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Purchase Benefits
Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines | |
Diagnosis and Evaluation Defined | |
Broadening the Notion of Assessment | |
Illustrating the Importance of Measurement in Current Trends | |
The Importance of Functional Measurements: The World Health Organization and ASHA | |
Diagnosis to Determine the Reality of the Problem | |
Diagnosis to Determine the Etiology of the Problem | |
Diagnosis to Provide Clinical Focus | |
Diagnosis: Science and Art | |
Diagnosis Versus Eligibility | |
The Diagnostician as a Factor | |
The Client-Clinician Relationship | |
The Client as a Factor: Children, Adolescents, and Adults | |
Putting the Diagnosis to Work | |
Precepts Regarding the Clinical Examination | |
Interviewing | |
The Importance of Interviewing | |
The Nature of Interviewing | |
Common Interviewing Considerations | |
An Approach to Interviewing | |
Improving Interviewing Skills | |
Psychometric Considerations in Diagnosis and Evaluation | |
Common Types of Tests | |
Validity: The Foundation of the Test or Measure | |
Reliability | |
Some Quantitative Background for the Test Interpretation | |
Central Tendency, Variance, and the Normal Curve | |
Sensitivity and Specificity: Key Concepts in Evidence Based Practice | |
Criteria for Evaluating Standardized Tests | |
Common Errors in the Use of Norm-Referenced Tests | |
Conclusion | |
Assessment of Children with Limited Language | |
The Process of Becoming a Communicator: Getting the Big Picture | |
Focusing on the Child's Language Level: Nonverbal, Single Word, and Early Multiword Communicators | |
Considering Etiology | |
Why Is Early Language Assessment so Difficult? | |
Models to Consider in Language Assessment | |
Theoretical Considerations in Language Assessment | |
Assessment That Focuses On Early Communication and Variables That Predict Language Growth | |
Specific Assessment Areas: Procedures, Considerations, and Directions For Further Study | |
Concluding Remarks | |
Assessment of School-Age and Adolescent Language Disorders | |
Use of Standardized Tests with Syntax-Level Children | |
Nonstandardized Testing | |
Language Sampling: A General Look at the Process | |
Later Language Development: Emerging Data | |
Testing Language Comprehension | |
Assessment of Syntax Using Analysis Packages | |
Assessment of Conversational Pragmatics | |
Evaluating Literacy and School Curriculum | |
Conclusion | |
Assessment of Articulation and Phonological Disorders | |
Multiple Components Contributing to Sound Production | |
Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders | |
Overview of the Articulation/Phonology Assessment Process | |
Traditional Assessment Procedures | |
Test Procedures that Evaluate Phonetic Context Effects | |
The Phonetic and Phonemic Inventories | |
Distinctive Feature Analysis | |
Phonological Analysis | |
Assessment of Phonological Knowledge | |
Other Testing | |
Integrating Data from the Assessment | |
Severity and Intelligibility | |
Computer-Assisted Analysis of Phonology | |
Long Term Impact of Phonological Disorders | |
Disorders of Fluency | |
Differential Diagnosis | |
The Appraisal of Stuttering | |
Evaluation at the Onset of Stuttering | |
Evaluation of the School-Aged Student | |
Assessment of the Adult Who Stutters | |
Assessment of Aphasia and Adult Language Disorders | |
The Nature of Aphasia | |
Case History | |
Diagnosis and Formal Testing | |
Differential Diagnosis | |
The Art of Informal Assessment | |
Summing Up the Findings | |
Motor Speech Disorders, Dysphagia, and the Oral Exam | |
The Oral Peripheral Examination | |
Apraxia of Speech in Adults | |
Developmental Apraxia of Speech | |
The Adult Dysarthrias | |
Cer | |
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