Kenneth G. Shipley, PhD is 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. **** Julie G. McAfee, MA, CCC-SLP is a practicing speech-language pathologist in Northern California. She has professional experience serving a wide variety of adult and child populations. Over the years, she has worked in acute care hospitals, rehabilitation hospitals, skilled nursing facilities, client homes, preschools, elementary schools, and middle schools. She is currently practicing at Bird-Kern-Dalmia, a private practice in San Jose, California. Ms. McAfee is passionate about helping individuals obtain the highest possible level of communicative ability to improve their quality of life. Presently, she primarily serves pediatric populations, but she also enjoys working with adult clients as opportunities arise.

• List of TablesList of FormsList of FiguresPrefaceAcknowledgmentsPart I. Preparatory ConsiderationsChapter 1. Foundational Information for Assessment in Speech-Language PathologyOverview of AssessmentProfessional Expectations for CliniciansCode of EthicsCode of Fair Testing Practices in EducationHealth Insurance Portability Accountability Act (HIPAA)Psychometric PrinciplesValidityReliabilityStandardizationSensitivity and SpecificityFreedom From BiasAssessment MethodsInformation From Clients and OthersObservationSpeech-Language Sample AnalysisDynamic AssessmentStandardized TestsAdministering and Interpreting Standardized TestsAccommodations and ModificationsDetermining Chronological AgeBasals and CeilingsObtaining a Raw ScoreNormative DataUnderstanding Normed ScoresConfidence IntervalsConcluding CommentsSources of Additional InformationPrint SourcesElectronic Sources Chapter 1 FormsChapter 2. Overview of a Complete AssessmentElements of a Complete AssessmentObtain a Case HistoryAllergy AwarenessInformation From Other ProfessionalsConduct an Intake InterviewConsider Internal and External InfluencesDirectly Assess the ClientPlay-Based AssessmentAssimilate and Analyze FindingsMake a Diagnosis and RecommendationsWrite a Diagnostic ReportIFSPs and IEPsWriting SOAP NotesShare Assessment FindingsInformation-Sharing MeetingSharing Information ElectronicallyAssessment via TelepracticeAssessment Considerations Specific to TelepracticeConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 2 FormsAppendix 2-A. Three Sample Clinical ReportsAppendix 2-B. Sample IFSP and IEPChapter 3. Multicultural ConsiderationsCultural-Linguistical KnowledgeCultural Communication DifferencesSpeech-Language DifferencesEthnographic ResearchCultural CompetenceAssessment of CLD ClientsLanguage HistoryDirect AssessmentDisorder Versus DifferenceCollaboration With Interpreters and Translators Preassessment Preparation Concluding Comments Sources of Additional Information Print Sources Electronic SourcesChapter 3 FormsAppendix 3-A. Speech and Language Characteristics of African American EnglishAppendix 3-B. Speech and Language Characteristics of Spanish Appendix 3-C. Speech and Language Characteristics of Asian LanguagesChapter 4. Hearing ConsiderationsOverview of Common Hearing DisordersAudiogramsStandard Classification of Hearing LossEffects on Hearing Loss on CommunicationThe Speech BananaEnvironmental Noise LevelsHearing AidsTroubleshooting Hearing Aid ProblemsHearing Screening as Part of a Speech-Language AssessmentConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 5. Medical and Psychiatric Conditions Associated With Communicative DisordersOverview of Medical Conditions, Psychiatric Conditions, and SyndromesDiagnoses, Descriptions and Clinical SignificanceAcoustic NeuromaAdenoidectomyAllergyAmyotrophic Lateral Sclerosis (ALS)Angelman SyndromeAnkyloglossiaApert SyndromeAspiration PneumoniaAttention-Deficit/Hyperactivity Disorder (ADHD)Branchiootorenal SyndromeCentral Auditory Processing Disorder (CAPD)Cerebral Palsy (CP)CHARGE SyndromeCongenital Rubella Syndrome (CRS)Cornelia de Lange Syndrome|Cerebrovascular Accident (CVA)ConvulsionsCoronavirus Disease 2019 (COVID-19)Cri-du-Chat SyndromeCrouzon SyndromeDiGeorge SyndromeDown Syndrome, Trisomy 21Executive Function DeficitFetal Alcohol Spectrum Disorders (FASD)Fragile X Syndrome (FXS)Frontotemporal Dementia (FTD)Huntington's Disease (HD)Learning Disability or Learning DisorderLewy Body Dementia (LBD)Lou Gehrig's DiseaseMastoiditisMeasles (Rubeola)Meniere's DiseaseMeningitisMyasthenia Gravis (MG)Neurofibromatosis Type 2 (NF2)Otitis MediaParkinson's DiseasePierre Robin Sequence (PRS)PolymicrogyriaRubeolaSelective MutismSotos SyndromeSpecific Learning Disorder (SLD)Stickler SyndromeStrokeTongue-TieTownes-Brocks Syndrome (TBS)Transient Ischemic Attack (TIA)Treacher Collins SyndromeTrisomy 21 Syndrome22q112 Deletion SyndromeUsher SyndromeVan der Woude SyndromeVelocardiofacial Syndrome (VCFS)Vestibular SchwannomaWilliams SyndromeConcluding CommentsSources of Additional Information Print SourcesElectronic SourcesPart II. Resources for Assessing Communicative DisordersChapter 6. Common Assessment Procedures for Most Communicative DisordersStandard PrecautionsCommon Intake Interview QuestionsOrofacial ExaminationInterpreting the Orofacial ExaminationAssessing Diadochokinetic Syllable RateSpeech-Language SamplingConversation Starters for Eliciting a Speech-Language SamplePicturesNarrativesReading PassagesEvaluating Rate of SpeechDetermining Speech RateDetermining IntelligibilitySyllable-by-Syllable Stimulus PhrasesCharting BehaviorsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourceChapter 6 FormsAppendix 6-A. Pictures and Narratives With PicturesAppendix 6-B. Reading PassagesChapter 7. Assessment of Speech Sound DisordersOverview of AssessmentSounds in the English LanguageDistinctive Features of Consonants Phonological ProcessesDevelopmental Norms for Phonemes and Consonant Clusters Frequency of Occurrence of Consonants ScreeningIntake Interview QuestionsComprehensive Speech Sound InventoryFormal TestsSpeech Sample AnalysisIntelligibilityStimulabilityConsiderations for DiagnosisChildhood Apraxia of SpeechAssessment Procedures for Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 7 FormsChapter 8. Assessment of Spoken Language in Children Overview of Assessment Five Language Domains Typical Language Development Piaget's Stages of Early Cognitive DevelopmentDevelopment of Play Language Disorder Descriptions ScreeningIntake Interview QuestionsComprehensive Language AssessmentFormal AssessmentInformal AssessmentAssessment for Early Intervention Partnering with ParentsLate Talker Versus Language DisorderedAssessment of School-Age ChildrenLanguage 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 DiagnosisConcluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 8 FormsAppendix 8-A. Motor and Communication Skills Sequence of DevelopmentChapter 9. Assessment of Written LanguageOverview of Assessment Role of the Speech-Language Pathologist Multicultural ConsiderationsTypical Reading and Writing Development Written Language Disability Characteristics and Types ScreeningAssessment of Reading Phonological and Phonemic Awareness Word FluencyReading Fluency Informal Reading InventoriesNarrative 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 FormsChapter 10. Assessment for Autism Spectrum Disorder and Social Communication DisorderOverview of AssessmentDefinitions According to the DSM-5Definition of Autism Spectrum Disorder Definition of Social (Pragmatic) Communication Disorder Role of the Speech-Language PathologistTypical Development of Social Language SkillsEarly Indicators of a Pragmatic Language DisorderScreeningFormal and Informal AssessmentSpeech-Language AssessmentStandardized Language AssessmentFeeding AssessmentConsiderations for DiagnosisConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 10 FormsChapter 11. Assessment for Augmentative or Alternative Communication (AAC)Overview of AssessmentCandidates for AACTypes of AACApps for AACFormal and Informal AssessmentAssess Sensory and Motor CapabilitiesAssess Language and Cognitive SkillsDetermine Communicative NeedsSelect an Appropriate AAC SystemConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 11 FormsChapter 12. Assessment of Fluency DisordersOverview of AssessmentTypes of Fluency DisordersStutteringClutteringScreeningIntake Interview QuestionsSpeech SamplingDisfluency IndexesSecondary BehaviorsAssociated Motor BehaviorsPhysiologic ResponsesAvoidanceFeelings and AttitudesSpeech RatePublished Fluency AssessmentsConsiderations for DiagnosisDiagnosing StutteringDiagnosing ClutteringStimulabilityConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 12 FormsChapter 13. Assessment of Voice and ResonanceOverview of AssessmentDefining Voice and ResonanceCategories of Voice DisordersThe Multidisciplinary TeamScreeningCase History and Intake Interview QuestionsClient History and Present ConcernsPerceptual and Instrumental Examination of VoiceAssessment of PitchAssessment of Vocal IntensityAssessment of Vocal QualityAssessment of Respiratory Support for SpeechMaximum Phonation TimeThe S/Z RatioAssessment of ResonanceAuditory-Perceptual AssessmentCompensatory ArticulationHardware and Software for Assessment of Voice and ResonanceAssessment of Alaryngeal ClientsAlaryngeal Communication OptionsAssessment of Clients With Cleft Lip and/or PalateAssessment of Transgender ClientsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 13 FormsChapter 14. Assessment of Acquired Neurogenic Language DisordersOverview of AssessmentThe BrainSetting-Specific AssessmentsOutcome and Assessment Information Set (OASIS)Minimum Data Set (MDS)Functional Independence Measure (FIM)Assessment of Clients With AphasiaAssessment of Clients With Right Hemisphere DamageAssessment of Clients With Traumatic Brain InjuryAssessment of Clients With DementiaConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 14 FormsChapter 15. Assessment of Acquired Neurogenic Speech DisordersOverview of AssessmentThe Cranial NervesAssessment of DysarthriaAssessment of Apraxia of Speech (AOS)Differential Characteristics of Dysarthria and Apraxia of SpeechConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 15 FormsChapter 16. Assessment of DysphagiaOverview of AssessmentOverview of a Normal SwallowTypical Development of Feeding and SwallowingClinical Assessment of Pediatric Feeding and SwallowingCase HistoryAlertnessPhysiologic StatusSucking AbilityInfantile ReflexesOrofacial Structures and FunctionChewing and Swallowing AbilityClinical Assessment of Adult DysphagiaCase HistoryOrofacial Structures and FunctionChewing and Swallowing AbilityGraphic ImagingVideofluoroscopyVideoendoscopyConcluding CommentsSources of Additional Information Print Sources Electronic Sources Chapter 16 FormsReferencesGlossaryIndex

Kenneth G. Shipley, PhD is 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. **** Julie G. McAfee, MA, CCC-SLP is a practicing speech-language pathologist in Northern California. She has professional experience serving a wide variety of adult and child populations. Over the years, she has worked in acute care hospitals, rehabilitation hospitals, skilled nursing facilities, client homes, preschools, elementary schools, and middle schools. She is currently practicing at Bird-Kern-Dalmia, a private practice in San Jose, California. Ms. McAfee is passionate about helping individuals obtain the highest possible level of communicative ability to improve their quality of life. Presently, she primarily serves pediatric populations, but she also enjoys working with adult clients as opportunities arise.

• List of TablesList of FormsList of FiguresPrefaceAcknowledgmentsPart I. Preparatory ConsiderationsChapter 1. Foundational Information for Assessment in Speech-Language PathologyOverview of AssessmentProfessional Expectations for CliniciansCode of EthicsCode of Fair Testing Practices in EducationHealth Insurance Portability Accountability Act (HIPAA)Psychometric PrinciplesValidityReliabilityStandardizationSensitivity and SpecificityFreedom From BiasAssessment MethodsInformation From Clients and OthersObservationSpeech-Language Sample AnalysisDynamic AssessmentStandardized TestsAdministering and Interpreting Standardized TestsAccommodations and ModificationsDetermining Chronological AgeBasals and CeilingsObtaining a Raw ScoreNormative DataUnderstanding Normed ScoresConfidence IntervalsConcluding CommentsSources of Additional InformationPrint SourcesElectronic Sources Chapter 1 FormsChapter 2. Overview of a Complete AssessmentElements of a Complete AssessmentObtain a Case HistoryAllergy AwarenessInformation From Other ProfessionalsConduct an Intake InterviewConsider Internal and External InfluencesDirectly Assess the ClientPlay-Based AssessmentAssimilate and Analyze FindingsMake a Diagnosis and RecommendationsWrite a Diagnostic ReportIFSPs and IEPsWriting SOAP NotesShare Assessment FindingsInformation-Sharing MeetingSharing Information ElectronicallyAssessment via TelepracticeAssessment Considerations Specific to TelepracticeConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 2 FormsAppendix 2-A. Three Sample Clinical ReportsAppendix 2-B. Sample IFSP and IEPChapter 3. Multicultural ConsiderationsCultural-Linguistical KnowledgeCultural Communication DifferencesSpeech-Language DifferencesEthnographic ResearchCultural CompetenceAssessment of CLD ClientsLanguage HistoryDirect AssessmentDisorder Versus DifferenceCollaboration With Interpreters and Translators Preassessment Preparation Concluding Comments Sources of Additional Information Print Sources Electronic SourcesChapter 3 FormsAppendix 3-A. Speech and Language Characteristics of African American EnglishAppendix 3-B. Speech and Language Characteristics of Spanish Appendix 3-C. Speech and Language Characteristics of Asian LanguagesChapter 4. Hearing ConsiderationsOverview of Common Hearing DisordersAudiogramsStandard Classification of Hearing LossEffects on Hearing Loss on CommunicationThe Speech BananaEnvironmental Noise LevelsHearing AidsTroubleshooting Hearing Aid ProblemsHearing Screening as Part of a Speech-Language AssessmentConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 5. Medical and Psychiatric Conditions Associated With Communicative DisordersOverview of Medical Conditions, Psychiatric Conditions, and SyndromesDiagnoses, Descriptions and Clinical SignificanceAcoustic NeuromaAdenoidectomyAllergyAmyotrophic Lateral Sclerosis (ALS)Angelman SyndromeAnkyloglossiaApert SyndromeAspiration PneumoniaAttention-Deficit/Hyperactivity Disorder (ADHD)Branchiootorenal SyndromeCentral Auditory Processing Disorder (CAPD)Cerebral Palsy (CP)CHARGE SyndromeCongenital Rubella Syndrome (CRS)Cornelia de Lange Syndrome|Cerebrovascular Accident (CVA)ConvulsionsCoronavirus Disease 2019 (COVID-19)Cri-du-Chat SyndromeCrouzon SyndromeDiGeorge SyndromeDown Syndrome, Trisomy 21Executive Function DeficitFetal Alcohol Spectrum Disorders (FASD)Fragile X Syndrome (FXS)Frontotemporal Dementia (FTD)Huntington's Disease (HD)Learning Disability or Learning DisorderLewy Body Dementia (LBD)Lou Gehrig's DiseaseMastoiditisMeasles (Rubeola)Meniere's DiseaseMeningitisMyasthenia Gravis (MG)Neurofibromatosis Type 2 (NF2)Otitis MediaParkinson's DiseasePierre Robin Sequence (PRS)PolymicrogyriaRubeolaSelective MutismSotos SyndromeSpecific Learning Disorder (SLD)Stickler SyndromeStrokeTongue-TieTownes-Brocks Syndrome (TBS)Transient Ischemic Attack (TIA)Treacher Collins SyndromeTrisomy 21 Syndrome22q112 Deletion SyndromeUsher SyndromeVan der Woude SyndromeVelocardiofacial Syndrome (VCFS)Vestibular SchwannomaWilliams SyndromeConcluding CommentsSources of Additional Information Print SourcesElectronic SourcesPart II. Resources for Assessing Communicative DisordersChapter 6. Common Assessment Procedures for Most Communicative DisordersStandard PrecautionsCommon Intake Interview QuestionsOrofacial ExaminationInterpreting the Orofacial ExaminationAssessing Diadochokinetic Syllable RateSpeech-Language SamplingConversation Starters for Eliciting a Speech-Language SamplePicturesNarrativesReading PassagesEvaluating Rate of SpeechDetermining Speech RateDetermining IntelligibilitySyllable-by-Syllable Stimulus PhrasesCharting BehaviorsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourceChapter 6 FormsAppendix 6-A. Pictures and Narratives With PicturesAppendix 6-B. Reading PassagesChapter 7. Assessment of Speech Sound DisordersOverview of AssessmentSounds in the English LanguageDistinctive Features of Consonants Phonological ProcessesDevelopmental Norms for Phonemes and Consonant Clusters Frequency of Occurrence of Consonants ScreeningIntake Interview QuestionsComprehensive Speech Sound InventoryFormal TestsSpeech Sample AnalysisIntelligibilityStimulabilityConsiderations for DiagnosisChildhood Apraxia of SpeechAssessment Procedures for Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 7 FormsChapter 8. Assessment of Spoken Language in Children Overview of Assessment Five Language Domains Typical Language Development Piaget's Stages of Early Cognitive DevelopmentDevelopment of Play Language Disorder Descriptions ScreeningIntake Interview QuestionsComprehensive Language AssessmentFormal AssessmentInformal AssessmentAssessment for Early Intervention Partnering with ParentsLate Talker Versus Language DisorderedAssessment of School-Age ChildrenLanguage 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 DiagnosisConcluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 8 FormsAppendix 8-A. Motor and Communication Skills Sequence of DevelopmentChapter 9. Assessment of Written LanguageOverview of Assessment Role of the Speech-Language Pathologist Multicultural ConsiderationsTypical Reading and Writing Development Written Language Disability Characteristics and Types ScreeningAssessment of Reading Phonological and Phonemic Awareness Word FluencyReading Fluency Informal Reading InventoriesNarrative 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 FormsChapter 10. Assessment for Autism Spectrum Disorder and Social Communication DisorderOverview of AssessmentDefinitions According to the DSM-5Definition of Autism Spectrum Disorder Definition of Social (Pragmatic) Communication Disorder Role of the Speech-Language PathologistTypical Development of Social Language SkillsEarly Indicators of a Pragmatic Language DisorderScreeningFormal and Informal AssessmentSpeech-Language AssessmentStandardized Language AssessmentFeeding AssessmentConsiderations for DiagnosisConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 10 FormsChapter 11. Assessment for Augmentative or Alternative Communication (AAC)Overview of AssessmentCandidates for AACTypes of AACApps for AACFormal and Informal AssessmentAssess Sensory and Motor CapabilitiesAssess Language and Cognitive SkillsDetermine Communicative NeedsSelect an Appropriate AAC SystemConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 11 FormsChapter 12. Assessment of Fluency DisordersOverview of AssessmentTypes of Fluency DisordersStutteringClutteringScreeningIntake Interview QuestionsSpeech SamplingDisfluency IndexesSecondary BehaviorsAssociated Motor BehaviorsPhysiologic ResponsesAvoidanceFeelings and AttitudesSpeech RatePublished Fluency AssessmentsConsiderations for DiagnosisDiagnosing StutteringDiagnosing ClutteringStimulabilityConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 12 FormsChapter 13. Assessment of Voice and ResonanceOverview of AssessmentDefining Voice and ResonanceCategories of Voice DisordersThe Multidisciplinary TeamScreeningCase History and Intake Interview QuestionsClient History and Present ConcernsPerceptual and Instrumental Examination of VoiceAssessment of PitchAssessment of Vocal IntensityAssessment of Vocal QualityAssessment of Respiratory Support for SpeechMaximum Phonation TimeThe S/Z RatioAssessment of ResonanceAuditory-Perceptual AssessmentCompensatory ArticulationHardware and Software for Assessment of Voice and ResonanceAssessment of Alaryngeal ClientsAlaryngeal Communication OptionsAssessment of Clients With Cleft Lip and/or PalateAssessment of Transgender ClientsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 13 FormsChapter 14. Assessment of Acquired Neurogenic Language DisordersOverview of AssessmentThe BrainSetting-Specific AssessmentsOutcome and Assessment Information Set (OASIS)Minimum Data Set (MDS)Functional Independence Measure (FIM)Assessment of Clients With AphasiaAssessment of Clients With Right Hemisphere DamageAssessment of Clients With Traumatic Brain InjuryAssessment of Clients With DementiaConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 14 FormsChapter 15. Assessment of Acquired Neurogenic Speech DisordersOverview of AssessmentThe Cranial NervesAssessment of DysarthriaAssessment of Apraxia of Speech (AOS)Differential Characteristics of Dysarthria and Apraxia of SpeechConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 15 FormsChapter 16. Assessment of DysphagiaOverview of AssessmentOverview of a Normal SwallowTypical Development of Feeding and SwallowingClinical Assessment of Pediatric Feeding and SwallowingCase HistoryAlertnessPhysiologic StatusSucking AbilityInfantile ReflexesOrofacial Structures and FunctionChewing and Swallowing AbilityClinical Assessment of Adult DysphagiaCase HistoryOrofacial Structures and FunctionChewing and Swallowing AbilityGraphic ImagingVideofluoroscopyVideoendoscopyConcluding CommentsSources of Additional Information Print Sources Electronic Sources Chapter 16 FormsReferencesGlossaryIndex

Kenneth G. Shipley, PhD is 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. **** Julie G. McAfee, MA, CCC-SLP is a practicing speech-language pathologist in Northern California. She has professional experience serving a wide variety of adult and child populations. Over the years, she has worked in acute care hospitals, rehabilitation hospitals, skilled nursing facilities, client homes, preschools, elementary schools, and middle schools. She is currently practicing at Bird-Kern-Dalmia, a private practice in San Jose, California. Ms. McAfee is passionate about helping individuals obtain the highest possible level of communicative ability to improve their quality of life. Presently, she primarily serves pediatric populations, but she also enjoys working with adult clients as opportunities arise.

• List of TablesList of FormsList of FiguresPrefaceAcknowledgmentsPart I. Preparatory ConsiderationsChapter 1. Foundational Information for Assessment in Speech-Language PathologyOverview of AssessmentProfessional Expectations for CliniciansCode of EthicsCode of Fair Testing Practices in EducationHealth Insurance Portability Accountability Act (HIPAA)Psychometric PrinciplesValidityReliabilityStandardizationSensitivity and SpecificityFreedom From BiasAssessment MethodsInformation From Clients and OthersObservationSpeech-Language Sample AnalysisDynamic AssessmentStandardized TestsAdministering and Interpreting Standardized TestsAccommodations and ModificationsDetermining Chronological AgeBasals and CeilingsObtaining a Raw ScoreNormative DataUnderstanding Normed ScoresConfidence IntervalsConcluding CommentsSources of Additional InformationPrint SourcesElectronic Sources Chapter 1 FormsChapter 2. Overview of a Complete AssessmentElements of a Complete AssessmentObtain a Case HistoryAllergy AwarenessInformation From Other ProfessionalsConduct an Intake InterviewConsider Internal and External InfluencesDirectly Assess the ClientPlay-Based AssessmentAssimilate and Analyze FindingsMake a Diagnosis and RecommendationsWrite a Diagnostic ReportIFSPs and IEPsWriting SOAP NotesShare Assessment FindingsInformation-Sharing MeetingSharing Information ElectronicallyAssessment via TelepracticeAssessment Considerations Specific to TelepracticeConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 2 FormsAppendix 2-A. Three Sample Clinical ReportsAppendix 2-B. Sample IFSP and IEPChapter 3. Multicultural ConsiderationsCultural-Linguistical KnowledgeCultural Communication DifferencesSpeech-Language DifferencesEthnographic ResearchCultural CompetenceAssessment of CLD ClientsLanguage HistoryDirect AssessmentDisorder Versus DifferenceCollaboration With Interpreters and Translators Preassessment Preparation Concluding Comments Sources of Additional Information Print Sources Electronic SourcesChapter 3 FormsAppendix 3-A. Speech and Language Characteristics of African American EnglishAppendix 3-B. Speech and Language Characteristics of Spanish Appendix 3-C. Speech and Language Characteristics of Asian LanguagesChapter 4. Hearing ConsiderationsOverview of Common Hearing DisordersAudiogramsStandard Classification of Hearing LossEffects on Hearing Loss on CommunicationThe Speech BananaEnvironmental Noise LevelsHearing AidsTroubleshooting Hearing Aid ProblemsHearing Screening as Part of a Speech-Language AssessmentConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 5. Medical and Psychiatric Conditions Associated With Communicative DisordersOverview of Medical Conditions, Psychiatric Conditions, and SyndromesDiagnoses, Descriptions and Clinical SignificanceAcoustic NeuromaAdenoidectomyAllergyAmyotrophic Lateral Sclerosis (ALS)Angelman SyndromeAnkyloglossiaApert SyndromeAspiration PneumoniaAttention-Deficit/Hyperactivity Disorder (ADHD)Branchiootorenal SyndromeCentral Auditory Processing Disorder (CAPD)Cerebral Palsy (CP)CHARGE SyndromeCongenital Rubella Syndrome (CRS)Cornelia de Lange Syndrome|Cerebrovascular Accident (CVA)ConvulsionsCoronavirus Disease 2019 (COVID-19)Cri-du-Chat SyndromeCrouzon SyndromeDiGeorge SyndromeDown Syndrome, Trisomy 21Executive Function DeficitFetal Alcohol Spectrum Disorders (FASD)Fragile X Syndrome (FXS)Frontotemporal Dementia (FTD)Huntington's Disease (HD)Learning Disability or Learning DisorderLewy Body Dementia (LBD)Lou Gehrig's DiseaseMastoiditisMeasles (Rubeola)Meniere's DiseaseMeningitisMyasthenia Gravis (MG)Neurofibromatosis Type 2 (NF2)Otitis MediaParkinson's DiseasePierre Robin Sequence (PRS)PolymicrogyriaRubeolaSelective MutismSotos SyndromeSpecific Learning Disorder (SLD)Stickler SyndromeStrokeTongue-TieTownes-Brocks Syndrome (TBS)Transient Ischemic Attack (TIA)Treacher Collins SyndromeTrisomy 21 Syndrome22q112 Deletion SyndromeUsher SyndromeVan der Woude SyndromeVelocardiofacial Syndrome (VCFS)Vestibular SchwannomaWilliams SyndromeConcluding CommentsSources of Additional Information Print SourcesElectronic SourcesPart II. Resources for Assessing Communicative DisordersChapter 6. Common Assessment Procedures for Most Communicative DisordersStandard PrecautionsCommon Intake Interview QuestionsOrofacial ExaminationInterpreting the Orofacial ExaminationAssessing Diadochokinetic Syllable RateSpeech-Language SamplingConversation Starters for Eliciting a Speech-Language SamplePicturesNarrativesReading PassagesEvaluating Rate of SpeechDetermining Speech RateDetermining IntelligibilitySyllable-by-Syllable Stimulus PhrasesCharting BehaviorsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourceChapter 6 FormsAppendix 6-A. Pictures and Narratives With PicturesAppendix 6-B. Reading PassagesChapter 7. Assessment of Speech Sound DisordersOverview of AssessmentSounds in the English LanguageDistinctive Features of Consonants Phonological ProcessesDevelopmental Norms for Phonemes and Consonant Clusters Frequency of Occurrence of Consonants ScreeningIntake Interview QuestionsComprehensive Speech Sound InventoryFormal TestsSpeech Sample AnalysisIntelligibilityStimulabilityConsiderations for DiagnosisChildhood Apraxia of SpeechAssessment Procedures for Childhood Apraxia of Speech Concluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 7 FormsChapter 8. Assessment of Spoken Language in Children Overview of Assessment Five Language Domains Typical Language Development Piaget's Stages of Early Cognitive DevelopmentDevelopment of Play Language Disorder Descriptions ScreeningIntake Interview QuestionsComprehensive Language AssessmentFormal AssessmentInformal AssessmentAssessment for Early Intervention Partnering with ParentsLate Talker Versus Language DisorderedAssessment of School-Age ChildrenLanguage 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 DiagnosisConcluding Comments Sources of Additional Information Print Sources Electronic Sources Chapter 8 FormsAppendix 8-A. Motor and Communication Skills Sequence of DevelopmentChapter 9. Assessment of Written LanguageOverview of Assessment Role of the Speech-Language Pathologist Multicultural ConsiderationsTypical Reading and Writing Development Written Language Disability Characteristics and Types ScreeningAssessment of Reading Phonological and Phonemic Awareness Word FluencyReading Fluency Informal Reading InventoriesNarrative 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 FormsChapter 10. Assessment for Autism Spectrum Disorder and Social Communication DisorderOverview of AssessmentDefinitions According to the DSM-5Definition of Autism Spectrum Disorder Definition of Social (Pragmatic) Communication Disorder Role of the Speech-Language PathologistTypical Development of Social Language SkillsEarly Indicators of a Pragmatic Language DisorderScreeningFormal and Informal AssessmentSpeech-Language AssessmentStandardized Language AssessmentFeeding AssessmentConsiderations for DiagnosisConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 10 FormsChapter 11. Assessment for Augmentative or Alternative Communication (AAC)Overview of AssessmentCandidates for AACTypes of AACApps for AACFormal and Informal AssessmentAssess Sensory and Motor CapabilitiesAssess Language and Cognitive SkillsDetermine Communicative NeedsSelect an Appropriate AAC SystemConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 11 FormsChapter 12. Assessment of Fluency DisordersOverview of AssessmentTypes of Fluency DisordersStutteringClutteringScreeningIntake Interview QuestionsSpeech SamplingDisfluency IndexesSecondary BehaviorsAssociated Motor BehaviorsPhysiologic ResponsesAvoidanceFeelings and AttitudesSpeech RatePublished Fluency AssessmentsConsiderations for DiagnosisDiagnosing StutteringDiagnosing ClutteringStimulabilityConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 12 FormsChapter 13. Assessment of Voice and ResonanceOverview of AssessmentDefining Voice and ResonanceCategories of Voice DisordersThe Multidisciplinary TeamScreeningCase History and Intake Interview QuestionsClient History and Present ConcernsPerceptual and Instrumental Examination of VoiceAssessment of PitchAssessment of Vocal IntensityAssessment of Vocal QualityAssessment of Respiratory Support for SpeechMaximum Phonation TimeThe S/Z RatioAssessment of ResonanceAuditory-Perceptual AssessmentCompensatory ArticulationHardware and Software for Assessment of Voice and ResonanceAssessment of Alaryngeal ClientsAlaryngeal Communication OptionsAssessment of Clients With Cleft Lip and/or PalateAssessment of Transgender ClientsConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 13 FormsChapter 14. Assessment of Acquired Neurogenic Language DisordersOverview of AssessmentThe BrainSetting-Specific AssessmentsOutcome and Assessment Information Set (OASIS)Minimum Data Set (MDS)Functional Independence Measure (FIM)Assessment of Clients With AphasiaAssessment of Clients With Right Hemisphere DamageAssessment of Clients With Traumatic Brain InjuryAssessment of Clients With DementiaConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 14 FormsChapter 15. Assessment of Acquired Neurogenic Speech DisordersOverview of AssessmentThe Cranial NervesAssessment of DysarthriaAssessment of Apraxia of Speech (AOS)Differential Characteristics of Dysarthria and Apraxia of SpeechConcluding CommentsSources of Additional InformationPrint SourcesElectronic SourcesChapter 15 FormsChapter 16. Assessment of DysphagiaOverview of AssessmentOverview of a Normal SwallowTypical Development of Feeding and SwallowingClinical Assessment of Pediatric Feeding and SwallowingCase HistoryAlertnessPhysiologic StatusSucking AbilityInfantile ReflexesOrofacial Structures and FunctionChewing and Swallowing AbilityClinical Assessment of Adult DysphagiaCase HistoryOrofacial Structures and FunctionChewing and Swallowing AbilityGraphic ImagingVideofluoroscopyVideoendoscopyConcluding CommentsSources of Additional Information Print Sources Electronic Sources Chapter 16 FormsReferencesGlossaryIndex