Speech-language pathology in intellectual and developmental disabilities focuses on improving communication skills, including verbal and nonverbal expression, as well as promoting independence in daily activities.

Apraxia is a motor speech disorder that affects the ability to plan and execute speech movements, resulting in difficulty producing words and sentences.

Intellectual language disorder refers to the language difficulties that arise specifically due to intellectual impairment, affecting both comprehension and production of language.

Gestures and visual aids, such as pictures and symbols, can enhance communication by providing additional cues and support for understanding.

Early intervention services prioritize the development of communication skills, as they are fundamental for overall development and learning.

AAC devices provide alternative methods of communication for individuals with severe speech impairments, allowing them to express themselves and interact with others.

Adaptive behavior deficit refers to the difficulty in performing daily activities, such as self-care, communication, and social interaction, due to intellectual impairment.

Difficulty with self-care skills, such as dressing, bathing, and toileting, is a common adaptive behavior challenge in individuals with intellectual and developmental disabilities.

Independence training aims to develop self-advocacy skills, enabling individuals to express their needs, wants, and preferences, and to make choices in their daily lives.

Offering choices and opportunities for decision-making empowers individuals to take control of their lives and develop a sense of independence.

Fading involves gradually reducing the amount of support or assistance provided, allowing the individual to become more independent over time.

Communication goals for individuals with intellectual and developmental disabilities often focus on functional communication skills, such as engaging in conversations with peers.

Task analysis involves breaking down a complex task into smaller, more manageable steps, making it easier for individuals with intellectual and developmental disabilities to learn and perform the task.

Adaptive behavior goals for individuals with intellectual and developmental disabilities often focus on developing skills necessary for independent living, such as self-care skills.

Prompting involves providing physical or verbal cues to help an individual perform a new skill, gradually fading the prompts as the individual becomes more proficient.