- Shopping Bag ( 0 items )
From The CriticsReviewer: J. J. Webb, BSpThy, DipPsyc (University of Florida)
Description: This is the second edition of a primary text for beginning speech-language pathology students. Philosophical and practical information is provided concerning approaches to diagnosis in speech-language pathology. Emphasis is continually placed on decision-making based on application of principles of diagnosis, a sound knowledge of communication disorders, and accurate, comprehensive observation and assessment of behaviors. As with the 1994 edition, this is a multiauthored book; each contributor is either a University of Iowa alumna or faculty.
Purpose: The editors have successfully faced the challenge of providing a single, cohesive approach to a particular area while also covering the many populations who may exhibit deficits in that area.
Audience: Speech-language pathology students are the audience.
Features: In order to provide a logical approach to this extensive topic, the book is arranged into three sections. The first section is a general perspective in which basic parameters to be considered in diagnosis are presented. The second section provides perspectives to history taking as well as variables to be considered in diagnosis of language, speech sound, fluency, and voice disorders. The various contributors set out their concepts, models, and information concerning diagnosis of the disorder. In the third section a selection of different populations and settings are addressed; this allows the reader insight into the need to adapt principles of diagnosis to a client's unique needs in a particular setting. A welcome focus in this book is the inclusion of chapters that reflect not only the more traditional disorders, such as cleft palate and stuttering, but the more recent challenges faced by the practicing clinician. These include such areas as swallowing disorders, language in the classroom setting, and multicultural considerations. Students will certainly be faced with such issues in today's clinical practice.
Assessment: This book is well organized and provides clear direction for diagnostic problem-solving within a discipline characterized by an ever-increasing body of knowledge and specialization. Although written for students in speech-language pathology, this book can be recommended to practicing speech-language pathologists who are faced with assessment of persons with communication disorders not normally encountered in their clinical setting.