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  • 1.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify children's everyday life situations: A step towards participation-focused code sets2013In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 22, no 2, p. 195-206Article in journal (Refereed)
    Abstract [en]

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

  • 2.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF-CY to identify everyday life situations of children and youth with disabilities2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

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

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

  • 3.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att identifiera sin egen situation2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless, Mats Granlund, Lund: Studentlitteratur , 2011, p. 151-156Chapter in book (Other academic)
  • 4.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att utvärdera en behandling2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, p. 157-161Chapter in book (Other academic)
  • 5.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Att öka delaktigheten för barn och ungdomar med funktionsnedsättning. ICF-CY’s användbarhet för kartläggning av vardagsfungerande2011In: / [ed] Bengt Westerberg, 2011Conference paper (Other academic)
  • 6.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY in habilitation services for children2017In: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2017, p. 187-203Chapter in book (Refereed)
    Abstract [en]

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

  • 7.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY lupp på vardagssituationer2009In: Kvalitetsdagar för Svensk Barn- och ungdomshabilitering: Växjö, maj 2009, 2009Conference paper (Other (popular science, discussion, etc.))
  • 8.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY to understand everyday life situations for children and youth. Assessments instruments for collaborative problem solving in child- and youth habilitation2010Conference paper (Other academic)
  • 9.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Identification of ICF-CY categories for participation focused code sets for pre-schoolers: A Delphi process2013Conference paper (Refereed)
  • 10.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Identifying children´s everyday life situations using an ICF-CY perspective2012Conference paper (Refereed)
    Abstract [en]

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

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

  • 11.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The development of social strengths in children with cerebral palsy2014In: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749Article in journal (Other academic)
  • 12.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Vad barn med funktionsnedsättningar behöver berätta för habiliterare2012Conference paper (Other academic)
    Abstract [sv]

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

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

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

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

  • 13.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    WHO:s Classification of Functioning, Disability and Health in Child- and Youth Habilitation2007In: Good practice in rehabilitation of children and young - in practise 2007-2011: Helsingfors, November 2007, 2007Conference paper (Other (popular science, discussion, etc.))
  • 14.
    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)
  • 15.
    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)
  • 16.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.

  • 17.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    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.

  • 18.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Is ICF a valid tool for structuring health information?2007In: 5th Scandinavian Conference on Health Informatics and 11th Swedish National Term Conference: Kalmar, October 2007, 2007Conference paper (Other academic)
  • 19.
    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.

  • 20.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Professionals' views of children's everyday life situations and the relation to participation2012In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 34, no 7, p. 581-592Article in journal (Refereed)
    Abstract [en]

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

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

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

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

  • 21.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ibragimova, Nina
    Mälardalens högskola.
    Pless, Mia
    Uppsala universitet.
    Om ICF/ICF-CY i egna rutiner och daglig samverkan: Workshop2008In: Att använda ICF-CY: Västerås sept, 2008, 2008Conference paper (Other (popular science, discussion, etc.))
  • 22.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Johnson, Ensa
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Nilsson, Stefan
    Jönköping University, School of Education and Communication, HLK, CHILD. University of Gothenburg, Sweden.
    Pain management for children with cerebral palsy in school settings in two cultures: Action and reaction approaches2018In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 18, p. 2152-2162Article in journal (Refereed)
    Abstract [en]

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

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

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

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

  • 23.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    Maxwell, Gregor
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ståhl, Ylva
    Jönköping University, School of Health Science, HHJ. CHILD.
    Ullenhag, Anna
    Karolinska Institutet.
    Participation as the Focus of Intervention:  Cultural Diversity and Universal Characteristics2011In: / [ed] Michael Guralnick, 2011Conference paper (Other academic)
    Abstract [en]

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

  • 24.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, no 13-14, p. 1230-1244Article in journal (Refereed)
    Abstract [en]

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

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

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

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

  • 25.
    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)
  • 26.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Bickenbach, Jerome
    Disability Policy Unit, Swiss Paraplegic Research. Faculty of Humanities and social Sciences, University of Lucerne.
    Användning av ICFoch ICF-CY.: Workshop2012Conference paper (Other academic)
  • 27.
    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)
  • 28.
    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)
  • 29.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Everyday Life Situations for Child Participation2011In: / [ed] Michael Guralnick, 2011Conference paper (Refereed)
    Abstract [en]

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

  • 30.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J
    School of Education, University of North Carolina at Chapel Hill.
    Sauer Lee, Andrea
    Ellingsen, Kirsten
    Alfred I duPont hospital for children, Wilmington, DE, USA.
    CHAPTER 27: Major life areas: Play and Education (d810-d880, ICF-CY)2012In: Measures for Children with Developmental Disabilities: An ICF-CY approach / [ed] Annette Majnemer, London: Mac Keith Press , 2012, 1, p. 404-415Chapter in book (Refereed)
  • 31.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simmeborn Fleischer, Ann
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Applying the ICF to identify requirements for students with Asperger syndrome in higher education2015In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 190-202Article in journal (Refereed)
    Abstract [en]

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

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

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

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

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

  • 32.
    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.

  • 33.
    Adolfsson, Margareta
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Westerberg, Christina
    Stockholms Universitet.
    Möller, Kerstin
    Örebro Universitet.
    Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study2014In: Journal of Intellectual Disability - Diagnosis and Treatment, E-ISSN 2292-2598, Vol. 2, no 1, p. 21-32Article in journal (Refereed)
    Abstract [en]

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

  • 34.
    Augustine, Lilly
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD. Kristianstad University, Sweden.
    Lygnegård, Frida
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Linking youths’ mental, psychosocial, and emotional functioning to ICF-CY: Lessons learned2018In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 19, p. 2293-2299Article in journal (Refereed)
    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.

  • 35.
    Björck-Åkesson, Eva
    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.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY as a common language in early childhood intervention : Work shop2012Conference paper (Other academic)
    Abstract [en]

    The workshop covers ICF-CY as a framework in collaborative problem solving together with families and in preschool. A short introduction to ICF-CY will be presented. The workshop will be based on case studies where the participants will use ICF-CY as a tool in assessment and intervention. The model for collaborative problem solving developed by the CHILD group includes problem formulations, problem explanations, goal setting, design of methods, implementation and follow-up. The tool uses checklists based on ICF-CY for formulation of difficulties and problems in terms of activity and participation, problem explanations in terms of body structures and functions and environmental factors. An individual intervention plan for a child with disability based on functioning in everyday life is developed based on the assessment. The utility and feasibility of ICF-CY as a tool and a common language in early childhood intervention will be discussed.

  • 36.
    Deramore Denver, Belinda
    et al.
    Australian Catholic University, Australia.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Froude, Elspeth
    Australian Catholic University, Australia.
    Rosenbaum, Peter
    McMaster University, Canada.
    Imms, Christine
    Australian Catholic University, Australia.
    Methods for conceptualising ‘visual ability’ as a measurable construct in children with cerebral palsy2017In: BMC Medical Research Methodology, ISSN 1471-2288, E-ISSN 1471-2288, Vol. 17, no 46Article in journal (Refereed)
    Abstract [en]

    Background: Vision influences functioning and disability of children with cerebral palsy, so there is a growing need for psychometrically robust tools to advance assessment of children’s vision abilities in clinical practice and research. Vision is a complex construct, and in the absence of clarity about this construct it is challenging to know whether valid, reliable measures exist. This study reports a method for conceptualising ‘visual ability’ as a measurable construct. Methods: Using the items from 19 assessment tools previously identified in a systematic review, this study used a two-phase process: first, deductive content analysis linked items to the International Classification of Functioning, Disability and Health - Child and Youth version (ICF-CY), and second, vision-specific ‘Activity’-level items were explored using inductive thematic analysis. Results: The linking and content analysis identified that existing assessment tools are measuring vision across the ICF-CY domains of Body Functions, Activities and Participation, and Environmental and Personal Factors. Items specifically coded to vision at the Activity level were defined as measuring ‘how vision is used’, and these items form the basis of the conceptualisation that ‘visual ability’ is measurable as a single construct. The thematic analysis led to the identification of 3 categories containing 13 themes that reflect a child’s observable visual behaviours. Seven abilities reflect how a child uses vision: responds or reacts, initiates, maintains or sustains looking, changes or shifts looking, searches, locates or finds, and follows. Four interactions reflect the contexts in which a child uses their vision to purposefully interact: watches and visually interacts with people and faces, objects, over distance, and with hands. Finally, two themes reflect a child’s overall use of vision in daily activities: frequency of use, and efficiency of use. Conclusions: This study demonstrates an approach to exploring and explaining a complex topic utilising World Health Organization language and building on existing research. Despite the complexity of vision, the concept of ‘how vision is used’ can be clearly defined as a measurable construct at the Activity level of the ICF-CY. This study has identified observable visual behaviours that may be developed into items assessing how vision is used in daily activities.

  • 37.
    Granlund, Mats
    et al.
    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.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ibragimova, Nina
    Mälardalens högskola.
    ICF-CY som ett stöd i interventionsarbete för barn i behov av AKK2008Conference paper (Other academic)
  • 38.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Arvidsson, Patrik
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Niia, Anna
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Maxwell, Gregor
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eriksson-Augustine, Lilly
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Swedish Institute of Public Health, Östersund.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Differentiating activity and participation of children and youth with disability in Sweden: A third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?2012In: American Journal of Physical Medicine & Rehabilitation, ISSN 0894-9115, E-ISSN 1537-7385, Vol. 91, no 13, p. S84-S96Article in journal (Refereed)
    Abstract [en]

    Objective: This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions.

    Design: Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component.

    Results: Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did.

    Conclusions: The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.

  • 39.
    Johnson, Ensa
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Nilsson, Stefan
    CHILD, Institute of Health and Care Sciences, University of Gothenburg, Gothenburg, Sweden.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eina! Ouch! Eish! Professionals’ perceptions of how children with cerebral palsy communicate about pain in South African school settings: Implications for the use of AAC2015In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 31, no 4, p. 325-335Article in journal (Refereed)
    Abstract [en]

    Most children with severe cerebral palsy experience daily pain that affects their school performance. School professionals need to assess pain in these children, who may also have communication difficulties, in order to pay attention to the pain and support the children’s continued participation in school. In this study, South African school professionals’ perceptions of how they observed pain in children with cerebral palsy, how they questioned them about it and how the children communicated their pain back to them were investigated. Thirty-eight school professionals participated in five focus groups. Their statements were categorized using qualitative content analysis. From the results it became clear that professionals observed children’s pain communication through their bodily expressions, behavioral changes, and verbal and non-verbal messages. Augmentative and alternative communication (AAC) methods were rarely used. The necessity of considering pain-related vocabulary in a multilingual South African context, and of advocating for the use of AAC strategies to enable children with cerebral palsy to communicate their pain was highlighted in this study.

  • 40.
    Klang Ibragimova, Nina
    et al.
    School of Education, Culture and Communication, Mälardalen university.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    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.
    Using content analysis to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health - version for Children and Youth (ICF-CY)2011In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, no 8, p. 728-733Article in journal (Refereed)
    Abstract [en]

    Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health – version for children and youth (ICF-CY).

    Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories “not-definable” and “not-covered”, using coding schemes with mutually exclusive categories.

    Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.

    Conclusion: Content analysis techniques can be applied togetherwith linking rules in order to link texts on assessmentand intervention to the ICF-CY.

  • 41.
    Klang, Nina
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Rowland, Charity
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Fried-Oken, Melanie
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Steiner, Sandra
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    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.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The content of goals in individual educational programs for students with complex communication needs2016In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, no 1, p. 41-48Article in journal (Refereed)
    Abstract [en]

    The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICFCY).

    The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communicationrelated IEP goals with a focus on interaction and participation in school activities.

  • 42.
    Nilsson, Stefan
    et al.
    CHILD, Institute of Health and Care Sciences, University of Gothenburg, Gothenburg, Sweden.
    Johnson, Ensa
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Professionals' perceptions about the need for pain management interventions for children with cerebral palsy in South African school settings2016In: Pain Management Nursing, ISSN 1524-9042, E-ISSN 1532-8635, Vol. 17, no 4, p. 249-261Article in journal (Refereed)
    Abstract [en]

    Pain is common in children with cerebral palsy (CP) and may have negative consequences for children's success in their studies. Research has shown that pain in childhood negatively influences individuals' participation and quality of life in later years. This study investigated how professionals in South African school settings respond to children's need for pain management in an attempt to enable the children to be active participants in school activities, despite their pain. The study was descriptive and followed a qualitative design (i.e., focus group interviews with semistructured questions and a conventional content analysis). Five government schools for children with special education needs in South Africa's Gauteng province participated. Participants/Subjects: Thirty-eight professionals who represented eight professions. Professional statements on the topic were collected from five focus group sessions conducted during one week. Qualitative content analysis of the data was performed. Similar statements were combined, coded, and sorted into main categories and subcategories. The analysis identified three main categories for pain management: environmental, treatment, and support strategies. In addition, four groups of statements emerged on how contextual factors might affect pain in children with CP and their participation in school settings. It is important to train professionals in pain management and to implement structured models for pain prevention and management to ensure that best practices are adhered to for children with CP who suffer from acute or chronic pain.

  • 43. Pless, M
    et al.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, 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.
    Validity and feasibility in the ICF-model2007In: Paper presented at the 5th Nordic-Baltic Conference on ICF, 4-5 June, 2007, Oslo, Norway, 2007Conference paper (Other academic)
  • 44.
    Pless, Mia
    et al.
    Mälardalens högskola, Institutionen för vård- och folkhälsovetenskap .
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Hälsoklassifikationen ICF: varför, när och hur?2008In: Fysioterapi, ISSN 1653-5804, no 1, p. 38-43Article in journal (Other academic)
  • 45.
    Pless, Mia
    et al.
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Översikt över ICF2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, p. 37-52Chapter in book (Other academic)
  • 46.
    Pless, Mia
    et al.
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    Att koda enligt ICF2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, p. 111-128Chapter in book (Other academic)
  • 47.
    Pless, Mia
    et al.
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    ICF som klassifikation2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, p. 53-70Chapter in book (Other academic)
  • 48.
    Pless, Mia
    et al.
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Klang, Nina
    School of Education, Culture and Communication, Mälardalen university.
    ICF som tankemodell. 2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, 1, p. 19-36Chapter in book (Other academic)
  • 49.
    Pless, Mia
    et al.
    Uppsala university, Department of Public Health and Caring Sciences.
    Ibragimova, Nina
    Mälardalen university, School of Education, Culture, and Communication.
    Adolfsson, Margareta
    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.
    Evaluation of in-service training in using the ICF and ICF version for children and youth2009In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 41, no 6, p. 451-458Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE:

    To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY).

    DESIGN:

    Quasi-experimental with a questionnaire prior to training and another one year after training.

    METHODS:

    Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks.

    RESULTS:

    The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework.

    CONCLUSION:

    It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.

  • 50.
    Simmeborn Fleischer, Ann
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Adolfsson, Margareta
    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.
    Students with disabilities in higher education - perceptions of support needs and received support: a pilot study2013In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 36, no 4, p. 330-338Article in journal (Refereed)
    Abstract [en]

    Students with disabilities in higher education frequently need support to succeed in their studies. Perceived problems in managing studies and everyday life may be the same for students with different disabilities although the reasons for support may vary between them. In this pilot study, a questionnaire aimed to survey everyday functioning in students with disabilities was tested. Thirty-four students with Asperger syndrome (AS), motor disabilities or deafness/hearing impairments were asked 55 close- and open-ended questions regarding participation restrictions and available support programmes. One aim was to test the usefulness of the questionnaire. Another aim was to identify students’ perceptions of their everyday student-life and the support they are offered, with a special focus on comparing perceptions of needs and support between student with AS and the other student groups. The results indicate the need to plan recruitment of participants carefully and that the questionnaire was useful. The descriptive analyses conducted, indicated that the groups primarily reported the same difficulties, but the open-ended comments indicated that the reasons for the problems vary between the groups. It indicates that likert type responses to questions concerning perceived difficulties need to be supplemented by open-ended questions concerning perceived reasons to problems.

1 - 50 of 50
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