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  • 1.
    Adair, Brooke
    et al.
    School of Allied Health, Australian Catholic University, Fitzroy, Vic., Australia.
    Ullenhag, Anna
    Department of Women's and Children's Health, Karolinska Institute, Stockholm, Sweden.
    Keen, Deb
    Autism Centre of Excellence, Griffith University, Mt Gravatt, Qld, Australia.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Imms, Christine
    School of Allied Health, Australian Catholic University, Fitzroy, Vic., Australia.
    The effect of interventions aimed at improving participation outcomes for children with disabilities: a systematic review2015In: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 57, no 12, p. 1093-1104Article, review/survey (Refereed)
    Abstract [en]

    Aim

    Enhancement of participation has been described as the ultimate outcome for health and educational interventions. The goal of this systematic review was to identify and critically appraise studies that aimed to improve the participation outcomes of children with disabilities.

    Method

    Nine databases that index literature from the fields of health, psychology, and education were searched to retrieve information on research conducted with children with disabilities aged between 5 years and 18 years. Articles were included if the author(s) reported that participation was an intended outcome of the intervention. The articles included were limited to those reporting high-level primary research, as defined by Australia's National Health and Medical Research Council evidence hierarchy guidelines. No restrictions were placed on the type of intervention being investigated.

    Results

    Seven randomized controlled or pseudo-randomized studies were included. Only three of these studies identified participation as a primary outcome. Both individualized and group-based approaches to enhancing participation outcomes appeared to be effective. Studies of interventions with a primary focus on body function or activity level outcomes did not demonstrate an effect on participation outcomes.

    Intepretation

    Few intervention studies have focused on participation as a primary outcome measure. Approaches using individually tailored education and mentoring programmes were found to enhance participation outcomes, while exercise programmes, where participation was a secondary outcome, generally demonstrated little effect.

  • 2.
    Adair, Brooke
    et al.
    Centre for Disability and Development Research, Australian Catholic University, Fitzroy, Vic., Australia.
    Ullenhag, Anna
    Physiotherapy Department, Mälardalens University, Västerås, Sweden.
    Rosenbaum, Peter
    McMaster University, Hamilton, ON, Canada.
    Granlund, Mats
    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, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. Biomedical Platform.
    Keen, Deb
    Autism Centre of Excellence, Griffith University, Mt Gravatt, Qld, Australia.
    Imms, Christine
    Centre for Disability and Development Research, Australian Catholic University, Fitzroy, Vic., Australia.
    Measures used to quantify participation in childhood disability and their alignment with the family of participation-related constructs: a systematic review2018In: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 60, no 11, p. 1101-1116Article in journal (Refereed)
    Abstract [en]

    AIM:

    We aimed to identify measures used to assess the participation of disabled children and to map the measures' content to the family of participation-related constructs (fPRC) to inform future research and practice.

    METHOD:

    Six databases were searched to identify measures used to assess participation in health, psychology, and education research. Included studies involved children aged 0 to 18 years with a permanent impairment or developmental disability and reported use of a quantitative measure of participation. A second search sought relevant literature about each identified measure (including published manuals) to allow a comprehensive understanding of the measure. Measurement constructs of frequently reported measures were then mapped to the fPRC.

    RESULTS:

    From an initial yield of 32 767 articles, 578 reported one or more of 118 participation measures. Of these, 51 measures were reported in more than one article (our criterion) and were therefore eligible for mapping to the fPRC. Twenty-one measures quantified aspects of participation attendance, 10 quantified aspects of involvement as discrete scales, and four quantified attendance and involvement in a manner that could not be separated.

    INTERPRETATION:

    Improved understanding of participation and its related constructs is developing rapidly; thoughtful selection of measures in research is critical to further our knowledge base.

    WHAT THIS PAPER ADDS:

    The fPRC can support our rapidly evolving and expanding understanding of participation. Instruments selected to measure participation do not always align with emerging concepts. Matching research aims to a chosen measure's content will improve understanding of participation. Opportunities exist to develop validated participation measures, especially self-reported measures of involvement.

  • 3.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify children's everyday life situations: A step towards participation-focused code sets2013In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 22, no 2, p. 195-206Article in journal (Refereed)
    Abstract [en]

    With the long-term goal to create a screening tool with code sets for children’s everyday life situations (ELS), the purpose of the present study was to identify ELS for children and youth aged 0-17 years. The views of professionals and parents in Sweden, South Africa, and US were integrated based on linkages to ICF-CY. The chapters Self-care and Major life areas seemed most obvious include ELS. At 2nd ICF-CY level, eleven categories emerged as ELS with Hygiene (d510-d530) and Recreation and leisure (d920) as the most obvious. Two sets of ELS were identified for infants/preschoolers and school aged children/adolescents. Professionals and parents agreed on ELS for the older age-group. Findings suggested that ELS differ in context specificity depending on maturity and growing autonomy. The study have implications for the future tool intending to support children with disabilities in describing what matters most for them in intervention planning.

  • 4.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify everyday life situations of children and youth with disabilities2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Four studies were included in this doctoral dissertation aiming to investigatehow habilitation professionals perceive the ICF-CY in clinical work and to identify everyday life situations specific for children and youth aged 0-17 years. The ICF-CY was the conceptual framework and since the research was conducted on as well as with the ICF-CY, the use of the classification runs like a thread through all the work. The design was primarily qualitative and included descriptive and comparative content analyses. Study I was longitudinal, aiming to explore how an implementation of the ICF-CY in Swedish habilitation services was perceived. Studies II-IV were interrelated, aiming to explore children’s most common everyday life situations. Content in measures of participation, professionals’ perspectives, and external data on parents’ perspectives were linked to the ICF-CY and compared. Mixed methods design bridged the Studies III-IV.

    Results in Study I indicated that knowledge on the ICF-CY enhanced professionals’ awareness of families’ views of child functioning and pointed to the need for ICF-CY based assessment and intervention methods focusing on child participation in life situations. A first important issue in this respect was to identify everyday life situations. Two sets of ten everyday life situations related to the ICF-CY component Activities and Participation, chapters d3-d9, were compiled and adopted for younger and older children respectively, establishing a difference in context specificity depending on maturity and growing autonomy. Furthermore, key constructs in the ICFCY model were discussed, additional ICF-CY linking rules were presented and suggestions for revisions of the ICF linking rules and the ICF-CY were listed. As the sample of everyday life situations reflects the perspectives of adults, further research has to add the perspective of children and youth. The identified everyday life situations will be the basis for the development of code sets included in a screening tool intended for self- or proxy- report of participation from early childhood through adolescence.

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  • 5.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att identifiera sin egen situation2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless, Mats Granlund, Lund: Studentlitteratur , 2011, p. 151-156Chapter in book (Other academic)
  • 6.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att utvärdera en behandling2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, p. 157-161Chapter in book (Other academic)
  • 7.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att öka delaktigheten för barn och ungdomar med funktionsnedsättning. ICF-CY’s användbarhet för kartläggning av vardagsfungerande2011In: / [ed] Bengt Westerberg, 2011Conference paper (Other academic)
  • 8.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY in habilitation services for children2017In: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2017, p. 187-203Chapter in book (Refereed)
    Abstract [en]

    Habilitation services is the name for interdisciplinary health care organisations in Sweden serving children and young people aged 0 to17 years with a wide range of disabilities categorised as mobility, behavioural, intellectual and multiple disabilities, their families and other networks. The construct of habilitation is used in childhood since it focuses on acquiring skills, whereas rehabilitation focuses on regaining lost skills. Despite this difference, the objective of services is consistent and the WHO definition of rehabilitation can apply to both: “A process aimed at enabling people with disabilities to reach and maintain their optimal physical, sensory, intellectual, psychological and social functional levels. Rehabilitation provides disabled people with the tools they need to attain independence and self-determination” (WHO, 2016). Habilitation teams include social, psychological, pedagogical and medical competencies with a marked preponderance of the latter (Figure 12.1).

  • 9.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY lupp på vardagssituationer2009In: Kvalitetsdagar för Svensk Barn- och ungdomshabilitering: Växjö, maj 2009, 2009Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY to understand everyday life situations for children and youth. Assessments instruments for collaborative problem solving in child- and youth habilitation2010Conference paper (Other academic)
  • 11.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Identification of ICF-CY categories for participation focused code sets for pre-schoolers: A Delphi process2013Conference paper (Refereed)
  • 12.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Identifying children´s everyday life situations using an ICF-CY perspective2012Conference paper (Refereed)
    Abstract [en]

    Children with disabilities and their parents need opportunities to express opinions and take part of professional knowledge during habilitation processes. However, there is no structured model to identify child participation in everyday life situations (EDLS). Code sets based on WHO International Classification of Functioning, disability and health, Child and Youth version, ICF-CY, would support  such dialogues. Interventions for children with disabilities have in the last decades shifted from focusing on the child to the child in specific EDLS. Integration of professionals’ and parents´ views of EDLS for children provides a common knowledge on conditions important for everyday functioning. Shared views might be a ‘door opener’ for collaboration during intervention planning for children with disabilities. A focus on EDLS make the partners focus on participation, share understanding of children’s individual preferences, and motivate them for interventions.

    The study identified parents’ and professionals’ picture of EDLS to be considered in intervention planning. With the long-term goal to create code sets for children’s EDLS, the purpose was to determine a set of EDLS for children and youth aged 0-17 years. A triangulation of data collected with various sampling strategies and participants was conducted, integrating the views of professionals and parents in Sweden, South Africa, and the US. Data were compared after linkage to ICF-CY codes in the component Activities and Participation. Analyses pointed out Self-care and Major life areas as the two most important chapters and  depicted eleven categories as EDLS with Hygiene and Recreation and leisure as the most frequent. Two final sets of ICF-CY categories were identified as EDLS for infants/preschoolers and school aged children/adolescents. The sets differed slightly between younger children (0-6 yrs) and older (7-17 yrs), reflecting how EDLS might differ in context specificity depending on maturity and growing autonomy. Professionals and parents agreed on everyday life situations for older children but not for younger. The results of the study have implications for the future development of a screening tool containing code sets from early childhood through adolescence concerning children’s desires and opportunities to participate in EDLS. To obtain a picture as complete as possible, children and youth representing the two age groups should be involved in the future process of developing a screening tool.

  • 13.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The development of social strengths in children with cerebral palsy2014In: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749Article in journal (Other academic)
  • 14.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Vad barn med funktionsnedsättningar behöver berätta för habiliterare2012Conference paper (Other academic)
    Abstract [sv]

    Habiliterare identifierar oftast barns svårigheter med yrkesspecifika metoder, vilket ger en risk att barnen utsätts för överlappande tester och för åtgärder som de inte förstår meningen med. För att barnen ska kunna  uppleva träning meningsfull måste de ges möjlighet att uttrycka sina behov av ökad delaktighet i vardagssituationer. Habiliteringspersonal vet då vad som inledningsvis är viktigt och motiverande för barnen själva för att planera åtgärder, men det har saknats tvärvetenskapliga instrument för detta.

    Eftersom ICF-CY bedömts användbart som gemensamt ramverk för habiliteringsteam, främst för kartläggning och habiliteringsplanering, är det långsiktiga målet för projektet ett ICF-CY baserat instrument med kortare frågeformulär fokuserade på delaktighet i vardagen. Inom ramen för ett avhandlingsarbete har barns viktigaste vardagssituationer identifierats genom litteraturstudier, frågeformulär med personal och integrering av föräldradata från externa studier. I ett pilotprojekt med Delphiprocess har föräldrar och personal identifierat innehåll i tre formulär för förskolebarn: sömn, måltider och lek.

    Resultatet har visat, att instrumentet behöver innehålla två uppsättningar frågeformulär baserade på 10 delvis olika vardagssituationer för vardera förskolebarn (0-6 år) och skolbarn/tonåringar (7-17 år). Fokus låg på milstolpar i barns utveckling för yngre och på sociala aktiviteter för äldre barn. Föräldrar framhöll hushållsgöromål och socialt liv i högre grad än de professionella.  När det gällde innehåll i formulär fokuserade föräldrar i högre utsträckning på barns kroppsfunktioner och personal mera på omgivningsfaktorer.

    Fortsatt arbete planeras. Barn måste själva få uttrycka vilka vardagssituationer som är viktigast, bestämma rubriker som speglar deras uppfattning om det som förekommer i vardagen och diskutera innehåll i formulären.

  • 15.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    WHO:s Classification of Functioning, Disability and Health in Child- and Youth Habilitation2007In: Good practice in rehabilitation of children and young - in practise 2007-2011: Helsingfors, November 2007, 2007Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007In: The 10 years anniversary research conference of Nordic Network on Disability Research (NNDR, Göteborg, Sweden, 10-12th May, 2007Conference paper (Other academic)
  • 17.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007In: 7th International Scientific Conference Research in Education an Rehabilitation Sciences: Zagreb, June 2007, 2007Conference paper (Other academic)
  • 18.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lim, Chih Ing
    Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, United States.
    ICF-CY based code sets focusing on participation for pre-schoolers2012Conference paper (Refereed)
    Abstract [en]

    Children with disabilities and their parents need opportunities to express opinions and take part of professional knowledge during habilitation processes. However, there is no structured model to identify and assess child participation in everyday life situations (EDLS). ICF-CY based code sets focusing on participation would support  dialogues about what matters most for individual children, causes of failures,  and needs of interventions. This study constituted a trial identifying content in code sets for Sleeping, Mealtimes, and Play.

    EDLS specific for children and youth was initially identified by integration of data from measures of participation, professional opinions, and parents’ perspectives. Linkage to the ICF-CY, using existing and additional linking rules, provided comparable data, resulting in two sets of ten EDLS. These were related to the Activities and Participation component, chapters 3-9, and adapted for younger and older children.

    ICF-CY categories relevant for children aged 0-6 years to be included in code sets for three of the EDLS were identified by a sequential Delphi process in 3 rounds. Participants were 5 interdisciplinary habilitation teams, altogether 35 professionals, and 7 parents of 13 typical developed preschool children from 6 families. There were no significant correlation between professionals and parents. Their partly different ICF-CY categories suggested high professional focus on Environmental factors compared with  high parental focus on Body functions. Integration of data revealed 12 categories appropriate for Sleeping, 21 for Mealtimes, and 30 for Play. This highlights the importance to integrate opinions and adapt content in code sets to individual EDLS.

  • 19.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lim, Chih-Ing
    Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA..
    Code sets for everyday life situations of children aged 0-6: Sleeping, Mealtimes and Play - a study based on the International Classification of Functioning, Disability and Health for Children and Youth2013In: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006, Vol. 76, no 3, p. 127-136Article in journal (Refereed)
    Abstract [fi]

    Introduction: The complexity of the Child and Youth version of the International Classification of Functioning, Disability and Health, the ICF-CY, is a challenge for occupational therapists and other professionals in clinical work. Code sets including only essential categories help to make it more user-friendly. Thus far, code sets have been developed to reflect functioning for children in different developmental periods. However, there are no code sets that support screening of participation in everyday life situations and can be used across diagnoses. This exploratory study is the first attempt to develop code sets for preschoolers’ (age 0-6 years) everyday life situations.

    Method: Using sequential Delphi processes with expert panels consisting of 35 professionals in five interdisciplinary early intervention teams and six parents of children, the study identified content in three code sets: Sleeping, Mealtimes and Play.

    Results: A limited number of relevant categories were identified for three code sets: Sleeping (12), Mealtimes (21) and Play (30). Findings suggested a professional focus on Environmental factors compared with a parental focus on Body functions.

    Conclusion: It is important to consider the opinions of all involved when developing code sets to provide a common framework for screening of children’s everyday functioning.

  • 20.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.
    Is ICF a valid tool for structuring health information?2007In: 5th Scandinavian Conference on Health Informatics and 11th Swedish National Term Conference: Kalmar, October 2007, 2007Conference paper (Other academic)
  • 21.
    Adolfsson, Margareta
    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.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ibragimova, Nina
    Pless, Mia
    Exploring changes over time in habilitation professionals' perceptions and applications of the International Classification of Functioning, Disability and Health, version for children and youth (ICF-CY)2010In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 42, no 7, p. 670-678Article in journal (Refereed)
    Abstract [en]

    Objective:This study explored how professionals in interdisciplinary teams perceived the implementation of the World Health Organization’s International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY) in Swedish habilitation services.

    Design:Descriptive longitudinal mixed-methods design.

    Methods:Following participation in a 2-day in-service training on the ICF-CY, 113 professionals from 14 interdisciplinary teams described their perceptions of the implementation of the ICF-CY at 3 consecutive time-points: during in-service training, after 1 year, and after 2.5 years.

    Results:Implementation of the ICF-CY in daily work focused on assessment and habilitation planning and required adaptations of routines and materials. The ICF-CY was perceived as useful in supporting analyses and in communication about children’s needs. Professionals also perceived it as contributing to new perspectives on problems and a sharpened focus on participation.

    Conclusion:Professionals indicated that the ICF-CY enhanced their awareness of families’ views of child participation, which corresponded to organizational goals for habilitation services. An implementation finding was a lack of tools fitting the comprehensive ICF-CY perspective. The study points to the need for ICF-CY-based assessment and intervention methods focusing on child participation.

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  • 22.
    Adolfsson, Margareta
    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.
    Pless, Mia
    Uppsala universitet.
    Professionals' views of children's everyday life situations and the relation to participation2012In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 34, no 7, p. 581-592Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim was to determine professionals’ views of everyday life situations (ELS) of importance for children and to explore how ELS correlate with the construct ‘Participation’. This study was part of a larger work to develop a structured tool with code sets to identify child participation and support children with disabilities to describe what matters most for them in intervention planning.

    Method: The study had a concurrent mixed methods design. Information from one open-ended question and questionnaires were linked to the ICF-CY component Activities and Participation. Two concurrent data sets were compared.

    Results: Proposed ELS were distributed across ICF-CY categories from low to high level of complexity and context specificity. The correlation with participation became stronger for the later chapters of the component (d7-d9). Differences between respondents due to working field, country, and children’s ages were explored. Acts and tasks seemed most important for the youngest children whereas ELS shifted towards societal involvement for adolescents.

    Conclusion: Eleven categories related to ICF-CY chapters d3-d9 emerged as ELS. Two age groups (infants/preschoolers and adolescents) are required to develop code sets for the new tool. The results need triangulation with other concurrent studies to provide corroborating evidence and add a family perspective.

  • 23.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ibragimova, Nina
    Mälardalens högskola.
    Pless, Mia
    Uppsala universitet.
    Om ICF/ICF-CY i egna rutiner och daglig samverkan: Workshop2008In: Att använda ICF-CY: Västerås sept, 2008, 2008Conference paper (Other (popular science, discussion, etc.))
  • 24.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Johnson, Ensa
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Nilsson, Stefan
    Jönköping University, School of Health and Welfare, HHJ. CHILD. University of Gothenburg, Sweden.
    Pain management for children with cerebral palsy in school settings in two cultures: Action and reaction approaches2018In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 18, p. 2152-2162Article in journal (Refereed)
    Abstract [en]

    Background: Children with cerebral palsy (CP) face particular challenges, e.g. daily pain that threaten their participation in school activities. This study focuses on how teachers, personal assistants, and clinicians in two countries with different cultural prerequisites, Sweden and South Africa, manage the pain of children in school settings.

    Method: Participants’ statements collected in focus groups were analysed using a directed qualitative content analysis framed by a Frequency of attendance-Intensity of involvement model, which was modified into a Knowing-Doing model.

    Results: Findings indicated that pain management focused more on children’s attendance in the classroom than on their involvement, and a difference between countries in terms of action-versus-reaction approaches. Swedish participants reported action strategies to prevent pain whereas South African participants primarily discussed interventions when observing a child in pain.

    Conclusion: Differences might be due to school- and healthcare systems. To provide effective support when children with CP are in pain in school settings, an action-and-reaction approach would be optimal and the use of alternative and augmentative communication strategies would help to communicate children’s pain. As prevention of pain is desired, structured surveillance and treatment programs are recommended along with trustful collaboration with parents and access to “hands-on” pain management when needed.

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  • 25.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    Maxwell, Gregor
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ståhl, Ylva
    Jönköping University, School of Health Science, HHJ. CHILD.
    Ullenhag, Anna
    Karolinska Institutet.
    Participation as the Focus of Intervention:  Cultural Diversity and Universal Characteristics2011In: / [ed] Michael Guralnick, 2011Conference paper (Other academic)
    Abstract [en]

    Participation as a construct can be applied on all ecological levels from participation for individual children in their everyday life to participation for all as a societal goal. It is defined in the ICF-CY as involvement in a life situation. Participation is occurring at the nodal point between children and their environments. Contexts vary with socio-economical standards, culture and geographical characteristics and thus also the expressions of participation. This presentation will discuss cultural diversity in children’s participation in relation to the universal characteristics of participation defined as “being there” and participation defined as “degree of engagement while being there”. The utility of the ICF-CY as a tool to analyze universal characteristics and cultural diversity in conditions for, and actual experiences of, participation are examined in findings from five studies: 1) Maxwell et al. have analyzed national, regional and local educational policy documents in Scotland and Sweden regarding children in need of special support  in relation to conditions for participation and participation; 2) Ståhl et al. have linked and compared ICF-CY codes to information regarding children’s health in Child Health Care and School Health Care and analyzed whether biomedical or participation information is the focus of the information; 3) Adolfsson et al. have collected and compared data from respondents in Sweden, the USA, and Portugal concerning what professionals consider to be important everyday situations for child participation; 4) Klang et al. has studied domains of participation and environment related to child and caregiver interaction in a Russian context to identify factors related to participation; and 5) Ullenhag et al. have studied participation in  leisure activities and  leisure activity preferences  of Swedish children and compared with data from the Netherlands and Canada using the same questionnaire.

  • 26.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    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.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, no 13-14, p. 1230-1244Article in journal (Refereed)
    Abstract [en]

    Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation.

    Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures.

    Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure.

    Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.

  • 27.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, M
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Ibragimova, N
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.
    WHO:s Classification of Functioning, Disability and Health in Child- and Youth Habilitation2007In: Presentation at The 5th conference on International Classification of Functioning, Disability and Health. Oslo, June 2007, 2007Conference paper (Other academic)
  • 28.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Bickenbach, Jerome
    Disability Policy Unit, Swiss Paraplegic Research. Faculty of Humanities and social Sciences, University of Lucerne.
    Användning av ICFoch ICF-CY.: Workshop2012Conference paper (Other academic)
  • 29.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Mälardalens högskola.
    Ibragimova, Nina
    Mälardalens högskola.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Användbarhet av ICF/ICF-CY inom Barn- och ungdomshabilitering2007In: / [ed] Högskolan i Jönköping och Mälardalens högskola, 2007Conference paper (Other academic)
  • 30.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Ibragimova, Nina
    Mälardalens högskola.
    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.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Införande av ICF-CY i habiliteringsverksamhet2008In: Att använda ICF-CY: Västerås,  sept 2008, 2008Conference paper (Other academic)
  • 31.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Malmqvist, Johan
    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.
    Everyday Life Situations for Child Participation2011In: / [ed] Michael Guralnick, 2011Conference paper (Refereed)
    Abstract [en]

    Child Participation is defined by the International Classification of Functioning, Disability and Health forChildren and Youth (ICF-CY) as involvement in life situations but knowledge on children´s specific everydaylife situations (EDLs) is lacking. Professionals in early intervention services need a structured tool to identifyand assess child participation in everyday life situations. It should support children with disabilities indescribing what matters most for them in intervention planning. With the long term goal to create ICF-CY codesets, EDLs were identified by a systematic literature search for measures of performance or participation andby collecting professional opinions on EDL and participation. Information was linked to the ICF-CY andtriangulated with research exploring family opinions. Most items in measures were linked to moving around,play, and recreation and leisure. The six measures of performance and six of participation differed regardingcontent and content dependent on age group.Descriptions on EDLs from 297 professionals were linked to ICF-CY codes. Frequent linkages were Self-care,such as eating and hygiene; Major life areas, such as play and education; and Relationships, but also sleep. Byrelating EDLs directly to predefined ICF-CY categories in the ICF-CY component Activities and Participation,five EDLs across categories were identified based on responses from 207 professionals. These concernedsleep, communication, dressing, family relationships and play. Some differences emerged dependent onparticipants’ culture and on age group. A triangulation between professional and family opinions concerningEDL’s revealed relatively high agreement. As a final result, a set of approximately 12-15 everyday lifesituations is expected to be identified in this study to be used for development of code sets.

  • 32.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J
    School of Education, University of North Carolina at Chapel Hill.
    Sauer Lee, Andrea
    Ellingsen, Kirsten
    Alfred I duPont hospital for children, Wilmington, DE, USA.
    CHAPTER 27: Major life areas: Play and Education (d810-d880, ICF-CY)2012In: Measures for Children with Developmental Disabilities: An ICF-CY approach / [ed] Annette Majnemer, London: Mac Keith Press , 2012, 1, p. 404-415Chapter in book (Refereed)
  • 33.
    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.

  • 34.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Sjöman, Madeleine
    Jönköping University, School of Education and Communication, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    ICF-CY as a Framework for Understanding Child Engagement in Preschool2018In: Frontiers in Education, E-ISSN 2504-284X, Vol. 3, article id 36Article in journal (Refereed)
    Abstract [en]

    Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.

  • 35.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Westerberg, Christina
    Stockholms Universitet.
    Möller, Kerstin
    Örebro Universitet.
    Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study2014In: Journal of Intellectual Disability - Diagnosis and Treatment, E-ISSN 2292-2598, Vol. 2, no 1, p. 21-32Article in journal (Refereed)
    Abstract [en]

    This study investigated present and future everyday life situations (ELS) in home, school, work, and leisure environments for a group of school-aged children with severe disabilities, including complex disorders and a combination of disabilities. The purpose was to explore universal ELS; clarify how the children can be supported in their development of autonomy; and to gather information on potential overall goals for interventions. To make data comparable, all reported ELS were linked to the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) and listed along with information on the setting. Both today, and in the future, recreational activities and participation in school or work were of highest importance, but few reported ELS involved directly interacting with other children. More ELS were predicted to occur outside the home and with a higher degree of autonomy. Therefore, interventions would be focused on the overall goal that children with severe disabilities take initiatives to become independent and to form relationships with others.

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  • 36.
    Afsharnejad, B.
    et al.
    School of Allied Health, Curtin University, Kent Street, Bentley, Perth, 6102, WA, Australia.
    Black, M. H.
    School of Allied Health, Curtin University, Kent Street, Bentley, Perth, 6102, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Bölte, S.
    School of Allied Health, Curtin University, Kent Street, Bentley, Perth, 6102, WA, Australia.
    Girdler, S.
    School of Allied Health, Curtin University, Kent Street, Bentley, Perth, 6102, WA, Australia.
    The Methodological Quality and Intervention Fidelity of Randomised Controlled Trials Evaluating Social Skills Group Programs in Autistic Adolescents: A Systematic Review and Meta-analysis2023In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432Article in journal (Refereed)
    Abstract [en]

    A systematic review and meta-analysis were utilised to explore the methodological quality, program fidelity, and efficacy of social skills group programs (SSGPs) aiming to support autistic adolescents in navigating their everyday social worlds. The study evaluated the methodological quality and theoretical fidelity of studies, with a random effect meta-analysis conducted to summarise the overall efficacy of SSGP and its effect on social communication and interaction, behavioural/emotional challenges, adaptive functioning, and autism characteristics. Although findings from the 18 identified studies indicated an adjusted medium overall effect with these programs successfully supporting autistic adolescents’ socialisation needs (g = 0. 60, p < 0.001), most studies demonstrated medium to low program fidelity despite their good methodological quality. Given the significant heterogeneity of SSGPs and variations in the design and measurement frameworks of efficacy studies, understanding the generalisability of the findings of this research is unclear.

  • 37.
    Afsharnejad, B.
    et al.
    Curtin School of Allied Health, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Picen, T.
    Curtin School of Allied Health, Curtin University, Perth, WA, Australia.
    Black, M. H.
    Curtin School of Allied Health, Curtin University, Perth, WA, Australia.
    Alach, T.
    Autism Association of Western Australia, Perth, WA, Australia.
    Fridell, A.
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm.
    Coco, C.
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm.
    Milne, K.
    Autism Association of Western Australia, Perth, WA, Australia.
    Perry, J.
    Autism Association of Western Australia, Perth, WA, Australia.
    Bölte, S.
    Curtin School of Allied Health, Curtin University, Perth, WA, Australia.
    Girdler, S.
    Curtin School of Allied Health, Curtin University, Perth, WA, Australia.
    “I Met Someone Like Me!”: Autistic Adolescents and Their Parents’ Experience of the KONTAKT® Social Skills Group Training2022In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 52, p. 1458-1477Article in journal (Refereed)
    Abstract [en]

    This study captured the experiences of 35 autistic adolescents and their parents after completing a 16-session variant of social skills group training KONTAKT® (ACTRN12617001117303). Semi-structured interviews explored participants' and relatives' perceptions of KONTAKT® and associated social outcomes. Adolescents were classified as either high (HR, n = 23) or low (LR, n = 12) responders based on the primary outcome effects during the previous trial. Thematic analysis revealed that both HR and LR participants their parents were satisfied with KONTAKT®, noting consistent patterns of improvement in adolescents' social understanding, communication, relationships, and empowerment, although positive reports were more frequent among HR than LR groups. This study enhances the understanding of the impact of SSGT, which is key in improving their content, principles, and administration.

  • 38.
    Afsharnejad, Bahareh
    et al.
    School of Allied Health, Curtin University, Perth, WA, Australia; Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Allied Health, Curtin University, Perth, WA, Australia; Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
    Black, Melissa H.
    School of Allied Health, Curtin University, Perth, WA, Australia Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
    Alach, Tasha
    Autism Association of Western Australia, Perth, WA, Australia.
    Lenhard, Fabian
    Centre for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet, and Stockholm Health Care Services, Region Stockholm, CAP Research Centre, Stockholm, Sweden.
    Fridell, Anna
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
    Coco, Christina
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
    Milne, Kelly
    Autism Association of Western Australia, Perth, WA, Australia.
    Bolte, Sven
    Curtin Univ, Sch Allied Hlth, Perth, WA, Australia.;Curtin Univ, Curtin Autism Res Grp CARG, Perth, WA, Australia.;Karolinska Inst, Dept Womens & Childrens Hlth, Div Neuropsychiat, Ctr Neurodev Disorders KIND,Ctr Psychiat Res, Stockholm, Sweden.;Stockholm Cty Council, Stockholm Hlth Care Serv, Child & Adolescent Psychiat, Stockholm, Sweden..
    Girdler, Sonya
    School of Allied Health, Curtin University, Perth, WA, Australia Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women’s and Children’s Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden; School of Allied Health, University of Western Australia, Perth, WA, Australia.
    KONTAKT (R) social skills group training for Australian adolescents with autism spectrum disorder: a randomized controlled trial2022In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 31, p. 1695-1713Article in journal (Refereed)
    Abstract [en]

    While there is a large body of evidence drawn from randomised controlled trials supporting the efficacy of SSGT in autistic adolescents, the control arms of these studies are almost exclusively treated either as usual or waitlist. Addressing this limitation, 90 verbal autistic adolescents (70% male) aged 12-17 years (M = 13.77, SD = 1.6) with IQ > 70 participated in this pragmatic two-armed randomised controlled trial design study evaluating the efficacy of sixteen 90-min sessions of SSGT KONTAKT (R) (n = 46) in comparison to a manualised interactive group cooking programme (n = 44) of equal dosage controlling for the potentially confounding effects of exposure to a social group context. The primary outcome was the adolescents' progress towards achieving their personally meaningful social goals at follow-up. Secondary outcomes were changes in autistic traits, quality of life, facial emotion recognition skills, social anxiety, and loneliness. Assessments were conducted at baseline, post intervention and 12-week follow-up. The interaction between time point and group allocation was investigated through a random-effects regression model (linear mixed model) to examine changes in the dependent outcomes. While intention-to-treat analysis (N = 90) demonstrated that both SSGT (ES = 1.36, p < .001) and active control (ES = 1.10, p < .001) groups made progress towards their personally meaningful social goals at follow-up, KONTAKT (R) participants demonstrated greater progress in social goal attainment than their peers in the active control group (ES = 0.35, p = .04). Findings suggest that KONTAKT (R) is efficacious in supporting autistic adolescents to achieve their personally meaningful social goals compared to other prosocial group activities.

  • 39.
    Afsharnejad, Bahareh
    et al.
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Black, Melissa H.
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Alach, Tasha
    Autism Association of Western Australia, Perth, WA, Australia.
    Lenhard, Fabian
    Centre for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Sweden.
    Fridell, Anna
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Coco, Christina
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Milne, Kelly
    Autism Association of Western Australia, Perth, WA, Australia.
    Chen, Nigel T. M.
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Bölte, Sven
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Girdler, Sonya
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Cross-cultural adaptation to Australia of the KONTAKT© Social Skills Group Training Program for Youth with Autism Spectrum Disorder: A feasibility study2020In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 50, p. 4297-4316Article in journal (Refereed)
    Abstract [en]

    This study investigated the feasibility and cultural validity of KONTAKT©, a manualised social skills group training, in improving the social functioning of adolescents with autism spectrum disorder (ASD). KONTAKT© was delivered to 17 adolescents (mage = 14.09, SDage = 1.43; 70% male) with ASD over sixteen 90 min sessions. A pre-test post-test design evaluated changes in personally meaningful social goals, symptom severity, quality of life, interpersonal efficacy, social anxiety, loneliness, and facial emotion recognition at pre, post and 3 months follow-up. Focus groups were conducted post intervention. Findings indicate that KONTAKT© may support Australian adolescents with ASD in achieving their personally meaningful social goals. This study resulted in finalisation of KONTAKT© in preparation for evaluation of its efficacy in a randomised controlled trial (Australian New Zealand Clinical Registry (ANZCTR): ACTRN12617001117303, ClinicalTrials.gov: NCT03294668).

  • 40.
    Afsharnejad, Bahareh
    et al.
    School of Occupational Therapy, Social Works and Speech Pathology, Curtin University, Kent street, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD. School of Occupational Therapy, Social Works and Speech Pathology, Curtin University, Kent street, Perth, WA, Australia.
    Black, Melissa H.
    School of Occupational Therapy, Social Works and Speech Pathology, Curtin University, Kent street, Perth, WA, Australia.
    Alach, Tasha
    Autism Association of Western Australia, Perth, WA, Australia.
    Lenhard, Fabian
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
    Fridell, Anna
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
    Coco, Christina
    Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden.
    Milne, Kelly
    Autism Association of Western Australia, Perth, WA, Australia.
    Chen, Nigel T. M.
    Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
    Bölte, Sven
    School of Occupational Therapy, Social Works and Speech Pathology, Curtin University, Kent street, Perth, WA, Australia.
    Girdler, Sonya
    School of Occupational Therapy, Social Works and Speech Pathology, Curtin University, Kent street, Perth, WA, Australia.
    KONTAKT© for Australian adolescents on the autism spectrum: Protocol of a randomized control trial2019In: Trials, E-ISSN 1745-6215, Vol. 20, no 1, article id 687Article in journal (Refereed)
    Abstract [en]

    BACKGROUND:

    Individuals diagnosed with autism spectrum disorder (ASD) experience impairing challenges in social communication and interaction across multiple contexts. While social skills group training (SSGT) has shown moderate effects on various sociability outcomes in ASD, there is a need for (1) replication of effects in additional clinical and cultural contexts, (2) designs that employ active control groups, (3) calculation of health economic benefits, (4) identification of the optimal training duration, and (5) measurement of individual goals and quality of life outcomes.

    METHOD/DESIGN:

    With the aim of investigating the efficacy and cost-effectiveness of a SSGT, KONTAKT©, a two-armed randomized control trial with adolescents aged 12-17 years (N = 90) with ASD and an intelligence quotient (IQ) of over 70 will be undertaken. Following stratification for centre and gender, participants will be randomly assigned to either KONTAKT© or to an active control group, a group-based cooking programme. Participants will attend both programmes in groups of 6-8 adolescents, over 16 one-and-a-half-hour sessions. The primary outcome examined is adolescent self-rated achievement of personally meaningful social goals as assessed via the Goal Attainment Scaling during an interview with a blinded clinician. Secondary outcomes include adolescent self-reported interpersonal efficacy, quality of life, social anxiety, loneliness, face emotion recognition performance and associated gaze behaviour, and parent proxy reports of autistic traits, quality of life, social functioning, and emotion recognition and expression. Cost-effectiveness will be investigated in relation to direct and indirect societal and healthcare costs.

    DISCUSSION:

    The primary outcomes of this study will be evidenced in the anticipated achievement of adolescents' personally meaningful social goals following participation in KONTAKT© as compared to the active control group. This design will enable rigorous evaluation of the efficacy of KONTAKT©, exercising control over the possibly confounding effect of exposure to a social context of peers with a diagnosis of ASD.

    TRIAL REGISTRATION:

    Australian New Zealand Clinical Trials Registry (ANZCTR). ACTRN12617001117303. Registered on 31 July 2017. anzctr.org.au ClinicalTrials.gov, NCT03294668. Registered on 22 September 2017. https://clinicaltrials.gov.

  • 41.
    Albrecht, Lena
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Play interventions supporting the social and emotional development of preschool children with externalizing emotional and behavioral difficulties: A systematic literature review from 2000 to 20172017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The number of preschool children displaying externalizing emotional and behavioral difficulties is constantly increasing. At the same time, these children often lack social and emotional skills as well. Even though more and more children display this noticeable behavior and preschool teachers are constantly reporting being overwhelmed with these children’s behavior in preschool, a high number of children do not receive any support or intervention. Play provides appropriate means to support children’s social and emotional development as play has a significant importance in young children’s development. The aim of this systematic literature review is to get a better understanding through previous research on which play interventions have been found to facilitate the social-emotional development in preschool children with externalizing emotional and behavioral difficulties. Six studies with six different play-oriented interventions have been identified through this review. The results show that all interventions had either positive outcomes on the social-emotional development or show a decrease in emotional or behavioral difficulties. The factors which have been found as facilitating to these outcomes were use of play, intervention setting, awareness of others, involvement of licensed professionals, a safe environment and culturally and ethnically representative toys. This review provides a comprehensive overview on effective play-based interventions in preschool setting. However, further research is needed to examine individual environmental, familial and participation factors as well as specific training for preschool teachers.

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  • 42.
    Albrecht, Matthew A.
    et al.
    School of Psychology and Speech Pathology, Curtin University, Perth, WA, Australia.
    Foster, Jonathan K.
    School of Psychology and Speech Pathology, Curtin University, Perth, WA, Australia.
    Joosten, Annette
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Tang, Julia
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Leung, Denise
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Ordqvist, Anna
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Visual search strategies during facial recognition in children with ASD2014In: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 8, no 5, p. 559-569Article in journal (Refereed)
    Abstract [en]

    Facial recognition is a complex skill necessary for successful human interpersonal and social interactions. Given that the most prevalent disorder of social interaction is autism spectrum disorder (ASD), a number of studies have investigated and found impaired facial recognition abilities in people with ASD. Further, this impairment may be critically involved in mediating the deficits in interpersonal and social interactions in people with ASD. We sought to address the question of whether face processing is impaired in children with ASD in the current study. While there were a number of differences in visual search behaviours between the 19 children with ASD and the 15 controls, this did not manifest in deficits in facial recognition accuracy. In addition, there were notable differences with respect to eye fixation behaviours and recognition accuracy in this study compared to the findings in a previous similar study conducted in adults with ASD. These differences suggest a performance enhancing developmental trajectory in facial processing in controls that may not be present in individuals with ASD.

  • 43.
    Albrecht, Matthew A.
    et al.
    School of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Stuart, Geoffrey W.
    Olga Tennison Autism Research Centre, School of Psychological Science, La Trobe University, Melbourne, VIC, Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ordqvist, Anna
    Faculty of Health Sciences, Department of Medicine and Health Sciences (IMH), Rehabilitation Medicine, Linköping University and Pain and Rehabilitation Centre, UHL, County Council, Linkoping, Sweden.
    Leung, Denise
    Faculty of Health Sciences, School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Foster, Jonathan K.
    School of Psychology and Speech Pathology, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Brief Report: Visual Acuity in Children with Autism Spectrum Disorders2014In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 44, no 9, p. 2369-2374Article in journal (Refereed)
    Abstract [en]

    Recently, there has been heightened interest in suggestions of enhanced visual acuity in autism spectrum disorders (ASD) which was sparked by evidence that was later accepted to be methodologically flawed. However, a recent study that claimed children with ASD have enhanced visual acuity (Brosnan et al. in J Autism Dev Disord 42:2491–2497, 2012) repeated a critical methodological flaw by using an inappropriate viewing distance for a computerised acuity test, placing the findings in doubt. We examined visual acuity in 31 children with ASD and 33 controls using the 2 m 2000 Series Revised Early Treatment Diabetic Retinopathy Study chart placed at twice the conventional distance to better evaluate possible enhanced acuity. Children with ASD did not demonstrate superior acuity. The current findings strengthen the argument that reports of enhanced acuity in ASD are due to methodological flaws and challenges the reported association between visual acuity and systemising type behaviours.

  • 44.
    Allegrind, Cecilia
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Vi stickar tillsammans2021In: Livslångt lärande - för välbefinnande, mångfald och delaktighet, Jönköping: Encell - Nationellt centrum för livslångt lärande , 2021, p. 44-45Chapter in book (Other (popular science, discussion, etc.))
  • 45.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Karolinska Institutet.
    Danielsson, Henrik
    Linköping 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.
    Wilder, Jenny
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context2019Conference paper (Refereed)
    Abstract [en]

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

  • 46.
    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.

  • 47. Almqvist, L
    et al.
    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.
    Pathways of engagement of young children with and without developmental delay2007In: Paper presented at the 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16, 2007., 2007Conference paper (Other academic)
  • 48.
    Almqvist, Lena
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    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.
    Danielsson, Henrik
    Linköping university.
    Longitudinal Typical Patterns of Behaviour and Engagement of Children with Swedish or Other Ethnicity and the Impact of Special Support in Swedish Preschools2019Conference paper (Refereed)
    Abstract [en]

    It is of concern that some children, even at a young age, are less engaged than others. Findings indicate that children of other ethnicities are less engaged in preschool activities than their Swedish peers. They also more commonly display behaviour difficulties. Such negative patterns tend to be stable over time. Provision of special support in preschool could change this; however children of other ethnicities have been found to be less supported in preschool, compared to Swedish children. This study aimed to explore longitudinal typical patterns of engagement and behaviour of children of Swedish and other ethnicities in Swedish preschools and the association with special support provision. Data were collected at three time points (n=197; 110 boys; 48 of other ethnicities; 15-57 months). A longitudinal pattern analysis revealed five stable types, examined regarding the influence of provision of support and proportion of children with other ethnicities.

  • 49. Almqvist, Lena
    et al.
    Hellnäs, Petra
    Stefansson, Maria
    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.
    I can play! Young children's perceptions of health2006In: Pediatric Rehabilitation, ISSN 1363-8491, E-ISSN 1464-5270, Vol. 9, no 3, p. 275-284Article in journal (Refereed)
    Abstract [en]

    Health is today viewed as a multi-dimensional concept partly conceptualized independent from not being ill. The aim of this study was to gain knowledge of how young children perceive health. Interviews were conducted with 68 children (4–5 years), within their pre-school setting, with the help of a semi-structured interview guide. A multi-dimensional perspective represented by the health dimensions of the International Classification of Functioning, Disability and Health (ICF) was used in a manifest deductive content analysis. The children's statements were categorized and placed under one of the four health dimensions, body, activity, participation and environment. A latent content analysis was applied to identify underlying themes in the manifest categories. The results revealed that young children perceive health as a multi-dimensional construct, largely related to being engaged, i.e. to be able to perform wanted activities and participate in a supportive every-day context. This implies that improvements of child engagement should be emphasized in health promotion and to a greater extent be the central focus of health interventions for young children

  • 50.
    Almqvist, Lena
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Mälardalens högskola.
    Sjöman, Madeleine
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Golsäter, Marie
    Jönköping University, School of Health and Welfare.
    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.
    Children’s behavior difficulties and staff-implemented special support in Swedish preschools: Emotional and behavioral difficultiesManuscript (preprint) (Other academic)
1234567 1 - 50 of 726
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