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Diagnosis and evaluation in speech pathology / (Record no. 7800)

MARC details
000 -LEADER
fixed length control field	06867pam a2200325 a 4500
001 - CONTROL NUMBER
control field	708581
003 - CONTROL NUMBER IDENTIFIER
control field	OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20200217094337.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	970424s1998 maua b 001 0 eng c
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	97019808
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	0205272126
040 ## - CATALOGING SOURCE
Original cataloging agency	DNLM/DLC
Transcribing agency	DLC
Modifying agency	DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	RC423
Item number	.H3826 1998
060 10 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER
Classification number	WM 475 H424d 1997
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	616.855 075 HAY P
Edition number	21
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Haynes, William O.
245 10 - TITLE STATEMENT
Title	Diagnosis and evaluation in speech pathology /
Statement of responsibility, etc.	William O. Haynes, Rebekah H. Pindzola.
250 ## - EDITION STATEMENT
Edition statement	5th ed.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc.	Boston :
Name of publisher, distributor, etc.	Allyn and Bacon,
Date of publication, distribution, etc.	c1998.
300 ## - PHYSICAL DESCRIPTION
Extent	x, 451 p. :
Other physical details	ill. ;
Dimensions	25 cm.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	1.Introduction to Diagnosis and Evaluation: Philosophical Issues and General Guidelines.<br/><br/><br/>Diagnosis and Evaluation Defined.<br/><br/><br/><br/>Diagnosis to Determine the Reality of the Problem.<br/><br/><br/><br/>Diagnosis to Determine the Etiology of the Problem.<br/><br/><br/><br/>Diagnosis to Provide Clinical Focus.<br/><br/><br/><br/>Diagnosis: Science and Art.<br/><br/><br/><br/>Diagnosis Versus Eligibility.<br/><br/><br/><br/>The Diagnostician as a Factor.<br/><br/><br/><br/>The Client-Clinician Relationship.<br/><br/><br/><br/>The Client as a Factor: Children, Adolescents, and Adults.<br/><br/><br/><br/>Putting the Diagnosis to Work.<br/><br/><br/><br/>Precepts Regarding the Clinical Examination.<br/><br/><br/><br/>2.Interviewing.<br/><br/><br/>The Importance of Interviewing.<br/><br/><br/><br/>The Nature of Interviewing.<br/><br/><br/><br/>Common Interviewing Considerations.<br/><br/><br/><br/>An Approach to Interviewing.<br/><br/><br/><br/>Improving Interviewing Skills.<br/><br/><br/><br/>3.Psychometric Considerations in Diagnosis and Evaluation.<br/><br/><br/>Common Types of Tests.<br/><br/><br/><br/>Validity: The Foundation of the Test or Measure.<br/><br/><br/><br/>Reliability.<br/><br/><br/><br/>Some Quantitative Background for the Test Interpretation.<br/><br/><br/><br/>Central Tendency, Variance, and the Normal Curve.<br/><br/><br/><br/>Criteria for Evaluating Standardized Tests.<br/><br/><br/><br/>Common Errors in the Use of Norm-Referenced Tests.<br/><br/><br/><br/>Conclusion.<br/><br/><br/><br/>4.Assessment of Children with Limited Language.<br/><br/><br/>The Process of Becoming a Communicator: Getting the "Big Picture."<br/><br/><br/><br/>Focusing on the Child's Language Level: Nonverbal, Single Word and Multiword Communicators.<br/><br/><br/><br/>Considering "Etiology."<br/><br/><br/><br/>Why Is Early Language Assessment so Difficult?<br/><br/><br/><br/>Models to Consider in Language Assessment.<br/><br/><br/><br/>Theoretical Considerations in Language Assessment.<br/><br/><br/><br/>Preassessment and Pertinent Historical Information.<br/><br/><br/><br/>Assessment of Social Prerequisites and Caretaker/Child Interaction.<br/><br/><br/><br/>Adaptive Behavior Scales.<br/><br/><br/><br/>Assessment of Cognitive Attainments Associated with Communication.<br/><br/><br/><br/>Assessment of Communicative Intent and Function.<br/><br/><br/><br/>Use of Tests and Formal Procedures with Limited Language Children.<br/><br/><br/><br/>Assessment of Structure and Function in Early Utterances.<br/><br/><br/><br/>Assessment of Children's Early Language Comprehension.<br/><br/><br/><br/>Assessment of Utterances Using Length Measures.<br/><br/><br/><br/>Infant, Toddler and Family Assessment.<br/><br/><br/><br/>Assessment of Special Populations.<br/><br/><br/><br/>Consolidating Data and Arriving at Treatment Recommendations.<br/><br/><br/><br/>Concluding Remarks.<br/><br/><br/><br/>5.Assessment of School-Age and Adolescent Language Disorders.<br/><br/><br/>Students with Language Problems: The "High Risk" Groups.<br/><br/><br/><br/>Use of Standardized Tests with Syntax Level Children.<br/><br/><br/><br/>Language Sampling: A General Look at the Process.<br/><br/><br/><br/>Later Language Development: Emerging Data.<br/><br/><br/><br/>Testing Language Comprehension.<br/><br/><br/><br/>Assessment of Syntax Using Elicited Imitation.<br/><br/><br/><br/>Assessment of Syntax Using Packages.<br/><br/><br/><br/>Assessment of Conversational Pragmatics.<br/><br/><br/><br/>Evaluation of Metalinguistic Ability and School Curriculum.<br/><br/><br/><br/>A Final Note on Multicultural Variation.<br/><br/><br/><br/>Conclusion.<br/><br/><br/><br/>6.Assessment of Phonological Disorders.<br/><br/><br/>Multiple Components Contributing to Sound Production.<br/><br/><br/><br/>Seven Important Knowledge Areas for Evaluation of Articulation and Phonological Disorders.<br/><br/><br/><br/>Screening for Phonological Disorders.<br/><br/><br/><br/>Traditional Assessment Procedures.<br/><br/><br/><br/>Test Procedures that Evaluate Phonetic Context Effects.<br/><br/><br/><br/>The Phonetic and Phonemic Inventories.<br/><br/><br/><br/>Distinctive Feature Analysis.<br/><br/><br/><br/>Assessment of Phonological Analysis.<br/><br/><br/><br/>Other Testing.<br/><br/><br/><br/>Integrating Data from Assessment.<br/><br/><br/><br/>Severity and Intelligibility.<br/><br/><br/><br/>Computer-Assisted Analysis of Phonology.<br/><br/><br/><br/>Long Term Impact of Phonological Disorders.<br/><br/><br/><br/>7.Disorders of Fluency.<br/><br/><br/>Differential Diagnosis.<br/><br/><br/><br/>The Appraisal of Stuttering.<br/><br/><br/><br/>Evaluation at the Onset of Stuttering.<br/><br/><br/><br/>Evaluation of the School-Aged Student<br/><br/><br/><br/>Assessment of the Adult Who Stutters.<br/><br/><br/><br/>8.Assessment of Aphasia.<br/><br/><br/>The Nature of Aphasia.<br/><br/><br/><br/>Case History.<br/><br/><br/><br/>Diagnosis and Formal Testing.<br/><br/><br/><br/>Differential Diagnosis.<br/><br/><br/><br/>The Art of Informal Assessment.<br/><br/><br/><br/>Summing Up the Findings.<br/><br/><br/><br/>9.Motor Speech Disorders and the Oral Exam.<br/><br/><br/>Apraxia of Speech in Adults.<br/><br/><br/><br/>Developmental Apraxia of Speech.<br/><br/><br/><br/>The Adult Dysarthrias.<br/><br/><br/><br/>Cerebral Palsies and Dysarthria in Children.<br/><br/><br/><br/>The Oral Peripheral Examination.<br/><br/><br/><br/>Dysphagia.<br/><br/><br/><br/>10.Laryngeal Voice Disorders.<br/><br/><br/>The Nature of Vocal Disturbances.<br/><br/><br/><br/>The Presenting Complaint and Case History Intake.<br/><br/><br/><br/>Informal Evaluation: A Listening and Rating Process.<br/><br/><br/><br/>Objective and Sophisticated Measures.<br/><br/><br/><br/>Informal Assessment Probes.<br/><br/><br/><br/>Prognosis.<br/><br/><br/><br/>Conclusion.<br/><br/><br/><br/>11.Assessment and Reassessment of the Laryngectomee.<br/><br/><br/>The Counseling Process.<br/><br/><br/><br/>Background and Current Status Information.<br/><br/><br/><br/>The Process of Getting Started.<br/><br/><br/><br/>Ongoing Assessments: A Dynamic Process.<br/><br/><br/><br/>Prognosis.<br/><br/><br/><br/>12.Assessment of Resonance Imbalance.<br/><br/><br/>Categories of Abnormal Resonance.<br/><br/><br/><br/>Case History and General Voice Assessment.<br/><br/><br/><br/>Assessment Techniques and Probes for Resonance Imbalance.<br/><br/><br/><br/>Assessment Associated with Cleft Palate.<br/><br/><br/><br/>Prognosis Associated with Resonance Imbalance.<br/><br/><br/><br/>Conclusion.<br/><br/><br/><br/>13.The Diagnostic Report.<br/><br/><br/>Format.<br/><br/><br/><br/>Confidentiality.<br/><br/><br/><br/>Style.<br/><br/><br/><br/>The Writing Process.<br/><br/><br/><br/>Follow-Up.<br/><br/><br/><br/>Appendix A. Early Child Language Assessment Interview Protocol.<br/><br/><br/>Appendix B. Coding Sheet for Early Multiword Analysis.<br/><br/><br/>Appendix C. Summary Sheet for Early Multiword Analysis.<br/><br/><br/>Appendix D. Data Consolidation in Limited Language Evaluations.<br/><br/><br/>Appendix E. Selected Language Assessment Instruments for Syntax-Level Children.<br/><br/><br/>Index.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Speech disorders
General subdivision	Diagnosis.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Speech disorders
General subdivision	Case studies.
650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element	Speech Disorders
General subdivision	diagnosis.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name	Pindzola, Rebekah H.
Fuller form of name	(Rebekah Hand)
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a	7
b	cbc
c	orignew
d	1
e	ocip
f	19
g	y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Dewey Decimal Classification
Koha item type	Stack text books

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		Dewey Decimal Classification			R-38/5	All India Institute of Speech and Hearing	All India Institute of Speech and Hearing	17/02/2020		616.855 075 HAY P	11770	17/02/2020	17/02/2020	Reference text books