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Assessment of Communication Disorders in Children: Resources and Protocols 3rd Revised edition [Pehme köide]

  • Formaat: Paperback / softback, 500 pages, kõrgus x laius x paksus: 279x216x28 mm, kaal: 1293 g, illustrations
  • Ilmumisaeg: 30-Jul-2016
  • Kirjastus: Plural Publishing Inc
  • ISBN-10: 1597567841
  • ISBN-13: 9781597567848
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  • Formaat: Paperback / softback, 500 pages, kõrgus x laius x paksus: 279x216x28 mm, kaal: 1293 g, illustrations
  • Ilmumisaeg: 30-Jul-2016
  • Kirjastus: Plural Publishing Inc
  • ISBN-10: 1597567841
  • ISBN-13: 9781597567848
Teised raamatud teemal:
"Assessment of Communication Disorders in Children: Resources and Protocols, Third Edition" offers a unique combination of scholarly information, invaluable resources, and time-saving protocols on assessment of communication disorders in children.Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks with newer assessment resources and protocols, this one of a kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource.This bestselling and trusted text:*Covers the full range of communication disorders in children, including nonverbal or minimally verbal children*Includes an extensive discussion of issues in using standardized tests along with detailed information on psychometric principles and offers a detailed discussion of alternative assessment approaches that minimize the problems inherent to standardized tests*Describes a new, comprehensive, and integrated assessment approach that derives its strengths from the traditional as well as several alternative approaches*Addresses the multicultural issues in assessing communication disorders in children and integrates multicultural assessment procedures into the assessment protocols offered for all communication disorders*Contains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinicianNew to the Third Edition*A PluralPlus companion website allows clinicians to view, modify, and print the assessment protocols for their personal use*All Resources chapters reflect current research and assessment principles and procedures*Includes updated listings and descriptions of published, standardized tests that are commonly used in the assessment of communication disorders in children*Includes revisions of several assessment procedures and protocols, based on recent research*A single streamlined chapter combines research and practical information on assessing ethnoculturally diverse children with alternative and integrated assessment approaches*Each chapter contains a summary and sample study questions
Preface xi
Creating Child-Specific Assessment Packages with Protocols on the Companion Website xiii
PART I FOUNDATIONS OF ASSESSMENT
1(136)
Chapter 1 Assessment of Communication Disorders in Children
3(16)
Assessment, Evaluation, and Diagnosis
4(2)
Written Case History
6(2)
The Initial Clinical Interview
8(2)
Hearing Screening
10(1)
Orofacial Examination
10(1)
Diadochokinetic Tasks
11(1)
Speech-Language Sample
11(1)
Standardized Assessment Instruments
12(1)
Alternative and Integrated Assessment Procedures
12(1)
Assessment of Nonverbal and Minimally Verbal Children
13(1)
Assessment of Literacy Skills
13(1)
Stimulability
13(1)
Postassessment Counseling
14(1)
Assessment Report
14(1)
Chapter Summary
15(1)
Study Questions
15(1)
References
16(3)
Chapter 2 Common Assessment Protocols
19(32)
Common Protocol 1 Child Case History Protocol
21(5)
Common Protocol 2 Developmental Milestones from 0 to 4 Years of Age
26(3)
Instructions for Conducting the Orofacial Examination: Observations and Implications
29(5)
Common Protocol 3 Orofacial Examination and Hearing Screening Protocol
34(3)
Common Protocol 4 Diadochokinetic Assessment Protocol
37(1)
Common Protocol 5 Speech-Language Sample Transcription Protocol
38(4)
Common Protocol 6 Language Sample Analysis Protocol: Syntactic, Morphologic, and Pragmatic Skills
42(1)
Common Protocol 7 Assessment Report Outline
43(6)
Reference
49(2)
Chapter 3 Standardized Assessment
51(32)
Standardized and Norm-Referenced Tests
52(5)
Test Construction
57(2)
Reliability
59(3)
Validity
62(4)
Questionnaires and Developmental Inventories
66(2)
Strengths of Standardized Tests
68(1)
General Limitations of Standardized Tests
69(3)
Specific Limitations of Standardized Tests in Assessing Ethnoculturally Diverse Children
72(4)
Prudent Use of Standardized Tests
76(3)
Chapter Summary
79(1)
Study Questions
80(1)
References
81(2)
Chapter 4 Alternative and Integrated Assessment
83(54)
Assessment in Ethnoculturally Diverse Societies
84(1)
Can Speech-Language Assessment Be Culture-Free?
85(1)
Assessment of African American Children
86(7)
General Strategies for Assessing Bilingual Children
93(7)
Assessment of Asian American Children
100(2)
Assessment of Hispanic American Children
102(4)
Assessment of Native American Children
106(2)
Alternative Assessment Approaches
108(1)
Behavioral Assessment
108(10)
Criterion-Referenced and Client-Specific Assessment
118(2)
Authentic Assessment
120(1)
Dynamic Assessment
121(4)
A Comprehensive and Integrated Assessment Approach
125(4)
Chapter Summary
129(1)
Study Questions
130(1)
References
130(7)
PART II ASSESSMENT OF SPEECH SOUND PRODUCTION
137(78)
Chapter 5 Assessment of Speech Sound Production: Resources
139(46)
Overview of Speech Sound Production
140(5)
Speech Sounds and Their Acquisition
145(4)
Phonologic Analysis of Speech Sounds
149(4)
Speech Sound Disorders
153(4)
Dysarthria Associated with Cerebral Palsy
157(2)
Childhood Apraxia of Speech
159(3)
Overview of Assessment of Speech Sound Production
162(1)
Screening for Speech Sound Disorders
163(2)
Standardized Tests of Articulation and Phonologic Skills
165(3)
Speech and Language Samples
168(3)
Stimulability of Speech Sounds
171(1)
Analysis and Integration of Assessment Results
172(1)
Diagnostic Criteria and Differential Diagnosis
173(2)
Postassessment Counseling
175(4)
Chapter Summary
179(2)
Study Questions
181(1)
References
181(4)
Chapter 6 Assessment of Speech Sound Production: Protocols
185(30)
Note on Common Protocols
186(1)
Note on Specific Protocols
186(1)
Speech Sound Assessment Protocol 1 Interview Protocol
187(2)
Speech Sound Assessment Protocol 2 Phonetic Inventory Analysis Protocol
189(1)
Speech Sound Assessment Protocol 3 Manner-Place-Voicing Analysis Protocol
190(1)
Speech Sound Assessment Protocol 4 Consonant Clusters Inventory Protocol
191(3)
Speech Sound Assessment Protocol 5 Phonologic Pattern Assessment Protocol
194(2)
Speech Sound Assessment Protocol 6 Speech Sound Stimulability Assessment Protocol
196(8)
Speech Sound Assessment Protocol 7 Childhood Apraxia of Speech Assessment Protocol
204(1)
Speech Sound Assessment Protocol 8 Dysarthric Speech Assessment Protocol
205(1)
Selected Multicultural Assessment Protocols
206(1)
Speech Sound Assessment Protocol 9 African American English Assessment: Speech Sound Assessment Protocol
207(3)
Speech Sound Assessment Protocol 10 Asian American English Assessment: Speech Sound Assessment Protocol
210(2)
Speech Sound Assessment Protocol 11 Spanish-Influenced English Assessment: Speech Sound Assessment Protocol
212(3)
PART III ASSESSMENT OF LANGUAGE SKILLS IN CHILDREN
215(92)
Chapter 7 Assessment of Language Skills in Children: Resources
217(50)
Overview of Language
218(10)
Overview of Verbal Behavior
228(2)
Prevalence of Child Language Disorders
230(1)
Overview of Child Language Disorders
231(2)
Clinical Conditions That May be Associated with Language Disorders
233(3)
Specific Language Impairment
236(3)
Factors Related to Language Disorders
239(1)
Overview of Assessment of Child Language Disorders
240(2)
Screening for Language Disorders
242(1)
Language Sampling
242(7)
Integrating Alternative Assessment Techniques
249(2)
Assessment of Language Understanding
251(1)
Assessment of Other Aspects of Communication
252(1)
Standardized Language Diagnostic Tests
253(1)
Analysis and Integration of Assessment Results
253(5)
Differential Diagnosis of Child Language Disorders
258(1)
Postassessment Counseling
259(3)
Chapter Summary
262(1)
Study Questions
262(1)
References
263(4)
Chapter 8 Assessment of Language Skills: Protocols
267(40)
Note on Common Protocols
268(1)
Note on Specific Protocols
268(1)
Language Assessment Protocol 1 Interview Protocol
269(5)
Language Assessment Protocol 2 Normal Language Assessment Protocol
274(7)
Language Assessment Protocol 3 Task-Specific Assessment Protocol for Basic Vocabulary
281(4)
Language Assessment Protocol 4 Task-Specific Assessment Protocol for Grammatic Morphemes
285(4)
Language Assessment Protocol 5 Task-Specific Assessment Protocol for Conversational Skills
289(3)
Language Assessment Protocol 6 Task-Specific Assessment Protocol for Narrative and Discourse Skills
292(1)
Language Assessment Protocol 7 Behavioral Assessment Protocol
293(8)
Selected Multicultural Assessment Protocols
301(1)
Language Assessment Protocol 8 African American English (AAE): Language Assessment Protocol
302(2)
Language Assessment Protocol 9 Asian American English: Language Assessment Protocol
304(2)
Language Assessment Protocol 10 Spanish-Influenced English: Language Assessment Protocol
306(1)
PART IV ASSESSMENT OF FLUENCY
307(54)
Chapter 9 Assessment of Fluency Disorders: Resources
309(38)
Descriptions of Fluency
310(1)
Measurement of Fluency
311(1)
Disorders of Fluency
311(1)
Stuttering
312(2)
Ethnocultural Variables and Stuttering
314(2)
Definition and Measurement of Stuttering
316(11)
Additional Features of Stuttering
327(7)
Cluttering
334(2)
Analysis and Integration of Assessment Results
336(1)
Differential Diagnosis of Fluency Disorders
337(1)
Postassessment Counseling
338(4)
Chapter Summary
342(1)
Study Questions
342(1)
References
343(4)
Chapter 10 Assessment of Fluency Disorders: Protocols
347(14)
Note on Common Protocols
348(1)
Note on Specific Protocols
348(1)
Fluency Assessment Protocol 1 Interview Protocol
349(5)
Fluency Assessment Protocol 2 Dysfluency Measurement Protocol
354(1)
Fluency Assessment Protocol 3 Associated Motor Behaviors Assessment Protocol
355(1)
Fluency Assessment Protocol 4 Avoidance Behaviors Assessment Protocol
356(3)
Fluency Assessment Protocol 5 Cluttering Assessment Protocol
359(2)
PART V ASSESSMENT OF VOICE
361(68)
Chapter 11 Assessment of Voice: Resources
363(48)
Prevalence of Voice Disorders in Children
365(1)
Children's Voice Disorders
366(6)
Etiologic Factors Associated with Voice Disorders
372(8)
The Need for Medical Evaluation
380(1)
Assessment of Voice Production
381(1)
Instrumental Evaluation
382(2)
Laryngeal Imaging
384(1)
Clinical Assessment of Voice
385(8)
Stimulability of Voice Production
393(1)
Assessment of Voice in Ethnoculturally Diverse Children
394(1)
Analysis and Integration of Assessment Results
395(1)
Differential Diagnosis of Voice Disorders
396(2)
Postassessment Counseling
398(4)
Chapter Summary
402(1)
Study Questions
403(1)
References
404(7)
Chapter 12 Assessment of Voice: Protocols
411(18)
Note on Common Protocols
412(1)
Note on Specific Protocols
412(1)
Voice Assessment Protocol 1 Interview Protocol
413(3)
Voice Assessment Protocol 2 Vocal Abuse and Misuse Inventory
416(2)
Voice Assessment Protocol 3 Child Voice Evaluation Protocol
418(4)
Voice Assessment Protocol 4 Resonance and Velopharyngeal Function Assessment Protocol
422(3)
Voice Assessment Protocol 5 Voice Stimulability Assessment Protocol
425(2)
References
427(2)
PART VI ASSESSMENT OF NONVERBAL AND MINIMALLY VERBAL CHILDREN
429(80)
Chapter 13 Assessment of Nonverbal and Minimally Verbal Children: Resources
431(24)
An Overview of Nonverbal and Minimally Verbal Children
432(2)
The Assessment Team
434(3)
Assessment of Nonverbal or Minimally Verbal Children
437(1)
Case History and Interview
437(1)
Orofacial Examination and Hearing Screening
438(1)
Parent-Completed Questionnaires
438(1)
Standardized and Criterion-Referenced Instruments
439(1)
Systematic Quantitative and Qualitative Observations of Nonverbal Communication
439(5)
Assessment of Receptive Language
444(1)
Assessment of Verbalizations
445(1)
Analysis and Integration of Assessment Results
446(2)
Prognosis for Developing Verbal Communication
448(1)
Postassessment Counseling
448(2)
Chapter Summary
450(1)
Study Questions
451(1)
References
451(4)
Chapter 14 Assessment of Nonverbal and Minimally Verbal Children: Protocols
455(26)
Note on Common Protocols
456(1)
Note on Specific Protocols
456(1)
Nonverbal and Minimally Verbal Children Assessment Protocol 1: Interview Protocol
457(5)
Nonverbal and Minimally Verbal Children Assessment Protocol 2: Verbalizations of Nonverbal or Minimally Verbal Children: Assessment Protocol
462(5)
Nonverbal and Minimally Verbal Children Assessment Protocol 3: Nonverbal Expressive Communication: Qualitative and Quantitative Assessment Protocol
467(6)
Nonverbal and Minimally Verbal Children Assessment Protocol 4: Nonverbal Receptive Communication: Qualitative and Quantitative Assessment Protocol
473(5)
Nonverbal and Minimally Verbal Children Assessment Protocol 5: Interaction Between Communicative Partners and the Child: Assessment Protocol
478(3)
Chapter 15 Assessment for Augmentative and Alternative Communication Systems
481(28)
The Three Phases of AAC System Assessment
482(1)
The Role of Speech-Language Pathologists
483(1)
Resources for the Clinician
484(1)
Historical Perspective
485(2)
Revised Participation Model
487(12)
Analysis and Integration of Assessment Results
499(1)
Postassessment Counseling
500(2)
Chapter Summary
502(2)
Study Questions
504(1)
References
504(5)
PART VII LITERACY
509(34)
Chapter 16 A Primer on Literacy Assessment
511(32)
Language Disorders and Literacy Problems
512(2)
Emergent Literacy
514(2)
Emergent Literacy Skill Acquisition
516(4)
Assessment of Emergent Literacy Skills
520(8)
Assessment of Reading and Writing
528(8)
Integrated Language and Literacy Skill Assessment
536(1)
Chapter Summary
537(1)
Study Questions
538(1)
References
539(4)
Index 543
M.N. Hegde, PhD is Professor of Speech-Language Pathology in the Department of Communicative Disorders at California State University, Fresno. A highly regarded author in speech-language pathology, his books include leading texts in academic courses and valuable resources for clinicians. His books have been used in worldwide in speech-language pathology programs. Dr. Hegde is a specialist in fluency disorders, language disorders, research methods, and treatment procedures in communicative Disorders. He has made numerous presentations to national and international audiences on various basic and applied topics in communicative disorders and experimental and applied behavior analysis. With his deep as well as wide scholarship, Dr. Hegde has authored several highly regarded and widely used scientific and professional books, including Treatment Procedures in Communicative Disorders, Clinical Research in Communicative Disorders, Introduction to Communicative Disorders, A Coursebook on Aphasia and Other Neurogenic Language Disorders, A Coursebook on Scientific and Professional Writing in Speech-language Pathology, A Coursebook on Language Disorders in Children, Hegde"s PocketGuide to Treatment in Speech-Language Pathology, and Hegde"s PocketGuide to Assessment in Speech-language Pathology. He also has served on the editorial boards of scientific and professional journals and continues to serve as an editorial consultant to Journal of Fluency Disorders and the American Journal of Speech-Language Pathology.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ +++++++++++++++++++++++++++++++A speech-language pathologist for over 20 years, Frances Pomaville, MA, is a lecturer in the Communicative Disorders and Deaf Studies Department at California State University, Fresno. She teaches undergraduate and graduate level courses in the areas of diagnostic procedures, anatomy and physiology, fluency, voice, craniofacial anomalies, traumatic brain injury, and dysphagia. She also provides supervision to graduate students completing their clinical practicum. Prior to accepting a faculty position at California State University, Fresno, Ms. Pomaville was the Director of Clinical Services at San Joaquin Valley Rehabilitation Hospital. Prior to that she had extensive experience as a speech-language pathologist in private practice, acute care settings, and inpatient and outpatient rehabilitation settings. Ms. Pomaville has also worked with children in the public school setting as an itinerant speech-language pathologist, and she spent several years working with students in a special education program for deaf and hard of hearing children.