Assessment in speech and language therapy
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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
