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Carlberg, L. & Granlund, M. (2018). 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
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
2018 (English)In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905Article in journal (Refereed) Epub ahead of print
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, 2018
Keywords
Participation, achievement, adolescents, neuropsychiatric disabilities, school
National Category
Pediatrics Neurology
Identifiers
urn:nbn:se:hj:diva-39410 (URN)10.1177/1403494818788415 (DOI)XYZ ()30070167 (PubMedID)2-s2.0-85052201143 (Scopus ID)
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-09-19
Mahdi, S., Ronzano, N., Knüppel, A., Dias, J. C., Albdah, A., Chien-Ho, L., . . . Bölte, S. (2018). An international clinical study of ability and disability in ADHD using the WHO-ICF framework. European Child and Adolescent Psychiatry, 27(10), 1305-1319
Open this publication in new window or tab >>An international clinical study of ability and disability in ADHD using the WHO-ICF framework
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2018 (English)In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, no 10, p. 1305-1319Article in journal (Refereed) Published
Abstract [en]

This is the fourth and final study designed to develop International Classification of Functioning, Disability and Health (ICF, and children and youth version, ICF-CY) core sets for attention-deficit hyperactivity disorder (ADHD). To investigate aspects of functioning and environment of individuals with ADHD as documented by the ICF-CY in clinical practice settings. An international cross-sectional multi-centre study was applied, involving nine units from eight countries: Denmark, Germany, India, Italy, Portugal, Saudi Arabia, Sweden and Taiwan. Clinicians and clinical researchers rated the functioning level of 112 children, adolescents and adults with ADHD using the extended ICF-CY checklist version 2.1a. The ratings were based on a variety of information sources, such as medical records, medical history, clinical observations, clinical questionnaires, psychometric tests and structured interviews with participants and family members. In total, 113 ICF-CY categories were identified, of which 50 were related to the activities and participation, 33 to environmental factors and 30 to body functions. The clinical study also yielded strengths related to ADHD, which included temperament and personality functions and recreation and leisure. The study findings endorse the complex nature of ADHD, as evidenced by the many functional and contextual domains impacted in ADHD. ICF-CY based tools can serve as foundation for capturing various functional profiles and environmental facilitators and barriers. The international nature of the ICF-CY makes it possible to develop user-friendly tools that can be applied globally and in multiple settings, ranging from clinical services and policy-making to education and research. 

Place, publisher, year, edition, pages
Springer, 2018
Keywords
ADHD, Assessment, Clinical study, DSM, Functioning, ICD, Neurodevelopmental disorder, Psychiatry, Quality of life
National Category
Pediatrics
Identifiers
urn:nbn:se:hj:diva-38918 (URN)10.1007/s00787-018-1124-1 (DOI)000445887500006 ()29455340 (PubMedID)2-s2.0-85042124348 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2018-02-27 Created: 2018-02-27 Last updated: 2018-10-23Bibliographically approved
Mahdi, S., Albertowski, K., Almodayfer, O., Arsenopoulou, V., Carucci, S., Dias, J. C., . . . Bölte, S. (2018). An International Clinical Study of Ability and Disability in Autism Spectrum Disorder Using the WHO-ICF Framework. Journal of autism and developmental disorders, 48(6), 2148-2163
Open this publication in new window or tab >>An International Clinical Study of Ability and Disability in Autism Spectrum Disorder Using the WHO-ICF Framework
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2018 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 48, no 6, p. 2148-2163Article in journal (Refereed) Published
Abstract [en]

This is the fourth international preparatory study designed to develop International Classification of Functioning, Disability and Health (ICF, and Children and Youth version, ICF-CY) Core Sets for Autism Spectrum Disorder (ASD). Examine functioning of individuals diagnosed with ASD as documented by the ICF-CY in a variety of clinical settings. A cross-sectional study was conducted, involving 11 units from 10 countries. Clinical investigators assessed functioning of 122 individuals with ASD using the ICF-CY checklist. In total, 139 ICF-CY categories were identified: 64 activities and participation, 40 body functions and 35 environmental factors. The study results reinforce the heterogeneity of ASD, as evidenced by the many functional and contextual domains impacting on ASD from a clinical perspective.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
ASD, Assessment, Clinical study, DSM, Functioning, ICD, Neurodevelopmental disorder
National Category
Psychology
Identifiers
urn:nbn:se:hj:diva-38811 (URN)10.1007/s10803-018-3482-4 (DOI)000431955400025 ()29423605 (PubMedID)2-s2.0-85041536181 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-07-31Bibliographically approved
Mahdi, S., Viljoen, M., Yee, T., Selb, M., Singhal, N., Almodayfer, O., . . . Bolte, S. (2018). An international qualitative study of functioning in autism spectrum disorder using the World Health Organization international classification of functioning, disability and health framework. Autism Research, 11(3), 463-475
Open this publication in new window or tab >>An international qualitative study of functioning in autism spectrum disorder using the World Health Organization international classification of functioning, disability and health framework
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2018 (English)In: Autism Research, ISSN 1939-3792, E-ISSN 1939-3806, Vol. 11, no 3, p. 463-475Article in journal (Refereed) Published
Abstract [en]

This is the third in a series of four empirical studies designed to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Autism Spectrum Disorder (ASD). The present study aimed to describe functioning in ASD (as operationalized by the ICF) derived from the perspectives of diagnosed individuals, family members, and professionals. A qualitative study using focus groups and semi-structured interviews were conducted with 19 stakeholder groups (N = 90) from Canada, India, Saudi Arabia, South Africa, and Sweden. Meaningful concepts from the focus groups and individual interviews were linked to ICF categories using a deductive qualitative approach with standardized linking procedures. The deductive qualitative content analysis yielded meaningful functioning concepts that were linked to 110 ICF categories across all four ICF components. Broad variation of environmental factors and activities and participation categories were identified in this study, while body functions consisted mainly of mental functions. Body structures were sparsely mentioned by the participants. Positive aspects of ASD included honesty, attention to detail, and memory. The experiences provided by international stakeholders support the need to understand individuals with ASD in a broader perspective, extending beyond diagnostic criteria into many areas of functioning and environmental domains. This study is part of a larger systematic effort that will provide the basis to define ICF Core Sets for ASD, from which assessment tools can be generated for use in clinical practice, research, and health care policy making.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
Keywords
autism spectrum disorder; functioning; strength; assessment; clinical practice; ICF; qualitative study
National Category
Psychology
Identifiers
urn:nbn:se:hj:diva-38206 (URN)10.1002/aur.1905 (DOI)000428367000005 ()29226604 (PubMedID)2-s2.0-85044431649 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2017-12-15 Created: 2017-12-15 Last updated: 2018-07-20Bibliographically approved
Pinto, A. I., Grande, C., Coelho, V., Castro, S., Granlund, M. & Björck-Åkesson, E. (2018). Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings.. Developmental Neurorehabilitation, 1-10
Open this publication in new window or tab >>Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings.
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2018 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, p. 1-10Article in journal (Refereed) Epub ahead of print
Abstract [en]

PURPOSE: This study aims to explore the role of three specific factors within the child-environment interaction process - engagement, independence and social interactions - in influencing development and learning of children with disabilities in inclusive preschool settings. The main question is whether children can be categorised in homogenous groups based on engagement, independence and social interactions (proximal variables within a biopsychosocial framework of human development). The study also examined whether children with the same diagnosis would group together or separately, when trying to identify clusters of engagement, independence and social interactions, and additionally whether such clusters vary as a function of individual child characteristics, and/or as a function of structural and process characteristics of preschool environment.

METHODS: Data was taken from an intervention study conducted in mainstream preschools in Portugal. A person-centered cluster analysis was conducted to explore group membership of children with various diagnoses, based on their engagement, independence and social interaction profiles.

RESULTS: Results show that children clustered based on similarity of engagement, independence and social interaction patterns, rather than on diagnosis. Besides, it was found that quality of peer interaction was the only predictor of cluster membership.

CONCLUSION: These findings support the argument that participation profiles may be more informative for intervention purposes than diagnostic categories, and that preschool process quality, namely peer interaction, is crucial for children's participation.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Engagement, functioning, independence, participation, social interactions
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-42024 (URN)10.1080/17518423.2018.1526225 (DOI)30289341 (PubMedID)2-s2.0-85054523893 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-11-13
Liao, H.-F., Hwang, A.-W., Kang, L.-J., Liao, Y.-T., Granlund, M. & Simeonsson, R. J. (2018). Development of the FUNDES-Child and its implications for the education of Taiwanese children. In: S. Castro & O. Palikara (Ed.), An emerging approach for education and care: Implementing a worldwide classification of functioning and disability (pp. 85-110). London: Routledge
Open this publication in new window or tab >>Development of the FUNDES-Child and its implications for the education of Taiwanese children
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2018 (English)In: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2018, p. 85-110Chapter in book (Refereed)
Abstract [en]

Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
ICF-CY, Disability, Early Childhood Education and Care
National Category
Educational Sciences Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-38498 (URN)10.4324/9781315519692 (DOI)2-s2.0-85050293737 (Scopus ID)9781138698178 (ISBN)9781315519692 (ISBN)
Available from: 2018-01-13 Created: 2018-01-13 Last updated: 2018-11-02Bibliographically approved
Lygnegård, F., Augustine, L., Granlund, M., Kåreholt, I. & Huus, K. (2018). Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study. Frontiers in Education, 3, 1-13, Article ID 28.
Open this publication in new window or tab >>Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study
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2018 (English)In: Frontiers in Education, ISSN 2504-284X, Vol. 3, p. 1-13, article id 28Article in journal (Refereed) Published
Abstract [en]

Even though participation in everyday events is a vital part in the fulfilment of human rights, adolescents with neurodevelopmental disorders often face participation restrictions in every-day activities. Few studies have investigated the predictors for participation in different contexts, over time and in relation to the same outcome variables. The objective of the current study was therefore to investigate predictors of change in participation operationalized as frequency of attendance and perceived importance in domestic life activities, peer related activities, and school activities as experienced by adolescents with and without self-reported neurodevelopmental disorders. Method: Associations with participation, both in terms of frequency and perceived importance, in domestic life, peer relations, and the school setting were investigated using six independent variables measuring experience of time and self, sex, age, stress, support from siblings, and atmosphere in family at two-time (with approximately 2 years in between). The sample consisted of adolescents with and without self-reported neurodevelopmental disorders (n= 916). Adolescents with self-reported neurodevelopmental disorders were n=154 and adolescents without self-reported neurodevelopmental disorders was n= 762. Data was collected via self-reported questionnaires administered in schools. Results: Three key findings are presented. 1) more factors were associated with participation outcomes at time1 for adolescents without NDD than for adolescents with NDD, but this difference in the number of factors decreases with time; 2) few associations were related to time for both adolescents with and without NDD; and 3) patterns of predicting variables were different for adolescents with and without NDD. Conclusion: The findings indicate that the factors related to participation in and outside school differs between groups, when the impairment or disability is not considered as a predictor for participation. This study supports the need for using a multidimensional developmental and contextual perspective in addressing enhanced participation for adolescents with neurodevelopmental disorders.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-39341 (URN)10.3389/feduc.2018.00028 (DOI)
Available from: 2018-05-02 Created: 2018-05-02 Last updated: 2018-09-17Bibliographically approved
Gustafsson, B. M., Danielsson, H., Granlund, M., Gustafsson, P. A. & Proczkowska, M. (2018). Hyperactivity precedes conduct problems in preschool children: a longitudinal study. BJPsych Open, 4(4), 186-191
Open this publication in new window or tab >>Hyperactivity precedes conduct problems in preschool children: a longitudinal study
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2018 (English)In: BJPsych Open, E-ISSN 2056-4724, Vol. 4, no 4, p. 186-191Article in journal (Refereed) Published
Abstract [en]

Background

Externalising problems are among the most common symptoms of mental health problems in preschool children.

Aims

To investigate the development of externalising problems in preschool children over time, and the way in which conduct problems are linked to hyperactivity problems.

Method

In this longitudinal study, 195 preschool children were included. Latent growth modelling of conduct problems was carried out, with gender and hyperactivity at year 1 as time-invariant predictors.

Results

Hyperactivity was a significant predictor for the intercept and slope of conduct problems. Children with more hyperactivity at year 1 had more conduct problems and a slower reduction in conduct problems. Gender was a significant predictor for the slope of conduct problems.

Conclusions

Children with more initial hyperactivity have less of a reduction in conduct problems over time. It is important to consider the role of hyperactivity in studies of the development of conduct problems.

Place, publisher, year, edition, pages
Cambridge University Press, 2018
National Category
Psychiatry
Identifiers
urn:nbn:se:hj:diva-40910 (URN)10.1192/bjo.2018.20 (DOI)000436934800004 ()29989010 (PubMedID)
Available from: 2018-07-02 Created: 2018-07-02 Last updated: 2018-08-14Bibliographically approved
Maxwell, G. R., Granlund, M. & Augustine, L. (2018). Inclusion through participation: Understanding participation in the International Classification of Functioning, Disability, and Health as a methodological research tool for investigating inclusion. Frontiers in Education, 3, Article ID 41.
Open this publication in new window or tab >>Inclusion through participation: Understanding participation in the International Classification of Functioning, Disability, and Health as a methodological research tool for investigating inclusion
2018 (English)In: Frontiers in Education, ISSN 2504-284X, Vol. 3, article id 41Article in journal (Refereed) Published
Abstract [en]

This paper investigates the use and validity of the International Classification of Functioning disability and health (ICF) as a common language for describing inclusive educational settings. There is a specific focus on investigating participation through the ICF as one aspect of inclusion as an improved understanding of participation as a measure of inclusion will greatly benefit children with additional support needs. In addition there will be a better understanding of the operationalization of participation, in terms of both policy and practice, and improved applications of the ICF. The study uses a narrative summary to review to analyse the findings from a selection of studies where the ICF has been used as a methodological tool in the field of education. In the 16 included studies the ICF is either used to present a new theoretical position, synthesize a new research approach or tool, or is integrated into the framework of an existing research method. Findings also show that the ICF is used in a number of different ways and that when it is used directly, variation is found in the type of information that was linked to ICF codes or categories. In conclusion further clarity on defining and measuring participation with the ICF framework is required in order to create a more consistent tool for investigating inclusive education. One way to improve the construct of participation is to take a bi-dimensional approach. It is the authors’ belief that this newer approach to modelling participation will be considered in any future revisions of the ICF/ICF-CY – a so-called ‘ICF-2’. This would thus create a more accountable classification framework that succeeds in capturing the involvement experience of the individual and in doing so achieves a more effective and useful classification framework for the field of inclusive education.

Keywords
ICF-CY, methodology, education, participation, inclusion
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-40637 (URN)10.3389/feduc.2018.00041 (DOI)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-20Bibliographically approved
Janeslätt, G., Granlund, M. & Wallin, S. (2018). Intervention in time processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years.: a cluster randomised trial.. Australian Occupational Therapy Journal
Open this publication in new window or tab >>Intervention in time processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years.: a cluster randomised trial.
2018 (English)In: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630Article in journal (Refereed) Accepted
National Category
Other Health Sciences
Identifiers
urn:nbn:se:hj:diva-42059 (URN)
Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2018-11-19
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9597-039X

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