the wide range of needs that relate to all aspects of communication – from understanding others and using social skills to forming sounds, words and sentences. Some SLCN are short term and can be addressed through early intervention. However, others are more permanent and may stay with a person throughout their life.
DLD, previously known as SLI
DLD stands for Developmental Language Disorder, which is a common type of speech, language and communication need. This is when a child has long-term difficulties in being able to use and understand language. SaLT can help individuals with DLD to develop their language abilities to their maximum potential.
Previously the term Specific Language Impairment (SLI) was used, however there were concerns that this did not reflect clinical reality and led to inequitable access to services. In 2016, an international group of 57 experts (the CATALISE panel) agreed on DLD as the term for when a language disorder is not associated with a known condition.
Delay vs. Disorder
These two terms may sound somewhat similar, but it’s important not to confuse the two!
A speech delay is when a child doesn’t meet the typical speech milestones for their age. They develop speech sounds in an expected order, but at a slower rate than their peers. Speech delays can be mild, with the child only having difficulties in certain sounds. Other children may have difficulties with large groups of sounds which may cause them to be unintelligible. SaLT can help to improve the child’s intelligibility by teaching them how to pronounce sounds clearly and accurately.
On the other hand, a speech disorder is a term to describe several conditions that limit an individual’s ability to create or form speech sounds correctly. Disorders can range from mild to severe. SaLT can help individuals with a speech disorder to improve their intelligibility so they can communicate more effectively with others. In more severe cases, the therapist may explore alternative means of communication.
Similarly, children can have a language delay or a language disorder.
If a child has a delay, therapists may recommend that we wait for a period of time to see if the child catches up with their peers. Some children will ‘catch up’ without therapy whereas others will need support. If a child has a disorder they will need support to help remedy the difficulty
Semantics
When we talk about semantics, we are referring to the meaning of language. Semantics is the ability to understand meaning in different types of words, phrases, narratives, and even signs and symbols. If a child or young person struggles with semantic skills, they may not fully understand what is being said. SaLT can help to increase the child’s ability to learn meaning and develop associations between words.
Syntax
In every language, there are rules that determine how words can be ordered and combined to form phrases and sentences. These rules are known as syntax. Children who struggle with understanding syntax are often easily misunderstood, as they mix up the words in their sentences. SaLT can share strategies to help children map out the order that words should be in so that they make sense.
Phonology
Phonology refers to the sound patterns within a particular language. If a child has phonological awareness difficulties, they struggle to identify and discriminate between different sounds of speech. This means that even though a child can articulate (make) a sound clearly on its own, when using sounds in words they can make sound errors. SaLT can teach children the rules surrounding speech and how to use their sound system appropriately.
Verbal dyspraxia
Verbal dyspraxia is a speech disorder. A person with verbal dyspraxia has difficulty placing muscles in the correct position to produce speech. When we make a sound, it requires our oral musculature to move in a clear sequence of events. If one of these steps is missed out or carried out in the wrong order then sounds are not produced clearly. The muscles have not been damaged but the messages from the brain that tell the muscles what to do have been affected.
Some pupils will have whole body dyspraxia but their oral musculature is not affected and vice versa.
1 or 2 Word Level or Information carrying words (ICWs)
When a child is working at 1 or 2 word level, they are able to understand simple phrases by focusing on the key words, or information-carrying words, as well as gestures and routines to support their understanding. For example, “put your coat on” or “wash your hands.” Once a child can comfortably understand one or two key words at a time, we can try to develop their understanding up to three words, four words, and so on.
Blank’s Levels of Questioning
Blank’s Levels of Questioning, sometimes known as the Language of Learning model, was developed by Blank, Rose and Berlin in 1978. This is a framework to help children develop their language comprehension skills. It consists of 4 levels of questioning, beginning with simple and concrete questions and moving on to questions that are more difficult and abstract. This promotes the development of general language and vocabulary, as well as skills in comprehension, reasoning, inference, predicting and problem-solving.
ASC vs. ASD
These initials refer to Autism Spectrum Condition and Autism Spectrum Disorder. These terms are both used to describe autism, which is a lifelong neurodevelopmental condition that affects how an individual makes sense of the world, processes information, and relates to other people.
ASD is the medical term for autism, but some people prefer ASC as they feel the term ‘disorder’ portrays autism in a negative light. It is important to note, however, that autism is not a medical condition with treatments or a “cure.”
For those who are of a similar age to me, Aspergers was a term previously used, but is no longer.
Social Skills
Social skills are the skills we use everyday to interact and build relationships with others. They include both verbal and non-verbal communication, such as eye contact, facial expressions and body language. When a child has difficulties in this area, SaLT can help them to improve their social skills and their understanding of what is appropriate in different social situations. This can include supporting pupils to understand their feelings and how to manage them, make and maintain friendships, as well as using different tone, volume and speed.
Dysfluency, stammering, and stuttering
Dysfluency, stammering, and stuttering are terms that are often used interchangeably. They describe a person’s speech that is not produced in a smooth, fluent way. Dysfluent speech can involve repetitions, prolongations or blocks in speech.
Some children are comfortable with their speech and we can offer support to those around to help the child. If the child is unhappy with their speech, we can offer therapy and support to help them understand their speech patterns and give them techniques to support fluent speech. There is no cure for a stammer and children may have periods of dysfluency over their lives with different levels of severity.
Other Common Terms in SaLT
We don’t often see the following words in a school context, however they are very common amongst Speech and Language Therapists. Getting to grips with these terms will help you understand the full breadth and scope of our role.
Aphasia & Dysphasia
Aphasia is a language difficulty which is the result of damage to the brain. Aphasia is the medical term for full loss of language, while dysphasia refers to partial loss of language. However, aphasia is now commonly used to describe both conditions. SaLT can help to improve speech, language and communication skills, or provide an alternative method of communication for people with aphasia. This often occurs after a brain injury, including have a stroke or may be associated wth other conditions such as Dementia.
Dysphagia
Dysphagia is the term used to describe eating, drinking and swallowing difficulties. Some people may have problems swallowing certain types of food, drinks or both. Some people may not be able to swallow at all, may be called Aphagia. SaLT offers advice, support and training to help people with dysphagia to eat and drink as successfully and safely as possible.
Dysarthria
Dysarthria is a term used to describe people who may have a difficulty making sounds clearly because of muscle weakness in their face. This can be caused by conditions such as a stroke, nerve damage, and Bells Palsy. SaLT can help by identifying the nerves and muscles that are damaged or weak and providing exercises to help.
ABI
ABI stands for acquired brain injury, which is brain damage caused by events that happen after birth, rather than as part of a genetic or congenital disorder. Brain injuries can result in a number of speech and language difficulties – ranging from the inability to comprehend and express language to problems coordinating the muscle movements required for speech production. SaLT can provide exercises to help individuals with ABI to regain or improve their communication abilities.
Stroke
A stroke happens when the blood supply to part of the brain is interrupted. As a result, brain cells get less of the oxygen and nutrients that they need. This can damage or even kill some of the brain cells. Communication problems are very common after a stroke. SaLT can help people to overcome speech, language and swallowing difficulties during recovery.
We hope this blog will help you feel more confident in supporting pupils with speech, language and communication needs. This list is not exhaustive but hopefully with a shared understanding of these key terms, we can work together more effectively to create an inclusive learning environment where every child can express themselves and engage in learning.
If you have any concerns about a child with Speech, Language and Communication needs please be in touch by emailing helen.marriott@oneeducation.co.uk.
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