Assessment in Speech-Language Pathology: A Resource Manual 7th Edition by Kenneth G. Shipley, ISBN-13: 978-1635507102

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Assessment in Speech-Language Pathology: A Resource Manual 7th Edition by Kenneth G. Shipley, ISBN-13: 978-1635507102

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• Publisher: ‎ Plural Publishing Inc.; Seventh Edition (November 21, 2023)
• Language: ‎ English
• 660 pages
• ISBN-10: ‎ 1635507103
• ISBN-13: ‎ 978-1635507102

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

Table of Contents:

Cover Page

Title Page

Copyright

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 and 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 Form

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 Source

Chapter 2 Forms

Appendix 2-A Three Sample Clinical Reports

Appendix 2-B Sample IFSP and IEP

Chapter 3: Multicultural Considerations

Cultural-Linguistic 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 of 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 Source

Electronic Sources

Chapter 5: Medical and Psychiatric Conditions Associated With Communicative Disorders

Overview of Medical Conditions, Psychological 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)

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)

Ménière’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 Sources

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 Form

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 and 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

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

Back Cover

Kenneth G. Shipley, PhDis 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.

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