Tabs for Contents, notes, highlights

Hide Contents, Notes, and Highlights

Search TermsShow Hide

« Back to eTextbook

Copyright, ii
Preface, ix
Chapter 1. Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines, 1
Diagnosis and Evaluation Defined, 2
Broadening the Notion of Assessment, 3
Illustrating the Importance of Measurement in Current Trends, 4
The Importance of Functional Measurements: The World Health Organization and ASHA, 12
Diagnosis to Determine the Reality of the Problem, 15
Diagnosis to Determine the Etiology of the Problem, 18
Diagnosis to Provide Clinical Focus, 20
Diagnosis: Science and Art, 20
Diagnosis Versus Eligibility, 22
The Diagnostician as a Factor, 22
The Client-Clinician Relationship, 25
The Client as a Factor: Children, Adolescents, and Adults, 26
Putting the Diagnosis to Work, 30
Precepts Regarding the Clinical Examination, 35
Chapter 2. Interviewing, 37
The Importance of Interviewing, 37
The Nature of Interviewing, 38
Common Interviewing Considerations, 39
An Approach to Interviewing, 40
Improving Interviewing Skills, 52
Chapter 3. Psychometric Considerations in Diagnosis and Evaluation, 55
Common Types of Tests, 57
Validity: The Foundation of the Test or Measure, 58
Reliability, 59
Some Quantitative Background for Test Interpretation, 63
Central Tendency, Variation, and the Normal Curve, 63
Sensitivity and Specificity: Key Concepts in Evidence-Based Practice, 73
Criteria for Evaluating Standardized Tests, 75
Common Errors in the use of Norm-Referenced Tests, 80
Conclusion, 83
Chapter 4. Assessment of Children with Limited Language, 85
The Process of Becoming a Communicator: Getting the “Big Picture”, 85
Focusing on the Child’s Language Level: Nonverbal, Single-Word, and Early Multiword Communicators, 86
Considering Etiology, 88
Why is Early Language Assessment So Difficult?, 89
Models to Consider in Language Assessment, 90
Theoretical Considerations in Language Assessment, 92
Assessment that Focuses on Early Communication and Variables that Predict Language Growth, 94
Specific Assessment Areas: Procedures, Considerations, and Directions for Further Study, 96
Concluding Remarks, 127
Chapter 5. Assessment of School-Age and Adolescent Language Disorders, 128
Use of Standardized Tests with Syntax-Level Children, 132
Nonstandardized Testing, 133
Language Sampling: A General Look at the Process, 134
Later Language Development: Emerging Data, 139
Testing Language Comprehension, 140
Assessment of Syntax Using Analysis Packages, 144
Assessment of Conversational Pragmatics, 151
Evaluating Literacy and School Curriculum, 158
Conclusion, 163
Chapter 6. Assessment of Articulation and Phonological Disorders, 164
Multiple Components Contributing to Sound Production, 164
Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders, 167
Overview of the Articulation/Phonology Assessment Process, 173
Traditional Assessment Procedures, 174
Test Procedures that Evaluate Phonetic Context Effects, 176
The Phonetic and Phonemic Inventories, 178
Distinctive Feature Analysis, 179
Phonological Analysis, 182
Assessment of Phonological Knowledge, 191
Other Testing, 192
Integrating Data from the Assessment, 194
Severity and Intelligibility, 195
Computer-Assisted Analysis of Phonology, 198
Long-Term Impact of Phonological Disorders, 199
Chapter 7. Disorders of Fluency, 201
Differential Diagnosis, 202
The Appraisal of Stuttering, 208
Evaluation at the Onset of Stuttering, 219
Evaluation of the School-Aged Student, 223
Assessment of the Adult Who Stutters, 227
Chapter 8. Assessment of Aphasia and Adult Language Disorders, 229
The Nature of Aphasia, 229
Case History, 233
Diagnosis and Formal Testing, 236
The Art of Informal Assessment, 247
Summing up the Findings, 248
Chapter 9. Motor Speech Disorders, Dysphagia, and the Oral Exam, 253
The Oral Peripheral Examination, 253
Apraxia of Speech in Adults, 257
Developmental Apraxia of Speech, 262
The Adult Dysarthrias, 265
Cerebral Palsies and Dysarthria in Children, 270
Dysphagia, 271
Summary, 280
Chapter 10. Laryngeal and Alaryngeal Voice Disorders, 282
The Nature of Vocal Disturbances, 283
The Diagnostic Process, 285
Perceptual, Acoustic, and Aerodynamic Assessment, 292
Feature Assessment, 296
Visual Assessment, 305
Informal Assessment Probes, 305
Conclusion to Vocal (Laryngeal) Disorders, 309
Assessment of the Laryngectomee, 309
The Counseling Process, 310
Background and Current Status Information, 313
Early Speech Attempts with a Tracheoesophageal Prosthesis, 315
Ongoing Assessments: A Dynamic Process, 320
Prognosis, 322
Chapter 11. Assessment of Resonance Imbalance, 324
Categories of Abnormal Resonance, 324
Case History and General Voice Assessment, 325
Assessment Techniques and Probes for Resonance Imbalance, 327
Assessment Associated with Cleft Palate, 334
Self-Esteem and Daily Impact, 341
Prognosis Associated with Resonance Imbalance, 342
Conclusion, 343
Chapter 12. Multicultural Issues in Assessment, 345
Population and Professional Trends, 346
Cultural Differences in Perceptions of Disability and Communications, 348
Interviewing and Counseling Issues, 348
Cultural Differences in Incidence and Prevalence of Disorders, 350
Language Assessment: The Most Problematic Area, 354
Nonstandardized Approaches in Multicultural Assessment, 362
Concluding Remarks, 366
Chapter 13. The Diagnostic Report, 367
Format, 368
Confidentiality, 376
Style, 377
The Writing Process, 378
Follow-Up, 378
Summary, 379
Appendix A. Early Child Language Assessment Interview Protocol, 381
Appendix B. Coding Sheet for Early Multiword Analysis, 385
Appendix C. Summary Sheet for Early Multiword Analysis, 387
Appendix D. Data Consolidation in Limited Language Evaluations, 389
Appendix E. Diagnostic and Procedural Codes, 391
References, 393
Index, 437

Search Results

« Back to eTextbook


PAGE	Description

ii	...

Tabs for Contents, notes, highlights

Table of Contents

Search Results