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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
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, 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 review2015Inngår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 57, nr 12, s. 1093-1104Artikkel, forskningsoversikt (Fagfellevurdert)
    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
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. Biomedicinsk plattform.
    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 review2018Inngår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 60, nr 11, s. 1101-1116Artikkel i tidsskrift (Fagfellevurdert)
    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
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007Inngår i: The 10 years anniversary research conference of Nordic Network on Disability Research (NNDR, Göteborg, Sweden, 10-12th May, 2007Konferansepaper (Annet vitenskapelig)
  • 4.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    ICF-CY based forms for use in problem-solving for children with disabilities2007Inngår i: 7th International Scientific Conference Research in Education an Rehabilitation Sciences: Zagreb, June 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 5.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Is ICF a valid tool for structuring health information?2007Inngår i: 5th Scandinavian Conference on Health Informatics and 11th Swedish National Term Conference: Kalmar, October 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 6.
    Adolfsson, Margareta
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, Högskolan för lärande och kommunikation, 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)2010Inngår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 42, nr 7, s. 670-678Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    Fulltext
  • 7.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Professionals' views of children's everyday life situations and the relation to participation2012Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 34, nr 7, s. 581-592Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 8.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, nr 13-14, s. 1230-1244Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 9.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, M
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Ibragimova, N
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    WHO:s Classification of Functioning, Disability and Health in Child- and Youth Habilitation2007Inngår i: Presentation at The 5th conference on International Classification of Functioning, Disability and Health. Oslo, June 2007, 2007Konferansepaper (Annet vitenskapelig)
  • 10.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Mälardalens högskola.
    Ibragimova, Nina
    Mälardalens högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Användbarhet av ICF/ICF-CY inom Barn- och ungdomshabilitering2007Inngår i: / [ed] Högskolan i Jönköping och Mälardalens högskola, 2007Konferansepaper (Annet vitenskapelig)
  • 11.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Ibragimova, Nina
    Mälardalens högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Införande av ICF-CY i habiliteringsverksamhet2008Inngår i: Att använda ICF-CY: Västerås,  sept 2008, 2008Konferansepaper (Annet vitenskapelig)
  • 12.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Everyday Life Situations for Child Participation2011Inngår i: / [ed] Michael Guralnick, 2011Konferansepaper (Fagfellevurdert)
    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.

  • 13.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Karolinska Institutet.
    Danielsson, Henrik
    Linköping university.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context2019Konferansepaper (Fagfellevurdert)
    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.

  • 14. Almqvist, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Participation in school environment of children and youth with disabilities: A person-oriented approach2005Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 46, nr 3, s. 305-314Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.

  • 15. Almqvist, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pathways of engagement of young children with and without developmental delay2007Inngår i: Paper presented at the 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16, 2007., 2007Konferansepaper (Annet vitenskapelig)
  • 16.
    Almqvist, Lena
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap..
    Eriksson, Lilly
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Delaktighet i skolaktiviteter: ett systemteoretiskt perspektiv2004Inngår i: Delaktighetens språk, Lund: Studentlitteratur AB, 2004, s. 137-155Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Almqvist, Lena
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, 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 Preschools2019Konferansepaper (Fagfellevurdert)
    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.

  • 18. Almqvist, Lena
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Jakobsson, Enar
    Barnens hälsa kräver mer än frånvaro av sjukdom2005Inngår i: Psykologtidningen, ISSN 0280-9702, nr 8, s. 12-15Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 19. Almqvist, Lena
    et al.
    Hellnäs, Petra
    Stefansson, Maria
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    I can play! Young children's perceptions of health2006Inngår i: Pediatric Rehabilitation, ISSN 1363-8491, E-ISSN 1464-5270, Vol. 9, nr 3, s. 275-284Artikkel i tidsskrift (Fagfellevurdert)
    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

  • 20.
    Almqvist, Lena
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalens högskola.
    Sjöman, Madeleine
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Golsäter, Marie
    Högskolan i Jönköping, Hälsohögskolan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Children’s behavior difficulties and staff-implemented special support in Swedish preschools: Emotional and behavioral difficultiesManuskript (preprint) (Annet vitenskapelig)
  • 21.
    Almqvist, Lena
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. School of Health, Care, and Welfare, Mälardalen University, Västerås, Sweden.
    Sjöman, Madeleine
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Golsäter, Marie
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Futurum Region Jönköping County, Jönköping, Sweden.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Department of Special Education, Oslo University, Oslo, Norway.
    Special support for behavior difficulties and engagement in Swedish preschools2018Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 3, artikkel-id 35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 22. Andén, M
    et al.
    Andén, G
    Tengström, A
    Leissner, P
    Wallin, J
    Andersson, L
    Lund, L
    Larsson, C
    Harlid, R
    Sandin, E
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Kvalificerat stöd till personer med flerfunktionshinder2000Annet (Annet vitenskapelig)
  • 23.
    Antoniadou, Marianna
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Department of Health, Medicine and Caring Sciences, Linköping University, Sweden.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avdelningen för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Department of Mental Health, Norway University of Natural Science and Technology, Trondheim, Norway.
    Andersson, Anna Karin
    CHILD, Academy of health and welfare, Mälardalens University, Västerås, Sweden.
    Strategies used by professionals in pediatric rehabilitation to engage the child in the intervention process: A scoping review2024Inngår i: Physical & Occupational Therapy in Pediatrics, ISSN 0194-2638, E-ISSN 1541-3144Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    AIM: To investigate strategies used by professionals in pediatric rehabilitation to engage children in every step of the intervention process, including assessment, goal setting, planning and implementation of the intervention, and results evaluation.

    METHODS: A scoping literature review was conducted, and seven databases were searched, including CINAHL and MEDLINE, ProQuest Central, PsycINFO, Social Science Premium Collection, PubMed, and Web of Science. A citation search of included articles was completed. Predetermined criteria, quality standards, and PIO framework guided the selection process. Results were presented in relation to Self-Determination Theory (SDT) and the contextual model of therapeutic change.

    RESULTS: In total, 20 studies were included in the review. Pediatric professionals reported that therapeutic use of self and their own engagement in the intervention facilitated the establishment of a supportive relationship. Providing clear explanations about their role and therapy rationale developed positive expectations. By making the child feel successful within-session and outside-session activities, professionals enhanced child mastery. Professionals' strategies were abstractly described.

    CONCLUSIONS: Further research is needed to investigate strategies that are effective in the different steps of the intervention. More observational, longitudinal studies are required to capture fluctuations in in-session engagement.

  • 24.
    Arvidsson, Patrik
    et al.
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Centre for Research and Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Dada, Shakila
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Imms, Christine
    Centre for Disability and Development Research, Australian Catholic University, Melbourne, Australia.
    Bornman, Juan
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Elliott, Catherine
    School of Occupational Therapy, Speech pathology and Social Work, Curtin University, Perth, Australia.
    Huus, Karina
    Jönköping University, Hälsohögskolan, HHJ, Avd. för omvårdnad. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Content validity and usefulness of Picture My Participation for measuring participation in children with and without intellectual disability in South Africa and Sweden2020Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 27, nr 5, s. 336-348Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

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

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

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

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

  • 25.
    Arvidsson, Patrik
    et al.
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Centre for Research & Development, Uppsala University, Gävleborg, Sweden.
    Dada, Shakila
    Centre for Augmentative and Alternative Communication, Faculty of Humanities, University of Pretoria, Pretoria, South Africa.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Imms, Christine
    Department of Paediatrics, Faculty of Medical, Dental and Health Sciences, The University of Melbourne, Melbourne, Australia.
    Shi, Lin Jun
    Jönköping University, Hälsohögskolan, HHJ. CHILD. School of Nursing, Tianjin Medical University, Heping District, China.
    Kang, Lin Ju
    Graduate Institute of Early Intervention, Chang Gung University, Tao-Yuan, Taiwan.
    Hwang, Ai-Wen
    Graduate Institute of Early Intervention, Chang Gung University, Tao-Yuan, Taiwan.
    Huus, Karina
    Jönköping University, Hälsohögskolan, HHJ, Avd. för omvårdnad. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Structural validity and internal consistency of Picture My Participation: A measure for children with disability2021Inngår i: African Journal of Disability, ISSN 2226-7220, Vol. 10, artikkel-id a763Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Picture My Participation (PMP) intended to measure participation, defined as attendance and involvement in everyday situations, of children with disabilities, particularly in low- and middle-income settings.

    Objectives: To explore structural validity of PMP by identifying possible subcomponents in the attendance scale and examining internal consistency of the total score and each subcomponent.

    Method: A picture-supported interview was conducted with 182 children, 7–18 years, with and without intellectual disability (ID). Frequency of attendance in 20 activities was rated on a four-point Likert scale (never, seldom, sometimes and always).

    Results: An exploratory principal component analysis extracted four subcomponents: (1) organised activities, (2) social activities and taking care of others, (3) family life activities and 4) personal care and development activities. Internal consistency for the total scale (alpha = 0.85) and the first two subcomponents (alpha = 0.72 and 0.75) was acceptable. The two last subcomponents alpha values were 0.57 and 0.49.

    Conclusion: The four possible subcomponents of PMP can be used to provide information about possible domains in which participation and participation restrictions exist. This study provided further psychometric evidence about PMP as a measure of participation. The stability and the utility of these subcomponents needed further exploration.

  • 26.
    Arvidsson, Patrik
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The Relationship Between Intelligence Quotient and Aspects of Everyday Functioning and Participation for People Who Have Mild and Borderline Intellectual Disabilities2018Inngår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 31, nr 1, s. e68-e78Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    This study explored the relationship between intelligence quotient (IQ) and aspects of everyday functioning/participation in individuals (age 16–40) who have a mild/borderline intellectual disability (IQ 55–85).

    Method

    Correlations were examined between IQ and (i) self-rated (n = 72) ability, participation as performance (how often an activity is performed), important participation restriction (not/seldom performing an activity perceived as important) and general well-being and (ii) proxy-rated (n = 41) ability and participation as performance.

    Results

    No significant correlations between IQ and any of the explored measures were found. However, the effect sizes of the correlations between IQ and ability were considered as small but not negligible.

    Conclusions

    The results support the notion that IQ is a poor predictor of general aspects of everyday functioning in persons with mild/borderline intellectual disability. The result indicates that self-ratings partly generate other information than proxy ratings which may be important for assessments of supportive requirements and diagnosis.

  • 27.
    Arvidsson, Patrik
    et al.
    Swedish Institute for Disability Research, Örebro University, Örebro, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Thyberg, Ingrid
    Department of Clinical and Experimental Medicine, Faculty of Rheumatology, Linköping University, Linköping , Sweden.
    Thyberg, Mikael
    Swedish Institute for Disability Research, Örebro University, Örebro , Sweden.
    Important aspects of participation and participation restrictions in people with a mild intellectual disability2014Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, nr 15, s. 1264-1272Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: This study explored a possibility to assess the concepts of participation and participation restrictions in the International Classification of Functioning, Disability and Health (ICF) by combining self-ratings of the perceived importance with the actual performance of different everyday activities in people with a mild intellectual disability.

    Method: Structured interviews regarding 68 items from the ICF activity/participation domain were conducted (n  = 69). The items were ranked by perceived importance, performance and by combined measures. Furthermore, the measures were related to a single question about subjective general well-being.

    Results: Rankings of performance highlighted about the same items as “important participation”, while rankings of low performance addressed quite different items compared with “important participation restriction”. Significant correlations were found between subjective general well-being and high performance (r = 0.56), high performance/high importance (important participation) (r = 0.56), low performance (r = –0.56) and low performance/high importance (important participation restriction; r = –0.55).

    Conclusions: The results support the clinical relevance of the ICF and the studied selection of 68 items. Although performance only may sometimes be a relevant aspect, knowledge about the relationship between the perceived importance and the actual performance is essential for clinical interventions and for research aiming to understand specific needs regarding participation.

  • 28. Arvidsson, Patrik
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Thyberg, M
    Factors related to self-fated participation in adolescents and adults with mild intellectual disability: A systematic literature review2008Inngår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 21, nr 3, s. 277-291Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background Self-rated participation is a clinically relevant intervention outcome for people with mild intellectual disability. The aim of this systematic review was to analyse empirical studies that explored relationships between either environmental factors or individual characteristics and aspects of participation in young adults with mild intellectual disability. Method Four databases were used, 756 abstracts examined and 24 studies were evaluated in-depth. Results Four aspects of participation were found: involvement, perceptions of self, self-determination and psychological well-being. Reported environmental factors were: social support, choice opportunity, living conditions, school, work and leisure, attitudes, physical availability and society. Reported individual characteristics were adaptive and social skills. Conclusions There is a relative lack of studies of factors influencing self-rated participation and existing studies are difficult to compare because of disparity regarding approaches, conceptual frameworks, etc. For adequate interventions, it seems important to study how profiles of participation are influenced by different patterns of environmental factors and individual characteristics.

  • 29. Arvidsson, Patrik
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Thyberg, M
    Factors with a positive relation to self rated participation in adolescent and adult people with mild intellectual disability: a systematic literature review2007Inngår i: Oral presentation 30 min: The international summit for an alliance on social inclusion, AAMR Montréal, 2007Konferansepaper (Annet vitenskapelig)
  • 30.
    Arvidsson, Patrik
    et al.
    Centre for Research & Development, Uppsala University/County Council of Gävleborg, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Thyberg, Mikael
    Linköping University, Sweden.
    How are the activity and participation aspects of the ICF used? Examples from studies of people with intellectual disability2015Inngår i: NeuroRehabilitation (Reading, MA), ISSN 1053-8135, E-ISSN 1878-6448, Vol. 36, nr 1, s. 45-49Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    INTRODUCTION: Interdisciplinary differences regarding understanding the International Classification of Functioning, Disability and Health (ICF) concepts activity/participation may hinder its unifying purpose. In the ICF model, functioning (and disability) is described as a tripartite concept: 1) Body structures/functions, 2) Activities, and 3) Participation. Activities refer to an individual perspective on disability that does not tally with the basic structure of social models.

    OBJECTIVE: To review how activity and participation are actually used in studies of intellectual disability (ID).

    CONCLUSION: Based on 16 papers, four different usages of activity/participation were found. 1) Theoretical reference to tripartite ICF concept with attempts to use it. 2) Theoretical reference to tripartite ICF concept without actual use of activities. 3) "Atheoretical" approach with implicit focus on participation. 4) Theoretical reference to bipartite concept with corresponding use of terms. The highlighted studies have in common a focus on participation. However, the usage of the term "activity" differs both within and between studies. Such terminology will probably confuse interdisciplinary communication rather than facilitating it. Also, the use of an explicit underlying theory differs, from references to a tripartite to references to a bipartite concept of disability. This paper is focused on ID, but the discussed principles regarding the ICF and interdisciplinary disability theory are applicable to other diagnostic groups within rehabilitation practices.

  • 31.
    Augustine, Lilly
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Lygnegård, Frida
    Jönköping University, Hälsohögskolan, HHJ, Avd. för rehabilitering. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Adolfsson, Margareta
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    The utility of the International Classification of Functioning construct as a statistical tool – operationalizing mental health as an indicator of adolescent participation2022Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 44, nr 16, s. 4220-4226Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    The ICF provides a common scientific language for the study of health and functioning. Adolescent mental health, operationalized as engagement in life situations, is one aspect of functioning. Engagement as mental health has a bi-directional relation with environmental factors.

    Aim

    To test the statistical utility of the International Classification of Functioning (ICF) classification in coding adolescent mental health and mental health problems.

    Methods

    Using data measuring mental health in a representative Swedish sample of 12-13-year-olds linking responses to the classification codes. The internal structure of the classification system constructs was tested using factor analysis.

    Results

    A factorial solution could be found for most chapters indicating that the ICF framework and coding system could be used; however, the variance explained was quite low. Linking worked better at code-level, rather than chapter level. Items measuring risk behavior or risk factors are loaded in separate constructs.

    Conclusions

    When coding items for statistical purposes, code-level rather than chapter level is to be preferred. Also, participation in risk behavior loads in separate factors indicating that these behaviors are separate from other types of participation.

    Implications for rehabilitation

    Considering some challenges with varying level of detail in the ICF-CY's chapters, the framework can be used to identify the content of mental health questionnaires to be used in rehabilitation. To provide more detailed information in rehabilitation addressing mental health, a code-level solution is more appropriate than a chapter level solution. Despite the use of same ICF-CY codes, negative participation, i.e., risk behavior, measures a different dimension than positive participation, is especially relevant in rehabilitation addressing mental health.

  • 32.
    Augustine, Lilly
    et al.
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Lygnegård, Frida
    Jönköping University, Hälsohögskolan, HHJ, Avd. för rehabilitering. Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Trajectories of participation, mental health, and mental health problems in adolescents with self-reported neurodevelopmental disorders2022Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 44, nr 9, s. 1595-1608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    PURPOSE: Having a neurodevelopmental disorder (NDD) increases the risk of mental health problems and lower participation. We investigated the trajectories of mental health problems and participation in adolescents with NDD and compared these with trajectories for peers without NDD. In addition, the relationship between participation, mental health (well-being), and mental health problems were investigated.

    MATERIALS AND METHODS: Data from a Swedish longitudinal survey study (LoRDIA) was used and adolescents with and without self-reported NDD were followed from 12/13 to 17 years, in three waves. Mental health problems were measured using the Strength and Difficulties Questionnaire, and well-being was measured with the Mental Health Continuum short form.

    RESULTS: Adolescents with NDD experience more mental health problems than adolescents without NDD. Hyperactivity, a key feature of NDD, remains stable, while emotional problems and psychosomatic complaints, increase over time for girls, independent of NDD. Participation is stable over time but is more related to well-being than to NDD or mental health problems.

    CONCLUSIONS: Gender is an important factor with girls exhibiting more problems. Mental health explains more of the variation in participation than mental health problems and NDD. Probably participation intervention can enhance mental health which may protect from mental health problems.

    Implications for rehabilitation

    • Mental health, i.e., emotional-, social-, and psychological well-being is more strongly related to participation and to reduced levels of mental health problems than having an NDD or not, thus assessing mental health separately from measuring NDD is important.
    • Interventions focusing on participation may lead to higher mental health and having high mental health (flourishing) may facilitate participation.
    • Girls with self-reported NDD seem to have a higher burden of mental health problems, especially if they also are languishing, i.e., having low mental health, therefore a strong focus on this group is needed both in research and clinical practice.
    • Half of all adolescents are flourishing, independently of NDD or not, even if they are experiencing some symptoms of mental health problems, adolescents with NDD who are also languishing, have much higher ratings of mental health problems.
  • 33.
    Augustine, Lilly
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Kristianstad University, Sweden.
    Lygnegård, Frida
    Jönköping University, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Adolfsson, Margareta
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Linking youths’ mental, psychosocial, and emotional functioning to ICF-CY: Lessons learned2018Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, nr 19, s. 2293-2299Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: Linking ready-made questionnaires to codes within the International Classification of Functioning, Disability and Health, Children and Youth Version with the intention of using the information statistically for studying mental health problems can pose several challenges. Many of the constructs measured are latent, and therefore, difficult to describe in single codes. The aim of this study was to describe and discuss challenges encountered in this coding process.

    Materials and methods: A questionnaire from a Swedish research programme was linked to the International Classification of Functioning, Disability and Health, Children and Youth Version and the agreement was assessed.

    Results: Including the original aim of the questionnaire into the coding process was found to be very important for managing the coding of the latent constructs of the items. Items from the International Classification of Functioning, Disability and Health, Children and Youth Version chapters with narrow definitions for example mental functions, were more easily translated to meaningful concepts to code, while broadly defined chapters, such as interactions and relationships, were more difficult.

    Conclusion: This study stresses the importance of a clear, predefined coding scheme as well as the importance of not relying too heavily on common linking rules, especially in cases when it is not possible to use multiple codes for a single item.

    • Implications for rehabilitation
    • The International Classification of Functioning, Disability and Health, Children and Youth Version, is a useful tool for merging assessment data from several sources when documenting adolescents’ mental functioning in different life domains.

    • Measures of mental health are often based on latent constructs, often revealed in the description of the rationale/aim of a measure. The latent construct should be the primary focus in linking information.

    • By mapping latent constructs to the International Classification of Functioning, Disability and Health, Children and Youth Version, users of the classification can capture a broad range of areas relevant to everyday functioning in adolescents with mental health problems.

    • The subjective experience of participation, i.e., the level of subjective involvement, is not possible to code into the International Classification of Functioning, Disability and Health, Children and Youth Version. However, when linking mental health constructs to the International Classification of Functioning, Disability and Health, Children and Youth Version codes, the two dimensions of participation (the being there, and the level of involvement) need to be separated in the linking process. This can be performed by assigning codes focusing on being there as separate from items focusing on the subjective experience of involvement while being there.

  • 34.
    Axelsson, Anna Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Engagement in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development2013Inngår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 39, nr 4, s. 523-534Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    Participation is known to be of great importance for children's development and emotional well-being as well as for their families. In the International Classification of Functioning, Disability and Health – Children and Youth version participation is defined as a person's ‘involvement in a life situation’. Engagement is closely related to involvement and can be seen as expressions of involvement or degree of involvement within a situation. This study focuses on children's engagement in family activities; one group of families with a child with profound intellectual and multiple disabilities (PIMD) and one group of families with children with typical development (TD) were compared.

    Methods

    A descriptive study using questionnaires. Analyses were mainly performed by using Mann–Whitney U-test and Spearman's rank correlation test.

    Results

    Engagement in family activities differed in the two groups of children. The children with PIMD had a lower level of engagement in most family activities even though the activities that engaged the children to a higher or lesser extent were the same in both groups. Child engagement was found to correlate with family characteristics mostly in the children with TD and in the children with PIMD only negative correlations occurred. In the children with PIMD child engagement correlated with cognition in a high number of listed family activities and the children had a low engagement in routines in spite of these being frequently occurring activities.

    Conclusions

    Level of engagement in family activities in the group of children with PIMD was lower compared with that in the group of children with TD. Families with a child with PIMD spend much time and effort to adapt family living patterns to the child's functioning.

  • 35.
    Backman, Ellen
    et al.
    School of Health and Welfare, Halmstad University, Sweden.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Karlsson, Ann-Kristin
    Department of Research and Development, Region Halland, Halmstad, Sweden.
    Documentation of everyday life and health care following gastrostomy tube placement in children: a content analysis of medical records2020Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 42, nr 19, s. 2747-2757Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

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

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

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

  • 36.
    Backman, Ellen
    et al.
    Halmstad University, Halmstad, Sweden; Region Halland, Kungsbacka, Sweden.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Karlsson, Ann-Kristin
    Region Halland, Kungsbacka, Sweden.
    Parental perspectives on family mealtimes related to gastrostomy tube feeding in children2021Inngår i: Qualitative Health Research, ISSN 1049-7323, E-ISSN 1552-7557, Vol. 31, nr 9, s. 1596-1608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Built on the important functions daily routines serve families and child health, this study aimed to explore parents' descriptions of mealtimes and food-related challenges when living with a child using a gastrostomy feeding tube. The study was informed by ecocultural theory and based on in-depth interviews combined with stimulated recall. The interviews of 10 parents were inductively analyzed by means of qualitative content analysis. Four main categories comprised the parents' descriptions: "One situation, different functions," "On the child's terms," "Doing something to me," and "An unpredictable pattern," with one overarching theme. The analyses showed that the parents strived to establish mealtimes in line with their cultural context, although they struggled to reach a point of satisfaction. The study highlights the importance of health care professionals to address the medical aspects of caring for a child with a G-tube, but also the potential psychological and social consequences for ordinary family life.

  • 37.
    Balton, Sadna
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Arvidsson, Patrik
    Jönköping University, Hälsohögskolan, HHJ. CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Huus, Karina
    Jönköping University, Hälsohögskolan, HHJ, Avd. för omvårdnad. Jönköping University, Hälsohögskolan, HHJ. CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Dada, Shakila
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Test-retest reliability of Picture My Participation in children with intellectual disability in South Africa2022Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 29, nr 4, s. 315-324Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    Picture My Participation (PmP) is a promising instrument for measuring the participation in everyday situations of children with intellectual disability (ID), particularly in low- and middle-income countries.

    Aim

    To explore test-retest reliability of PmP by comparing two repeated measurements of children with ID in an urban context in South Africa.

    Methods

    A picture-supported interview with 31 children with ID, aged 7-17 years, was conducted twice, two weeks apart. The children rated their participation, operationalised as attendance and involvement, in 20 everyday activities. Analyses were completed for total scores, for the four subcomponents and at item level.

    Results

    Test-retest agreement at an item level for both attendance and involvement showed slight/fair agreement for most activities (Kappa = 0.01-0.40), and moderate agreement for some activities (Kappa = 0.41?0.60). Moderate agreement was shown for the total scale and at component level (ICC = 0.5?0.75), except for (firstly) attendance of and involvement in 'Family Activities' (ICC = 0.26 for attendance, 0.33 for involvement), and (secondly) involvement in 'Personal Activities' (ICC = 0.33).

    Conclusion

    The result indicates that PmP can reliably be used at component level and as a screening tool for intervention planning to identify participation and participation restrictions in children with ID.

  • 38. Bedrosian, J
    et al.
    Calculator, S
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Light, J
    Mirenda, P
    Schlosser, R
    Issues in AAC efficacy research1998Inngår i: Proceedings from the eight biennal ISAAC conference, 1998Konferansepaper (Annet vitenskapelig)
  • 39.
    Bertills, Karin
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD. Jönköping University, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Augustine, Lilly
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inclusive teaching skills and student engagement in physical education2019Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 4, artikkel-id 74Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 40.
    Bertills, Karin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Augustine, Lilly
    School of Education and Environment, Kristianstad university, Kristianstad, Sweden.
    Measuring self-efficacy, aptitude to participate and functioning in students with and without impairments2018Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, nr 4, s. 572-583Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Including vulnerable groups of students such as students with learning disabilities in mainstream school research, require ethical considerations and questionnaire adaptation. These students are often excluded, due to low understanding or methodologies generating inadequate data. Students with disability need be studied as a separate group and provided accessible questionnaires. This pilot study aims at developing and evaluating student self-reported measures, rating aspects of student experiences of school-based Physical Education (PE). Instrument design, reliability and validity were examined in Swedish secondary school students (n = 47) including students, aged 13, with intellectual disability (n = 5) and without impairment and test–retested on 28 of these students. Psychometric results from the small pilot-study sample were confirmed in analyses based on replies from the first wave of data collection in the main study (n = 450). Results show adequate internal consistency, factor structure and relations between measures. In conclusion, reliability and validity were satisfactory in scales to measure self-efficacy in general, in PE, and aptitude to participate. Adapting proxy ratings for functioning into self-reports indicated problems. Adequacy of adjustments made were confirmed and a dichotomous scale for typical/atypical function is suggested for further analyses.

    Fulltekst (pdf)
    Fulltext
  • 41.
    Bertills, Karin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Augustine, Lilly
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad.
    Quality teaching and student perceived self-efficacy, function and aptitude to participate in PE2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Background: Students with disability show a trajectory of higher incidence of school failure. High quality teaching and proper support may foster high self-efficacy, as protective factors for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy is promoted. At transition into high school with higher cognitive stakes, developmental changes and individual social identification coinciding, a disability may add to the challenge of success. Investigating self-efficacy as a predictor of achievement operationalized as grade points, student perceived self-efficacy, function and aptitude to participate in PE, and teacher rated teaching quality are examined.

    Method: Three groups were studied, students with 1. Diagnosed disability, 2. Low grades and 3. High grades in PE in year 6. Questionnaires were completed by students in 26 classes including classmates (n=450, 228 boys) and their PE-teachers (n=25). Correlations were analyzed, differentiating groups of students.

    Results: Students with disabilities experience lower general self-efficacy and in PE, and are less apt to participate in PE. Their PE self-efficacy is higher if the classroom climate is good. PE-teachers systematic work with grading has positive effects on academic and movement self-efficacy for students with low grades and on health self-efficacy for students with high grades. Highest effect of perceived socio-cognitive function is displayed in students with low grades, the correlation is stronger in general self-efficacy than in self-efficacy in PE. Students with high grades have higher self-efficacy in general and in PE.

    Conclusions: Student perceived socio-cognitive function is of major importance to students experience of self-efficacy. Most impact is seen on subscales measuring academic and movement self-efficacy.

  • 42.
    Bertills, Karin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad, Sweden.
    Student engagement and high quality teaching in PE2018Konferansepaper (Fagfellevurdert)
  • 43.
    Bertills, Karin
    et al.
    Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Augustine, Lilly
    Jönköping University, Hälsohögskolan, HHJ, Avd. för socialt arbete. Jönköping University, Hälsohögskolan, HHJ. CHILD. Jönköping University, Högskolan för lärande och kommunikation, HLK, CHILD.
    Student Self-Efficacy and Aptitude to Participate in Relation to Perceived Functioning and Achievement in Students in Secondary School With and Without Disabilities2021Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, artikkel-id 607329Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    School-based Physical Education (PE) is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students' perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups of students with: disabilities (n = 28), high grades (n = 47), or low grades (n = 30) in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs (PE-specific self-efficacy) are boosted. Allocating resources to support the development of students' socio-cognitive skills seem to have potential for overall positive school outcome.

  • 44.
    Bertills, Karin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Dahlström, Örjan
    SIDR, Department of Behavioural Sciences and Learning, Disability Research Division, Linköping University, Sweden.
    Augustine, Lilly
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad.
    Quality teaching and student perceived self-efficacy, function and aptitude to participate in Physical Education2017Konferansepaper (Annet vitenskapelig)
  • 45.
    Bertills, Karin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete.
    Dahlström, Örjan
    Linköping University, Linköping, Sweden.
    Augustine, Lilly
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Kristianstad University, Kristianstad, Sweden.
    Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities2018Inngår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 4, s. 387-401Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

    Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n = 439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n = 25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n = 121).

    Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

    Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.

  • 46.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Carlhed, C
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The impact of early intervention on the family system: perspectives on process and outcome1999Inngår i: Proceedings of the 4th European Symposium of EURYLAID: Equal opportunities and quality of life for families with a young disabled child. October 14th - 17th, 1998, Butgenbach, Belgium, 1999Konferansepaper (Annet vitenskapelig)
  • 47.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Changing perspectives in early intervention for children with disabilities in Sweden1997Inngår i: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 9, nr 3, s. 56-68Artikkel i tidsskrift (Fagfellevurdert)
  • 48.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Creating a Team Around the Child Through Professionals' Continuing Education2003Inngår i: Early intervention practices around the world, Baltimore: Paul H. Brookes , 2003, s. 171-190Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 49.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Early Intervention in Sweden: A Developmental Systems Perspective2004Inngår i: The Developmental Systems Approach to Early Intervention, Baltimore: Paul H. Brookes Publishing Company , 2004, s. 571-592Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Family involvement in assessment and intervention: Preceptions of professionals and parents in Sweden1995Inngår i: Exceptional children, ISSN 0014-4029, E-ISSN 2163-5560, Vol. 61, nr 6, s. 520-535Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Describes perceptions of professionals and parents of the current and ideal state of family involvement in the habilitation process for children with disabilities in early intervention in Sweden. Significant discrepancies between current and ideal practices in four dimensions; Professionals' preferences for a higher degree of family involvement.

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