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