Introduction to Clinical Methods in Communication Disorders

432 Pages·2014·17.09 MB·English

by  Rhea Paul

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i Introduction to
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i Introduction to
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us Clinical Methods in

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pt Communication Disorders
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is Third Edition
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n edited by
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s Rhea Paul, Ph.D.
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pe Sacred Heart University

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u Fairfield, Connecticut
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© 2014. Brookese copyright law. Baltimore • London • Sydney
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e Paul H. Brookes Publishing Co.
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u Post Office Box 10624

ed Baltimore, Maryland 21285-0624
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it USA
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p www.brookespublishing.com
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u Previous edition copyright © 2007.
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t Copyright © 2014 by Paul H. Brookes Publishing Co., Inc.
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c All rights reserved.
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he “Paul H. Brookes Publishing Co.” is a registered trademark of
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i Paul H. Brookes Publishing Co., Inc.
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he Typeset by Cenveo, Baltimore, Maryland.
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m Manufactured in the United States of America by
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r Sheridan Books, Chelsea, Michigan.
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mi The case studies appearing in this book are composites based on the authors’ experiences; these case
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pe studies do not represent the lives or experiences of specific individuals, and no implications should

t be inferred.
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rm The reading passage on page 163 is from Fairbanks, Grant, VOICE ARTICULATION DRILL BOOK,
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f 1st Edition, © 1960. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ.
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r Library of Congress Cataloging-in-Publication Data
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r Paul, Rhea.
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ht Introduction to clinical methods in communication disorders / edited by Rhea Paul, Ph.D.—Third edition.
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i pages cm
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l Includes bibliographical references and index.
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A ISBN 978-1-59857-286-5 (alk. paper)
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ng 1. Speech therapy. 2. Audiology. 3. Communication disorders. I. Title.
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li RC423.I545P38 2014
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Pu 616.85’5—dc23 2013028607

© 2014. Brookes copyright law. B20r1it8is h 2L0ib1r7a ry2 0C1a6ta lo2g0u1i5n g 2in0 1P4ublication data are available from the British Library.
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Account: s8863559
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U Contents
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p About the Online Companion Materials .............................................................vii

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se About the Editor ..................................................................................................viii
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r About the Contributors ..........................................................................................ix
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f Acknowledgments ...............................................................................................xiii
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, Chapter 1 Introduction to Clinical Practice in Communication
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he Disorders ........................................................................................1
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bl Rhea Paul
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he Appendix 1A 2014 Standards and Implementation Procedures
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om for the Certificate of Clinical Competence in
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f Speech-Language Pathology ..........................................................8
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i Appendix 1B 2012 Standards and Implementation Procedures for
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mi the Certificate of Clinical Competence in Audiology ..................17
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p Chapter 2 Ethical Practice in Communication Disorders ............................25
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ho Rhea Paul and Paul W. Cascella
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m Appendix 2A ASHA Code of Ethics (ASHA, 2010) ...........................................39
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f Appendix 2B American Academy of Audiology Code of Ethics .......................45

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n Chapter 3 Evidence-Based Decision Making in Communication
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d Intervention ..................................................................................55
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du Marc E. Fey, Laura M. Justice, and Mary Beth Schmitt
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re Chapter 4 Principles of Communication Assessment ..................................79

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b Michelle MacRoy-Higgins and Elizabeth E. Galletta
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y Chapter 5 Communication Sampling Procedures .......................................117
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. Patrick R. Walden, Monica Gordon-Pershey, and Rhea Paul
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e Chapter 6 Communication Intervention:
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r Principles and Procedures...........................................................175
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gh Froma Roth and Rhea Paul
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ll Chapter 7 Interviewing, Counseling, and Clinical
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. Communication .........................................................................203
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h Kevin M. McNamara
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Pu Chapter 8 Public Policies Affecting Clinical Practice .................................237

© 2014. Brookes copyright law. Chapter 9 MMCliaicnrhyie clHae .lA PS. ueArrdnvydic,e ePr saDounel laWivn.ed Cr Nya siacckenloldala ,W aWno.d rNk J eaSlsmeotnetsi nJ.g Ds e..m...p..s.e.y...................263
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vi Contents
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o Chapter 10 Issues of Cultural and Linguistic Diversity ................................289
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U. Brian A. Goldstein and Aquiles Iglesias

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nd Chapter 11 Technology and Communication Disorders ...............................311
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ed Elizabeth S. Simmons, Donald A. Vogel, and Gladys Millman
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r Chapter 12 Family-Centered Practice ..........................................................329
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s Denise LaPrade Rini and Jane Hindenlang
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r Chapter 13 Research in Clinical Practice: Procedures for
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f Development of Single-Case Experimental Designs ..................353
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ce Geralyn R. Timler and Michelle S. Bourgeois
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sh Glossary ...............................................................................................................379
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b Answer Key.........................................................................................................393
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e Index ...................................................................................................................403
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AN: 709153 ; Paul, Rhea.; Introduction to Clinical Methods in Communication Disorders
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d Companion Materials
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r Attention instructors! PowerPoints are available to help you teach a course using
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f Introduction to Clinical Methods in Communication Disorders, Third Edition. Please visit
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e www.brookespublishing.com/paul to access customizable PowerPoint presenta-
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e tions for Chapters 1–13, totaling more than 150 slides.
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U About the Editor
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p Rhea Paul, Ph.D., CCC-SLP, is a professor and founding director of the speech-

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se language pathology graduate program at Sacred Heart University in Fairfield, Con-
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r necticut, an affiliate at Haskins Laboratories and the Yale Child Study Center, and
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f Professor Emerita at Southern Connecticut State University. She received her B.A.
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ep from Brandeis University, her master’s degree in reading and learning disabilities
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e from the Harvard Graduate School of Education, and her Ph.D. in communica-

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er tion disorders from the University of Wisconsin–Madison. She has been a prin-
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i cipal investigator on research projects on language disorders and autism funded
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pu by the National Institute on Deafness and Other Communication Disorders, the

he National Institute of Child Health and Development, the National Alliance for
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om Autism Research, the Meyer Memorial Trust, and the Oregon Medical Founda-
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f tion. She has been a principal investigator at the Yale Autism Center of Excellence.
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i She is also the author of more than 90 refereed journal articles, 40 book chapters,
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mi and 8 books. In 1996, she received the Editor’s Award from the American Journal of
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p Speech-Language Pathology and was awarded the inaugural Ritvo/Slifka Award for

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ou Innovative Clinical Research by the International Society for Autism Research in
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it 2010. She has been a Fellow of the American Speech-Language Hearing Associa-
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rm tion since 1991.
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U About the Contributors
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p Michele A. Anderson, Ph.D., CCC-SLP, is a senior research associate at West-

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se ern Michigan University. Her research interests include topics ranging from child
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r language and literacy to working memory and adult traumatic brain injury. Cur-
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f rently she is Project Coordinator for an Institution of Education Sciences –grant
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ep funded national multiyear collaboration to validate a new test of child language
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i Michelle S. Bourgeois, Ph.D., CCC-SLP, is a professor in the Department of
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pu Communication Sciences and Disorders at the University of South Florida and a

he Fellow of the American Speech Language Hearing Association at Hunter College.
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om A clinical researcher, she investigates interventions designed to improve the qual-
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f ity and quantity of cognitive-communication outcomes for persons with demen-
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i tia, traumatic brain injury, or aphasia and their spouses and caregivers.
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p Paul W. Cascella, Ph.D., CCC-SLP, is a professor and the current chair of the

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ou Department of Speech-Language Pathology and Audiology at Hunter College. His
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it primary interests are communication services and supports for individuals with
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rm severe and low-incidence disabilities. His research specifically focuses on func-
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f tional assessment and intervention strategies for individuals with intellectual dis-
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a ability and autism spectrum disorders. Dr. Cascella also has clinical expertise in

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i pediatric phonology and fluency, and he is an active clinician who routinely col-
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c laborates with public school districts throughout Connecticut.
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re James J. Dempsey, Ph.D., is chairperson of the Department of Communica-

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b tion Disorders at Southern Connecticut State University. Dr. Dempsey received
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no his doctorate from the University of Connecticut. His research interests include

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a hearing aid fitting strategies as well as measures of functional and communicative
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d. benefits derived from hearing aid use.
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re Marc E. Fey, Ph.D., CCC-SLP, is a professor in the Hearing and Speech Depart-

ts ment at the University of Kansas Medical Center. He has published numerous
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ri articles, chapters, and software programs on children’s speech and language

ll development and disorders and has written or edited three books on child-
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. language intervention. He was editor of the American Journal of Speech-Language
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hi Pathology from 1996 to 1998 and chair of the American Speech-Language-Hearing
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l Association’s publications board from 2003 to 2005. He holds the Kawana Award
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P for Lifetime Achievement in Publications and the Honors of the Association from
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