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Publications (10 of 263) Show all publications
Darcy, L., Granlund, M., Enskär, K. & Björk, M. (2020). The development of the Clinical Assessment Tool "Health and Everyday Functioning in Young Children with Cancer". Child Care Health and Development
Open this publication in new window or tab >>The development of the Clinical Assessment Tool "Health and Everyday Functioning in Young Children with Cancer"
2020 (English)In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214Article in journal (Refereed) Epub ahead of print
Abstract [en]

Key messages

  • The aim of this study was to select and validate the content of a clinical assessment tool (CAT) for health and everyday functioning in young children with cancer.
  • Items were developed based on frequently occurring ICF-CY codes identified in the transcripts of 12 interviews with young children with cancer and their parents.
  • The CAT consists of 52 items grouped in four dimensions, “The child her/himself”, “The child’s everyday life”, “The child’s need for support” and “The child’s contacts with health care”.
  • The items correlate well with known research results
  • The CAT can be used by both parents and health care personnel to highlight aspects of care for the young child with cancer
Place, publisher, year, edition, pages
John Wiley & Sons, 2020
National Category
Cancer and Oncology Pediatrics
Identifiers
urn:nbn:se:hj:diva-47484 (URN)10.1111/cch.12744 (DOI)31944353 (PubMedID)2-s2.0-85078771993 (Scopus ID)
Funder
Swedish Childhood Cancer Foundation
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-02-18
Danielsson, H., Bölte, S., Wilder, J., Granlund, M. & Allodi Westling, M. (2019). A Systematic Review of Early Intervention for Education in Scandinavia. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>A Systematic Review of Early Intervention for Education in Scandinavia
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47117 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Carlberg, L. & Granlund, M. (2019). Achievement and participation in schools for young adolescents with self-reported neuropsychiatric disabilities: A cross-sectional study from the Southern part of Sweden. Scandinavian Journal of Public Health, 47(2), 199-206
Open this publication in new window or tab >>Achievement and participation in schools for young adolescents with self-reported neuropsychiatric disabilities: A cross-sectional study from the Southern part of Sweden
2019 (English)In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 47, no 2, p. 199-206Article in journal (Refereed) Published
Abstract [en]

Background: Schools are expected to be an environment where children can reach their fullest potential and develop their talents, personality, as well as their mental and physical abilities. Children with disabilities often have restricted participation and lower achievement in school. The aim is to investigate if there are any differences in participation and achievement in school between adolescents, with and without self-reported neuropsychiatric disabilities, and to explore the relations between achievement and participation. 

Methods: A cross-sectional study was carried out based on data collected from 1520 adolescents in the sixth and seventh grade, from the south of Sweden. Multiple logistic regression was conducted to explore the relationship between having a neuropsychiatric disability, with participation and achievement, and how different factors affected this relationship. 

Results: Having a self-reported neuropsychiatric disability increases the likelihood of having restricted participation (adjusted odds ratio (AOR): 2.89; 95% confidence interval (CI): 1.99–4.23) and lower achievement in school (AOR: 2.94; 95% CI: 2.06–4.24). These adolescents were also more likely to have negative relationships to their teachers, be bullied, have poorer connectedness to their parents, come from families with less money, be trying drugs and be male, in comparison to the adolescents without a neuropsychiatric disability. The odds of having lower achievement increased with lower engagement and absenteeism from class. 

Conclusions: Adolescents with self-reported neuropsychiatric disabilities have a disadvantaged situation in school, and are exposed to factors that could have long-term negative effects. More longitudinal research is required to conclude what factors are causing restricted participation and low achievement.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Participation, achievement, adolescents, neuropsychiatric disabilities, school
National Category
Pediatrics Neurology
Identifiers
urn:nbn:se:hj:diva-39410 (URN)10.1177/1403494818788415 (DOI)000462758700015 ()30070167 (PubMedID)2-s2.0-85052201143 (Scopus ID)
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-04-11Bibliographically approved
Arvidsson, P., Dada, S., Granlund, M., Imms, C., Bornman, J., Elliott, C. & Huus, K. (2019). Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden. Scandinavian Journal of Occupational Therapy
Open this publication in new window or tab >>Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden
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2019 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Participation comprises attendance and involvement in everyday situations. Picture My Participation (PmP) is an instrument intended to measure participation in children with disabilities, particularly in low and middle income countries.

Aim: To investigate content validity and usefulness of PmP for measuring participation in children with intellectual disability (ID) in South Africa and Sweden.

Methods: A picture supported interview with 149 children, 6?18 years, with and without ID. Twenty everyday activities were provided. The three most important activities were selected by the child. Attendance was rated on all activities. Involvement was rated on the most important.

Results: All activities were selected as important by at least one child with ID in both countries. There were similarities in perceived importance between the children with and without ID from South Africa. The children from South Africa with ID were the only subgroup that used all scale points for rating attendance and involvement.

Conclusion: The 20 selected activities of PmP were especially relevant for children with ID in South Africa. The usefulness of the scales was higher for the children with ID in both countries. PmP is promising for assessing participation across different settings but psychometrical properties and clinical utility need further exploration.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Low and middle income countries, everyday functioning, picture supported interview, cognitive support, self-ratings
National Category
Pediatrics Neurology
Identifiers
urn:nbn:se:hj:diva-45528 (URN)10.1080/11038128.2019.1645878 (DOI)000481225900001 ()31402722 (PubMedID)2-s2.0-85070823120 (Scopus ID);HHJCHILDIS,HHJSALVEIS,HLKCHILDIS (Local ID);HHJCHILDIS,HHJSALVEIS,HLKCHILDIS (Archive number);HHJCHILDIS,HHJSALVEIS,HLKCHILDIS (OAI)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-30
Hwang, A.-W., Hsieh, Y.-H., Kang, L.-J., Kwok, H., Lee, F.-S., Granlund, M., . . . Hsu, Y.-W. (2019). Developing a service protocol for learning to use the eye-gaze assistive technology in children and youth with severe disabilities and complex communication needs. In: : . Paper presented at IAACD 2nd Triannual Meeting, Anaheim, California, September 18-21, 2019.
Open this publication in new window or tab >>Developing a service protocol for learning to use the eye-gaze assistive technology in children and youth with severe disabilities and complex communication needs
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2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Social Work Psychology
Identifiers
urn:nbn:se:hj:diva-47125 (URN)
Conference
IAACD 2nd Triannual Meeting, Anaheim, California, September 18-21, 2019
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Kang, L.-J., Lin, P.-Y., Hwang, A.-W., Chiu, Y.-L., Sung, W.-H., Imms, C. & Granlund, M. (2019). Development of a mobile application of the "Picture My Participation-Chinese Version" (PMP-C App) for children with disabilities in Taiwan. In: : . Paper presented at IAACD 2nd Triannual Meeting, Anaheim, California, September 18-21, 2019.
Open this publication in new window or tab >>Development of a mobile application of the "Picture My Participation-Chinese Version" (PMP-C App) for children with disabilities in Taiwan
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2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Social Work Psychology
Identifiers
urn:nbn:se:hj:diva-47124 (URN)
Conference
IAACD 2nd Triannual Meeting, Anaheim, California, September 18-21, 2019
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Allodi Westling, M., Bölte, S., Danielsson, H., Granlund, M. & Wilder, J. (2019). Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47114 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Backman, E., Granlund, M. & Karlsson, A.-K. (2019). Documentation of everyday life and health care following gastrostomy tube placement in children: a content analysis of medical records. Disability and Rehabilitation, 1-11
Open this publication in new window or tab >>Documentation of everyday life and health care following gastrostomy tube placement in children: a content analysis of medical records
2019 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, p. 1-11Article in journal (Refereed) Epub ahead of print
Abstract [en]

BACKGROUND: Everyday routines play a vital role in child functioning and development. This study explored health professionals' documentation of everyday life and health care during the first year following gastrostomy tube placement in children and the content of intervention goals.

METHODS: The medical records of 39 children (median age 38 months, min-max: 15-192) in one region of Sweden were analysed. A content analysis approach was used with an inductive qualitative analysis supplemented by a deductive, quantitative analysis of documented intervention goals following the ICF-CY.

RESULTS: One overall theme, "Seeking a balance", captured the view of life with a gastrostomy and the health care provided. Two categories, "Striving for physical health" and "Depicting everyday life" with seven sub-categories, captured the key aspects of the documentation. Twenty-one children (54%) had intervention goals related to the gastrostomy, and these goals primarily focused on the ICF-CY component "Body functions".

CONCLUSIONS: To some extent the medical records reflected different dimensions of everyday life, but the intervention goals clearly focused on bodily aspects. Understanding how health care for children using a gastrostomy is documented and planned by applying an ecocultural framework adds a valuable perspective and can contribute to family-centred interventions for children using a gastrostomy. Implications for Rehabilitation There is a need for increased awareness in healthcare professionals for a more consistent and holistic healthcare approach in the management of children with gastrostomy tube feeding. This study suggests that an expanded focus on children's participation in everyday mealtimes and in the healthcare follow-up of gastrostomy tube feeding is important in enhancing the intervention outcome. Multidisciplinary teams with a shared bio-psycho-social understanding of health would contribute to a situation in which the everyday lives of households adapt to living with gastrostomy. Routine care for children with gastrostomy should follow a checklist combining crucial physiological aspects of gastrostomy tube feeding with seemingly mundane family functions in order to achieve a successful gastrostomy tube feeding intervention.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Ecocultural theory, ICF, documentation, enteral nutrition, multidisciplinary, pediatric
National Category
Nursing Gastroenterology and Hepatology Pediatrics
Identifiers
urn:nbn:se:hj:diva-43357 (URN)10.1080/09638288.2019.1573383 (DOI)30763520 (PubMedID)2-s2.0-85061826776 (Scopus ID)
Available from: 2019-03-20 Created: 2019-03-20 Last updated: 2019-03-20
Granlund, M., Almqvist, L., Wilder, J., Allodi Westling, M., Bölte, S. & Danielsson, H. (2019). Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

National Category
Psychology Educational Sciences
Identifiers
urn:nbn:se:hj:diva-47116 (URN)
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Available from: 2019-12-17 Created: 2019-12-17 Last updated: 2019-12-17Bibliographically approved
Bertills, K., Granlund, M. & Augustine, L. (2019). Inclusive teaching skills and student engagement in physical education. Frontiers in Education, 4(74)
Open this publication in new window or tab >>Inclusive teaching skills and student engagement in physical education
2019 (English)In: Frontiers in Education, ISSN 2504-284X, Vol. 4, no 74Article in journal (Refereed) Published
Abstract [en]

Including students with disabilities in school-based Physical Education (PE) is common practice. However, little is known about students’ engagement and interaction in this environment and how it is related to PE teaching skills. Student engagement and interaction patterns were therefore observed. A multiple time-sampling method was used to perform observations of individual, contextual and environmental aspects of student engagement in school-based PE lessons. Three groups of students, aged 14 (n = 94), with: (1) Disabilities (n = 23), (2) Low grades (n = 27), and (3) High grades (n = 44) were compared. Students, independent of group, showed relatively high engagement in PE. The observed frequency of linking lesson content to PE syllabus in combination with using a vibrant affective tone when instructing was used as an indicator of high-/low-level teaching skills. Higher student engagement was observed in environments with high-level PE teaching skills, which included more whole group teaching, a higher frequency of student-teacher communicative proximity and more instructions. Students with disabilities and with low grades were more often observed in whole group activities, students with high grades in small group activities. The primary type of support provided to students with disabilities in PE seemed to consist of communicative proximity to the teacher. They were more often observed to be close to the teacher. Our results suggest that proximity to the teacher may serve as an indicator of inclusive teaching. In high-level teaching environments, teachers were more frequently in communicative proximity to all students, which facilitates learning. Lessons were also more focused (physically and academically) and technical devices and music were used for teaching purposes. More complex lesson content requires more instructions and our results show that, despite more instructions, all student groups were more on-task. Implied from our observations is that lesson complexity, the structuring of whole/small group formats, teacher proximity, and student engagement are aspects to consider when studying school-based PE. More instructions, closer communicative proximity and higher student engagement in high-level teaching provide students with more learning opportunities and facilitate feed-back and feed-forward, and individual support to students with disabilities.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2019
Keywords
student engagement, teaching skills, physical education, disability, inclusion, participation, secondary school
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:hj:diva-45587 (URN)10.3389/feduc.2019.00074 (DOI)GOA HHJ 2019,GOA HLK 2019 (Local ID)GOA HHJ 2019,GOA HLK 2019 (Archive number)GOA HHJ 2019,GOA HLK 2019 (OAI)
Available from: 2019-08-18 Created: 2019-08-18 Last updated: 2020-01-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9597-039X

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