Assessment in Speech-Language Pathology: A Resource Manual

This new edition reflects the latest research, best practices, and important trendsand developments, and now includes a suite of practical online materials for instructors, students, and clinicians! Assessment in Speech-Language Pathology: A Resource Manual, Seventh Edition is the bestselling book on assessment for academic courses and clinical practice. The book covers the diagnosis and evaluation of a wide range of communication disorders in children and adults. This one-of-a-kind manual provides a comprehensive package of reference materials, explanations of assessment procedures, and practical stimulus suggestion. Many reproducible worksheets, forms, reports, and quick-reference tables are provided. Each chapter references many of the most used published tests and resources for assessing the given disorder. Multiple links are provided for online testing materials, including some standardized tests. This highly practical resource is separated into two easy-to-navigate sections: Part I highlights preparatory considerations; Part II provides materials and suggestions for assessing communicative disorders. New to the Seventh Edition: New chapter describing an assessment from start to finish Reorganized and expanded content on psychometric principles of assessment New information on assessment via telepractice New information on play-based assessment New information on sharing electronic medical information Reorganized and expanded content on medical and psychological conditions associated with communicative disorders Several new tables and figures throughout to improve ease of understanding the material Several new forms and worksheets for assessment Updates to each chapter to reflect current research and practice Updated and new recommendations for published assessment tools, sources of additional information, online resources, and apps Multiple links to online assessment resources, including free materials and standardized testing materials A suite of ancillary resources for instructors, students, and clinicians 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 The many forms and worksheets are also accessible online PluralPlus Online Ancillaries For instructors: PowerPoint slides, test bank, and class activities For students and clinicians: eFlashcards, quizzes, and downloadable versions of the forms and worksheets from the book

Table of Contents:
List of Tables List of Forms List of Figures Preface Acknowledgments Part I. Preparatory Considerations Chapter 1. Foundational Information for Assessment in Speech-Language Pathology Overview of Assessment Professional Expectations for Clinicians Code of Ethics Code of Fair Testing Practices in Education Health Insurance Portability Accountability Act (HIPAA) Psychometric Principles Validity Reliability Standardization Sensitivity and Specificity Freedom From Bias Assessment Methods Information From Clients and Others Observation Speech-Language Sample Analysis Dynamic Assessment Standardized Tests Administering and Interpreting Standardized Tests Accommodations and Modifications Determining Chronological Age Basals and Ceilings Obtaining a Raw Score Normative Data Understanding Normed Scores Confidence Intervals Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 1 Forms Chapter 2. Overview of a Complete Assessment Elements of a Complete Assessment Obtain a Case History Allergy Awareness Information From Other Professionals Conduct an Intake Interview Consider Internal and External Influences Directly Assess the Client Play-Based Assessment Assimilate and Analyze Findings Make a Diagnosis and Recommendations Write a Diagnostic Report IFSPs and IEPs Writing SOAP Notes Share Assessment Findings Information-Sharing Meeting Sharing Information Electronically Assessment via Telepractice Assessment Considerations Specific to Telepractice Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 2 Forms Appendix 2-A. Three Sample Clinical Reports Appendix 2-B. Sample IFSP and IEP Chapter 3. Multicultural Considerations Cultural-Linguistical Knowledge Cultural Communication Differences Speech-Language Differences Ethnographic Research Cultural Competence Assessment of CLD Clients Language History Direct Assessment Disorder Versus Difference Collaboration With Interpreters and Translators Preassessment Preparation Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 3 Forms Appendix 3-A. Speech and Language Characteristics of African American English Appendix 3-B. Speech and Language Characteristics of Spanish Appendix 3-C. Speech and Language Characteristics of Asian Languages Chapter 4. Hearing Considerations Overview of Common Hearing Disorders Audiograms Standard Classification of Hearing Loss Effects on Hearing Loss on Communication The Speech Banana Environmental Noise Levels Hearing Aids Troubleshooting Hearing Aid Problems Hearing Screening as Part of a Speech-Language Assessment Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 5. Medical and Psychiatric Conditions Associated With Communicative Disorders Overview of Medical Conditions, Psychiatric Conditions, and Syndromes Diagnoses, Descriptions and Clinical Significance Acoustic Neuroma Adenoidectomy Allergy Amyotrophic Lateral Sclerosis (ALS) Angelman Syndrome Ankyloglossia Apert Syndrome Aspiration Pneumonia Attention-Deficit/Hyperactivity Disorder (ADHD) Branchiootorenal Syndrome Central Auditory Processing Disorder (CAPD) Cerebral Palsy (CP) CHARGE Syndrome Congenital Rubella Syndrome (CRS) Cornelia de Lange Syndrome| Cerebrovascular Accident (CVA) Convulsions Coronavirus Disease 2019 (COVID-19) Cri-du-Chat Syndrome Crouzon Syndrome DiGeorge Syndrome Down Syndrome, Trisomy 21 Executive Function Deficit Fetal Alcohol Spectrum Disorders (FASD) Fragile X Syndrome (FXS) Frontotemporal Dementia (FTD) Huntington's Disease (HD) Learning Disability or Learning Disorder Lewy Body Dementia (LBD) Lou Gehrig's Disease Mastoiditis Measles (Rubeola) Meniere's Disease Meningitis Myasthenia Gravis (MG) Neurofibromatosis Type 2 (NF2) Otitis Media Parkinson's Disease Pierre Robin Sequence (PRS) Polymicrogyria Rubeola Selective Mutism Sotos Syndrome Specific Learning Disorder (SLD) Stickler Syndrome Stroke Tongue-Tie Townes-Brocks Syndrome (TBS) Transient Ischemic Attack (TIA) Treacher Collins Syndrome Trisomy 21 Syndrome 22q112 Deletion Syndrome Usher Syndrome Van der Woude Syndrome Velocardiofacial Syndrome (VCFS) Vestibular Schwannoma Williams Syndrome Concluding Comments Sources of Additional Information Print Sources Electronic Sources Part II. Resources for Assessing Communicative Disorders Chapter 6. Common Assessment Procedures for Most Communicative Disorders Standard Precautions Common Intake Interview Questions Orofacial Examination Interpreting the Orofacial Examination Assessing Diadochokinetic Syllable Rate Speech-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 Behaviors Concluding Comments Sources of Additional Information Print Sources Electronic Source Chapter 6 Forms Appendix 6-A. Pictures and Narratives With Pictures Appendix 6-B. Reading Passages Chapter 7. Assessment of Speech Sound Disorders Overview of Assessment Sounds in the English Language Distinctive Features of Consonants Phonological Processes Developmental Norms for Phonemes and Consonant Clusters Frequency of Occurrence of Consonants Screening Intake Interview Questions Comprehensive Speech Sound Inventory Formal Tests Speech Sample Analysis Intelligibility Stimulability Considerations for Diagnosis Childhood Apraxia of Speech Assessment Procedures for Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 7 Forms Chapter 8. Assessment of Spoken Language in Children Overview of Assessment Five Language Domains Typical Language Development Piaget's Stages of Early Cognitive Development Development of Play Language Disorder Descriptions Screening Intake Interview Questions Comprehensive Language Assessment Formal Assessment Informal Assessment Assessment for Early Intervention Partnering with Parents Late Talker Versus Language Disordered Assessment of School-Age Children Language Sample Analysis Assessment of Morphologic Skills Determine Mean Length of Utterance Assessment of Semantic Skills Assessment of Syntactic Skills Assessment of Pragmatic Skills Assessment of Narrative Skills Considerations for Diagnosis Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 8 Forms Appendix 8-A. Motor and Communication Skills Sequence of Development Chapter 9. Assessment of Written Language Overview of Assessment Role of the Speech-Language Pathologist Multicultural Considerations Typical Reading and Writing Development Written Language Disability Characteristics and Types Screening 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 Assessment of Spelling 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 Definitions According to the DSM-5 Definition of Autism Spectrum Disorder Definition of Social (Pragmatic) Communication Disorder Role of the Speech-Language Pathologist Typical Development of Social Language Skills Early Indicators of a Pragmatic Language Disorder Screening Formal and Informal Assessment Speech-Language Assessment Standardized Language Assessment Feeding Assessment Considerations for 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 Types of AAC Apps for AAC Formal and Informal Assessment Assess Sensory and Motor Capabilities Assess Language and Cognitive Skills Determine Communicative Needs Select an Appropriate AAC System Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 11 Forms Chapter 12. Assessment of Fluency Disorders Overview of Assessment Types of Fluency Disorders Stuttering Cluttering Screening Intake Interview Questions Speech Sampling Disfluency Indexes Secondary Behaviors Associated Motor Behaviors Physiologic Responses Avoidance Feelings and Attitudes Speech Rate Published Fluency Assessments Considerations for Diagnosis Diagnosing Stuttering Diagnosing Cluttering 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 Case History and Intake Interview Questions Client History and Present Concerns Perceptual and Instrumental Examination of Voice Assessment of Pitch Assessment of Vocal Intensity Assessment of Vocal Quality Assessment of Respiratory Support for Speech Maximum Phonation Time The S/Z Ratio Assessment of Resonance Auditory-Perceptual Assessment Compensatory Articulation Hardware and Software for Assessment of Voice and 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 Setting-Specific Assessments Outcome and Assessment Information Set (OASIS) Minimum Data Set (MDS) Functional Independence Measure (FIM) Assessment of Clients With Aphasia Assessment of Clients With Right Hemisphere Damage Assessment of Clients With Traumatic Brain Injury Assessment of Clients With 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 Sources Chapter 15 Forms Chapter 16. Assessment of Dysphagia Overview of Assessment Overview of a Normal Swallow Typical Development of Feeding and Swallowing Clinical Assessment of Pediatric Feeding and Swallowing Case History Alertness Physiologic Status Sucking Ability Infantile Reflexes Orofacial Structures and Function Chewing and Swallowing Ability Clinical Assessment of Adult Dysphagia Case History Orofacial Structures and Function Chewing and Swallowing Ability Graphic Imaging Videofluoroscopy Videoendoscopy Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 16 Forms References Glossary Index

About the Author :
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. Ms. 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.