Overview

For students taking courses in speech pathology assessment and diagnosis or clinicians wishing to keep up to date on their constantly evolving field. A popular, practical, and comprehensive text that approaches the diagnosis and evaluation of speech and language with a special focus on the relationship between clinician and client. Diagnosis and Evaluation in Speech Pathology provides readers with a practical process approach to the diagnosis and evaluation of speech and language disorders. Equally helpful to students in training and practicing clinicians alike, this engaging resource develops a rationale for each type of assessment, including both standardized and non-standardized approaches. Each chapter highlights the most updated literature, clinical procedures and technological advances, while emphasizing diagnosis as an initial step in defining a communication disorder and while focusing on evaluation as an ongoing assessment process to monitor progress on treatment goals. Organized by communication disorder, this text makes for a vital reference, while case examples and real-world vignettes help readers best understand clinical skills with interviewing, report writing, and multicultural issues in assessment.

Full Product Details

Author:   William Haynes ,  Rebekah Pindzola
Publisher:   Pearson Education Limited
Imprint:   Pearson Education Limited
Edition:   8th edition
Dimensions:   Width: 21.60cm , Height: 2.00cm , Length: 27.90cm
Weight:   0.937kg
ISBN:  

9781292041490

ISBN 10:   1292041498
Pages:   432
Publication Date:   01 November 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Preface Chapter 1: Introduction to Diagnosis and Evaluation: Philosopihcal Issues and General Guidelines Diagnosis and Evaluation DefinedBroadening the Notion of AssessmentIllustrating the Importance of Measurement in Current TrendsThe Importance of Functional Measurements: The World Health Organization, U.S. Department of Education, and ASHADiagnosis to Determine the Reality of the ProblemDiagnosis to Determine the Etiology of the ProblemDiagnosis to Provide Clinical FocusDiagnosis: Science and ArtDiagnosis Versus EligibilityThe Diagnostician as a FactorThe Client-Clinician RelationshipThe Client as a Factor: Children, Adolescents, and AdultsPutting the Diagnosis to WorkPrecepts Regarding the Clinical Examination Chapter 2: InterviewingThe Importance of InterviewingThe Nature of InterviewingCommon Interviewing ConsiderationsAn Approach to InterviewingUsing Interviewing Skills Beyond the Diagnostic EvaluationImproving Interviewing Skills Chapter 3: Psychometric Considerations in Dianosis and EvaluationCommon Types of TestsValidity: The Foundation of the Test or MeasureReliabilitySome Quantitative Background for Test InterpretationCentral Tendency, Variation, and the Normal CurveSensitivity and Specificity: Key Concepts in Evidence-Based PracticeCriteria for Evaluatin Standardized TestsCommon Errors in the Use of Norm-Referenced TestsConclusion Chapter 4: Assessment of Children with Limited LanguageThe Process of Becoming a Communicator: Getting the Big Picture Focusing on the Child's Language Level: Nonverbal, Single-Word, and Early Multiword CommunicatorsConsidering EtiologyWhy is Early Language Assessment so Difficult?Models to Consider in Language AssessmentTheoretical Considerations in Language AssessmentAssessment that Focuses on Early Communication and Variables that Predict Language GrowthSpecific Assessment Areas: Procedures, Considerations, and Directions for Further StudyConcluding Remarks Chapter 5: Assessment of School-Age and Adolescent Language DisordersUse of Standardized Tests with Syntx-Level ChildrenNonstandardized TestingLanguage Sampling: A General Look at the ProcessLater Language Development: Emerging DataTesting Language ComprehensionAssessment of Syntax Using Analysis PackagesAssessment of Conversational PragmaticsIssues of Memory and Processing LoadEvaluating LIteracy and School CurriculumConclusion Chapter 6: Assessment of Speech Sound DisordersMultiple Components Contributing to Sound ProductionSeven Important Knowledge Areas for Evaluation of Articulation and Phonological DisordersOverview of the Articulation/Phonology Assessment ProcessScreening for Speech Sound DisordersTraditional Assessment ProceduresTest Procedures that Evaluate Phonetic Context EffectsAssessment of Speech Sounds in Early InterventionThe Phonetic and Phonemic InventoriesDistinctive Feature AnalysisPhonological AnalysisAssessment of Phonological KnowledgeOther TestingIntegrating Data from the AssessmentSeverity and IntelligibilityComputer-Assisted Analysis of PhonologyLong-Term Impact of Phonological Disorders Chapter 7: Disorders of FluencyDifferential DiagnosisThe Appraisal of StutteringEvaluation at the Onset of StutteringEvaluation of the School-Aged StudentAssessment of the Adult Who Stutters Chapter 8: Assessment of Aphasia and Adult Language DisordersThe Nature of AphasiaCase HistoryDiagnosis and Formal TestingThe Art of the Informal AssessmentSumming up the Findings Chapter 9: Motor Speech Disorders, Dysphagia, and the Oral ExamThe Oral Peripheral ExaminationApraxia of Speech in AdultsChildhood Apraxia of SpeechThe Adult DysarthriasCerebral Palsies and Dysarthria in ChildrenDysphagiaSummary Chapter 10: Laryngeal and Alaryngeal Voice DisordersThe Nature of Vocal DisturbancesThe Diagnostic ProcessPerceptual, Acoustic, and Aerodynamic AssessmentFeature Assessmentvisual AssessmentInformal Assessment ProbesConclusion to Vocal (Laryngeal) DisordersAssessment of the Laryngectomee The counseling ProcessBackground and Current Status InformationEarly Speech Attempts with a Tracheoesophageal ProsthesisOngoing Assessments: A Dynamic ProcessPrognosis Chapter 11: Assessment of Resonance ImbalanceCategories of Abnormal ResonanceCase History and General Voice AssessmentAssessment Techniques and Probes for Resonance ImbalanceAssessment Associated with Cleft PalateSelf-Esteem and Daily ImpactPrognosis Associated with Resonance ImbalanceConclusion Chapter 12: Multicultural Issues in AssessmentPopulation and Professional TrendsCultural Differences in Perceptions of Disability and CommunicationsInterviewing and Counseling IssuesCultural Differences in Incidence and Prevalence of DisordersLanguage Assessment: The Most Problematic AreaNonstandardized Approaches in Multicultural AssessmentConcluding Remarks Chapter 13: The Diagnostic ReportFormatConfidentialityStyleThe Writing ProcessFollow-UpSummary Appendix AEarly Child Language Assessment Interview ProtocolAppendix BCoding Sheet for Early Multiword AnalysisAppendix CSummary Sheet for Early Multiword AnalysisAppendix DData Consolidation in Limited Language EvaluationsAppendix EDiagnostic and Procedural Codes ReferencesIndex

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