By Kenneth G. Shipley, Julie G. McAfee
This best-selling, largely lauded source has been conscientiously revised to be an important variation but. Clinicians have come to depend upon this obtainable, effortless to navigate source handbook for a variety of systems and fabrics for acquiring, analyzing, and reporting evaluate info. during this new version, you'll discover a new bankruptcy on literacy, together with much-needed info on interpreting and writing overview. there's additionally up-to-date and increased insurance of autism, auditory processing issues, and pediatric dysphagia. The reproducible, customizable varieties were up-to-date as wanted, either within the textual content and within the accompanying CD-ROM, providing you with limitless entry to those medical assets. Now in appealing complete colour, all illustrations were thoroughly up to date for higher readability and variety. also, chapters are colour coded for simple navigation. Clinicians, teachers, and scholars all agree that this is often some of the most important evaluation assets on hand to speech-language pathologists.
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Extra info for Assessment in Speech-Language Pathology: A Resource Manual (4th Edition)
This is a decline in a speaker’s ﬁrst language proﬁciency while a second language is being learned. Normal acquisition of a second language is dependent upon the continued development and proﬁciency of a speaker’s ﬁrst language. For this reason, it is advantageous for multilingual clients to develop and maintain proﬁciency in the primary language while learning the second language. These advantages also extend into other aspects of communication, including reading, writing, and cognition. Proﬁcient acquisition of a second language generally occurs in two stages, as described by Cummins (1992).
All rights reserved. CHAPTER 1 • Foundations of Assessment APPENDIX 1-A. 23 Continued C. Individuals shall continue their professional development throughout their careers. D. Individuals shall delegate the provision of clinical services only to: (l) persons who hold the appropriate Certiﬁcate of Clinical Competence; (2) persons in the education or certiﬁcation process who are appropriately supervised by an individual who holds the appropriate Certiﬁcate of Clinical Competence; or (3) assistants, technicians, or support personnel who are adequately supervised by an individual who holds the appropriate Certiﬁcate of Clinical Competence.
Z Consult with other professionals, particularly speech-language pathologists who are from the same cultural group or who have extensive experience working with individuals from that group. z CHAPTER 2 • Multicultural Considerations 29 Read as much relevant professional literature as possible. z Read some of the classical literature from the client’s culture. z In addition to the questions asked as part of a traditional case history, there are questions particularly relevant to the assessment of CLD clients.