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Biomedical subjects

L Swisher

Publications and source records attributed to L Swisher.

28 records · Page 2Linked to original sources
PubMed1989

Anatomical correlates of normal and impaired language in a set of dizygotic twins.

This report presents findings for a set of dizygotic twins at age 4 years 9 months. The male was diagnosed as specifically language impaired. For both children, the left-right perisylvian configuration was atypical. Only the male's configuration was symmetrical, a finding in line with autopsy data reported for subjects with "developmental dyslexia" who also may have had a form of language impairment. In addition, the male had an atypical (L greater than R) configuration of the cerebral hemispheres, a finding not seen in his twin, or in a series of volunteers without a history of developmental language impairment. The in utero effects of gonadal hormones that may account for these findings are discussed.

Brain Mapping↗
PubMed1984

Psychometric review of language and articulation tests for preschool children.

Thirty language and articulation tests developed for use with preschool children were reviewed using ten psychometric criteria appropriate to norm-referenced tests. Half of the reviewed tests met no more than two criteria, and only three tests met over four criteria. Most frequently unmet criteria were those requiring empirical evidence of validity and reliability. Implications are drawn regarding the current status of norm-referenced language and articulation tests for preschool children.

Articulation Disorders↗
PubMed1984

Use and misuse of norm-referenced tests in clinical assessment: a hypothetical case.

The purposes of this paper are to discuss concepts that are fundamental to proper use of norm-referenced tests in clinical assessment, to consider common errors in the use of such tests, and to suggest alternatives to norm-referenced testing for certain assessment purposes. A hypothetical client is used to illustrate the following errors: the use of age-equivalent scores as the sole summary of test results, the use of individual items to formulate therapy objectives, and the failure to consider the possible effects of measurement error when difference scores are used to assess progress or to examine patterns of impairment.

Age Factors↗
PubMed1975

Modifying the verbal expression of a child with autistic behaviors.

The Bell and Howell Language Master was used in conjunction with the Monterey Language Program to modify the verbal expression of a nine-year-old boy with autistic behaviors. The goal was to train the child to correctly name up to 10 pictures presented individually. Two training modes were used. For one, the therapist spoke at the time (live voice). For the other, she presented a tape recording of her voice via a Language Master. The results suggested that the child's responses to the Language Master were as good as, if not better than, his responses to the live-voice presentations. In addition, observation indicated that he responded more readily to the Language Master presentations. His spontaneous speech was also noted by independent observers to improve in his classroom and in his home. Possible reasons for the improvement in verbal expression are considered.

Auditory Perception↗
PubMedDate not supplied

The transitional process of retirement for nurses.

Retirement exemplifies one of the most important transitions in life. A job provides structure to daily life, adds to a sense of self-worth and self-esteem, and is a means of self-expression, all of which define and identify the person. This work activity links individuals to a society and to a social network. When an individual retires, there is a loss of one role and a beginning of a new one. The purpose of this research was to explore the preretirement period of nurses to better understand the transitional process. A qualitative approach was chosen to enable the researchers to explore in-depth perceptions and opinions of this subjective experience. Interview questions were developed from the literature to determine the perceptions of preparation, barriers, and facilitators in the process, losses, gains, and coping strategies that were helpful. A purposive sample of female nurses from academic institutions and hospitals were invited to participate in one of three focus groups. All were invited to a fourth focus group session during which the findings from the researchers were presented and the participants verified the results. Of the 19 participants, 11 had retired, whereas 8 were in the preretirement phase. Four nurses had accepted an incentive retirement offered at their institution. The conversations were taped, transcribed, and analyzed. Thematic analysis identified both positive and negative aspects of the experience with concerns related to finances, timing of retirement, discretionary time, and relationships. Participants frequently expressed feelings of inadequacy with the numerous decisions related to finances and wished the institution had provided more information. They perceived the most enjoyable gain to be the time to enjoy and do the things they wished. The prevalent feeling among the groups was that the loss of work friends was very difficult. Old relationships would need to be fostered and new ones developed in the retiree role. Based on the findings, support services, including advisers and counselors, are recommended to ease the movement through this transitional process. The assumption is that if individuals have a better understanding of the retirement process and their new role, they will prepare and adjust better.

Adaptation, Psychological↗