A set of disorders not associated with hearing loss, intelligence, or specific language impairment where the individual struggles with perceiving and understanding language.
Assistive technology that helps students with communication.
An auditory evoked potential pulled from electrical activity in the brain that is recorded through electrodes on the scalp.
The proper placement of the teeth, tongue, lips, and jaw when pronouncing speech.
Cognitive structures that organize a child’s internal representations of experiences and objects.
A skill that appears in early development as a child can select objects where a schema applies and those where one does not. For example, a child may choose a nipple over a different object when he or she is hungry.
A stage of development characterized by a child’s attempt to repeat an action that was done reflexively or by accident. They are considered primary because they involve the child’s own body and circular due to the fact that they are repeated.
What a child can do with help or guidance until they actually develop those skills through internalization.
The ability to apply sensory information (sight, sound, taste, touch, and smell) to past experiences.