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  • 1.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simmeborn Fleischer, Ann
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF to identify requirements for students with Asperger syndrome in higher education2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 190-202Article in journal (Refereed)
    Abstract [en]

    Higher education requires more than academic skills and everyday student-life can be stressful. Students with Asperger Syndrome (AS) may need support to manage their education due to difficulties in social functioning.

    Objective: As preparation for the development of a structured tool to guide student and coordinator dialogues at Swedish universities, this study aimed to identify ICF categories that reflect requirements in everyday student-life for students with AS.

    Methods: Using descriptive qualitative approach; information in documents reflecting the perspectives of university students; international classifications; user/health organisations and education authorities were linked to ICF codes.

    Results: In total, 114 ICF categories were identified, most of which related to learning, tasks and demands, communication and interactions.

    Conclusion: Students with AS need varying accommodations to be successful in higher education. In the future, ICF based code sets, including demands on student roles, can be used as checklists to describe functioning and needs for support.

  • 2.
    Almberg, Maria
    et al.
    Mobility Centre Gothenburg, Sweden.
    Selander, Helena
    Mobility Centre Gothenburg, Sweden.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Vaz, Sharmila
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD. School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Experiences of facilitators or barriers in driving education from learner and novice drivers with ADHD or ASD and their driving instructors2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 2, p. 59-67Article in journal (Refereed)
    Abstract [en]

    Background: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education.

    Objective: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner’s permit, from the perspective of the learner drivers and their driving instructors.

    Methods: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors.

    Results: Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to “unfamiliar” driving situations to be the greatest challenges.

    Conclusion: Obtaining a driving license was associated with stressful training experience.

  • 3.
    Borgestig, Maria
    et al.
    Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
    Sandqvist, Jan
    Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
    Ahlsten, Gunnar
    Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia.
    Hemmingsson, Helena
    Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
    Gaze-based assistive technology in daily activities in children with severe physical impairments–An intervention study2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 3, p. 129-141Article in journal (Refereed)
    Abstract [en]

    Objective: To establish the impact of a gaze-based assistive technology (AT) intervention on activity repertoire, autonomous use, and goal attainment in children with severe physical impairments, and to examine parents’ satisfaction with the gaze-based AT and with services related to the gaze-based AT intervention.

    Methods: Non-experimental multiple case study with before, after, and follow-up design. Ten children with severe physical impairments without speaking ability (aged 1–15 years) participated in gaze-based AT intervention for 9–10 months, during which period the gaze-based AT was implemented in daily activities.

    Results: Repertoire of computer activities increased for seven children. All children had sustained usage of gaze-based AT in daily activities at follow-up, all had attained goals, and parents’ satisfaction with the AT and with services was high.

    Discussion: The gaze-based AT intervention was effective in guiding parents and teachers to continue supporting the children to perform activities with the AT after the intervention program. 

  • 4.
    Chee, Derserri Yan-Ting
    et al.
    School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia , Australia.
    Lee, Hoe Chung-yeung
    School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia , Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Barnett, Tania
    School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia , Australia.
    Falkmer, Olov
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain.
    Siljehav, Jessica
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Viewpoints on driving of individuals with and without autism spectrum disorder2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 1, p. 26-36Article in journal (Refereed)
    Abstract [en]

    Objective: Understanding the viewpoints of drivers with autism spectrum disorder (ASD) is crucial in the development of mobility support and driver training that is responsive to their needs. Methods: Fifty young adults with ASD and fifty seven typically developed adults participated in the study to form a contrasting group. Q-methodology was used to understand viewpoints on driving as a main mode of transportation. Data were analysed using a PQ by-person varimax rotation factor analysis. Results: Although some ASD participants perceived themselves as confident and independent drivers, others preferred other modes of transportation such as public transport and walking. Anxiety was also found to be a barrier to driving. The contrast group revealed consistent viewpoints on their driving ability. They preferred driving as their main mode of transportation and believed that they were competent, safe and independent drivers. Conclusion: These results are important in the planning of transport policies and driver training for individuals with ASD. Driver training manuals can be developed to address anxiety issues, hazard perception and navigation problems in the ASD population. Their use of public transport could be further facilitated through more inclusive transport policies.

  • 5.
    Cordier, Reinie
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Brown, Nicole
    Discipline of Occupational Therapy, James Cook University, Townsville City, QLD, Australia.
    Chen, Yu-Wei
    Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, Sydney, Australia.
    Wilkes-Gillan, Sarah
    Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, Sydney, Australia.
    Falkmer, Torbjorn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy and Social Work, Curtin University, Perth, WA, Australia.
    Piloting the use of experience sampling method to investigate the everyday social experiences of children with Asperger syndrome/high functioning autism.2016In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, no 2, p. 103-110Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: This pilot study explored the nature and quality of social experiences of children with Asperger Syndrome/High Functioning Autism (AS/HFA) through experience sampling method (ESM) while participating in everyday activities.

    METHODS: ESM was used to identify the contexts and content of daily life experiences. Six children with AS/HFA (aged 8-12) wore an iPod Touch on seven consecutive days, while being signalled to complete a short survey.

    RESULTS: Participants were in the company of others 88.3% of their waking time, spent 69.0% of their time with family and 3.8% with friends, but only conversed with others 26.8% of the time. Participants had more positive experiences and emotions when they were with friends compared with other company. Participating in leisure activities was associated with enjoyment, interest in the occasion, and having positive emotions.

    CONCLUSIONS: ESM was found to be helpful in identifying the nature and quality of social experiences of children with AS/HFA from their perspective.

  • 6.
    Donohue, Dana
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Bornman, Juan
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Household size is associated with unintelligible speech in children who have intellectual disabilities: A South African study2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 6, p. 402-406Article in journal (Refereed)
    Abstract [en]

    Objective: The purpose of this study was to examine whether four socioeconomic factors, namely caregiver age, caregiver education, family income and/or household size were related to the presence of motor delays or unintelligible speech in South African children with intellectual disabilities. Methods: Caregivers of children with intellectual disabilities completed a biographical questionnaire regarding their home environments. Other items on the questionnaire queried whether their children experienced co-occurring developmental impairments of motor delays or unintelligible speech. Results: A total of 145 caregivers were included in the analyses. Two logistic regressions were run with the set of four socioeconomic factors as predictors, and motor delays and intelligible speech as the outcome variables. Household size was a statistically significant predictor of whether children evidenced intelligible speech. Conclusion: Children living in dwellings with more people were less likely to have intelligible speech. The processes through which large household size might influence children’s language are discussed.

  • 7.
    Elgmark Andersson, Elisabeth
    et al.
    Jönköping University, School of Health Science, HHJ. CHILD.
    Sejdhage, Rebecka
    Smålandsstenar Care Centre, Smålandsstenar , Sweden.
    Wage, Victoria
    Primary Health Care, Tranemo, Sweden.
    Mild traumatic brain injuries in children between 0-16 years of age: A survey of activities and places when an accident occurs2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, ISSN ISSN 1751–8423 print/ISSN 1751–8431, Vol. 15, no 1, p. 26-30Article in journal (Refereed)
    Abstract [en]

    Objective:

    The aim of this study was to identify what activities cause most mild traumatic brain injury (MTBI) among boys and girls between 0–16 years of age.

    Methods:

    Based on a randomized controlled study, a retrospective analysis was conducted among 765 children.

    Result:

    The most common causes of injury were falls from a height and falls from the same level. The most common place where the accident occurred was at ‘home’ followed by ‘pre-school/school’. The highest incidence was ‘play’ followed by ‘hit by another person’, thereafter ‘baby nursing’. Boys are more often injured than girls, but with no difference between boys and girls in terms of which activities that cause MTBI.

    Conclusion:

    Supervision during play at home as well as better designed schoolyards and playgrounds are required to prevent accidents. Furthermore, well-documented medical records are necessary to identify activities causing MTBI among children.

     

  • 8.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Black, Melissa
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Tang, Julia
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Fitzgerald, Patrick
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Girdler, Sonya
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Leung, Denise
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Tan, Tele
    Department of Mechanical Engineering, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?2016In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, no 2, p. 117-122Article in journal (Refereed)
    Abstract [en]

    Objective: While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored.

    Methods: Possible associations in performance on the Visual Perception Skills Figure–Ground test, a face recognition test and an emotion recognition test were investigated within 25 8–12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children.

    Results: Analyses indicated a weak positive correlation between accuracy in Figure–Ground recognition and emotion recognition. No other correlation estimates were significant.

    Conclusion: These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.

  • 9.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 3, p. 191-201Article in journal (Refereed)
    Abstract [en]

    Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in.

    Methods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools.

    Results: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students’ perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted.

    Conclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between “I want to” and “I do” statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.

  • 10.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Curtin Univeristy, Perth, Australia.
    Oehlers, Kirsty
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA , Australia.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Curtin Univeristy, Perth, Australia.
    Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 6, p. 365-374Article in journal (Refereed)
    Abstract [en]

    Objectives: To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored.

    Methods: Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51 516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings.

    Results: Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did.

    Conclusions: Observations alone do not capture the individuals’ perception of participation and are not sufficient if the subjective aspect of participation is to be measured.

  • 11.
    Horlin, Chiara
    et al.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Black, Melissa
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Proficiency of individuals with autism spectrum disorder at disembedding figures: A systematic review2016In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, no 1, p. 54-63Article, review/survey (Refereed)
    Abstract [en]

    Objective: This systematic review examines the proficiency and visual search strategies of individuals with autism spectrum disorders (ASD) while disembedding figures and whether they differ from typical controls and other comparative samples.

    Methods: Five databases, including Proquest, Psychinfo, Medline, CINAHL and Science Direct were used to identify published studies meeting the inclusion and exclusion criteria.

    Results: Twenty articles were included in the review, the majority of which matched participants by mental age. Outcomes discussed were time taken to identify targets, the number correctly identified, and fixation frequency and duration.

    Conclusions: Individuals with ASD perform at the same speed or faster than controls and other clinical samples. However, there appear to be no differences between individuals with ASD and controls for number of correctly identified targets. Only one study examined visual search strategies and suggests that individuals with ASD exhibit shorter first and final fixations to targets compared with controls.

  • 12.
    Jonsson, Cecilia
    et al.
    Work for You, Jönköping, Sweden.
    Andersson Elgmark, Elisabeth
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Mild traumatic brain injury: A description of how children and youths between 16 and 18 years of age perform leisure activities after 1 year2013In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 16, no 1, p. 1-8Article in journal (Refereed)
    Abstract [en]

    Objective: The aim is to describe how children and youths perform leisure activities, 1 year after a mild traumatic brain injury (MTBI).

    Methods: Basis is to compile previously collected material; patients were extracted from a prospective randomized controlled trial of MTBI. A retrospective analysis was conducted among 73 children and youths between 16 and 18 years of age. The entire group administrated the Interest Checklist at baseline and at 1-year follow-up.

    Results: Statistical significant difference was found in 31 of 50 different activities. The result showed that children and youths did not return to perform leisure activities. Fewer returned in the intervention group than in the control group.

    Conclusion: An occupational therapist can help children and youths to have balance in their life and continue a functional life after a MTBI. Continued research is needed, how to prevent MTBI and how to support children and youths to continue with leisure activities.

  • 13.
    Joosten, Annette
    et al.
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Girdler, Sonya
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Albrecht, Matthew A.
    School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
    Horlin, Chiara
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Leung, Denise
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Fleischer, Håkan
    Jönköping University, School of Education and Communication.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick2016In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, no 2, p. 95-102Article in journal (Refereed)
    Abstract [en]

    Objective: To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA.

    Methods: Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants’ eye movements were recorded using a head-mounted eye-tracker.

    Results: Children with AS/HFA looked less frequently and had shorter fixation on the magician’s direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician’s face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze.

    Conclusions: Information may enhance effective visual strategies in children with and without AS/HFA.

  • 14.
    Lygnegård, Frida
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Almqvist, Lena
    Jönköping University, School of Education and Communication, HLK, CHILD. Mälardalen University.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Huus, Karina
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions2019In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 22, no 1, p. 27-38Article in journal (Refereed)
    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.

  • 15.
    Maxwell, Gregor
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Alves, Ines
    School of Education, University of Manchester, UK.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation and environmental aspects in education and the ICF and the ICF-CY: findings from a systematic literature review2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 1, p. 63-78Article in journal (Refereed)
    Abstract [en]

    Background: This paper presents findings from a systematic review of the literature related to participation and the ICF/ICF-CY in educational research.

    Objectives: To analyse how and investigate the application of participation in educational research. Specifically, how participation is related to the environmental dimensions availability, accessibility, affordability, accommodability and acceptability.

    Methods: A systematic literature review using database keyword searches and refinement protocols using inclusion and exclusion criteria at abstract, full-text and extraction.

    Results: Four hundred and twenty-one initial works were found. Twenty-three met the inclusion criteria. Availability and accommodations are the most investigated dimensions. Operationalization of participation is not always consistent with definitions used.

    Conclusion: Research is developing a holistic approach to investigating participation as, although all papers reference at least one environmental dimension, only four of the 11 empirical works reviewed present a fully balanced approach when theorizing and operationalizing participation; hopefully this balanced approach will continue and influence educational policy and school practice.

  • 16.
    Maxwell, Gregor
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Augustine, Lilly
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Does thinking and doing the same thing amount to involved participation? Empirical explorations for finding a measure of intensity for a third ICF-CY qualifier2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 4, p. 274-283Article in journal (Refereed)
    Abstract [en]

    Background: Participation as involvement in a situation includes two dimensions; doing the activity and the experience of involvement.

    Objectives: The ICF-CY only measures doing using the capacity and performance qualifiers, a dimension measuring the experience is needed; a third qualifier. Hypothesis: The experienced involvement of pupils in school activities is higher when thinking and doing coincided.

    Methods: By comparing self-reported experiences of involvement of children, data about what children were thinking and doing during activities were gathered from 21 children with and 19 without disabilities in inclusive classrooms.

    Results: A relationship exists between an index of the subjective experience of involvement and whether children were thinking and doing the same things.

    Conclusion: This index can be constructed using measures of concentration, control, involvement, and motivation. Choice is influential, as knowledge about why an activity is undertaken affects involvement. Additionally, increased subjective experience of involvement gives better psychological health and well-being.

  • 17.
    McAuliffe, Tomomi
    et al.
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Vaz, Sharmila Vaz
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Cordier, Reinie
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    A comparison of families of children with autism spectrum disorders in family daily routines, service usage, and stress levels by regionality2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, no 8, p. 483-490Article in journal (Refereed)
    Abstract [en]

    Purpose: To explore whether family routines, service usage, and stress levels in families of children with autism spectrum disorder differ as a function of regionality.

    Methods: Secondary analysis of data was undertaken from 535 surveys. Univariate and multivariate analyses were performed to investigate differences between families living in densely populated (DP) areas and less densely populated (LDP) areas.

    Results: Families living in LDP areas were found to: (1) have reduced employment hours (a two-parent household: Exp (B) = 3.48, p < .001, a single-parent household: Exp (B) = 3.32, p = .011); (2) travel greater distance to access medical facilities (Exp (B) = 1.27, p = .006); and (3) report less severe stress levels (Exp (B) = 0.22, p = .014).

    Conclusions: There were no differences in family routines; however, flexible employment opportunities and travel distance to medical services need to be considered in families living in LDP areas. 

  • 18.
    Nilsson, Stefan
    et al.
    School of Health Sciences, Borås University, Borås, Sweden.
    Björkman, Berit
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Almqvist, Anna-Lena
    School of Health, Care and Social Welfare, Mälardalen University, Sweden.
    Almqvist, Lena
    School of Health, Care and Social Welfare, Mälardalen University, Sweden.
    Björk-Willén, Polly
    Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
    Donohue, Dana
    Centre for AAC, University of Pretoria, South Africa.
    Enskär, Karin
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Huus, Karina
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Hvit, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Children’s voices – Differentiating a child perspective from a child’s perspective2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed)
    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.

  • 19.
    Pinto, Ana I
    et al.
    Porto University , Porto , Portugal.
    Grande, Catarina
    Porto University , Porto , Portugal.
    Coelho, Vera
    Porto University , Porto , Portugal.
    Castro, Susana
    University of Roehampton , London , UK.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings2018In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, p. 1-10Article in journal (Refereed)
    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.

  • 20.
    Rogerson, Jessica M.
    et al.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Western Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Western Australia.
    Cuomo, Belinda M.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Western Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. CHILD. School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Western Australia.
    Whitehouse, Andrew Jo
    Telethon Kids Institute, The University of Western Australia, Perth, Western Australia.
    Granich, Joanna
    Telethon Kids Institute, The University of Western Australia, Perth, Western Australia.
    Vaz, Sharmila
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Western Australia.
    Parental experiences using the Therapy Outcomes by You (TOBY) application to deliver early intervention to their child with autism2018In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, p. 1-9Article in journal (Refereed)
    Abstract [en]

    PURPOSE:

    As computer-based interventions become commonplace for parents of children with neurodevelopmental disorders, this study sought to understand the experience of using a parent-delivered supplementary early intervention therapy for children with autism spectrum disorder grounded in a variety of behavioral, sensory, developmental, and relationship-based approaches and delivered via a tablet device.

    METHODS:

    Parental experiences using the 'Therapy Outcomes by You' (TOBY) application were collected through semi-structured interviews with 17 parents.

    RESULTS:

    Parents reported TOBY facilitated parent-child engagement, provided ideas for therapeutic activities, created feelings of empowerment, and positively impacted their child's development. Barriers to use included preparation time, execution of the intervention, and individual strengths and weaknesses of their child.

    CONCLUSION:

    The overall parental experience of TOBY was positive when use of the application aligned with parental proficiency, opportunities for use, and importantly, the needs of the child.

  • 21.
    Sim, Angela
    et al.
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Cordier, Reinie
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Vaz, Sharmila
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Netto, Julie
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy & Social Work, Perth, Western Australia, Australia and La Trobe University, Australia and Linköping University, Sweden.
    Factors associated with negative co-parenting experiences in families of a child with autism spectrum disorder2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 2, p. 83-91Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this study was to identify key factors associated with negative co-parenting experiences in parents raising a child with autism spectrum disorder. Methods: Questionnaires were sent to families with one or more children with a diagnosis of autism spectrum disorder. Parents of 142 children with autism spectrum disorder indicated that the diagnosis had a very negative impact on their co-parent relationship. A multivariate logistic regression model was run to analyze the association of these experiences with various demographic, family and community factors. Results: Three factors were associated with negative co-parenting relationships: (1) family stress due to the child’s diagnosis, (2) effects of the diagnosis on parents’ relationship with their other children and (3) distance travelled to the nearest medical facility. Conclusions: Findings highlight the need to further explore family dynamics, particularly the relationships between the co-parenting alliance, other family members and the extra-familial environment.

  • 22.
    Sim, Angela
    et al.
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Vaz, Sharmila
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Cordier, Reinie
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Joosten, Annette
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Parsons, Dave
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Smith, Cally
    School of Occupational Therapy & Social Work, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation. School of Occupational Therapy & Social Work, Perth, Western Australia, Australia and La Trobe University, Australia and Linköping University, Sweden.
    Factors associated with stress in families of children with autism spectrum disorder2018In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 21, no 3, p. 155-165Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this study was to identify key factors associated with severe stress in families raising a child with autism spectrum disorder (ASD). Methods: Questionnaires were mailed to families with one or more children with a diagnosis of ASD. Data from 543 surveys were analyzed using univariate and multivariate logistic regression. Results: Forty-four percent (n = 241) of the caregivers reported severe family stress related to raising a child with ASD. Severe family stress was associated with (1) reduced ability to socialize; (2) not having accessed individual therapy; (3) negative co-parent relationships; and (4) high out of pockets costs due to the child’s ASD. The specific ASD diagnosis, comorbid conditions, socio-demographic variables, and social support were not associated with severe family stress. Conclusion: The findings of the current study highlight the importance of a systemic approach to family stress, whereby individual, family, and ecological factors are investigated.

  • 23.
    Ullenhag, Anna
    et al.
    Department of Women's and Children's Health, Karolinska Institutet, Neuropediatric unit, Astrid Lindgren Children's Hospital, Stockholm, Sweden.
    Bult, Maureen
    Rudolf Magnus Institute of Neuroscience and Center of Excellence for Rehabilitation Medicine, University Medical Center, Utrecht and Rehabilitation Center De Hoogstraat-Network for Childhood Disability Research in the Netherlands, Utrecht, the Netherlands.
    Nyquist, Anna
    Norwegian School of Sport Science, Department of Physical Education and Beitostølen Healthsport Centre, Beitostølen, Norway.
    Ketelaar, Marie
    Rudolf Magnus Institute of Neuroscience and Center of Excellence for Rehabilitation Medicine, University Medical Center, Utrecht and Rehabilitation Center De Hoogstraat-Network for Childhood Disability Research in the Netherlands, Utrecht, the Netherlands.
    Jahnsen, Ranvig
    Oslo University Hospital, Department of Neuroscience for children, Rikshospitalet, Oslo, Norway.
    Krumlinde-Sundholm, Lena
    Department of Women's and Children's Health, Karolinska Institutet, Neuropediatric unit, Astrid Lindgren Children's Hospital, Stockholm, Sweden.
    Almqvist, Lena
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    An international comparison of patterns of participation in leisure activities for children with and without disabilities in Sweden, Norway and the Netherlands2012In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, no 5, p. 369-385Article in journal (Refereed)
    Abstract [en]

    Purpose: To investigate whether there are differences in participation in leisure activities between children with and without disabilities in Sweden, Norway and the Netherlands and how much personal and environmental factors explain leisure performance.

    Methods: In a cross-sectional analytic design, the Children's Assessment of Participation and Enjoyment, CAPE, was performed with 278 children with disabilities and 599 children without disabilities aged 6–17 years. A one-way between-groups ANOVA explored the differences in participation between the countries. Hierarchical multiple regression analysis assessed if age, gender, educational level, living area and country of residence explained the variance in participation.

    Results: Scandinavian children with disabilities participated in more activities with higher frequency compared to Dutch children. The strongest predictor was country of residence. For children without disabilities, differences existed in informal activities, the strongest predictor was gender.

    Conclusion: Differences in school- and support systems between the countries seem to influence patterns of participation, affecting children with disabilities most.

  • 24.
    Wigston, Christine
    et al.
    Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. Curtin University, Perth, Western Australia, Australia.
    Vaz, Sharmila
    Curtin University, Perth, Western Australia, Australia.
    Parsons, Richard
    Curtin University, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Curtin University, Perth, Western Australia, Australia.
    Participation in extracurricular activities for children with and without siblings with autism spectrum disorder2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 1, p. 25-39Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE:

    To compare the number, frequency, enjoyment and performance in extracurricular activities of siblings of children with autism spectrum disorders (ASD) to their typically developing (TD) peers, and to identify differences between actual and desired participation.

    METHODS:

    A case-control study with 30 siblings of children with ASD and 30 siblings of TD children was conducted using the Paediatric Interest Profiles and a questionnaire.

    RESULTS:

    Siblings of children with ASD participated in fewer extracurricular activities than those with TD siblings. ASD symptoms were significantly associated with the sibling participating in fewer extracurricular activities. Children with TD siblings had higher enjoyment scores in relaxation activities than children with siblings with ASD.

    CONCLUSION:

    While results were mainly positive, some differences indicated that having a sibling with ASD may impact participation in extracurricular activities. Assessments of participation barriers, as well as support to minimise participation restrictions among siblings of children with ASD are required.

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