Overview

This second edition of a high-demand text offers a unique combination of scholarly information, invaluable resources, and time-saving protocols on assessment of communication disorders in children. Most resource books offer limited research and scholarly information, thus making them unsuitable as textbooks for academic courses on assessment and diagnosis. Similarly, most traditional textbooks do not include practical, easy-to-use, and time-saving resources and protocols that the practicing clinicians can readily use during assessment sessions. By combining the strengths of traditional textbooks and newer assessment resources and protocols, this one-of-a kind book offers a single, comprehensive source that is suitable as a textbook and useful as a practical clinical resource.While combining scholarly information needed for academic courses and practical tools for clinical assessment, this innovative book: Covers the full range of communication disorders in children, including nonverbal or minimally verbal children Includes an extensive discussion of issues in using standardized tests along with detailed information on psychometric principles Offers a detailed discussion of alternative assessment approaches that minimize the problems inherent to standardized tests Describes a new, comprehensive, and integrated assessment approach that derives its strengths from the traditional as well as several alternative approaches Provides an updated and thorough discussion of multicultural issues in assessing communication disorders in children Integrates multicultural assessment procedures into the assessment protocols offered for all communication disorders Contains two chapters for each disorder: one on resources that offers scholarly and research background on the disorder and one on resources that describe practical procedures and protocols that save preparation time and effort for the clinician and makes it possible to use as a textbook as well as a clinical resource book

Full Product Details

9781597564878

Table of Contents

Reviews

Lynn Dangerfield, Principal Speech-Language Therapist, Solent NHS Trust, Speech & Language Therapy in Practice, (Winter 2011): This American text provides a comprehensive set of resources and protocols for the assessment of a range of acquired communication disorders: aphasia, dysarthria, dyspraxia, dementia, fluency and voice. There are also chapters describing right hemisphere syndrome and traumatic brain injury. Definitions and key characteristics of each of these disorders are provided, albeit quite superficially, with key questions for case history taking and a summary of standardised assessment tools where relevant. The focus is primarily upon the medical model of communication disorders, with minimal mention of the social impact of acquired communication disorders, with minimal mention of the social impact of acquired communication disorders, now an integral part of care pathways in UK. The text is reasonably priced and includes a CD containing all the assessment and protocol resources, which can be modified by individual clinicians. This is very useful given the American nature of the text. I would recommend this resource to a student or newly qualified clinician. It is easy to dip into to select a relevant clinical tool for day to day practice. [Review refers to First Edition] Rachel Saffo, MS, CCC-SLP, Florida State University College of Communication, Doody's Review Service, (Winter 2011): ...A comprehensive collection of scholarly and background information... Proposes a fresh perspective on multifaceted issues, such as culturally and linguistically diverse populations. [Review refers to First Edition] Bob Roza, MS, CCC-SLP, Advance for Speech-Language Pathologists and Audiologists, (April 2009): 'REVIEW OF THE FIRST EDITION ' Assessment of Communication Disorders in Children: Resources and Protocols is a great time-saving resource that combines scholarly information and resources and protocols to facilitate an accurate assessment of communication disorders in children. Authors M.N. Hegde, PhD, and Frances Pomaville, MA, combined the strengths of traditional textbooks with newer resources and protocols to produce a comprehensive volume suitable as both a textbook and a practical clinical resource. The book covers a full range of communication disorders. There is a section on nonverbal children, an extensive discussion on the use of standardized tests, and detailed information on psychometric principles. The authors discuss alternative assessment approaches, an integrated assessment blending traditional and alternative approaches, an update on multicultural issues, and resources and protocols for efficient assessment. They approach each communication area from the perspectives of resources and protocols. The resource chapter reviews scholarly information on assessment, offers research on normal skill development, summarizes etiologic information, and gives an overview of the assessment. One section is devoted to post-assessment counseling. Students and beginning clinicians can model the dialogue format of frequently asked questions and answers. In a chapter on literacy assessment, the authors delve into issues like emergent literacy, addressing assessment and skill acquisition. The protocol chapter provides practical information for making better assessments. An accompanying CD, compatible only with Microsoft, contains standard protocols that may be individualized and printed for clinical use. They are essential in assessing all children with communication disorders. Clinicians and instructors will enjoy the time-saving element of this well-written book.

Author Information

M. Hegde, Ph.D. M. N. Hegde, Ph.D. is Professor of Speech-Language Pathology in the Department of Communicative Disorders at California State University, Fresno. A highly regarded author in speech-language pathology, his books include leading texts in academic courses and valuable resources for clinicians. His books have been used in worldwide in speech-language pathology programs. Frances Pomaville, M.A. A speech-language pathologist for over 20 years, Frances Pomaville, M. A., is a lecturer in the Communicative Disorders and Deaf Studies Department at California State University, Fresno. She teaches undergraduate and graduate level courses in the areas of diagnostic procedures, anatomy and physiology, fluency, voice, craniofacial anomalies, traumatic brain injury, and dysphagia. She also provides supervision to graduate students completing their clinical practicum. Prior to accepting a faculty position at California State University, Fresno, Ms. Pomaville was the Director of Clinical Services at San Joaquin Valley Rehabilitation Hospital. Prior to that she had extensive experience as a speech-language pathologist in private practice, acute care settings, and inpatient and outpatient rehabilitation settings. Ms. Pomaville has also worked with children in the public school setting as an itinerant speech-language pathologist, and she spent several years working with students in a special education program for deaf and hard of hearing children. Ms. Pomaville is a registered mentor with the International Association of Laryngectomees (IAL), and served as the moderator for the Central California Lost Chord Club for over 10 years. She has presented multiple workshops for District 5 of the California Speech-Language-Hearing Association and for the local National Student Speech-Language-Hearing Association on such topics as laryngectomee rehabilitation, aphasia, brain injury rehabilitation, and dysphagia. Ms. Pomaville is a recipient of the Outstanding Achievement Award from District 5 of the California Speech-Language-Hearing Association. Ms. Pomaville received her bachelor's and master's degrees from California State University, Fresno, and is in the process of completing a doctoral degree in General Human Services.

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