search for books and compare prices
Tables of Contents for Diagnosis and Evaluation in Speech Pathology
Chapter/Section Title
Page #
Page Count
Preface
ix
1 Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines
1
29
Diagnosis and Evaluation Defined
2
1
Diagnosis to Determine the Reality of the Problem
3
3
Diagnosis to Determine the Etiology of the Problem
6
2
Diagnosis to Provide Clinical Focus
8
3
Diagnosis: Science and Art
11
1
Diagnosis Versus Eligibility
12
1
The Diagnostician as a Factor
13
3
The Client-Clinician Relationship
16
1
The Client as a Factor: Children, Adolescents, and Adults
17
5
Putting the Diagnosis to Work
22
4
Precepts Regarding the Clinical Examination
26
2
Bibliography
28
2
2 Interviewing
30
28
The Importance of Interviewing
30
1
The Nature of Interviewing
31
1
Common Interviewing Considerations
32
4
An Approach to Interviewing
36
16
Improving Interviewing Skills
52
3
Bibliography
55
3
3 Psychometric Considerations in Diagnosis and Evaluation
58
28
Common Types of Tests
60
1
Validity: The Foundation of the Test or Measure
61
1
Reliability
62
4
Some Quantitative Background for Test Interpretation
66
1
Central Tendency, Variance, and the Normal Curve
67
9
Criteria for Evaluating Standardized Tests
76
1
Common Errors in the Use of Norm-Referenced Tests
77
6
Conclusion
83
1
Bibliography
84
2
4 Assessment of Children with Limited Language
86
48
The Process of Becoming a Communicator: Getting the "Big Picture"
86
1
Focusing on the Child's Language Level: Nonverbal, Single Word and Early Multiword Communicators
87
2
Considering "Etiology"
89
1
Why is Early Language Assessment so Difficult?
90
1
Models to Consider in Language Assessment
91
1
Theoretical Considerations in Language Assessment
92
3
Preassessment and Pertinent Historical Information
95
3
Assessment of Social Prerequisites and Caretaker-Child Interaction
98
3
Adaptive Behavior Scales
101
1
Assessment of Cognitive Attainments Associated with Communication
102
6
Assessment of Communicative Intent and Function
108
3
Use of Tests and Formal Procedures with Limited-Language Children
111
1
Assessment of Structure and Function in Early Utterances
112
6
Assessment of Children's Early Language Comprehension
118
2
Assessment of Utterances Using Length Measures
120
2
Infant, Toddler and Family Assessment
122
1
Assessment of Special Populations
123
2
Consolidating Data and Arriving at Treatment Recommendations
125
2
Concluding Remarks
127
1
Bibliography
127
7
5 Assessment of School-Age and Adolescent Language Disorders
134
38
Students with Language Problems: The "High Risk" Groups
136
1
Use of Standardized Tests with Syntax-Level Children
137
2
Language Sampling: A General Look at the Process
139
5
Later Language Development: Emerging Data
144
1
Testing Language Comprehension
144
3
Assessment of Syntax Using Elicited Imitation
147
2
Assessment of Syntax Using Packages
149
7
Assessment of Conversational Pragmatics
156
5
Evaluation of Metalinguistic Ability and School Curriculum
161
3
A Final Note on Multicultural Variation
164
1
Conclusion
164
1
Bibliography
165
7
6 Assessment of Phonological Disorders
172
48
Multiple Components Contributing to Sound Production
172
2
Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders
174
8
Screening for Phonological Disorders
182
3
Traditional Assessment Procedures
185
2
Test Procedures that Evaluate Phonetic Context Effects
187
2
The Phonetic and Phonemic Inventories
189
2
Distinctive Feature Analysis
191
4
Phonological Analysis
195
9
Assessment of Phonological Knowledge
204
2
Other Testing
206
1
Integrating Data from Assessment
207
1
Severity and Intelligibility
208
2
Computer-Assisted Analysis of Phonology
210
1
Long-Term Impact of Phonological Disorders
211
1
Bibliography
212
8
7 Disorders of Fluency
220
33
Differential Diagnosis
221
9
The Appraisal of Stuttering
230
10
Evaluation at the Onset of Stuttering
240
4
Evaluation of the School-Aged Student
244
3
Assessment of the Adult Who Stutters
247
1
Bibliography
248
5
8 Assessment of Aphasia and Adult Language Disorders
253
32
The Nature of Aphasia
253
5
Case History
258
3
Diagnosis and Formal Testing
261
6
Differential Diagnosis
267
7
The Art of Informal Assessment
274
3
Summing Up the Findings
277
3
Bibliography
280
5
9 Motor Speech Disorders and the Oral Exam
285
32
Apraxia of Speech in Adults
285
8
Developmental Apraxia of Speech
293
4
The Adult Dysarthrias
297
5
Cerebral Palsies and Dysarthria in Children
302
1
The Oral Peripheral Examination
303
4
Dysphagia
307
7
Bibliography
314
3
10 Laryngeal Voice Disorders
317
32
The Nature of Vocal Disturbances
318
2
The Presenting Complaint and Case History Intake
320
8
Informal Evaluation: A Listening and Rating Process
328
11
Objective and Sophisticated Measures
339
3
Informal Assessment Probes
342
2
Prognosis
344
1
Conclusion
345
1
Bibliography
345
4
11 Assessment and Reassessment of the Laryngectomee
349
29
The Counseling Process
350
5
Background and Current Status Information
355
2
The Process of Getting Started
357
8
Ongoing Assessments: A Dynamic Process
365
9
Prognosis
374
2
Bibliography
376
2
12 Assessment of Resonance Imbalance
378
25
Categories of Abnormal Resonance
378
1
Case History and General Voice Assessment
379
1
Assessment Techniques and Probes for Resonance Imbalance
380
9
Assessment Associated with Cleft Palate
389
8
Prognosis Associated with Resonance Imbalance
397
2
Conclusion
399
1
Bibliography
399
4
13 The Diagnostic Report
403
12
Format
404
6
Confidentiality
410
1
Style
411
1
The Writing Process
412
1
Follow-Up
413
1
Bibliography
413
2
Appendix A Early Child Language Assessment Interview Protocol
415
3
Appendix B Coding Sheet for Early Multiword Analysis
418
1
Appendix C Summary Sheet for Early Multiword Analysis
419
1
Appendix D Data Consolidation in Limited-Language Evaluations
420
2
Appendix E Selected Language Assessment Instruments for Syntax Level Children
422
7
Index
429