BEV Rubric
•Download as DOCX, PDF•
1 like•227 views
This document provides criteria for evaluating aspects of body language, eye contact, and voice quality during a presentation. It rates these elements on a scale of 5 to 1, with 5 being the highest or best score. For body language, it evaluates movement, gestures, and posture. For eye contact, it considers how often the presenter makes eye contact with the audience. And for voice, it assesses volume, pace, and understandability. The document provides descriptions to guide scoring presentations based on these three nonverbal communication elements.
Report
Share
Report
Share
Recommended
Stuttering
This presentation contains information regarding stuttering (a type of disfluency). Its definition, characteristics, onset and management/intervention.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Introduction to Stuttering
Stuttering is characterized by frequent stoppages in fluency such as repetitions, prolongations, and blocks. People who stutter are usually aware of it and use physical and mental effort when speaking. Children may not be aware of their stuttering but show signs of effort. Stuttering involves overt characteristics, physical behaviors, cognitive processes, emotions, and social impacts. People who stutter often develop secondary behaviors like avoidance and escape techniques to cope with stuttering which can become problematic. Stuttering is a complex communication disorder involving impairments, disabilities, and participation restrictions.
Unit 2 characteristics of pws and the abcs of stuttering
1. The document discusses characteristics of people who stutter (PWS), including that approximately 1% of adults and 3% of children stutter. Stuttering typically onset between ages 2-5.
2. Genetics plays a role in stuttering, with male relatives at higher risk and severity not impacting likelihood of relatives also stuttering.
3. The ABCs of stuttering are discussed as affective (emotional) components, behavioral components involving core and secondary behaviors, and cognitive components involving thoughts and attitudes about stuttering.
4. Effective therapy aims to reduce stuttering behaviors but also improve thoughts and attitudes toward communication.
Unit 1 Fluency, Disfluency, and Stuttering
The document discusses various aspects of fluency and stuttering. It defines fluency as smooth, continuous speech produced in an effortless manner. It describes different types of disfluencies that can occur, ranging from more typical ones like filler words, repetitions and revisions, to less typical ones associated with stuttering like part-word repetitions, prolongations and blocks. It also discusses core behaviors of stuttering versus secondary behaviors, the stuttering cycle, and how stuttering can be represented using the iceberg analogy.
Pyscholinguistics what are speech language disorders
This document provides descriptions of various speech, language, and communication disorders. It discusses disorders that can affect the ability to express or understand language like aphasia, which is an impairment of language caused by brain injury. It also describes disorders like dysarthria that affect speech production, as well as disorders involving the structures of the mouth like cleft lip and palate. Additionally, it outlines communication disorders and therapies, including those that require augmentative aids, voice therapies, and accent modification training.
Language Based Dysfluency
The document discusses language-based dysfluency and stuttering in children. It defines stuttering and describes common types of disruptions in speech. Normal childhood dysfluencies are distinguished from stuttering, which may require intervention. Assessment of potential stuttering involves case history and analyzing speech samples. Treatment aims to help children feel comfortable talking and make speech easier through techniques like modifying rate and tension. Treatment involves both direct methods, like speech modification, and indirect family counseling. The goals are to facilitate fluency and successful communication development.
Clinical phonetics
The document discusses the topic of clinical phonetics. It defines clinical phonetics as the application of phonetics to describe speech differences and disorders. Clinical phonetics involves studying articulation errors, the five ways of scoring speech sounds, and developing therapy plans to address errors. Common articulation errors in children include substitutions, omissions, distortions, and additions of sounds. Speech-language pathologists evaluate clients' articulation and develop intervention plans that use techniques like modeling correct sounds. The document also discusses related topics like phonetics transcription, coarticulation, assimilation, dissimilation, and elision.
Recommended
Stuttering
This presentation contains information regarding stuttering (a type of disfluency). Its definition, characteristics, onset and management/intervention.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Introduction to Stuttering
Stuttering is characterized by frequent stoppages in fluency such as repetitions, prolongations, and blocks. People who stutter are usually aware of it and use physical and mental effort when speaking. Children may not be aware of their stuttering but show signs of effort. Stuttering involves overt characteristics, physical behaviors, cognitive processes, emotions, and social impacts. People who stutter often develop secondary behaviors like avoidance and escape techniques to cope with stuttering which can become problematic. Stuttering is a complex communication disorder involving impairments, disabilities, and participation restrictions.
Unit 2 characteristics of pws and the abcs of stuttering
1. The document discusses characteristics of people who stutter (PWS), including that approximately 1% of adults and 3% of children stutter. Stuttering typically onset between ages 2-5.
2. Genetics plays a role in stuttering, with male relatives at higher risk and severity not impacting likelihood of relatives also stuttering.
3. The ABCs of stuttering are discussed as affective (emotional) components, behavioral components involving core and secondary behaviors, and cognitive components involving thoughts and attitudes about stuttering.
4. Effective therapy aims to reduce stuttering behaviors but also improve thoughts and attitudes toward communication.
Unit 1 Fluency, Disfluency, and Stuttering
The document discusses various aspects of fluency and stuttering. It defines fluency as smooth, continuous speech produced in an effortless manner. It describes different types of disfluencies that can occur, ranging from more typical ones like filler words, repetitions and revisions, to less typical ones associated with stuttering like part-word repetitions, prolongations and blocks. It also discusses core behaviors of stuttering versus secondary behaviors, the stuttering cycle, and how stuttering can be represented using the iceberg analogy.
Pyscholinguistics what are speech language disorders
This document provides descriptions of various speech, language, and communication disorders. It discusses disorders that can affect the ability to express or understand language like aphasia, which is an impairment of language caused by brain injury. It also describes disorders like dysarthria that affect speech production, as well as disorders involving the structures of the mouth like cleft lip and palate. Additionally, it outlines communication disorders and therapies, including those that require augmentative aids, voice therapies, and accent modification training.
Language Based Dysfluency
The document discusses language-based dysfluency and stuttering in children. It defines stuttering and describes common types of disruptions in speech. Normal childhood dysfluencies are distinguished from stuttering, which may require intervention. Assessment of potential stuttering involves case history and analyzing speech samples. Treatment aims to help children feel comfortable talking and make speech easier through techniques like modifying rate and tension. Treatment involves both direct methods, like speech modification, and indirect family counseling. The goals are to facilitate fluency and successful communication development.
Clinical phonetics
The document discusses the topic of clinical phonetics. It defines clinical phonetics as the application of phonetics to describe speech differences and disorders. Clinical phonetics involves studying articulation errors, the five ways of scoring speech sounds, and developing therapy plans to address errors. Common articulation errors in children include substitutions, omissions, distortions, and additions of sounds. Speech-language pathologists evaluate clients' articulation and develop intervention plans that use techniques like modeling correct sounds. The document also discusses related topics like phonetics transcription, coarticulation, assimilation, dissimilation, and elision.
Stuttering
Stuttering is a communication disorder characterized by involuntary disruptions in speech such as repeating or prolonging sounds. It affects more males than females and can cause anxiety and avoidance behaviors. While there is no cure, speech therapy is effective in treating stuttering through techniques like altered auditory feedback. Teachers can help students who stutter by calling on them early, allowing extra time to answer, and having students read in pairs.
Speech error and slip of tongue
This document discusses different types of speech errors known as slips of the tongue. It describes common errors like spoonerisms where initial consonants are transposed, malapropisms involving similar sounding words, anticipations where a word's initial sound is replaced, and blends where two words fuse into one. Research suggests speech is pre-planned at an unconscious level and errors arise from how linguistic knowledge is stored and retrieved in the brain when we speak. Common causes of errors include fatigue, alcohol, or nervousness disrupting ideal speech delivery.
Voice & accent demo training program part 1
This document outlines a voice and accent English speaking skills training program. It covers understanding voice and accent, production of sounds including vowels and consonants, understanding syllables and word stress, and the role of suffixes and intonation. The trainer's contact information is provided at the end. The training aims to help speakers reduce their mother tongue influence and develop a more neutral accent that is easily understood globally.
National Stuttering Awareness Week
Stuttering affects speech fluency through disruptions like repetitions, prolongations, and blocks. It typically emerges between ages 2-13 and can have physiological causes in the respiratory, phonatory, and articulatory systems, as well as psychological factors like negative emotions, teasing, and avoidance. Treatments aim to establish strategies for fluent speech and increase patient confidence through techniques like fluency shaping, rate control, and positive self-talk. National organizations provide more information on stuttering.
Stuttering and stammering
Stuttering and stammering refer to the same speech disorder characterized by involuntary repetitions or prolongations of sounds, syllables, words or phrases as well as blocks of speech. It affects less than 1% of adults but is most common in children during language development. Symptoms include repetitions, hesitations, difficulties starting words, rapid blinking and tension in the face and body. While stress and anxiety do not cause stuttering, they can trigger episodes in those with the disorder. Treatment involves learning strategies from speech therapists to control speech rate and use techniques like modification therapy or fluency shaping therapy to manage stuttering.
Stuttering Or Stammering
The document provides an overview of stuttering, including its definition, causes, treatment approaches, and tips for interacting with someone who stutters. It notes that stuttering involves involuntary repetitions and prolongations of sounds that interrupt speech. Treatment focuses on modifying stuttering rather than eliminating it to reduce fear and anxiety. The document recommends not drawing attention to failures, being patient and understanding, and seeking help from a specialist.
English Phonology - 04-Vowels and Dihptongs
This document discusses English vowels and their classification. It explains that vowels are produced with an unobstructed air stream and are approximant, voiced, and oral sounds. It then provides examples of English vowels and how they are named based on the height, position, and rounding of the tongue. Central vowels like /ə/ are distinguished from front vowels like /i/ and back vowels like /u/. Vowels can also be tense or lax. The document includes a vowel chart and discusses diphthongs like /aɪ/ and /aʊ/ which involve a glide from one vowel sound to another. It notes there is variation in vowel pronunciation across English accents.
Vowels
This document discusses the production of vowels. It describes how vowels are classified based on the position of the tongue in terms of height and shape in the mouth, as well as the position of the lips. Cardinal vowels provide a standard reference for classifying vowels based on tongue height and position. English vowels can then be described based on these tongue and lip positions.
Sounds talk 13 may
This document provides information about speech sound development and intervention from a specialist speech and language therapist. It discusses typical speech development milestones, common developmental errors, predictors of speech delay, and intervention strategies. Intervention strategies discussed include auditory bombardment, motor speech planning, oral motor skills exercises, syllable clapping, auditory discrimination activities, and a core vocabulary approach. The document is intended to inform therapists about assessing and treating speech sound disorders.
Presentation I
This document discusses short vowel sounds in English. Short vowels typically occur in short words or syllables with a single vowel, especially when that vowel is between two consonants. Examples given are pig, fish, grin and crib. The tongue is positioned forward and lower in the mouth, with the sides touching the teeth and the tip behind the lower teeth, for a short vowel sound. The vowel "I" involves vocal cord vibration, making it a voiced sound.
Types of language disorders
This document discusses language disorders. It defines language disorder as a significant delay in using or understanding spoken or written language, which can involve the form, content, or use of language. Approximately 1 in 20 children has symptoms of a developmental language disorder, though the cause is often unknown.
It specifically examines expressive language disorder and receptive language disorder. Expressive language disorder involves difficulties with spoken or written expression, such as putting words together or finding the right words. Receptive language disorder impacts the understanding of language heard or read, and can cause problems following directions or understanding others. Both disorders can impact social and academic development.
Working with Transgender Voices Westminster Choir College
This document discusses working with transgender voices, with a focus on vocal training for male-to-female and female-to-male transgender individuals. It covers the role of hormones and vocal fold size in determining vocal range. For male-to-female voices, it recommends techniques like raising the larynx and targeting speech in the F3-F4 octave. For female-to-male voices, it notes the larynx may enlarge and cause vocal issues like cracking during voice change. Exercises like yodeling are suggested to help muscles relax. The document stresses creating a safe space and listening to each student's experience without pressing the voice or issues. It aims to increase comfort discussing transgender voices through education.
Bodylanguage
Nonverbal communication conveys at least 65% of social meanings in a conversation through body language cues like facial expressions, gestures, eye contact, posture, touch and use of space. Some key aspects of nonverbal communication include kinesics (body motions), proxemics (how space is used), haptics (touch), oculesics (eye contact), and vocalics (tone of voice and other vocal qualities). Different nonverbal behaviors can indicate states like confidence, boredom, defensiveness, rejection, anticipation, and more. Being aware of nonverbal cues is important for fully understanding communication.
Communication disorders
This document provides an overview of communication disorders, with a focus on language disorders. It discusses the classification of communication disorders according to DSM-5, domains of language competence, typical language development milestones, and types of language disorders including expressive language deficits and mixed receptive-expressive deficits. For expressive language deficits, it covers epidemiology, comorbidities, etiology, diagnosis, clinical features, differential diagnosis, prognosis, and treatment. Mixed receptive-expressive deficits are also briefly discussed.
Stuttering
This document provides an overview of stuttering, including its definition, causes, characteristics, and impact. Some key points:
- Stuttering is characterized by repetitions, prolongations, or blocks in speech. It affects around 1% of school children and has a 3:1 ratio of males to females.
- Both genetic and environmental factors contribute to stuttering. Family studies show it runs in families while twin studies find higher concordance in identical twins.
- Core behaviors include repetitions, prolongations, and blocks. Secondary behaviors are efforts to avoid or escape stuttering.
- Around 50-80% of children recover from stuttering without treatment, suggesting maturation allows recovery. Language
Speech language impairment early identification of speech and language disorder
It is shown that at least 2-3% kids born with communication disability and most of those infants have speech and language disorder.
All the parent know their own child behavior and compare them with other kids or their own sibling. Every child is different and also learn skills differently at his or her pace. However, the normal range for speech and language development depends on your child’s ability to understand and learn a language. There are many factors that play role in his development like surrounding environment, whether or not your kid is exposed to other people interaction. A difficulty in communication can also be a sign of autism.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. They speak too fast or in a jerky manner with improper pauses. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and practice careful enunciation. While the cause is unknown, it may involve abnormal brain development affecting speech rate control and language planning.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Communication Part 3.pptx
Communication
Communication Is The Ability To Convey or Share Ideas & Feelings Effectively.
It’s Among The Top Soft Skills Employers Require Across All Fields.
The Most Common Communication Skills Are:
Verbal Communication
Written Communication
Presentation
Constructive Feedback
Active Listening
Presentation Skills Body Language
This document discusses communication and nonverbal body language. It notes that nonverbal communication conveys messages through body gestures, expressions, posture, eye contact, distance, and other signals. Properly interpreting and controlling nonverbal cues is important in interactions. Maintaining eye contact, open posture, appropriate distance, and other body language signals can show respect and openness, while specific gestures and mannerisms can have different meanings depending on cultural and individual contexts. The document provides examples and tips for properly using eye contact, posture, head position, arm gestures, and other nonverbal signals in interactions and presentations.
More Related Content
What's hot
Stuttering
Stuttering is a communication disorder characterized by involuntary disruptions in speech such as repeating or prolonging sounds. It affects more males than females and can cause anxiety and avoidance behaviors. While there is no cure, speech therapy is effective in treating stuttering through techniques like altered auditory feedback. Teachers can help students who stutter by calling on them early, allowing extra time to answer, and having students read in pairs.
Speech error and slip of tongue
This document discusses different types of speech errors known as slips of the tongue. It describes common errors like spoonerisms where initial consonants are transposed, malapropisms involving similar sounding words, anticipations where a word's initial sound is replaced, and blends where two words fuse into one. Research suggests speech is pre-planned at an unconscious level and errors arise from how linguistic knowledge is stored and retrieved in the brain when we speak. Common causes of errors include fatigue, alcohol, or nervousness disrupting ideal speech delivery.
Voice & accent demo training program part 1
This document outlines a voice and accent English speaking skills training program. It covers understanding voice and accent, production of sounds including vowels and consonants, understanding syllables and word stress, and the role of suffixes and intonation. The trainer's contact information is provided at the end. The training aims to help speakers reduce their mother tongue influence and develop a more neutral accent that is easily understood globally.
National Stuttering Awareness Week
Stuttering affects speech fluency through disruptions like repetitions, prolongations, and blocks. It typically emerges between ages 2-13 and can have physiological causes in the respiratory, phonatory, and articulatory systems, as well as psychological factors like negative emotions, teasing, and avoidance. Treatments aim to establish strategies for fluent speech and increase patient confidence through techniques like fluency shaping, rate control, and positive self-talk. National organizations provide more information on stuttering.
Stuttering and stammering
Stuttering and stammering refer to the same speech disorder characterized by involuntary repetitions or prolongations of sounds, syllables, words or phrases as well as blocks of speech. It affects less than 1% of adults but is most common in children during language development. Symptoms include repetitions, hesitations, difficulties starting words, rapid blinking and tension in the face and body. While stress and anxiety do not cause stuttering, they can trigger episodes in those with the disorder. Treatment involves learning strategies from speech therapists to control speech rate and use techniques like modification therapy or fluency shaping therapy to manage stuttering.
Stuttering Or Stammering
The document provides an overview of stuttering, including its definition, causes, treatment approaches, and tips for interacting with someone who stutters. It notes that stuttering involves involuntary repetitions and prolongations of sounds that interrupt speech. Treatment focuses on modifying stuttering rather than eliminating it to reduce fear and anxiety. The document recommends not drawing attention to failures, being patient and understanding, and seeking help from a specialist.
English Phonology - 04-Vowels and Dihptongs
This document discusses English vowels and their classification. It explains that vowels are produced with an unobstructed air stream and are approximant, voiced, and oral sounds. It then provides examples of English vowels and how they are named based on the height, position, and rounding of the tongue. Central vowels like /ə/ are distinguished from front vowels like /i/ and back vowels like /u/. Vowels can also be tense or lax. The document includes a vowel chart and discusses diphthongs like /aɪ/ and /aʊ/ which involve a glide from one vowel sound to another. It notes there is variation in vowel pronunciation across English accents.
Vowels
This document discusses the production of vowels. It describes how vowels are classified based on the position of the tongue in terms of height and shape in the mouth, as well as the position of the lips. Cardinal vowels provide a standard reference for classifying vowels based on tongue height and position. English vowels can then be described based on these tongue and lip positions.
Sounds talk 13 may
This document provides information about speech sound development and intervention from a specialist speech and language therapist. It discusses typical speech development milestones, common developmental errors, predictors of speech delay, and intervention strategies. Intervention strategies discussed include auditory bombardment, motor speech planning, oral motor skills exercises, syllable clapping, auditory discrimination activities, and a core vocabulary approach. The document is intended to inform therapists about assessing and treating speech sound disorders.
Presentation I
This document discusses short vowel sounds in English. Short vowels typically occur in short words or syllables with a single vowel, especially when that vowel is between two consonants. Examples given are pig, fish, grin and crib. The tongue is positioned forward and lower in the mouth, with the sides touching the teeth and the tip behind the lower teeth, for a short vowel sound. The vowel "I" involves vocal cord vibration, making it a voiced sound.
Types of language disorders
This document discusses language disorders. It defines language disorder as a significant delay in using or understanding spoken or written language, which can involve the form, content, or use of language. Approximately 1 in 20 children has symptoms of a developmental language disorder, though the cause is often unknown.
It specifically examines expressive language disorder and receptive language disorder. Expressive language disorder involves difficulties with spoken or written expression, such as putting words together or finding the right words. Receptive language disorder impacts the understanding of language heard or read, and can cause problems following directions or understanding others. Both disorders can impact social and academic development.
Working with Transgender Voices Westminster Choir College
This document discusses working with transgender voices, with a focus on vocal training for male-to-female and female-to-male transgender individuals. It covers the role of hormones and vocal fold size in determining vocal range. For male-to-female voices, it recommends techniques like raising the larynx and targeting speech in the F3-F4 octave. For female-to-male voices, it notes the larynx may enlarge and cause vocal issues like cracking during voice change. Exercises like yodeling are suggested to help muscles relax. The document stresses creating a safe space and listening to each student's experience without pressing the voice or issues. It aims to increase comfort discussing transgender voices through education.
Bodylanguage
Nonverbal communication conveys at least 65% of social meanings in a conversation through body language cues like facial expressions, gestures, eye contact, posture, touch and use of space. Some key aspects of nonverbal communication include kinesics (body motions), proxemics (how space is used), haptics (touch), oculesics (eye contact), and vocalics (tone of voice and other vocal qualities). Different nonverbal behaviors can indicate states like confidence, boredom, defensiveness, rejection, anticipation, and more. Being aware of nonverbal cues is important for fully understanding communication.
Communication disorders
This document provides an overview of communication disorders, with a focus on language disorders. It discusses the classification of communication disorders according to DSM-5, domains of language competence, typical language development milestones, and types of language disorders including expressive language deficits and mixed receptive-expressive deficits. For expressive language deficits, it covers epidemiology, comorbidities, etiology, diagnosis, clinical features, differential diagnosis, prognosis, and treatment. Mixed receptive-expressive deficits are also briefly discussed.
Stuttering
This document provides an overview of stuttering, including its definition, causes, characteristics, and impact. Some key points:
- Stuttering is characterized by repetitions, prolongations, or blocks in speech. It affects around 1% of school children and has a 3:1 ratio of males to females.
- Both genetic and environmental factors contribute to stuttering. Family studies show it runs in families while twin studies find higher concordance in identical twins.
- Core behaviors include repetitions, prolongations, and blocks. Secondary behaviors are efforts to avoid or escape stuttering.
- Around 50-80% of children recover from stuttering without treatment, suggesting maturation allows recovery. Language
Speech language impairment early identification of speech and language disorder
It is shown that at least 2-3% kids born with communication disability and most of those infants have speech and language disorder.
All the parent know their own child behavior and compare them with other kids or their own sibling. Every child is different and also learn skills differently at his or her pace. However, the normal range for speech and language development depends on your child’s ability to understand and learn a language. There are many factors that play role in his development like surrounding environment, whether or not your kid is exposed to other people interaction. A difficulty in communication can also be a sign of autism.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. They speak too fast or in a jerky manner with improper pauses. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and practice careful enunciation. While the cause is unknown, it may involve abnormal brain development affecting speech rate control and language planning.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
What's hot (20)
Working with Transgender Voices Westminster Choir College
Working with Transgender Voices Westminster Choir College
Speech language impairment early identification of speech and language disorder
Speech language impairment early identification of speech and language disorder
Similar to BEV Rubric
Communication Part 3.pptx
Communication
Communication Is The Ability To Convey or Share Ideas & Feelings Effectively.
It’s Among The Top Soft Skills Employers Require Across All Fields.
The Most Common Communication Skills Are:
Verbal Communication
Written Communication
Presentation
Constructive Feedback
Active Listening
Presentation Skills Body Language
This document discusses communication and nonverbal body language. It notes that nonverbal communication conveys messages through body gestures, expressions, posture, eye contact, distance, and other signals. Properly interpreting and controlling nonverbal cues is important in interactions. Maintaining eye contact, open posture, appropriate distance, and other body language signals can show respect and openness, while specific gestures and mannerisms can have different meanings depending on cultural and individual contexts. The document provides examples and tips for properly using eye contact, posture, head position, arm gestures, and other nonverbal signals in interactions and presentations.
Vowel Label
This document discusses vowels and how they are produced in speech. It explains that vowels involve an unobstructed airflow from the lungs, and that languages vary in the number of vowels they have in their systems. It also describes how vowels are classified based on three factors: height or tongue position in the mouth, frontness or backness of tongue position, and lip rounding. Finally, it maps out the vowel space of English and labels the standard vowels according to these classification factors.
Scoring Rubric: Oral presentation
This rubric evaluates Mandarin oral presentations across several criteria:
Pronunciation and tones are rated on a scale from affecting comprehensibility to being consistently clear and easy to follow. Use of digital media or visual displays are rated on being confusing or informative and polished. Presentational skills like posture, eye contact, volume, and pacing are rated on demonstrating control, establishing eye contact, being loud enough, and engaging pacing. Interaction with the audience is rated on the response to questions.
The unsound learner
The Unsound Learner
This is a brief presentation concerning important aspects on curricular accomodations related to Auditory processing deficits.
Hearing impairment
The document provides an overview of understanding hearing impairment. It defines hearing impairment and discusses causes, classifications, and characteristics. It also describes rehabilitation programs including assessment, educational options, and communication methods like sign language. Visual gestural communication methods like sign language, finger spelling, and simultaneous communication methods are explained. Tips for communicating with those who have hearing impairments are provided.
Speech & language disorder
This document discusses speech and language disorders, including their symptoms, causes, diagnosis, and treatment. Speech disorders can affect fluency, articulation, or voice, while language disorders involve receptive or expressive difficulties. Children may develop these disorders due to brain conditions, while adults can due to events like stroke. Diagnosis is made by a speech pathologist, and treatment may involve therapy, addressing underlying causes, or assistive devices.
How to improve your voice
This document provides tips for improving your voice. It recommends analyzing your current speaking voice to identify areas for improvement, such as volume, pitch, articulation, and rate. It suggests exercises to work on those areas, like adjusting volume, varying pitch, changing tempo, and showing emotion. It also advises practicing your speech, recording yourself, and drinking water to keep your vocal cords hydrated when speaking for long periods. The overall goal is to make your voice more impressive, powerful, and understandable through regular exercises and minor adjustments.
Kinesics
This document discusses kinesics, or body language, as an important form of non-verbal communication. It covers several aspects of kinesics including appearance, posture, gestures, eye contact, and facial expressions. Appearance communicates a first impression and can influence mood. Positive posture that is relaxed and natural encourages audience participation. Gestures should be well-timed to enhance spoken points. Facial expressions subtly convey different meanings. Eye contact is a direct and powerful form of non-verbal feedback. Kinesics plays a key role in effective communication beyond words.
20191016 the art of listening (1.5)
Active listening requires fully concentrating, understanding, responding to and remembering what is said. It involves making attentive sounds and giving feedback by paraphrasing. We need to listen to learn, for instructions and enjoyment. However, people only remember 17-25% of what they hear. Facial expressions and tone convey most of the meaning. People spend 55-80% of their time communicating, with listening taking up 55% of that time. Active listening encourages respect by receiving information and perspectives without interrupting or judging. It is an important business skill.
1.EFECTIVE PRESENTATIONS.ppt
The document provides guidance on effective presentation skills. It discusses the importance of preparation, performance, and reviewing presentations. Preparation includes understanding the topic, audience and venue. During the performance, public speakers should feel comfortable, use body language and voice effectively, and monitor the audience. After performing, seeking feedback is important for evaluating and improving. Overall, the key aspects of successful presentations are preparation, using proper techniques, and reviewing performances.
Lipreading in hearing impaired
Lip reading, also called speech reading, involves determining the meaning of speech by observing visual cues like lip movements, facial expressions, and gestures. It is difficult because only parts of speech are visible and many words look alike on the lips. Expert lip readers can only accurately understand about 66% of speech. There are four main approaches to teaching lip reading skills: analytic, synthetic, pragmatic, and holistic. The analytic approach focuses on the smallest units like syllables and sounds, while the synthetic approach emphasizes understanding overall meaning through context clues. The pragmatic approach prioritizes effective communication strategies and modifying the speaking environment.
Creed speaking lde
This document outlines the rules and procedures for the FFA Creed Speaking career development event. The purpose is to develop the public speaking skills of 8th and 9th grade FFA members and advance their degree in the organization. Eligible participants will present the FFA Creed from memory in 4 minutes or less, and be judged on areas like oral communication, non-verbal communication, and answering questions. The top speaker at the regional event will represent the region at state convention.
Verbal & non verbal communication
This document discusses verbal and non-verbal communication. It explains that verbal communication involves speaking, writing, listening and reading. Non-verbal communication conveys 55% of messages through body language like facial expressions, gestures, eye contact, and posture. Specific non-verbal cues are examined, such as direct eye contact showing interest while shifty eyes suggest dishonesty. Certain gestures and postures that should be avoided are identified, like crossed arms appearing defensive or pointing at others seen as accusatory.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. They speak too fast or in a jerky manner with improper pauses. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and practice careful enunciation. While the cause is unknown, it may involve abnormal brain development affecting speech rate control and language planning.
Cluttering
Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies like filler words and revisions, and sometimes other issues like language errors or attention deficits. It differs from stuttering in that people who clutter often do not know what they want to say or how to say it clearly. Cluttering can be accompanied by learning disabilities, distractibility, or auditory processing problems. Treatment involves speech therapy to help reduce speaking rate, improve self-monitoring of speech, and learn organized sentence construction.
Learn how to Speak Zulu Language Lesson 1 advert for slideshare.pdf
Hi, I'm isiZulu (Zulu Language) Coach P.H. Oliphant. https://youtube.com/@pholifantzone9781/videos, I make videos to help you level up your Zulu Speaking skills. We practice speaking smooth, clear, natural with confident Zulu. We will improve your pronunciation while we expand your vocabulary. Convenient, Fun, Effective, and Interesting. With a lesson library of over 3,000+ Video Lessons. At Pholifant Zone, you will master over 2,000+ Zulu Phrases, Patterns, and Expressions . Pronunciation Training and Speaking Practice with over natural native Conversations. It’s SIMPLE and FUN to stay Motivated and Build your Fluency. Thank you for practicing with us.
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
In this document, we will take a look at the most common pronunciation mistakes Chinese speakers – Hongkongers in particular – make when speaking English. We explore how these mistakes occur and how to fix them.
Non – verbal communication (1)
This document provides information about non-verbal communication. It defines non-verbal communication as communication without words that is spontaneous and complementary to speech. In business, approximately 52% of communication is through visual means like body language and facial expressions. The document then outlines four categories of non-verbal communication: kinesics (body language), paralinguistics (vocal cues), proxemics (use of space), and chronemics (use of time). It provides examples and details for each category.
Why we don't teach pronunciation & why we must disal - february 2014
The document summarizes a presentation about why pronunciation is often not taught in language classes and why it is important to do so. It covers different aspects of pronunciation like phonemes, word stress, intonation, and connected speech. It provides examples of minimal pairs and phonemic transcription. It also offers suggestions for teaching pronunciation in the classroom, such as focusing on problematic sounds, using phonemic charts, and introducing symbols gradually. The presentation emphasizes that while perfect pronunciation may not be achievable, ignoring it completely is a disservice to students.
Similar to BEV Rubric (20)
Learn how to Speak Zulu Language Lesson 1 advert for slideshare.pdf
Learn how to Speak Zulu Language Lesson 1 advert for slideshare.pdf
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
Typical English Pronunciation Errors Made by Native Chinese Hongkongers
Why we don't teach pronunciation & why we must disal - february 2014
Why we don't teach pronunciation & why we must disal - february 2014
BEV Rubric
- 1. BEV- Boday/Eyes/Voice Name: Criteria 5 3 1 Body Very little movement. Presenter never or rarely touches face, hair, etc. Hand movements/gestures are appropriate for the speech. Posture is nearly perfect; presenter has a strong base—feet are shoulder-width apart, knees are slightly bent. Some movement- swaying in place, etc. Some touching of face, hair, etc. Some hand movements/gestures are appropriate. Posture is slightly relaxed and/or slouching. Lots of movement- moving and/or dancing around. Lots of touching of face, hair, etc. Hand movements/gestures appear artificial. Posture is too relaxed/slouching or too stiff. Eyes Frequent eye contact with audience members. Makes eye contact with most of audience. Some eye contact is present. Makes eye contact with some of audience. Infrequent or no eye contact. OR eye contact is awkward. Makes eye contact with few audience members. Voice Voice is strong with appropriate volume. Pace of speech is appropriate, and the speech is understandable. Voice occasionally becomes too weak. Pace of speech is inconsistently fast or slow. Parts of the speech are difficult to understand. Voice is too loud or too soft. Voice range is too high or too low OR voice range is inconsistent and awkward. Pace of speech is too fast or too slow; the speech is not able to be understood.