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Assessment in speech and language therapy

Сумата се прибавя директно в кошницата

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Описание

CONTENTS

List of illustrations vii

List of contributors ix

Series editors’preface xi

INTRODUCTION: HISTORICAL

CONSIDERATIONS IN ASSESSMENT 1

Sheila L. Wirz

1 ASSESSMENT OF RECEPTIVE LANGUAGE 16

Janet A. Lees

2 ASSESSMENT OF EXPRESSIVE LANGUAGE 35

Elspeth McCartney

3 ASSESSMENT OF ARTICULATION AND

PHONOLOGY 49

Pam Grunwell

4 ASSESSMENT OF VOICE PROBLEMS 68

H. Fiona Robinson

5 ASSESSMENT OF STAMMERING 85

Armin Kuhr and Lena Rustin

6 ASSESSMENT OF ACQUIRED LANGUAGE

PROBLEMS 99

Jean Kerr

7 ASSESSMENT OF CHILDREN WITH SPECIAL

NEEDS 128

JannetA. Wright

8 ASSESSMENT OF MENTALLY HANDICAPPED

INDIVIDUALS 149

Julie Dockrell and Clare Henry

9 ASSESSING THE OLDER COMMUNICATION-

IMPAIRED PERSON 163

10 ASSESSMENTS OF PSYCHIATRY 175

Jenny France

TEST REVIEWS 187

Name index 260

Subject index 267

ILLUSTRATIONS

BOXES

1.1 Factors affecting language input 20

1.2 Advantages and disadvantages of formal and informal assessment 22

1.3 Assessing receptive language in preschool children 24

1.4 Receptive language problems in Rapin and Allen’s

language-disorder subtypes 26

1.5 Assessing receptive language in school-age children 27

1.6 A language profile of a child with a receptive-language disorder 28

1.7 Assessing receptive language in teenagers 30

1.8 Assessing receptive language in acquired childhood aphasia 32

4.1 Check-list for case-history taking (dysphonia) 74

4.2 John Laver vocal-profile analysis protocol 77

A3 Vocal-parameters assessment tasks 78

5.1 Treatment of stammering and other problems 86

5.2 Interview for adults 87

5.3 Interview for adolescents and children 88

5.4 Interview for parents 89

5.5 Symptomatic behaviour in the descriptive diagnosis of

stammering 90

9.1 Common causes of communication breakdown in old age 166

9.2 Normal ageing effects 167

9.3 Tests used in geriatric assessment 170

FIGURES

3.1 Diagrammatic representation of vocal organs 51

3.2 English consonant systems in word-initial and word-final

positions 60

3.3 Contrastive assessment of word-initial and word-final

consonants: Lisa, 4 years, 5 months 61

3.4 PACS developmental assessment 63

3.5 PACS developmental assessment: Lisa, 4 years, 5 months 64

6.1 A model for the recognition, comprehension and production

of single spoken and written words and non-words 107

6.2 Single-word processing model with tasks appropriate for

testing each level 115

8.1 Critical path of questions to be addressed when framing

an assessment 159

9.1 A model of speech-and-language-therapy care for elderly

people 164