<p>Preface</p> <p> </p> <p>Chapter 1: Introduction to Diagnosis and Evaluation: Philosopihcal Issues and General Guidelines</p> <p> </p> <p>Diagnosis and Evaluation Defined</p> <p>Broadening the Notion of Assessment</p> <p>Illustrating the Importance of Measurement in Current Trends</p> <p>The Importance of Functional Measurements: The World Health Organization, U.S. Department of Education, and ASHA</p> <p>Diagnosis to Determine the Reality of the Problem</p> <p>Diagnosis to Determine the Etiology of the Problem</p> <p>Diagnosis to Provide Clinical Focus</p> <p>Diagnosis: Science and Art</p> <p>Diagnosis Versus Eligibility</p> <p>The Diagnostician as a Factor</p> <p>The Client-Clinician Relationship</p> <p>The Client as a Factor: Children, Adolescents, and Adults</p> <p>Putting the Diagnosis to Work</p> <p>Precepts Regarding the Clinical Examination</p> <p> </p> <p>Chapter 2: Interviewing</p> <p>The Importance of Interviewing</p> <p>The Nature of Interviewing</p> <p>Common Interviewing Considerations</p> <p>An Approach to Interviewing</p> <p>Using Interviewing Skills Beyond the Diagnostic Evaluation</p> <p>Improving Interviewing Skills</p> <p> </p> <p>Chapter 3: Psychometric Considerations in Dianosis and Evaluation</p> <p>Common Types of Tests</p> <p>Validity: The Foundation of the Test or Measure</p> <p>Reliability</p> <p>Some Quantitative Background for Test Interpretation</p> <p>Central Tendency, Variation, and the Normal Curve</p> <p>Sensitivity and Specificity: Key Concepts in Evidence-Based Practice</p> <p>Criteria for Evaluatin Standardized Tests</p> <p>Common Errors in the Use of Norm-Referenced Tests</p> <p>Conclusion</p> <p> </p> <p>Chapter 4: Assessment of Children with Limited Language</p> <p>The Process of Becoming a Communicator: Getting the "Big Picture"</p> <p>Focusing on the Child's Language Level: Nonverbal, Single-Word, and Early Multiword Communicators</p> <p>Considering Etiology</p> <p>Why is Early Language Assessment so Difficult?</p> <p>Models to Consider in Language Assessment</p> <p>Theoretical Considerations in Language Assessment</p> <p>Assessment that Focuses on Early Communication and Variables that Predict Language Growth</p> <p>Specific Assessment Areas: Procedures, Considerations, and Directions for Further Study</p> <p>Concluding Remarks</p> <p> </p> <p>Chapter 5: Assessment of School-Age and Adolescent Language Disorders</p> <p>Use of Standardized Tests with Syntx-Level Children</p> <p>Nonstandardized Testing</p> <p>Language Sampling: A General Look at the Process</p> <p>Later Language Development: Emerging Data</p> <p>Testing Language Comprehension</p> <p>Assessment of Syntax Using Analysis Packages</p> <p>Assessment of Conversational Pragmatics</p> <p>Issues of Memory and Processing Load</p> <p>Evaluating LIteracy and School Curriculum</p> <p>Conclusion</p> <p> </p> <p>Chapter 6: Assessment of Speech Sound Disorders</p> <p>Multiple Components Contributing to Sound Production</p> <p>Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders</p> <p>Overview of the Articulation/Phonology Assessment Process</p> <p>Screening for Speech Sound Disorders</p> <p>Traditional Assessment Procedures</p> <p>Test Procedures that Evaluate Phonetic Context Effects</p> <p>Assessment of Speech Sounds in Early Intervention</p> <p>The Phonetic and Phonemic Inventories</p> <p>Distinctive Feature Analysis</p> <p>Phonological Analysis</p> <p>Assessment of Phonological Knowledge</p> <p>Other Testing</p> <p>Integrating Data from the Assessment</p> <p>Severity and Intelligibility</p> <p>Computer-Assisted Analysis of Phonology</p> <p>Long-Term Impact of Phonological Disorders</p> <p> </p> <p>Chapter 7: Disorders of Fluency</p> <p>Differential Diagnosis</p> <p>The Appraisal of Stuttering</p> <p>Evaluation at the Onset of Stuttering</p> <p>Evaluation of the School-Aged Student</p> <p>Assessment of the Adult Who Stutters</p> <p> </p> <p>Chapter 8: Assessment of Aphasia</p>
