Assessment in Speech-Language Pathology 6th Edition by Kenneth G. Shipley, ISBN-13: 978-1635502046
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Description
Assessment in Speech-Language Pathology 6th Edition by Kenneth G. Shipley, ISBN-13: 978-1635502046
[PDF eBook eTextbook]
- Publisher: Plural Publishing, Inc.; 6th edition (October 29, 2019)
- Language: English
- 713 pages
- ISBN-10: 1635502047
- ISBN-13: 978-1635502046
This thoroughly updated sixth edition of the best-selling text Assessment in Speech-Language Pathology remains an invaluable resource for instructors, students, and clinicians. The book covers the diagnosis and evaluation of a wide range of communication disorders in adults and children. This one-of-a-kind manual provides a comprehensive package of reference materials, explanations of assessment procedures, practical stimulus suggestions, and hands-on worksheets and screening forms.
The highly practical resource is separated into four easy-to-navigate sections: Part I highlights preparatory considerations; Part II includes procedures and materials for obtaining, interpreting, and reporting assessment information; Part III provides materials and suggestions for assessing communicative disorders. Part IV presents a quick-reference section, providing information on hearing considerations and medical diagnoses.
This must-have sixth edition reflects the latest research, best practices, and important trends and developments for assessment in speech-language pathology.
New to the Sixth Edition
- Updated content throughout to reflect current research and practice
- New chapter on Selective Mutism
- New section covering the assessment of transgender voice
- Updated Sources of Additional Information in every chapter, with addition of recommended mobile applications for speech-language assessment
Key Features
- Full-color design with images, charts, and illustrations to engage readers and display key concepts
- Each chapter concludes with practical forms, including worksheets, checklists, and additional sources of information
- Glossary of key terms
- Chapter tabs with separate colors for quick and easy access
- Access to a PluralPlus companion website with PowerPoint lecture slides for each chapter, and forms and worksheets from the book for easy duplication and customization for clinical use
Table of Contents:
Cover
Title Page
Copyright
Contents
List of Tables
List of Forms
List of Figures
Preface
Acknowledgments
Part I: Preparatory Considerations
Chapter 1: Foundations of Assessment
Overview of Assessment
Assessment Methods
Norm-Referenced Tests
Criterion-Referenced Tests
Authentic Assessment Approach
Psychometric Principles
Validity
Reliability
Standardization
Standardized Test Administration
Determining Chronological Age
Basals and Ceilings
Standardized Administration, Modification, and Accommodation
Understanding Standardized Test Scores
Health Insurance Portability and Accountability Act (HIPAA)
Code of Fair Testing Practices in Education
Code of Fair Testing Practices in Education
Code of Ethics for Speech-Language Pathologists
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 1 Form 21
Chapter 2: Multicultural Considerations
Cultural Competence
Preassessment Knowledge
Know the Culture of the Client
Know the History of the Client
Know the Normal Communicative Patterns of the Client’s Dominant Language
Normal Patterns of Second-Language Acquisition
Planning and Completing the Assessment
Making a Diagnosis
Working With Interpreters
Briefing, Interaction, Debriefing (BID)
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 2 Forms
Appendix 2–A. Speech and Language Characteristics of African American English
Appendix 2–B. Speech and Language Characteristics of Spanish
Appendix 2–C. Speech and Language Characteristics of Asian Languages
Part II: Gathering and Reporting Assessment Information
Chapter 3: Obtaining Preassessment Information
Written Case History
Allergy Awareness
Intake Interviews
Questions Common to Most Communicative Disorders
Questions Common to Specific Communicative Disorders
Information From Other Professionals
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Source
Chapter 3 Forms
Chapter 4: Reporting Assessment Findings
Information-Giving Sessions
Introduction
Discussion
Conclusion
Writing Assessment Reports
Writing IFSPs and IEPs
IFSP: Individualized Family Service Plan
IEP: Individualized Education Program
Clinical Correspondence
Writing SOAP Notes
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Appendix 4–A. Three Sample Clinical Reports
Appendix 4–B. Sample IFSP and IEP
Appendix 4–C. Three Sample Clinical Correspondences
Part III: Resources for Assessing Communicative Disorders
Chapter 5: Assessment Procedures Common to Most Communicative Disorders
Orofacial Examination
Universal Precautions
Interpreting the Orofacial Examination
Assessing Diadochokinetic Syllable Rate
Speech and Language Sampling
Conversation Starters for Eliciting a Speech-Language Sample
Pictures
Narratives
Reading Passages
Evaluating Rate of Speech
Determining Speech Rate
Determining Intelligibility
Syllable-by-Syllable Stimulus Phrases
Charting
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Source
Chapter 5 Forms
Appendix 5–A. Pictures and Narratives With Pictures
Appendix 5–B. Reading Passages
Chapter 6: Assessment of Speech Sound Disorders
Overview of Assessment
Screening
Formal Tests
Identifying Sound Errors From a Speech Sample
Stimulability
Developmental Norms for Phonemes and Consonant Clusters
Frequency of Occurrence of Consonants
Descriptive Features of Phonemes
Distinctive Features of Consonants
Phonological Processes
Childhood Apraxia of Speech
Assessment Procedures for Childhood Apraxia of Speech
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 6 Forms
Appendix 6–A. Words and Sentences for Assessing Stimulability
Chapter 7: Assessment of Spoken Language in Children
Overview of Assessment
Assessment Approaches
Components of Language
Normal Language Development
Piaget’s Stages of Early Cognitive Development
Language Disorder Categories
Screening
Assessment for Early Intervention
Late Talker Versus Language Disordered
Assessment of School-Age Children
Language Sampling and Analysis
Assessment of Morphologic Skills
Determining Mean Length of Utterance
Assessment of Semantic Skills
Assessment of Syntactic Skills
Assessment of Pragmatic Skills
Assessment of Narrative Skills
Making a Diagnosis
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 7 Forms
Appendix 7–A. Motor and Communication Skills Sequence of Development
Chapter 8: Assessment of Written Language
Overview of Assessment
Role of the Speech-Language Pathologist
Normal Reading and Writing Development
Descriptions and Categories of Reading Disabilities
Assessment of Early Literacy
Assessment of Reading
Phonological and Phonemic Awareness
Word Fluency
Reading Fluency
Informal Reading Inventories
Narrative Schema Knowledge
Assessment of Writing
Narrative Writing
Expository Writing
Persuasive Writing
Spelling
Family Background Considerations
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 8 Forms
Chapter 9: Assessment of Selective Mutism
Overview of Assessment
Characteristics of Selective Mutism
Behaviors Associated With Selective Mutism
The Negatively Reinforced Avoidance Pattern
Importance of Early Identification
Assessment of Current Speaking Behaviors
Assessment of Social and Emotional Status
Assessment of Speech and Language
Creating a Low-Anxiety Setting
Making a Diagnosis
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 9 Forms
Chapter 10: Assessment for Autism Spectrum Disorder and Social Communication Disorder
Overview of Assessment
Definition of Autism Spectrum Disorder
Definition of Social (Pragmatic) Communication Disorder
Early Indicators of Autism Spectrum Disorder or Social Communication Disorder
Social (Pragmatic) Communication Development
Receptive and Expressive Language Concerns
Theory of Mind
Assessment and Diagnosis
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 10 Forms
Chapter 11: Assessment for Augmentative or Alternative Communication (AAC)
Overview of Assessment
Candidates for AAC
Determining Communicative Needs
Assessing Language and Cognitive Skills
Assessing Sensory and Motor Capabilities
Determining the Most Appropriate AAC System
Unaided and Aided AAC
Apps for AAC
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 11 Forms
Chapter 12: Assessment of Stuttering and Cluttering
Overview of Assessment
Defining Stuttering
Speech Sampling
Disfluency Indexes
Secondary Behaviors
Associated Motor Behaviors
Physiologic Responses
Avoidance
Expectancy
Speech Rate
Assessing Feelings and Attitudes
Criteria for Diagnosing Stuttering
Stimulability
Cluttering
Assessment
Stimulability
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 12 Forms
Chapter 13: Assessment of Voice and Resonance
Overview of Assessment
Defining Voice and Resonance
Categories of Voice Disorders
The Multidisciplinary Team
Screening
Client History and Present Concerns
Perceptual and Instrumental Examination of Voice
Evaluation of Pitch
Evaluation of Vocal Intensity
Evaluation of Vocal Quality
Assessing Respiratory Support for Speech
Maximum Phonation Time
The S/Z Ratio
Assessment Hardware and Software
Assessment of Resonance
Assessment of Alaryngeal Clients
Alaryngeal Communication Options
Assessment of Clients With Cleft Lip and/or Palate
Assessment of Transgender Clients
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 13 Forms
Chapter 14: Assessment of Acquired Neurogenic Language Disorders
Overview of Assessment
The Brain
Assessment of Aphasia
Assessment of Right Hemisphere Damage
Assessment of Clients With Traumatic Brain Injury
Assessment of Clients With Major Neurocognitive Disorder (Dementia)
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 14 Forms
Chapter 15: Assessment of Acquired Neurogenic Speech Disorders
Overview of Assessment
The Cranial Nerves
Assessment of Dysarthria
Assessment of Apraxia of Speech (AOS)
Differential Characteristics of Dysarthria and Apraxia of Speech
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Source
Chapter 15 Forms
Chapter 16: Assessment of Dysphagia
Overview of Assessment
Overview of a Normal Swallow
Clinical Assessment of Pediatric Dysphagia
Normal Development of Feeding and Swallowing
Administration and Interpretation
Clinical Assessment of Adult Dysphagia
Administration and Interpretation
Graphic Imaging
Videofluoroscopy
Videoendoscopy
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 16 Forms
Part IV: Additional Resources
Chapter 17: Hearing Considerations
Overview of Common Hearing Disorders
Conductive Hearing Loss
Sensorineural Hearing Loss
Mixed Hearing Loss
Central Auditory Processing Disorder
Retrocochlear Hearing Loss
Tinnitus
Standard Classification of Hearing Loss and the Effects on Communicative Development
Hearing Screening
Hearing Assessment
Pure-Tone Audiometry
Tympanometry
Speech Audiometry
Auditory Brainstem Response
Otoacoustic Emissions
The Speech Banana
Environmental Noise Levels
Hearing Aids
Troubleshooting Hearing Aid Problems
Cochlear Implants
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
Chapter 17 Form
Chapter 18: Medical Diagnoses Associated With Communicative Disorders
Diseases and Conditions
Syndromes
Concluding Comments
Sources of Additional Information
Print Sources
Electronic Sources
References
Glossary
Index
Back Cover
Kenneth G. Shipley, PhD is Professor, Department Chair, and Associate Provost Emeritus at California State University, Fresno. In addition to teaching in various areas of speech-language pathology for many years, he also served as Chair of Communicative Disorders and Deaf Studies, Associate Dean of the College of Health and Human Services, and the University s Associate Provost. Previous positions included teaching in the School of Medicine at the University of Nevada, Reno; and practicing speech-language pathology in the public schools, hospital, and private practice settings.
Julie G. McAfee, MA, CCC-SLP is a practicing speech-language pathologist in Northern California. She has professional experience serving a wide variety of adult and child populations. Over the years, she has worked in acute care hospitals, rehabilitation hospitals, skilled nursing facilities, client homes, preschools, elementary schools, and middle schools. She is currently practicing at Bird-Kern-Dalmia, a private practice in San Jose, California. Mrs. McAfee is passionate about helping individuals obtain the highest possible level of communicative ability to improve their quality of life. Presently, she primarily serves pediatric populations, but she also enjoys working with adult clients as opportunities arise.
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