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Almqvist, Lena
Publications (10 of 19) Show all publications
Lygnegård, F., Almqvist, L., Granlund, M. & Huus, K. (2019). Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions. Developmental Neurorehabilitation, 22(1), 27-38
Open this publication in new window or tab >>Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions
2019 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 22, no 1, p. 27-38Article in journal (Refereed) Published
Abstract [en]

PURPOSE: To investigate how individual and environmental factors relate to self-reported participation profiles in adolescents with and without impairments or long-term health conditions.

METHODS: A person-oriented approach (hierarchical cluster analysis) was used to identify cluster groups of individuals sharing participation patterns in the outcome variables frequency perceived importance in domestic life and peer relations. Cluster groups were compared using one-way analysis of variance (ANOVA).

RESULTS: A nine-cluster solution was chosen. All clusters included adolescents with impairment and long-term health conditions. Perceived importance of peer relations was more important than frequent attendance in domestic-life activities. Frequency of participation in dialogues and family interaction patterns seemed to affect the participation profiles more than factors related to body functions.

CONCLUSION: Type of impairment or long-term health condition is a weaker determinant of membership in clusters depicting frequency and perceived importance in domestic life or peer relations than dialogue and family environment.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
ICF-CY, Participation pattern, cluster analysis, everyday functioning, person-oriented method
National Category
Pediatrics
Identifiers
urn:nbn:se:hj:diva-38459 (URN)10.1080/17518423.2018.1424266 (DOI)000456885100005 ()29313401 (PubMedID)2-s2.0-85040965252 (Scopus ID)HOA HHJ 2019 (Local ID)HOA HHJ 2019 (Archive number)HOA HHJ 2019 (OAI)
Available from: 2018-01-11 Created: 2018-01-11 Last updated: 2019-02-20Bibliographically approved
Almqvist, L., Sjöman, M., Golsäter, M. & Granlund, M. (2018). Special support for behavior difficulties and engagement in Swedish preschools. Frontiers in Education, 3, Article ID 35.
Open this publication in new window or tab >>Special support for behavior difficulties and engagement in Swedish preschools
2018 (English)In: Frontiers in Education, ISSN 2504-284X, Vol. 3, article id 35Article in journal (Refereed) Published
Abstract [en]

The Swedish preschool curriculum stipulates that all children independent of support needs should attend mainstream preschool groups, with equal opportunities for learning and engagement. Preschool teachers are responsible for paying attention to children in need of special support to achieve this. How support is provided for children in need of special support due to behavior difficulties in Swedish preschools varies, however. Some children, often formally identified as in need of special support, are supported by preschool staff supervised by external services. Other children receive support initiated and implemented by preschool staff, without supervision from external services. A further number of children receive no support for behavior difficulties, on top of what is provided to all children. This study investigated associations between support format (i.e. supervised support, staff-initiated support or no additional support), support content (i.e. implementation of support), behavior difficulties, socio-demographics and engagement. A mixed methods approach was used with a sample of 232 preschool children 15 to 71 months with assessed behavior difficulties. Preschool staff reported on the children's engagement, behavior difficulties, socio-demographics and support provision. Logistic regression models were used to analyze the probability of children receiving either support format. Content analysis was used to categorize the support content, reported by preschool staff through open-ended questions. Point-biserial correlations were used to test associations between support content, behavior, socio-demographics and engagement. All children receiving supervised support for behavior difficulties were formally identified by external services as in need of special support. Supervised support was also more common if children disturbed the free play in the preschool group, with the most frequent support being collaboration with external teams. Staff-initiated support was most commonly given to children with high engagement, and for children who are not early second language learners. These children were most frequently supported by staff paying attention to negative behavior. Children who were not perceived as a burden to the group were less likely to receive any form of additional support. Ways of managing the preschool group seem to guide support strategies for children with behavior difficulties, rather than child-focused strategies emphasizing engagement in everyday activities.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2018
Keywords
special support, preschool, behavior difficulties, engagement, support format, support content, supervised support, staff-initiated support
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-39517 (URN)10.3389/feduc.2018.00035 (DOI)
Funder
Swedish National Board of Health and Welfare, 2011/491Forte, Swedish Research Council for Health, Working Life and Welfare, 2013/38
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-05-23Bibliographically approved
Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L. & Nilholm, C. (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational review (Birmingham), 69(4), 490-505
Open this publication in new window or tab >>Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
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2017 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 69, no 4, p. 490-505Article in journal (Refereed) Published
Abstract [en]

Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools’ work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, SNEs with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this article are to investigate the occurrence of SNEs and SuTs within the compulsory school system in 10 municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in 10 municipalities (n = 511, response rate 61.6%). Main results indicate that: (a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; (b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; (c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; (d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a “traditional special-education teacher”. Results are discussed in relation to Thomas Skrtic’s theoretical accounts of inclusive education and Andrew Abbott’s notion of jurisdictional control.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
inclusion, jurisdictional control, occupational roles, Special needs educators, support teachers, work tasks
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-32218 (URN)10.1080/00131911.2016.1237477 (DOI)000402077900006 ()2-s2.0-84991492593 (Scopus ID)
Available from: 2016-11-02 Created: 2016-11-02 Last updated: 2017-10-04Bibliographically approved
Castro, S., Granlund, M. & Almqvist, L. (2017). The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study. European Early Childhood Education Research Journal, 25(1), 122-135
Open this publication in new window or tab >>The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study
2017 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 25, no 1, p. 122-135Article in journal (Refereed) Published
Abstract [en]

Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood Education and Care (ECEC) across countries. This study aims to describe the quality of Swedish preschool classrooms and its relationship with students’ engagement over time. Data was collected from 165 preschool teachers in 55 preschool units in Sweden. Results show that all classroom-related variables (Emotional Support, Instructional Support and Classroom Organisation) have increased levels over time, while engagement remained stable. Three groups of preschool classroom units were identified with similar patterns of classroom quality over time (higher emotional support and lower instructional practice) and similar differences in level. Emotional Support was found to be the best predictor of student engagement over time.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Engagement, Sweden, preschool, Classroom Assessment Scoring System (CLASS), quality
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-28683 (URN)10.1080/1350293X.2015.1102413 (DOI)000396583500009 ()2-s2.0-84946434700 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2015-12-18 Created: 2015-12-18 Last updated: 2017-10-04Bibliographically approved
Sjöman, M., Granlund, M. & Almqvist, L. (2016). Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool. Early Child Development and Care, 186(10), 1649-1663
Open this publication in new window or tab >>Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool
2016 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 186, no 10, p. 1649-1663Article in journal (Refereed) Published
Abstract [en]

This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18–71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers’ responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement. Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

Keywords
Preschool, engagement, hyperactivity, conduct problems, social interactions
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-29328 (URN)10.1080/03004430.2015.1121251 (DOI)000384209300010 ()2-s2.0-84958046715 (Scopus ID)
Projects
Early detection and early intervention - a longitudinal study of children's engagement and behavior problems in Swedish preschool environments
Funder
Forte, Swedish Research Council for Health, Working Life and WelfareSwedish National Board of Health and Welfare
Available from: 2016-02-09 Created: 2016-02-08 Last updated: 2018-02-20Bibliographically approved
Nilsson, S., Björkman, B., Almqvist, A.-L., Almqvist, L., Björk-Willén, P., Donohue, D., . . . Hvit, S. (2015). Children’s voices – Differentiating a child perspective from a child’s perspective. Developmental Neurorehabilitation, 18(3), 162-168
Open this publication in new window or tab >>Children’s voices – Differentiating a child perspective from a child’s perspective
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2015 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed) Published
Abstract [en]

Objective: The aim of this paper was to discuss differences between having a child perspective and taking the child's perspective based on the problem being investigated.

Methods: Conceptual paper based on narrative review.

Results: The child's perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the child's perspective in conjunction with the need to know children's opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adult's view of children to solely the perspective of children themselves. Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, children's capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand children's opinions.

Conclusion: The examples provided indicate that children's opinions can be regarded in most research, although to different degrees.

Keywords
Child perspective, child’s perspective, methodology
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-21778 (URN)10.3109/17518423.2013.801529 (DOI)000354216600004 ()23924164 (PubMedID)2-s2.0-84929179113 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2017-12-06Bibliographically approved
Norling, M., Sandberg, A. & Almqvist, L. (2015). Engagement and emergent literacy practices in Swedish preschools. European Early Childhood Education Research Journal, 23(5), 619-634
Open this publication in new window or tab >>Engagement and emergent literacy practices in Swedish preschools
2015 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 5, p. 619-634Article in journal (Refereed) Published
Abstract [en]

Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.

Keywords
preschool engagement, preschool quality, emergent literacy, language, social environment
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-28777 (URN)10.1080/1350293X.2014.996423 (DOI)000365605600004 ()2-s2.0-84948580089 (Scopus ID)
Available from: 2015-12-28 Created: 2015-12-28 Last updated: 2017-12-01Bibliographically approved
Niia, A., Almqvist, L., Ellinor, B. & Granlund, M. (2015). Student participation and parental involvement in relation to academic achievement. Scandinavian Journal of Educational Research, 59(3), 297-315
Open this publication in new window or tab >>Student participation and parental involvement in relation to academic achievement
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 3, p. 297-315Article in journal (Refereed) Published
Abstract [en]

This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely related to activity and academic performance. Despite these differences, teachers and students are in close agreement regarding activities of a social nature. Teachers' and parents' ratings of parents' involvement in school demonstrate a higher agreement, but also correlate negatively with the academic achievement of the student. This is likely because communication is more frequent with parents of underachieving students than students demonstrating high academic performance. The partly inconsistent results in previous research regarding the relation between participation and academic achievement can here be explained by the choice of raters, as this connection only exists in ratings carried out by teachers.

Keywords
participation, students, parental involvement, self-ratings
National Category
Humanities Social Sciences
Identifiers
urn:nbn:se:hj:diva-25384 (URN)10.1080/00313831.2014.904421 (DOI)000351839400003 ()2-s2.0-84926252573 (Scopus ID)
Available from: 2014-12-18 Created: 2014-12-18 Last updated: 2017-12-05Bibliographically approved
Almqvist, L., Malmqvist, J. & Nilholm, C. (2015). Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser. In: Vetenskapsrådet (Ed.), Tre forskningsöversikter inom området specialpedagogik/inkludering: (pp. 1-122). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Vilka stödinsatser främjar uppfyllelse av kunskapsmål för elever i svårigheter? – en syntes av meta-analyser
2015 (Swedish)In: Tre forskningsöversikter inom området specialpedagogik/inkludering / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2015, p. 1-122Chapter in book (Other academic)
Abstract [sv]

Denna rapport är en syntes av forskning som presenterats i s.k. meta-analyser. Meta-analyser är studier där man använt särskilda statistiska metoder för att beräkna s.k. effektstorlekar utifrån interventionsstudier. Med effektstorlekarna sammanfattas främst forskningsresultat från experimentella studier som fokuserar liknande forskningsfrågor. Syftet med vår syntes var att sammanställa forskning om vilka stödinsatser (i föreliggande rapport synonymt med intervention) som främjar uppfyllelse av kunskapsmål för elever i svårigheter. Mer specifikt har vi studerat vilka arbetssätt/pedagogiska undervisningsmetoder som leder till uppfyllelse av kunskapsmål för denna elevgrupp. Dessa arbetssätt definierar vi som generella pedagogiska stödinsatser respektive ämnesspecifika pedagogiska stödinsatser inom områdena läsning och skrivning samt matematik.

Abstract [en]

This review is a synthesis of results from meta-analyses. Meta-analyses are reviews in which certain statistical methods are used to calculate effect sizes based on intervention studies. Mainly, effect sizes are used to synthesize results from experimental studies focusing on similar research questions. The aim of this review was to compile research about interventions promoting achievement goals of students in need of special support. More specifically we have studied what pedagogical methods relate to achievement goals for this group of students. These methods are defined as general pedagogical interventions as well as subject-specific pedagogical methods within the subjects reading and writing and mathematics.

Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2015
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-28501 (URN)978-91-7307-283-0 (ISBN)
Note

Delrapport från SKOLFORSK-projektet

Available from: 2015-12-07 Created: 2015-12-07 Last updated: 2017-10-02Bibliographically approved
Ullenhag, A., Krumlinde-Sundholm, L., Granlund, M. & Almqvist, L. (2014). Differences in patterns of participation in leisure activities in Swedish children with and without disabilities. Disability and Rehabilitation, 36(6), 464-471
Open this publication in new window or tab >>Differences in patterns of participation in leisure activities in Swedish children with and without disabilities
2014 (English)In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, no 6, p. 464-471Article in journal (Refereed) Published
Abstract [en]

Purpose: To compare participation in leisure activities between Swedish children with and without disabilities and to examine whether age, gender, presence of disabilities, and mother’ seducational level influence participation.

Method: A Swedish version of the Children’s Assessment of Participation and Enjoyment was used to study the diversity, intensity, and enjoyment of participation in leisure activities of children aged 6 to 17 years. Fifty-five of the children had disabilities and 337 of the children did not have disabilities. A multiple regression analysis was conducted to explore the impact of age, gender, mother’s level of education, and disability on the diversity, intensity, and enjoyment of leisure activities. At-test for independent samples was used to compare the diversity and intensity of participation between children withand without disabilities.

Results: The multiple regression analysis explained 4–36% of the variance of diversity, intensity, and enjoyment. Children with disabilities participated with higher diversity, but with less intensity, than children without disabilities. Younger children had higher levels of enjoyment.

Conclusions: Children with disabilities participated in several different activities, but the presence of a disability was associated with lower intensity ofparticipation. The low explanatory value of the investigated variables indicates that the combined effect of several variables needs to be taken into consideration when designing participation interventions.

Keywords
Adolescent, CAPE, children, participation, recreational activities
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-22857 (URN)10.3109/09638288.2013.798360 (DOI)000333584400004 ()23738616 (PubMedID)2-s2.0-84897830808 (Scopus ID)
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-12-06Bibliographically approved
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