Use these definitions to help you choose options when filling out the ASHA Mailing List Name Count Request Form.
Accent Modification – Changing a regional or foreign accent by modifying the pronunciation of sounds and intonation patterns.
Aphasia – Problems in understanding and expressing language orally or when reading and writing, resulting from damage to language areas of the brain from a stroke or other brain injury.
Apraxia of Speech – Disruption in the ability to produce and/or sequence sounds (not due to muscle weakness or impairment).
Articulation Disorders – Problems producing speech sounds in which sounds may be substituted, added, omitted, or changed.
Auditory Processing Disorders – A deficit in how the central nervous system uses auditory information. They are diagnosed by an audiologist who performs specific auditory tests in conjunction with a speech-language pathologist who performs language tests and intervention. Also called central audiology processing disorder, CAPD, or APD.
Augmentative/Alternative Communication (AAC) – The use of techniques and/or devices to communicate (instead of or in addition to speaking), such as sign language, picture boards, or electronic devices.
Aural Rehabilitation – Services provided by audiologists and speech-language pathologists to improve the communication of an individual with a hearing loss.
Autism – A developmental disability that causes problems with social skills and communication that may be mild to severe.
Bilingualism – The ability to communicate in two languages. Individuals with this skill are referred to as bilingual, dual language learner, or English language learner (ELL).
Brain Disorders (neurogenics) – Injuries to the neurologic system from stroke, tumors, degenerative diseases, traumatic injury, and so on, that affect various aspects of speech, language, and thinking.
Cognitive-Communication Disorders – Problems in the ability to attend to or organize information, solve problems, and exert control over cognitive, language, and social skills functioning.
Developmental Disorders – Severe, chronic cognitive and/or physical disability of a child 5 years of age or older. Intellectual disabilities are a subset of developmental disabilities.
Early Intervention – Services provided to children identified with disorders or delays from birth to age 3, as mandated by the Individuals with Disabilities Education Act (IDEA).
Fluency/Fluency Disorders – Also known as stuttering; a disorder characterized by repetitions, blocks, hesitations, and prolongations during speech.
Language Disorders – Problems in the development of or loss of the ability to use language (understanding, expression, reading, writing).
Laryngectomy – The removal of the larynx (which contains the vocal folds) usually due to cancer; results in permanent loss of the natural voice.
Learning Disabilities – Problems with age-appropriate reading, spelling, and/or writing. Difficulties with spoken language may be the basis of learning disabilities. Also called language learning disabilities, LD, LLD, or dyslexia.
Literacy – The ability to read and write. Speech and language problems may affect the development of literacy skills.
Oral Myofunctional Disorders – Tongue movement patterns that interfere with typical speech and swallowing. Also known as tongue thrust.
Phonological Disorders – Disordered patterns of producing speech sounds in children developing speech.
Prevention/Wellness – Education about how to stay healthy and maintain effective communication behaviors.
Public Speaking – Communicating to a group of people in a formal situation.
Resonance Disorders – Problems associated with airflow through the nose during speech; too much air is referred to as nasality and can be caused by cleft palate or other impairments.
Swallowing Disorders – Inability or difficulty in swallowing that results from damage to nerves, muscles, and tissues controlling the passage of food from the mouth through the throat to the stomach. Also known as dysphagia.
Voice Disorders – Hoarseness, breathiness, harshness, or other qualities that call attention to the voice. They may result from growths or diseases affecting the vocal cords or from inappropriate use of the voice.
Audiologic Rehabilitation – Enables individuals with hearing or balance problems and their significant others to manage the effects these impairments can have on communication and well-being and to minimize or prevent any activity limitations and participation restrictions that could affect their interpersonal, psychosocial, educational, and vocational functioning.
Auditory Evoked Potential – An electrical and physical response to sound. It is a test that gives information about how the inner ear (cochlea) and brain pathways for hearing are working. It can be used to test children and adults. It may also be referred to as auditory brainstem response (ABR).
Auditory Processing Disorders – A reduction in the ability of portions of the brain to understand signals, despite normal hearing sensitivity and regardless of language, attention, and cognitive ability.
Balance Assessment – A series of tests that evaluate the organs of balance located in the inner ear.
Cerumen – Also known as earwax, this is a yellowish, waxy substance that is made from glands lining the ear canal.
Cochlear Implants – Surgically implanted electronic devices that provide a sense of sound to a person who is profoundly deaf or severely hard of hearing.
Electrocochleography – A test that measures the electrical signals generated in the inner ear in response to stimulation by sound.
Hearing Aid Evaluation – This is the first step in obtaining a hearing aid. The audiologist determines the extent and nature of your hearing loss, whether a hearing aid will be helpful, and whether a medical referral is necessary.
Hearing Aid Orientation – Typically, within a few weeks following the hearing aid evaluation and selection of a hearing aid, a fitting and orientation appointment is scheduled. Atypically, there is at least one follow-up appointment prior to the end of a 30-day trial period.
Hearing Assistive Technology – Types of devices that assist in improving day-to-day communication situations. It can be used with or without hearing aids to overcome the negative effects of distance, background noise, or poor room acoustics.
Hearing Conservation – The practice of educating individuals in an effort to prevent hearing loss due to noise and other environmental factors.
Infant Hearing Screening – A brief test to ensure that all infants with hearing loss are identified as early as possible (usually prior to discharge from the birth hospital) and provided with timely and appropriate audiologic, educational, and medical intervention.
Intraoperative Monitoring – A continuous assessment of the function of the cranial nerves during surgery, such as removal of an acoustic tumor.
Otoacoustic Emission – A low-level sound sent from the cochlea, related to the function of the outer hair cells of the cochlea. One of two screening tools used in infant hearing screening.
Pediatric Hearing Assessment – Audiological test procedures used with infants and young children to do physiologic measurements of middle ear and cochlear function, electrophysiologic (frequency-specific) auditory brainstem response (ABR), and behavioral audiometry.
Physiologic Measurements – Services that focus on assessing the function of major organ systems, providing information on the extent of disease or disability, and the provision and/or response to therapeutic interventions. As example, in audiology the ABR and the OAE tests are physiologic measures.
Tinnitus – A sensation of ringing or other sound in the head, without an external cause.
Certified Speech-Language Pathologists – Certified speech-language pathologists (SLPs) assess speech and language development and treat language, speech, and swallowing disorders. They hold MA degrees, have passed a nationally recognized examination, successfully completed a year-long clinical fellowship, and must stay abreast of advancements in their field by taking professional development courses.
Certified Speech-Language Pathology Assistants – Certified speech-language pathology assistants are support personnel who perform tasks prescribed, directed, and supervised by ASHA-certified and/or licensed speech-language pathologists. They hold an associate’s degree or higher and have completed clinical fieldwork under the supervision of an ASHA-certified speech-language pathologist.
Certified Audiologists – Certified audiologists provide hearing evaluations and hearing aids, balance assessments, and other hearing health services. They hold PhD degrees, have passed a nationally recognized examination, successfully completed a year-long clinical fellowship, and must stay abreast of advancements in their field by taking professional development courses.
Certified Audiology Assistant – A certified audiology assistant is a person who holds a GED or higher from an accredited institution that, after appropriate training and demonstration of competency, performs delegated tasks that are prescribed, directed, and supervised by an ASHA-certified and/or licensed audiologist.
Student Members (Members of NSSLHA) – The National Student Speech Language Hearing Association (NSSLHA) is a pre-professional membership association for students enrolled full- or part-time in a communication sciences program or related major.
Key Code – Used primarily when purchasing several mailing lists, this is a code the purchaser creates that uniquely identifies the mailing list source so results can be tracked. The code appears within the address of each mailing label. When orders arrive, it is important to capture the key code information at the time of purchase.