Part I. Preparatory Considerations Chapter 1. Foundations of Assessment Overview of Assessment Assessment Methods Psychometric Principles Standardized Test Administration Health Insurance Portability and Accountability Act (HIPAA) Code of Fair Testing Practices in Education Code of Ethics for Speech-Language Pathologists Concluding Comments Chapter 1 Forms Chapter 2. Multicultural Considerations Pre-assessment Knowledge Planning and Completing the Assessment Making a Diagnosis Working with Interpreters Concluding Comments 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 Pre-assessment Information Obtaining Pre-assessment Information Written Case History Allergy Awareness Intake Interviews Information from Other Professionals Concluding Comments Sources of Additional Information Chapter 3 Forms Chapter 4. Reporting Assessment Findings Reporting Assessment Findings Information-Giving Meetings Writing Assessment Reports Clinical Correspondence Writing Soap Notes Concluding Comments Sources of Additional Information Appendix 4-A Four Sample Clinical Reports Appendix 4-B Sample IFSP Appendix 4-C Sample IEP Appendix 4-D Sample Clinical Correspondences Part III. Resources for Assessing Communicative Disorders Chapter 5. Assessment Procedures Common to Most Communicative Disorders Orofacial Examination Speech and Language Sampling Reading Passages Evaluating Rate of Speech Determining Intelligibility Syllable-by-Syllable Stimulus Phrases Charting Concluding Comments Sources of Additional Information Chapter 5 Forms Appendix 5-A Appendix 5-B 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 Blends Frequency of Occurrence of Consonants Descriptive Features of Phonemes Distinctive Features of Consonants Phonological Processes Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Chapter 6 Forms Appendix 6-A Chapter 7. Assessment of Language in Children Overview of Assessment Normal Language Development Language Disorder Categories Screening Assessment for Early Intervention Assessing 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 Making a Diagnosis Concluding Comments Sources of Additional Information Chapter 7 Forms Chapter 8. Assessment of Literacy Overview of Assessment Normal Reading and Writing Development Descriptions and Categories of Reading Disabilities Assessment of Early Literacy Assessment of Reading Assessment of Writing Multicultural Considerations Concluding Comments Sources of Additional Information Chapter 8 Forms Chapter 9. Assessment of Selective Mutism Overview of Assessment Definition and Characteristics of Selective Mutism Behaviors Associated with Selective Mutism Avoidance Behaviors The Negatively Reinforced Avoidance Pattern Collaboration with Family and Other Professionals Assessment of Current Speaking Abilities Assessment of Emotional and Social Factors Assessment of Speech and Language Making a Diagnosis Concluding Comments Sources of Additional Information Chapter 9 Forms Chapter 10. Assessment for Autism Spectrum Disorder and Social Communication Disorder Overview of Assessment Characteristics of Autism Spectrum Disorder Characteristics of Social (Pragmatic) Communication Disorder Early Indicators of Autism Spectrum Disorder or Social Communication Disorder Social Communication Receptive and Expressive Language Concerns Theory of Mind Assessment and Diagnosis Concluding Comments Sources of Additional Information Chapter 10 Forms Chapter 11. Assessment for Augmentative or Alternative Communication (AAC) Overview of Assessment Determining Communicative Needs Assessing Language and Cognitive Skills Assessing Sensory and Motor Capabilities Determining the Most Appropriate AAC System Concluding Comments Sources of Additional Information Chapter 11 Forms Chapter 12. Assessment of Stuttering and Cluttering Overview of Assessment Defining Stuttering Speech Sampling Disfluency Indexes Secondary Behaviors Speech Rate Assessing Feelings and Attitudes Criteria for Diagnosing Stuttering Stimulability Cluttering Concluding Comments Sources of Additional Information Chapter 12 Forms Chapter 13. Assessment of Voice and Resonance Overview of Assessment Anatomy for 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 the Transgender Client Concluding Comments Sources of Additional Information Chapter 13 Forms Chapter 14. Assessment of Acquired Neurogenic Language Disorders Overview of Assessment The Brain Assessment of Aphasia Assessment of Right Hemisphere Syndrome (RHS) Assessment of Clients with Traumatic Brain Injury Assessment of Clients with Neurocognitive Disorder (Dementia) Concluding Comments Sources of Additional Information 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 Chapter 15 Forms Chapter 16. Assessment of Dysphagia Overview of Assessment Overview of a Normal Swallow Clinical Assessment of Pediatric Dysphagia Administration and Interpretation Clinical Assessment of Adult Dysphagia Graphic Imaging Concluding Comments Sources of Additional Information Chapter 16 Forms Part IV. Additional Resources Chapter 17. Hearing Considerations Overview of Common Hearing Disorders Tinnitus Standard Classification of Hearing Loss and the Effects on Communicative Development Hearing Screening Hearing Assessment Speech Audiometry Auditory Brainstem Response Otoacoustic Emissions The Speech Banana Environmental Noise Levels Hearing Aids Cochlear Implants Concluding Comments Sources of Additional Information Chapter 17 Forms Chapter 18. Medical Diagnoses Associated with Communicative Disorders Diseases and Conditions Syndromes Concluding Comments Sources of Additional Information Chapter 19. Quick Reference and Caregiver Handouts Speech, Language, and Motor Development Reading and Writing Development What is ? Client and Caregiver Handouts Sources of Additional Information References Glossary Index
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.