Assessment in Speech-Language Pathology: A Resource Manual
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This best-selling, widely lauded resource has been carefully revised to be the most important edition yet. Clinicians have come to depend on this accessible, easy to navigate resource manual for a wide range of procedures and materials for obtaining, interpreting, and reporting assessment data. In this new edition, you'll find a new chapter on literacy, including much-needed information on reading and writing assessment. There is also updated and expanded coverage of autism, auditory processing disorders, and pediatric dysphagia. The reproducible, customizable forms have been updated as needed, both in the text and in the accompanying CD-ROM, giving you unlimited access to these clinical resources. Now in beautiful full color, all illustrations have been completely updated for greater clarity and diversity. Additionally, chapters are color coded for easy navigation. Clinicians, instructors, and students all agree that this is one of the most valuable assessment resources available to speech-language pathologists.
with the intended purposes of the test. D. Informing Test Takers. Test developers or test users should inform test takers about the nature of the test, test taker rights and responsibilities, the appropriate use of scores, and procedures for resolving challenges to scores. 1. Inform test takers in advance of the test administration about the coverage of the test, the types of question formats, the directions, and appropriate testtaking strategies. Make such information available to all test
stimulus materials and normative sample groups to include diverse populations. Unfortunately, these tests are still not appropriate for most CLD clients. It is imperative to critically review standardization information included with a test to determine the appropriateness of using the test with diverse populations. It is also inappropriate to modify a standardized test by directly translating the assessment tasks. There may not be direct translations for certain words and concepts, salient words
Clinicians and the interpreters may beneﬁt from special training to develop the skills necessary to work effectively together. The integrity of the assessment may depend upon it, so that false diagnoses are not made. CONCLUDING COMMENTS This chapter presented some speciﬁc considerations for the assessment of culturally and linguistically diverse clients. Before assessing CLD clients, clinicians need to become knowledgeable about the client’s cultural values, beliefs, and communicative behaviors,
speciﬁc expectations for report writing in each setting. Although report styles do vary across clinical settings, there are some generally accepted standards for all reports. When preparing a written report, consider the following questions to check content and quality: 1. Does it contain all of the major information needed? 2. Is the information appropriately categorized? For example, is the historical information presented under a history heading or subheading? Is the information from language
2. A good assessment uses a variety of assessment modalities. It should include a combination of interview and case history information, formal and informal testing, and client observations. 3. A good assessment is valid. It should truly evaluate the intended skills. 4. A good assessment is reliable. It should accurately reﬂect the client’s communicative abilities and disabilities. Repeated evaluations of the same client should yield similar ﬁndings, provided there has been no change in the