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Diagnosis and Evaluation in Speech Pathology

by:
ISBN: 9780205272129 | 0205272126
Edition: 5th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 12/1/1997

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SummaryTable of Contents
This volume continues to be the leading text in the field, providing a practical case approach to diagnosing and evaluating speech and language disorders. This easy-to-read, yet comprehensive resource provides a strong foundation, a series of guideposts, for students in training and clinicians. It provides a rationale for each type of assessment, including both standardized and non-standardized approaches. For this fifth edition, Haynes and Pindzola have updated their text, reflecting the theoretical, clinical, and technological advances that h... MORE
Prefaceix
1 Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines
1(29)
Diagnosis and Evaluation Defined
2... MORE
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 Protocol415(3)
Appendix B Coding Sheet for Early Multiword Analysis418(1)
Appendix C Summary Sheet for Early Multiword Analysis419(1)
Appendix D Data Consolidation in Limited-Language Evaluations420(2)
Appendix E Selected Language Assessment Instruments for Syntax Level Children422(7)
Index429

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