Assessment in speech-language pathology : (Record no. 19735)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 13666cam a2200385 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 23197842 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250416151830.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 230623s2025 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2023029498 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781635507102 |
| Qualifying information | (paperback) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 1635507103 |
| Qualifying information | (paperback) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DNLM/DLC |
| Language of cataloging | eng |
| Description conventions | rda |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 616.855 075 SHI M |
| Edition number | 23/eng/20230912 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Shipley, Kenneth G., |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Assessment in speech-language pathology : |
| Remainder of title | a resource manual / |
| Statement of responsibility, etc. | Kenneth G. Shipley, Julie G. McAfee. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | Seventh edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | San Diego, CA : |
| Name of producer, publisher, distributor, manufacturer | Plural Publishing, Inc., |
| Date of production, publication, distribution, manufacture, or copyright notice | [2025] |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxiii, 660 pages : |
| Other physical details | color illustrations ; |
| Dimensions | 28 cm |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| Media type code | n |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Carrier type code | nc |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | List of Tables<br/>List of Forms<br/>List of Figures<br/>Preface<br/>Acknowledgments<br/><br/>Part I. Preparatory Considerations<br/><br/>Chapter 1. Foundational Information for Assessment in Speech-Language Pathology<br/>Overview of Assessment<br/>Professional Expectations for Clinicians<br/><br/>Code of Ethics<br/>Code of Fair Testing Practices in Education<br/>Health Insurance Portability Accountability Act (HIPAA)<br/><br/>Psychometric Principles<br/><br/>Validity<br/>Reliability<br/>Standardization<br/>Sensitivity and Specificity<br/>Freedom From Bias<br/><br/>Assessment Methods<br/><br/>Information From Clients and Others<br/>Observation<br/>Speech-Language Sample Analysis<br/>Dynamic Assessment<br/>Standardized Tests<br/><br/>Administering and Interpreting Standardized Tests<br/><br/>Accommodations and Modifications<br/>Determining Chronological Age<br/>Basals and Ceilings<br/>Obtaining a Raw Score<br/>Normative Data<br/>Understanding Normed Scores<br/>Confidence Intervals<br/><br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources <br/><br/>Chapter 1 Forms<br/><br/>Chapter 2. Overview of a Complete Assessment<br/>Elements of a Complete Assessment<br/>Obtain a Case History<br/><br/>Allergy Awareness<br/>Information From Other Professionals<br/><br/>Conduct an Intake Interview<br/>Consider Internal and External Influences<br/>Directly Assess the Client<br/><br/>Play-Based Assessment<br/><br/>Assimilate and Analyze Findings<br/>Make a Diagnosis and Recommendations<br/>Write a Diagnostic Report<br/><br/>IFSPs and IEPs<br/>Writing SOAP Notes<br/><br/>Share Assessment Findings<br/><br/>Information-Sharing Meeting<br/>Sharing Information Electronically<br/><br/>Assessment via Telepractice<br/><br/>Assessment Considerations Specific to Telepractice<br/><br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 2 Forms<br/>Appendix 2–A. Three Sample Clinical Reports<br/>Appendix 2–B. Sample IFSP and IEP<br/><br/>Chapter 3. Multicultural Considerations<br/>Cultural-Linguistical Knowledge<br/><br/>Cultural Communication Differences<br/>Speech-Language Differences<br/>Ethnographic Research<br/><br/>Cultural Competence<br/>Assessment of CLD Clients<br/><br/>Language History<br/>Direct Assessment<br/>Disorder Versus Difference<br/><br/>Collaboration With Interpreters and Translators <br/><br/>Preassessment Preparation <br/><br/>Concluding Comments <br/>Sources of Additional Information <br/><br/>Print Sources <br/>Electronic Sources<br/><br/>Chapter 3 Forms<br/>Appendix 3–A. Speech and Language Characteristics of African American English<br/>Appendix 3–B. Speech and Language Characteristics of Spanish <br/>Appendix 3–C. Speech and Language Characteristics of Asian Languages<br/><br/>Chapter 4. Hearing Considerations<br/>Overview of Common Hearing Disorders<br/>Audiograms<br/>Standard Classification of Hearing Loss<br/>Effects on Hearing Loss on Communication<br/><br/>The Speech Banana<br/>Environmental Noise Levels<br/><br/>Hearing Aids<br/><br/>Troubleshooting Hearing Aid Problems<br/><br/>Hearing Screening as Part of a Speech-Language Assessment<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 5. Medical and Psychiatric Conditions Associated With Communicative Disorders<br/>Overview of Medical Conditions, Psychiatric Conditions, and Syndromes<br/>Diagnoses, Descriptions and Clinical Significance<br/><br/>Acoustic Neuroma<br/>Adenoidectomy<br/>Allergy<br/>Amyotrophic Lateral Sclerosis (ALS)<br/>Angelman Syndrome<br/>Ankyloglossia<br/>Apert Syndrome<br/>Aspiration Pneumonia<br/>Attention-Deficit/Hyperactivity Disorder (ADHD)<br/>Branchiootorenal Syndrome<br/>Central Auditory Processing Disorder (CAPD)<br/>Cerebral Palsy (CP)<br/>CHARGE Syndrome<br/>Congenital Rubella Syndrome (CRS)<br/>Cornelia de Lange Syndrome|<br/>Cerebrovascular Accident (CVA)<br/>Convulsions<br/>Coronavirus Disease 2019 (COVID-19)<br/>Cri-du-Chat Syndrome<br/>Crouzon Syndrome<br/>DiGeorge Syndrome<br/>Down Syndrome, Trisomy 21<br/>Executive Function Deficit<br/>Fetal Alcohol Spectrum Disorders (FASD)<br/>Fragile X Syndrome (FXS)<br/>Frontotemporal Dementia (FTD)<br/>Huntington’s Disease (HD)<br/>Learning Disability or Learning Disorder<br/>Lewy Body Dementia (LBD)<br/>Lou Gehrig’s Disease<br/>Mastoiditis<br/>Measles (Rubeola)<br/>Ménière’s Disease<br/>Meningitis<br/>Myasthenia Gravis (MG)<br/>Neurofibromatosis Type 2 (NF2)<br/>Otitis Media<br/>Parkinson’s Disease<br/>Pierre Robin Sequence (PRS)<br/>Polymicrogyria<br/>Rubeola<br/>Selective Mutism<br/>Sotos Syndrome<br/>Specific Learning Disorder (SLD)<br/>Stickler Syndrome<br/>Stroke<br/>Tongue-Tie<br/>Townes-Brocks Syndrome (TBS)<br/>Transient Ischemic Attack (TIA)<br/>Treacher Collins Syndrome<br/>Trisomy 21 Syndrome<br/>22q112 Deletion Syndrome<br/>Usher Syndrome<br/>Van der Woude Syndrome<br/>Velocardiofacial Syndrome (VCFS)<br/>Vestibular Schwannoma<br/>Williams Syndrome<br/><br/>Concluding Comments<br/>Sources of Additional Information<br/> <br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Part II. Resources for Assessing Communicative Disorders<br/><br/>Chapter 6. Common Assessment Procedures for Most Communicative Disorders<br/>Standard Precautions<br/>Common Intake Interview Questions<br/>Orofacial Examination<br/><br/>Interpreting the Orofacial Examination<br/><br/>Assessing Diadochokinetic Syllable Rate<br/>Speech-Language Sampling<br/><br/>Conversation Starters for Eliciting a Speech-Language Sample<br/>Pictures<br/>Narratives<br/><br/>Reading Passages<br/>Evaluating Rate of Speech<br/><br/>Determining Speech Rate<br/><br/>Determining Intelligibility<br/>Syllable-by-Syllable Stimulus Phrases<br/>Charting Behaviors<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Source<br/><br/>Chapter 6 Forms<br/>Appendix 6–A. Pictures and Narratives With Pictures<br/>Appendix 6–B. Reading Passages<br/><br/>Chapter 7. Assessment of Speech Sound Disorders<br/>Overview of Assessment<br/>Sounds in the English Language<br/><br/> Distinctive Features of Consonants <br/><br/>Phonological Processes<br/>Developmental Norms for Phonemes and Consonant Clusters <br/>Frequency of Occurrence of Consonants <br/>Screening<br/>Intake Interview Questions<br/>Comprehensive Speech Sound Inventory<br/><br/>Formal Tests<br/>Speech Sample Analysis<br/><br/>Intelligibility<br/>Stimulability<br/>Considerations for Diagnosis<br/>Childhood Apraxia of Speech<br/><br/>Assessment Procedures for Childhood Apraxia of Speech <br/><br/>Concluding Comments <br/>Sources of Additional Information <br/><br/>Print Sources <br/>Electronic Sources <br/><br/>Chapter 7 Forms<br/><br/>Chapter 8. Assessment of Spoken Language in Children <br/>Overview of Assessment <br/>Five Language Domains <br/>Typical Language Development <br/><br/>Piaget’s Stages of Early Cognitive Development<br/>Development of Play <br/><br/>Language Disorder Descriptions <br/>Screening<br/>Intake Interview Questions<br/>Comprehensive Language Assessment<br/><br/>Formal Assessment<br/>Informal Assessment<br/><br/>Assessment for Early Intervention <br/><br/>Partnering with Parents<br/>Late Talker Versus Language Disordered<br/><br/>Assessment of School-Age Children<br/>Language Sample Analysis <br/>Assessment of Morphologic Skills <br/><br/>Determine Mean Length of Utterance <br/><br/>Assessment of Semantic Skills <br/>Assessment of Syntactic Skills <br/>Assessment of Pragmatic Skills <br/>Assessment of Narrative Skills <br/>Considerations for Diagnosis<br/>Concluding Comments <br/>Sources of Additional Information <br/><br/>Print Sources <br/>Electronic Sources <br/><br/>Chapter 8 Forms<br/>Appendix 8–A. Motor and Communication Skills Sequence of Development<br/><br/>Chapter 9. Assessment of Written Language<br/>Overview of Assessment <br/>Role of the Speech-Language Pathologist <br/>Multicultural Considerations<br/>Typical Reading and Writing Development <br/>Written Language Disability Characteristics and Types <br/>Screening<br/>Assessment of Reading <br/><br/>Phonological and Phonemic Awareness <br/>Word Fluency<br/>Reading Fluency <br/>Informal Reading Inventories<br/>Narrative Schema Knowledge <br/><br/>Assessment of Writing <br/><br/>Narrative Writing <br/>Expository Writing <br/>Persuasive Writing <br/><br/>Assessment of Spelling <br/>Concluding Comments <br/>Sources of Additional Information <br/><br/>Print Sources <br/>Electronic Sources <br/><br/>Chapter 9 Forms<br/><br/>Chapter 10. Assessment for Autism Spectrum Disorder and Social Communication Disorder<br/>Overview of Assessment<br/>Definitions According to the DSM–5<br/><br/>Definition of Autism Spectrum Disorder <br/>Definition of Social (Pragmatic) Communication Disorder <br/><br/>Role of the Speech-Language Pathologist<br/>Typical Development of Social Language Skills<br/>Early Indicators of a Pragmatic Language Disorder<br/>Screening<br/>Formal and Informal Assessment<br/><br/>Speech-Language Assessment<br/>Standardized Language Assessment<br/>Feeding Assessment<br/><br/>Considerations for Diagnosis<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 10 Forms<br/><br/>Chapter 11. Assessment for Augmentative or Alternative Communication (AAC)<br/>Overview of Assessment<br/>Candidates for AAC<br/>Types of AAC<br/><br/>Apps for AAC<br/><br/>Formal and Informal Assessment<br/><br/>Assess Sensory and Motor Capabilities<br/>Assess Language and Cognitive Skills<br/><br/>Determine Communicative Needs<br/>Select an Appropriate AAC System<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 11 Forms<br/><br/>Chapter 12. Assessment of Fluency Disorders<br/>Overview of Assessment<br/>Types of Fluency Disorders<br/><br/>Stuttering<br/>Cluttering<br/><br/>Screening<br/>Intake Interview Questions<br/><br/>Speech Sampling<br/><br/>Disfluency Indexes<br/>Secondary Behaviors<br/><br/>Associated Motor Behaviors<br/>Physiologic Responses<br/>Avoidance<br/><br/>Feelings and Attitudes<br/>Speech Rate<br/>Published Fluency Assessments<br/>Considerations for Diagnosis<br/><br/>Diagnosing Stuttering<br/>Diagnosing Cluttering<br/>Stimulability<br/><br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 12 Forms<br/><br/>Chapter 13. Assessment of Voice and Resonance<br/>Overview of Assessment<br/>Defining Voice and Resonance<br/>Categories of Voice Disorders<br/>The Multidisciplinary Team<br/>Screening<br/>Case History and Intake Interview Questions<br/>Client History and Present Concerns<br/>Perceptual and Instrumental Examination of Voice<br/><br/>Assessment of Pitch<br/>Assessment of Vocal Intensity<br/>Assessment of Vocal Quality<br/>Assessment of Respiratory Support for Speech<br/>Maximum Phonation Time<br/>The S/Z Ratio<br/><br/>Assessment of Resonance<br/><br/>Auditory-Perceptual Assessment<br/>Compensatory Articulation<br/><br/>Hardware and Software for Assessment of Voice and Resonance<br/>Assessment of Alaryngeal Clients<br/><br/>Alaryngeal Communication Options<br/><br/>Assessment of Clients With Cleft Lip and/or Palate<br/>Assessment of Transgender Clients<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 13 Forms<br/><br/>Chapter 14. Assessment of Acquired Neurogenic Language Disorders<br/>Overview of Assessment<br/>The Brain<br/>Setting-Specific Assessments<br/><br/>Outcome and Assessment Information Set (OASIS)<br/>Minimum Data Set (MDS)<br/>Functional Independence Measure (FIM)<br/><br/>Assessment of Clients With Aphasia<br/>Assessment of Clients With Right Hemisphere Damage<br/>Assessment of Clients With Traumatic Brain Injury<br/>Assessment of Clients With Dementia<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 14 Forms<br/><br/>Chapter 15. Assessment of Acquired Neurogenic Speech Disorders<br/>Overview of Assessment<br/>The Cranial Nerves<br/>Assessment of Dysarthria<br/>Assessment of Apraxia of Speech (AOS)<br/>Differential Characteristics of Dysarthria and Apraxia of Speech<br/>Concluding Comments<br/>Sources of Additional Information<br/><br/>Print Sources<br/>Electronic Sources<br/><br/>Chapter 15 Forms<br/><br/>Chapter 16. Assessment of Dysphagia<br/>Overview of Assessment<br/>Overview of a Normal Swallow<br/>Typical Development of Feeding and Swallowing<br/>Clinical Assessment of Pediatric Feeding and Swallowing<br/><br/>Case History<br/>Alertness<br/>Physiologic Status<br/>Sucking Ability<br/>Infantile Reflexes<br/>Orofacial Structures and Function<br/>Chewing and Swallowing Ability<br/><br/>Clinical Assessment of Adult Dysphagia<br/><br/>Case History<br/>Orofacial Structures and Function<br/>Chewing and Swallowing Ability<br/><br/>Graphic Imaging<br/><br/>Videofluoroscopy<br/>Videoendoscopy<br/><br/>Concluding Comments<br/>Sources of Additional Information <br/><br/>Print Sources <br/>Electronic Sources <br/><br/>Chapter 16 Forms<br/><br/>References<br/>Glossary<br/>Index |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | "The book covers the diagnosis and evaluation of a wide range of communication disorders in adults and children"-- |
| Assigning source | Provided by publisher. |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Communication Disorders |
| General subdivision | diagnosis |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Speech-Language Pathology |
| General subdivision | methods |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Needs Assessment |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | McAfee, Julie G., |
| Relator term | author. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Online version: |
| Main entry heading | Shipley, Kenneth G. |
| Title | Assessment in speech-language pathology |
| Edition | Seventh edition. |
| Place, publisher, and date of publication | San Diego, CA : Plural Publishing, Inc., [2025] |
| International Standard Book Number | 9781635504675 |
| Record control number | (DLC) 2023029499 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Reference text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | R-39/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 16/04/2025 | 1 | 616.855 075 SHI M | 23981 | 06/03/2026 | 10/02/2026 | 16/04/2025 | Reference text books | ||||
| Dewey Decimal Classification | 66/4 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 16/04/2025 | 6 | 616.855 075 SHI M;1 | 23982 | 12/03/2026 | 06/03/2026 | 16/04/2025 | Stack text books |