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| Preface | |
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| Introduction to Diagnosis and Evaluation: Philosopihcal 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, U.S. DePartment of Education, 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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| Using Interviewing Skills Beyond the Diagnostic Evaluation | |
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| Improving Interviewing Skills | |
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| Psychometric Considerations in Dianosis 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 Test Interpretation | |
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| Central Tendency, Variation, and the Normal Curve | |
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| Sensitivity and Specificity: Key Concepts in Evidence-Based Practice | |
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| Criteria for Evaluatin 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 Syntx-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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| Issues of Memory and Processing Load | |
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| Evaluating LIteracy and School Curriculum | |
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| Conclusion | |
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| Assessment of Speech Sound 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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| Screening for Speech Sound Disorders | |
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| Traditional Assessment Procedures | |
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| Test Procedures that Evaluate Phonetic Context Effects | |
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| Assessment of Speech Sounds in Early Intervention | |
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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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| The Art of the 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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| Childhood Apraxia of Speech | |
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| The Adult Dysarthrias | |
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| Cerebral Palsies and Dysarthria in Children | |
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| Dysphagia | |
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| Summary | |
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| Laryngeal and Alaryngeal Voice Disorders | |
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| The Nature of Vocal Disturbances | |
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| The Diagnostic Process | |
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| Perceptual, Acoustic, and Aerodynamic Assessment | |
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| Feature Assessment | |
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| Visual Assessment | |
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| Informal Assessment Probes | |
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| Conclusion to Vocal (Laryngeal) Disorders | |
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| Assessment of the Laryngectomee | |
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| The counseling Process | |
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| Background and Current Status Information | |
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| Early Speech Attempts with a Tracheoesophageal Prosthesis | |
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| Ongoing Assessments: A Dynamic Process | |
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| Prognosis | |
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| Assessment of Resonance Imbalance | |
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| Categories of Abnormal Resonance | |
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| Case History and General Voice Assessment | |
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| Assessment Techniques and Probes for Resonance Imbalance | |
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| Assessment Associated with Cleft Palate | |
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| Self-Esteem and Daily Impact | |
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| Prognosis Associated with Resonance Imbalance | |
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| Conclusion | |
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| Multicultural Issues in Assessment | |
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| Population and Professional Trends | |
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| Cultural Differences in Perceptions of Disability and Communications | |
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| Interviewing and Counseling Issues | |
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| Cultural Differences in Incidence and Prevalence of Disorders | |
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| Language Assessment: the Most Problematic Area | |
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| Nonstandardized Approaches in Multicultural Assessment | |
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| Concluding Remarks | |
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| The Diagnostic Report | |
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| Format | |
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| Confidentiality | |
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| Style | |
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| The Writing Process | |
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| Follow-Up | |
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| Summary | |
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| Early Child Language Assessment Interview Protocol | |
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| Coding Sheet for Early Multiword Analysis | |
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| Summary Sheet for Early Multiword Analysis | |
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| Data Consolidation in Limited Language Evaluations | |
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| Appendix E | |
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| References | |
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| Index | |