Preface

Chapter 1: Introduction to Diagnosis and Evaluation: Philosopihcal Issues and General Guidelines

Diagnosis and Evaluation Defined

Broadening the Notion of Assessment

Illustrating the Importance of Measurement in Current Trends

The Importance of Functional Measurements: The World Health Organization, U.S. Department of Education, and ASHA

Diagnosis to Determine the Reality of the Problem

Diagnosis to Determine the Etiology of the Problem

Diagnosis to Provide Clinical Focus

Diagnosis: Science and Art

Diagnosis Versus Eligibility

The Diagnostician as a Factor

The Client-Clinician Relationship

The Client as a Factor: Children, Adolescents, and Adults

Putting the Diagnosis to Work

Precepts Regarding the Clinical Examination

Chapter 2: Interviewing

The Importance of Interviewing

The Nature of Interviewing

Common Interviewing Considerations

An Approach to Interviewing

Using Interviewing Skills Beyond the Diagnostic Evaluation

Improving Interviewing Skills

Chapter 3: Psychometric Considerations in Dianosis and Evaluation

Common Types of Tests

Validity: The Foundation of the Test or Measure

Reliability

Some Quantitative Background for Test Interpretation

Central Tendency, Variation, and the Normal Curve

Sensitivity and Specificity: Key Concepts in Evidence-Based Practice

Criteria for Evaluatin Standardized Tests

Common Errors in the Use of Norm-Referenced Tests

Conclusion

Chapter 4: Assessment of Children with Limited Language

The Process of Becoming a Communicator: Getting the "Big Picture"

Focusing on the Child's Language Level: Nonverbal, Single-Word, and Early Multiword Communicators

Considering Etiology

Why is Early Language Assessment so Difficult?

Models to Consider in Language Assessment

Theoretical Considerations in Language Assessment

Assessment that Focuses on Early Communication and Variables that Predict Language Growth

Specific Assessment Areas: Procedures, Considerations, and Directions for Further Study

Concluding Remarks

Chapter 5: Assessment of School-Age and Adolescent Language Disorders

Use of Standardized Tests with Syntx-Level Children

Nonstandardized Testing

Language Sampling: A General Look at the Process

Later Language Development: Emerging Data

Testing Language Comprehension

Assessment of Syntax Using Analysis Packages

Assessment of Conversational Pragmatics

Issues of Memory and Processing Load

Evaluating LIteracy and School Curriculum

Conclusion

Chapter 6: Assessment of Speech Sound Disorders

Multiple Components Contributing to Sound Production

Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders

Overview of the Articulation/Phonology Assessment Process

Screening for Speech Sound Disorders

Traditional Assessment Procedures

Test Procedures that Evaluate Phonetic Context Effects

Assessment of Speech Sounds in Early Intervention

The Phonetic and Phonemic Inventories

Distinctive Feature Analysis

Phonological Analysis

Assessment of Phonological Knowledge

Other Testing

Integrating Data from the Assessment

Severity and Intelligibility

Computer-Assisted Analysis of Phonology

Long-Term Impact of Phonological Disorders

Chapter 7: Disorders of Fluency

Differential Diagnosis

The Appraisal of Stuttering

Evaluation at the Onset of Stuttering

Evaluation of the School-Aged Student

Assessment of the Adult Who Stutters

Chapter 8: Assessment of Aphasia