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  • 1.
    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)
  • 2.
    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)
  • 3.
    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.

  • 4.
    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.

  • 5.
    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.

  • 6.
    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)
  • 7.
    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)
  • 8.
    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)
  • 9.
    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.

  • 10.
    Bartolo, Paul A.
    et al.
    University of Malta.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Giné, Climent
    Universitat Ramon Llull.
    Kyriazopoulou, Mary
    European Agency for Special Needs and Inclusive Education.
    Ensuring a Strong Start for All Children: Inclusive Early Childhood Education and Care2016In: Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap / [ed] Amanda Watkins,Cor Meijer, Emerald Group Publishing Limited, 2016, p. 19-35Chapter in book (Other academic)
    Abstract [en]

    This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.

  • 11.
    Bartolo, Paul
    et al.
    European Agency of Special Needs and Inclusive Education.
    Björck-Åkesson, EvaJönköping University, School of Education and Communication, HLK, CHILD.Giné, ClimentUniversitat Ramon Llull, Barcelona, Spain.Kyriazopoulou, MaryEuropean Agency of Special Needs and Inclusive Education.
    Inclusive Early Childhood Education: An analysis of 32 European examples2016Collection (editor) (Other academic)
  • 12.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att ge och ta emot: samspel med små barn med rörelsehinder och kommunikations-handikapp1987Report (Other academic)
  • 13.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Cooperation with families: A Swedish Intervention Model2000In: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, p. 1-15Conference paper (Other scientific)
  • 14.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Från en differentierad förskola och skola till delaktighet i lärandemiljöer som anpassas till olika förutsättningar och behov2009In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 4, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Functional activities and participation2003In: Developmental Medicine and Child Neurology: European Academy for Childhood Disability, conference, Oslo, 2003Conference paper (Other (popular scientific, debate etc.))
  • 16.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF for children and youth2002In: Invited presentation at the third Nordic Baltic Conference on ICF. Helsinki, Finland, 2002Conference paper (Other (popular scientific, debate etc.))
  • 17.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF for children and youth2002In: Invited presentation at ICF-meeting, Västerås, Sweden, 2002Conference paper (Other (popular scientific, debate etc.))
  • 18.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF for children and youth: Field trial in Sweden2003In: Invited presentation at ICF-meeting, Washington, USA, 2003Conference paper (Other (popular scientific, debate etc.))
  • 19.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF for children and youth. Field trial in Sweden2004In: Invited presentation at ICF-meeting, Pädagogische Hochschule Zürich, Switzerland, 2004Conference paper (Other (popular scientific, debate etc.))
  • 20.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF for children and youth. Field trial in Sweden2003In: Invited presentation at ICF-meeting, Durban, South Africa, USA, 2003Conference paper (Other (popular scientific, debate etc.))
  • 21.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF in communication intervention2004In: 11th Biennial Conference of the Society for Augmentative and Alternative Communication. Natal, Brazil, 2004Conference paper (Other (popular scientific, debate etc.))
  • 22.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2006In: Invited presentation MHADIE meeting: Ljubljana, Slovenia, November 22-24th 2006, 2006Conference paper (Refereed)
  • 23.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2006In: Invited presentation MHADIE meeting: Prague, Tjeckien, June 2006, 2006Conference paper (Refereed)
  • 24.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY2005In: Invited presentation at Center for Disease-Control and Prevention, CDC-meeting, Atlanta, 2005Conference paper (Other (popular scientific, debate etc.))
  • 25.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY: Fieldtrials and current research in Sweden2005In: Invited presentation at ICF-meeting, UNESCO, Bangkok, Thailand, 2005Conference paper (Other (popular scientific, debate etc.))
  • 26.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of Functioning Disability and Health for Children and Youth ICF-CY: Fieldtrials and current research in Sweden2005In: Invited presentation at WHOmeeting, Geneva, 2005Conference paper (Other (popular scientific, debate etc.))
  • 27.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    International Classification of functioning: Swedish field trial in child and youth habilitation2001In: Developmental Medicine & Child Neurology: European Academy of Childhood Disability, Abstracts, 2001, 2001, p. p 41-Conference paper (Other scientific)
  • 28.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Internationell Klassifikation av funkrionstillstånd: Funkrionshinder och Hälsa för Barn och Ungdom (ICF-CY)2006In: 10:e Forsknings- och utvecklingskonferensen: Habiliteringens Forskningscentrum & Örebro Universitet. Örebro, 4-5 april, 2006, 2006, p. s 24-Conference paper (Refereed)
  • 29.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Interventions for pre-school children in the ”grey-zone” of neurodevelopmental risk2007In: Paper presented at Research in Education and Rehabilitation Science: 7th International Scientific conference & The 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16th, 2007, 2007Conference paper (Refereed)
  • 30.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    It takes two to communicate1998In: Our children – their future: Proceedings of the Folke Bernadotte International Memorial Conference. Our Children - Their Future. Children And Young Persons With Disabilities, 1998, p. 16-19Conference paper (Other scientific)
  • 31.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kartläggning: En del av interventionen och en förutsättning för individualisering2001In: FUR-BladetArticle in journal (Other (popular scientific, debate etc.))
  • 32.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kunskapsfrukt utan kärna2008In: Pedagogiska magasinet, ISSN 1401-3320, no 2, p. 32-35p. 32-35Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Measuring Sensation Seeking1990Doctoral thesis, monograph (Other scientific)
  • 34.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    New Technology for Children in Early Attention2000In: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, p. p 6-Conference paper (Other scientific)
  • 35.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Samspel mellan små barn med rörelsehinder och talhandikapp och föräldrar: En longitudinell studie1992Book (Other academic)
  • 36.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Samspel och inflytande: Barnet och familjen1999In: Dokumentation: Människa, handikapp, livsvillkor, 7:e forskningskonferensen, Örebro den 13 och 15 april 1999, 1999, p. 101-102Conference paper (Other academic)
  • 37.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Specialpedagogik: Ett kunskapsområde med många dimensioner2007In: Reflektioner kring specialpedagogik: sex professorer om forskningsområdet och forskningsfronterna, Stockholm: Vetenskapsrådet , 2007, p. 85-99Chapter in book (Other academic)
  • 38.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ”Specialpedagogik i en skola för alla”: Vad behövs för att kunna erbjuda varje barn det stöd och den miljö som behövs för en god start i livet?2005In: Konferens kring lärande, Utbildningsvetenskapliga nämnden. Mälardalens Högskola, 2005Conference paper (Refereed)
  • 39.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Specialpedagogik i förskolan2009In: Med sikte på förskolan: barn i behov av särskilt stöd / [ed] Anette Sandberg, Lund: Studentlitteratur , 2009, p. 17-35Chapter in book (Other academic)
  • 40.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Specialpedagogiken: Ett mångfacetterat kunskapsfält2001In: Att Undervisa, ISSN 0345-0384, no 5, p. 13-17Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The ICF-CY and collaborative problem solving in inclusive Early Childhood Education and Care2018In: An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability / [ed] Susana Castro & Olympia Palikara, London: Routledge, 2018, p. 134-146Chapter in book (Refereed)
  • 42.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The issue of the developing person; critical areas of changes2007In: Invited presentation at the conference ICF-CY - A common language for the health of children and youth: Venezia, October 25-26th 2007, 2007Conference paper (Refereed)
  • 43.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Utility and feasibility of ICF-CY in early intervention/habilitation settings for children2007In: Invited presentation MHADIE meeting: Zurich, Schwitzerland, May 30-June1st 2007, 2007Conference paper (Refereed)
  • 44.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Vilka konsekvenser får WHO’s nya definition av handikapp2003In: Nordisk Specialpedagogisk kongress, Västerås, 7-9 augusti, 2003Conference paper (Other (popular scientific, debate etc.))
  • 45.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Where is Early Attention going to?: Current Trends and Future Perspectives2000In: Proceedings 9es. Jornades Internacionals dÁtencio Precoc: 28/6 – 1/7, 2000. Barcelona, 2000, p. 7-12Conference paper (Other scientific)
  • 46.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Bailey, D.B
    Simeonsson, R.J
    Kartläggning av familjen vid tidig intervention: Översättning och anpassning till svenska förhållanden av [translation of and adaptation to Swedish]1991In: Family Assessment in Early InterventionArticle in journal (Other (popular scientific, debate etc.))
  • 47.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Brodin, Jane
    Fälth, Inga-Britt
    Åtgärder, samspel, kommunikation: en modell för tidig familjeorienterad intervention1997Report (Other academic)
  • 48.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Carlhed, C
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    The impact of early intervention on the family system: perspectives on process and outcome1999In: 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, 1999Conference paper (Other academic)
  • 49.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eliasson, A-C
    Folkesson, C
    Holmberg, A-S
    Karlsson, M
    Sanner, G
    Westbom, L
    Svensk fältprövning av WHO:s förslag till Internationell klassifikation av funktionstillstånd och funktionshinder, ICIDH-2: Användbarhet för barn och ungdom2002Report (Other scientific)
  • 50.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ferm, Ulrika
    Göteborg University, Sweden.
    Ahlsén, Elisabeth
    Göteborg University, Sweden.
    Conversational Topics Between a Child with Complex Communication Needs and her Caregiver at Mealtime2005In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 21, no 1, p. 19-41Article in journal (Refereed)
    Abstract [en]

    Naturalistic mealtime interactions between a child with complex communication needs and her caregiver (focus dyad) and a child without disabilities and her caregiver (comparison dyad) were investigated. An activity-based communication analysis was used to outline the contextual background factors of the dyads' activities, and the dyads' conversational topics were analyzed. For the child and her caregiver (the focus dyad), the natural mode of communication at mealtime was unaided. Communication mostly concerned immediate mealtime issues. Other, shorter, topics were introduced but were also anchored to immediate issues. In contrast, the child and caregiver who comprised the comparison dyad conversed about a variety of personal topics that extended beyond the present. Topic patterns are exemplified using discourse excerpts and are discussed in relation to aided communication and development.

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