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  • 151.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Eriksson, Lilly
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Ylvén, Regina
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Utility of international classification of functioning, disability and health's participation dimension in assigning ICF codes to items from extant rating instruments2004Inngår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 36, nr 3, s. 130-137Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objectives: Firstly to investigate the utility of the International Classification of Functioning, Disability and Health's (ICF's) participation dimension when items from extant questionnaires focusing on participation were assigned to ICF codes on an item-by-item basis; and, secondly, to conduct a preliminary investigation of the theoretical assumption expressed in ICF that ICF's environment component interacts with body function and participation components. 

    Design: A person-based, descriptive study. 

    Subjects: The sample comprised students with disabilities (n = 448), their parents/relatives ( n = 414), their teachers/managers (n = 418) and special education consultants (n = 110). 

    Methods: Items from original surveys were used. Participation of students with disabilities: a survey of participation in school activities, The Arc's Self-Determination Scale, Perceived interaction-questionnaire, Environments survey, The Abilities Index. Data were analysed with the help of ANOVA, Scheffe pair-wise comparisons, correlation analysis and cluster analysis. 

    Results: The study partly confirmed the utility of ICF participation dimension in assigning codes to items from extant instruments. Moderate statistical correlations between participation chapters and between items from different ICF dimensions were found. Cluster analysis resulted in groups with participation patterns not related to type of disability. 

    Conclusion: Items from extant instruments can be assigned to ICF participation codes, but further item analyses and a more extensive questionnaire base are needed.

  • 152.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Göransson, K
    Hansson, B
    Wennerström, K
    Evidensbaserad pedagogik: tre systematiska litteraturöversikter2005Rapport (Annet vitenskapelig)
  • 153.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Haglund, L
    Lewin, B
    Sandlund, M
    Egenbedömning av delaktighet enligt ICF2004Rapport (Annet vitenskapelig)
  • 154.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Imms, Christine
    Brooks, Rob
    Hwang, Ai-Wen
    Supporting mental health in children and youth with disabilities2019Konferansepaper (Fagfellevurdert)
  • 155.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Lillvist, Anne
    School of Education, Culture and Communication, Mälardalen University.
    Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis2015Inngår i: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018 (Print), 2329-7026 (Online), Vol. 2, nr 2, s. 126-135Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article analyses the conceptualisation of mild intellectual disability and developmental delay in young children in Sweden, particularly in regard to children's participation and possible stigmatisation in preschool. A diagnosis of intellectual disability is more likely to ensure that preschool staff received targeted external support. However, children with or without a diagnosis can exhibit the same functional problems. Current research in the area suggests that a diagnosis itself will not guarantee that external support is provided for the child. Nor does a diagnosis always lead to stigmatisation. Research indicates that the manner in which special support is delivered may contribute to stigmatisation. The current provision of special support can mean that a child does not participate in the same activities as other children, when ideally special support should facilitate participation in the same activities as others. Other means to identify children for targeted support may be necessary in order to provide targeted services earlier.

  • 156.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Olsson, C
    Efficacy of communication intervention for presymbolic communicators1999Inngår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 15, nr 1, s. 25-37Artikkel i tidsskrift (Fagfellevurdert)
  • 157.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Olsson, C
    Familjen och habiliteringen1998Rapport (Annet vitenskapelig)
  • 158.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Olsson, C
    Investigating communicative functions in profoundly retarded persons: A comparison of two methods of obtaining information about communicative behaviors1993Inngår i: Mental Handicap Research, ISSN 0952-9608, nr 6, s. 50-68Artikkel i tidsskrift (Fagfellevurdert)
  • 159.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Olsson, C
    Andersson, M
    von Dardel, T
    Parents, group-home staff and school staff working together around children with profound multiple disabilities1990Inngår i: British Journal of Mental Subnormality, ISSN 0374-633X, Vol. XXXVI, s. 37-52Artikkel i tidsskrift (Fagfellevurdert)
  • 160.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Olsson, C
    Karlan, G
    Investigating the Relationships among Motor Ability, Cognitive Ability and Communication of Persons with Profound Mental Retardation1991Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 35, nr 1, s. 31-55Artikkel i tidsskrift (Fagfellevurdert)
  • 161.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Roll-Pettersson, L
    The perceived needs of support of parents and classroom teachers: a comparison of needs in two microsystems2001Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 16, nr 3, s. 225-244Artikkel i tidsskrift (Fagfellevurdert)
  • 162.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Sandell, C
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Ekokulturell intervju: en pilotstudie1998Rapport (Annet vitenskapelig)
  • 163.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Steensson, A-L
    Sundin, M
    Olsson, C
    Inservice training in collaborative problem solving and goal setting for special education teacher consultants working with profoundly impaired persons1992Inngår i: British Journal of Mental Subnormality, ISSN 0374-633X, Vol. XXXVIII, s. 94-113Artikkel i tidsskrift (Fagfellevurdert)
  • 164.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Steénsson, A-L
    Klasslärare och konsulenter arbetar tillsammans: en studie av samarbetsformer, beslutsprocess och tillfredsställelse med service1999Inngår i: Elever med flera funktionsnedsättningar i särskolan: utbildningens effekter och effektivitet, Stockholm: Stiftelsen Ala , 1999Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 165.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Steénsson, A-L
    Vad kännetecknar effektiva team?1999Inngår i: En friare skola: om styrning och ledning av den lokala skolan, Lund: Studentlitteratur , 1999, s. 211-226Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 166.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Ström, E
    Olsson, C
    Iconicity and productive recall of a selcted sample of signs from signed swedish1989Inngår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 5, nr 3, s. 173-182Artikkel i tidsskrift (Fagfellevurdert)
  • 167.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Sundin, M
    Funktionalitet i mål och metoder1999Inngår i: Elever med flera funktionsnedsättningar i särskolan: utbildningens effekter och effektivitet, Stockholm: Stiftelsen Ala , 1999Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 168.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Terneby, J
    Olsson, C
    Creating communicative opportunities through a combined in-service training and supervision package1992Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 7, nr 3, s. 229-252Artikkel i tidsskrift (Fagfellevurdert)
  • 169.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Terneby, J
    Olsson, C
    Subject Characteristics and the communicative environment of profoundly retarded adults1992Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 36, nr 4, s. 323-338Artikkel i tidsskrift (Fagfellevurdert)
  • 170.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, J
    Studying interaction between children who do not use symbols in interaction and their parents within the family system: methodological challenges2006Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 28, nr 3, s. 175-182Artikkel i tidsskrift (Fagfellevurdert)
  • 171.
    Green, Dido
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Trejo, Karina
    Augustine, Lilly
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björk, Eva
    Participatory profiles of children and adolescents with cerebral palsy: With and without mental health issues2019Konferansepaper (Fagfellevurdert)
  • 172.
    Gustafsson, Berit M.
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Psychiatric Clinic, Högland Hospital, Division of Psychiatrics and Rehabilitation/Region Jönköping, Sweden.
    Danielsson, Henrik
    Swedish Institute for Disability Research and Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Department of Special Education, Oslo University, Norway.
    Gustafsson, Per A.
    Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Linköping University, Sweden.
    Proczkowska, Marie
    Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Linköping University, Sweden.
    Hyperactivity precedes conduct problems in preschool children: a longitudinal study2018Inngår i: BJPsych Open, E-ISSN 2056-4724, Vol. 4, nr 4, s. 186-191Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    Externalising problems are among the most common symptoms of mental health problems in preschool children.

    Aims

    To investigate the development of externalising problems in preschool children over time, and the way in which conduct problems are linked to hyperactivity problems.

    Method

    In this longitudinal study, 195 preschool children were included. Latent growth modelling of conduct problems was carried out, with gender and hyperactivity at year 1 as time-invariant predictors.

    Results

    Hyperactivity was a significant predictor for the intercept and slope of conduct problems. Children with more hyperactivity at year 1 had more conduct problems and a slower reduction in conduct problems. Gender was a significant predictor for the slope of conduct problems.

    Conclusions

    Children with more initial hyperactivity have less of a reduction in conduct problems over time. It is important to consider the role of hyperactivity in studies of the development of conduct problems.

  • 173.
    Gustafsson, Jan-Eric
    et al.
    Göteborgs universitet.
    Allodi Westling, Mara
    Stockholms universitet, Specialpedagogiska institutionen.
    Alin Åkerman, Britta
    Stockholms universitet, Specialpedagogiska institutionen.
    Eriksson, Charli
    Örebro universitet.
    Eriksson, Lilly
    Folkhälsoinstitutet.
    Fischbein, Siv
    Stockholms universitet, Specialpedagogiska institutionen.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete.
    Gustafsson, Per
    Linköpings universitet.
    Ljungdahl, Sophia
    Folkhälsoinsitutet.
    Ogden, Terje
    Universitetet i Oslo.
    Persson, Roland S.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    School, Learning and Mental Health: A systematic review2010Rapport (Annet vitenskapelig)
    Abstract [sv]

    Rapporten presenterar resultaten från en systematisk översikt av forskning om skola, lärande och barns psykiska hälsa. Kungliga Vetenskapsakademiens Hälsoutskottet har givit uppdraget att genomföra en sådan översikt till en arbetsgrupp som har arbetat med uppdraget från hösten 2008 till mars 2009.

    Det första syftet med översikten är att genomföra en kartläggning av forskning inom det breda fält som behandlar frågor om skola, lärande och barns och ungdomars psykiska hälsa. Det andra syftet är att genomföra en narrativ syntes av forskning som undersökt orsaksförhållanden mellan psykisk hälsa å ena sidan och skolresultat och lärande å den andra sidan. Det tredje syftet är att redovisa resultat från forskning som har studerat svenska barns och ungdomars erfarenheter och upplevelser av skola och undervisningssituationer. För att uppnå de första två syftena genomfördes systematiska litteratursökningar i bibliografiska databaser av artiklar publicerade i vetenskapliga internationella tidskrifter inom olika discipliner. Det tredje syftet undersöktes med litteratursökningar av kvalitativa svenska studier i bibliografiska databaser.

    Slutsatser

    På grundval dels av kartläggningen av forskning om skola, lärande och psykisk hälsa, dels av de två fördjupade översikterna kan följande slutsatser dras:

    • Omfattningen av forskning som undersöker relationerna mellan olika aspekter av skola och psykisk hälsa är begränsad och i synnerhet gäller detta forskning som undersöker organisationsfaktorer och undervisnings-faktorer, aktiviteter, läroplaners utformning, resurser, specialpedagogiskt stöd, och olika former av betyg och bedömning.

    • Tidiga svårigheter i skolan och i synnerhet läs- och skrivsvårigheter kan orsaka internaliserande och externaliserande psykiska problem.

    • Svårigheter i skola och psykiska problem tenderar att vara stabila över tid.

    • Skolrelaterade hälsoproblem tenderar att minska när eleverna börjar på gymnasiet och får tillgång till nya områden av aktiviteter, roller och valmöjligheter.

    • Att genomföra stora ansträngningar utan att detta leder till resultat är relaterat till utveckling av depression.

    Problem i skolan med skolresultat och prestationer orsakar inter-naliserande symptom för flickor under tonåren.

    • Det finns samband mellan olika typer av psykiska problem och de är också relaterade till ett brett spektrum av somatiska och psykosomatiska symptom.

    • Internaliserande och externaliserande psykiska problem har negativa effekter på skolprestationer genom mekanismer som är delvis ålders- och genusspecifika.

    • Kompetenser och prestationer i skolan är relaterade till psykisk hälsa.

    • Goda resultat i skolan har en positiv effekt på självuppfattning.

    • En god självuppfattning bidrar inte direkt till bättre resultat, men andra faktorer som är relaterade till självuppfattning (motivation och upplevd inre/yttre kontroll) påverkar lärande och resultat

    • Relationer med klasskamrater och lärare bidrar till processer som kopplar skolmisslyckande till psykisk ohälsa. Relationer med kamrater och lärare kan också skydda mot utvecklingen av psykiska problem.

    • Jämförelser med klasskamrater påverkar självuppfattningen, med effekter som varierar beroende på gruppsammansättning och typ av skola.

  • 174.
    Ho, Pei-Chi
    et al.
    Department of Pediatric Orthopedics, Chang Gung Memorial Hospital, Tao-Yuan, Taiwan.
    Chang, Chia-Hsieh
    Department of Pediatric Orthopedics, Chang Gung Memorial Hospital, Tao-Yuan, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hwang, Ai-Wen
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    The relationships between capacity and performance in youths with cerebral palsy differ for GMFCS levels2017Inngår i: Pediatric Physical Therapy, ISSN 0898-5669, E-ISSN 1538-005X, Vol. 29, s. 23-29Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: To examine change in, and longitudinal relationships between motor capacity and activity performanceacross the Gross Motor Function Classification System (GMFCS).

    Methods: Ninety-two youths withcerebral palsy were examined at 2 time points, 1 year apart, using the Gross Motor Function Measure–66(GMFM-66) for motor capacity, and the Chinese version of the Activities Scale for Kids-Performance Version(ASKp-C) for activity performance. The score changes and capacity-to-performance/performance-to-capacitypathways were explored across GMFCS levels.

    Results: The GMFM-66 scores declined over time in GMFCSlevels IV-V while ASKp-C scores increased in GMFCS level I. The correlations for both pathways in GMFCSlevels I, III, and IV-V were significant with a higher correlation for performance-to-capacity pathway inGMFCS levels IV-V.

    Conclusions: Longitudinal changes in and relationships between capacity and performancediffer between GMFCS levels. The opportunities to perform activities need to be emphasized in GMFCS levelsIV-V.

  • 175.
    Huus, Karina
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Bornman, J.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Lygnegård, Frida
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Human rights of children with intellectual disabilities: comparing self-ratings and proxy ratings2015Inngår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 41, nr 6, s. 1010-1017Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    A child rights-based approach to research articulates well with Article 12 of the United Nations Convention on the Rights of the Child (CRC) and highlights the importance and value of including children's own views about aspects that concern them. The aim of this study is to compare children with intellectual disability's own ratings (as self-raters) to those of their primary caregivers (as proxy raters) regarding human rights of children. The study also aims to establish whether there is an inter-rater agreement between the self-raters and proxy raters concerning Maslow's hierarchy of needs.

    Method

    This study is nested in a larger study examining the human rights of children with intellectual disability in South Africa. In total, 162 children with intellectual disability from 11 schools across three provinces and their primary caregivers participated by answering parts of a Children'sRightsQuestionnaire (CRQ) developed by the researchers based on the United Nation's CRC. We compared the answers for six questions in the questionnaire that were addressed to self-raters (children) and proxy raters (primary caregivers) in the same way.

    Results

    Questions regarding basic needs, such as access to clean water or whether the child had food to eat at home, were answered similarly by self-raters and proxy raters. Larger differences were found when self-raters and proxy raters were asked about whether the child had things or friends to play with at home. Socio-economic variables seemed to affect whether self-raters and proxy raters answered similarly.

    Conclusion

    The results underscore the importance of promoting children's rights to express themselves by considering the opinions of both the children as self-raters and their primary caregivers as proxy raters – not only the latter. The results indicate that it is especially important to include children's own voices when more complex needs are surveyed. Agreement between self- and proxy ratings could be affected by socio-economic circumstances.

  • 176.
    Huus, Karina
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Olsson, Lena M.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Elgmark Andersson, Elisabeth
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Kristianstad University.
    Perceived needs among parents of children with a mild intellectual disability in Sweden2017Inngår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 19, nr 4, s. 307-317Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Parents of children with a mild intellectual disability experience more distress and require more support than other parents. The aim was to investigate the perceived family needs of parents of children with an MID and to investigate the relationship between parents’ perceived self-efficacy in their parental role and in collaborating with professionals as well as with their perceived needs for support. Interviews were based on questionnaires to the parents of 38 children. The results revealed that parents perceived need for information, respite, and venues in which to meet other parents in similar situations. The informational needs were related to parental self-efficacy and obtaining support. A lower need for information was related to higher perceived control over services. In conclusion, it appears that professionals need to work to strengthen parents’ ability to ask for support and to express the needs. Well-informed parents will develop stronger parental self-efficacy and perceived control over services.

  • 177. Hwang, Ai-Wen
    et al.
    Hsieh, Yu-Hsin
    Kang, Lin-Ju
    Kwok, HsinYi
    Lee, Fu-Shiuan
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hemmingsson, Helena
    Hsu, Yu-Wei
    Developing a service protocol for learning to use the eye-gaze assistive technology in children and youth with severe disabilities and complex communication needs2019Konferansepaper (Fagfellevurdert)
  • 178.
    Hwang, Ai-Wen
    et al.
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    Liao, Hua-Fang
    The School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Simeonsson, Rune J.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. University of North Carolina at Chapel Hill, USA.
    Kang, Lin-Ju
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    Pan, Yi-Ling
    Division of Physical Therapy, Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan.
    Linkage of ICF-CY codes with environmental factors in studies of developmental outcomes of infants and toddlers with or at risk for motor delays2014Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, nr 2, s. 89-104Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Purpose: Environmental variables have been explored in studies of the development of young children with motor delays. Linking environmental variables to the International Classification of Functioning, Disability and Health – Children and Youth (ICF-CY), environmental factors (EFs) categories can provide a common language for documenting their contribution to developmental outcomes. This review of studies aimed to (1) link EFs for developmental outcomes in infants with or at risk for motor delays to ICF-CY categories and (2) synthesize the influences of EFs (with ICF-CY linkage) on developmental outcomes.

    Method: A systematic literature search was performed of multiple databases. After applying selection criteria, environmental variables in 28 articles were linked to ICF-CY categories and underwent qualitative synthesis.

    Results: Results indicated that physical environmental variables could be linked successfully to ICF-CY EFs categories, but not social environmental variables. Multiple environmental variables were associated with motor and other developmental outcomes.

    Conclusion: Difficulties in linking social factors to ICF-CY categories indicate that additional EFs codes may need to be considered in the ICF-CY revision processes. The review provides empirical data on relationships between EFs and developmental outcomes in children with or at risk for motor delay.

  • 179.
    Hwang, Ai-Wen
    et al.
    Chang Gung University, Tao-Yuan, Taiwan.
    Yen, Chia-Feng
    Tzu Chi University, Hualien, Taiwan.
    Liou, Tsan-Hon
    Taipei Medical University, Taipei, Taiwan.
    Bedell, Gary
    Tufts University, Medford, MA, USA.
    Granlund, Mats
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Teng, Sue-Wen
    Ministry of Health and Welfare, Taipei, Taiwan.
    Chang, Kwang-Hwa
    Taipei Medical University, Taipei, Taiwan.
    Chi, Wen-Chou
    Chungshan Medical University, Taichung, Taiwan.
    Liao, Hua-Fang
    National Taiwan University, Taipei, Taiwan.
    Development and validation of the ICF-CY-Based Functioning Scale of the Disability Evaluation System – Child version in Taiwan2015Inngår i: Journal of the Formosan Medical Association, ISSN 0929-6646, E-ISSN 1876-0821, Vol. 114, nr 12, s. 1170-1180Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background/Purpose: The International Classification of Functioning, Disability, and Health-Children and Youth version (ICF-CY) depicts human functioning [body functions (b), structures (s), and activities and participation (d) components] as the product of the interaction between health conditions and contextual factors [environmental factors (e) and personal factors]. In Taiwan, testers use the Functioning Scale of the Disability Evaluation System-Child version (FUNDES-Child) to collect information related to b, d, and e for children aged 6.0-17.9 years in the Disability Eligibility System (DES). The purpose of this study was to examine the content and construct validity of the FUNDES-Child.

    Methods: We developed the FUNDES-Child through translating the existing questionnaires, cross-cultural adaptation, expert consensus, and field tests. Consensus meetings were conducted to link items from the FUNDES-Child to ICF-CY codes. To investigate construct validity, we examined associations among scores from the FUNDES-Child that reflected ICF-CY chapter-linked components.

    Results: The FUNDES-Child items were successfully linked to all nine d-, five b-, and four e-chapters of the ICF-CY. Moderate correlations were found between scores that were expected to be related to specific chapters in the b, d, and e components. The scores of the b-chapters had stronger relationships with the d independence scores, while attitudes of others (e4) had stronger relationships with the d participation frequency scores.

    Conclusion: The FUNDES-Child had acceptable content validity and construct validity in the DES. The associations found among the ICF-CY chapter scores provided a model for investigating the impact of body functions and environmental factors on children's activities and participation.

  • 180. Ibragimova, N
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    WHO’s ICF in evaluation of a staff-focused intervention2006Inngår i: Proceedings from the 12th Isaac research conference, Düsseldorf, August, 2006Konferansepaper (Annet vitenskapelig)
  • 181.
    Ibragimova, Nina
    et al.
    Department for Education, Culture and Communication, Mälardalen University, Västeras, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Field trial of the ICF version for children and youth (ICF-CY) in Sweden: Logical coherence, developmental issues and clinical use2009Inngår i: Developmental Neurorehabilitation, ISSN 1751-8423, Vol. 12, nr 1, s. 3-11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Introduction: For ICF-CY to be used in clinical practice several issues have to be resolved concerning the logical coherence in the model, developmental and functional issues as well as clinical feasibility. Purpose: The aim is to investigate feasibility of ICF-CY as expressed by ICF-CY questionnaires in assessment prior to intervention. Methods: One hundred and thirty-nine professionals working with intervention for children with disabilities used ICF-CY questionnaires in assessment. The professionals rated and commented on the feasibility of ICF-CY and ICF-CY questionnaire. Logical coherence, developmental issues and clinical use were investigated. Results: The logical coherence on component level was good (KMO = 0.126, p < 0.005). To investigate developmental and functional issues in the model children, four age groups were compared with the help of one-way ANOVA. Significant differences were found between children younger than 3 and children 3-6 and 7-12 in four chapters in the component Activities/Participation. Professionals consider that ICF-CY is feasible in intervention but experience difficulties when using the components and qualifiers in the ICF-CY and suggest changes. Discussion: ICF-CY as expressed in ICF-CY questionnaires is a feasible tool in assessment and intervention. However, several issues can be developed and discussed to facilitate implementation of ICF-CY in clinical practice.

  • 182.
    Ibragimova, Nina
    et al.
    Mälardalens Högskola.
    Pless, Nina
    Mälardalens Högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The utility of ICF for describing interaction in non-speaking children with disabilities: Caregiver ratings and perceptions2007Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 29, nr 22, s. 1689-1700Artikkel i tidsskrift (Fagfellevurdert)
  • 183.
    Imms, Christine
    et al.
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Adair, Brooke Adair
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Keen, Deb
    Autism Centre of Excellence, Griffith University, Mt Gravatt, Qld, Australia.
    Ullenhag, Anna
    Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Rosenbaum, Peter
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities2016Inngår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 58, nr 1, s. 29-38Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Aim

    Improving participation of children with disabilities is a priority; however, the participation construct lacks clarity. This systematic review investigated how researchers defined ‘participation’ and the language used in participation intervention research.

    Method

    Nine health and education databases were searched for intervention studies of children with disabilities that included a participation outcome. Quantitative data were extracted using a customized form, and participation text data were extracted verbatim. Themes were derived using a thematic coding approach. These participation themes were applied to the outcome measures used in the included studies to compare participation language with the methods used to quantify participation changes.

    Results

    Of the 2257 articles retrieved, 25 were included in this review. Five participation themes and nine subthemes were developed. Two themes, attendance and involvement, were directly related to the participation construct. Three additional themes described related concepts: preferences, activity competence, and sense of self.

    Interpretation

    Attendance and involvement seem to describe the essence of the participation concept. The related themes may provide important avenues to enhance participation outcomes. This review highlighted the need for researchers to define the construct under investigation clearly and select measures carefully, as measurement choice is the mechanism through which the concept is operationalized in research.

  • 184.
    Imms, Christine
    et al.
    Australian Catholic University, Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation: Are we there yet...2014Inngår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 61, nr 5, s. 291-292Artikkel i tidsskrift (Annet vitenskapelig)
  • 185.
    Imms, Christine
    et al.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilson, Peter H.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Steenbergen, Bert
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Rosenbaum, Peter L.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Gordon, Andrew M.
    Cerebral Palsy Research Centre, Teachers College, Columbia University, New York, NY, USA.
    Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability2017Inngår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 59, nr 1, s. 16-25Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    This review outlines a conceptual approach to inform research and practice aimed at supporting children whose lives are complicated by impairment and/or chronic medical conditions, and their families. ‘Participation’ in meaningful life activities should be an essential intervention goal, to meet the challenges of healthy growth and development, and to provide opportunities to help ensure that young people with impairments reach their full potential across their lifespan. Intervention activities and research can focus on participation as either an independent or dependent variable. The proposed framework and associated hypotheses are applicable to children and young people with a wide variety of conditions, and to their families. In taking a fresh ‘non-categorical’ perspective to health for children and young people, asking new questions, and exploring issues in innovative ways, we expect to learn lessons and to develop creative solutions that will ultimately benefit children with a wide variety of impairments and challenges, and their families, everywhere.

  • 186.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Patterns of time processing ability in children with and without developmental disabilities2010Inngår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 23, nr 3, s. 250-262Artikkel i tidsskrift (Fagfellevurdert)
  • 187. Janeslätt, Gunnel
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, A
    Development of a new assessment of time processing ability in children using Rasch analysis2008Inngår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 34, nr 6, s. 771-780Artikkel i tidsskrift (Fagfellevurdert)
  • 188.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Children with and without developmental disabilities: Assessment of daily time management and time processing ability2011Inngår i: Time management / [ed] Varga, Anna P., New York: Nova Science Publishers , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 189.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Measurement of time processing ability and daily time management in children with disabilities2009Inngår i: Disability and Health Journal, Vol. 2, nr 1, s. 15-19Artikkel i tidsskrift (Fagfellevurdert)
  • 190.
    Janeslätt, Gunnel
    et al.
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Sweden.
    Kottorp, Anders
    Department NVS, Division of Occupational Therapy, Karolinska Institutet, Huddinge, Sweden and Zurich University of Applied Sciences, Institute of Occupational Therapy.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Evaluating intervention using time aids in children with disabilities2014Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, nr 3, s. 181-190Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: The aim of this study was to evaluate complex intervention using time aids for children with intellectual and developmental disabilities who exhibit limitations in daily time management.

    Methods: Participating children (n = 47) (F17/M30) were aged 6–11 with ADHD, autism spectrum disorders, mild or moderate intellectual disability, spina bifida, and cerebral palsy. This study used a Randomized Block and Waiting List control group design, with 25 children allocated to control and 22 to intervention group. In total 10 children (21.3%), five from each group, dropped out, leaving 37 children in the data analysis.

    Results: Children in both groups gained significantly in time-processing ability between the first and second data collection, but the children in the intervention group improved time-processing ability significantly more than controls. The control group also displayed significant changes after receiving intervention between the second and third data collection. The intervention had a large effect (ES Cohen's d = 0.81) on time-processing ability and a medium effect (ES Cohen's d = 0.68) on managing one's time.

    Conclusions: This study provides preliminary evidence that time-processing ability and managing one's time can be improved by intervention using time aids in children with intellectual and developmental disabilities, supporting the need to consider time aids in intervention in these children.

  • 191.
    Janeslätt, Gunnel
    et al.
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
    Wallin, Sara W.
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years – A cluster randomised trial2019Inngår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 66, nr 1, s. 110-120Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background/aim

    Difficulties with management of time are frequently observed in children and youth with intellectual disabilities (IDs). The aim of this study was to evaluate a new intervention programme ‘My Time’ to improve time‐processing ability (TPA) in children with IDs aged 10–17 years (n = 61).

    Methods

    Cluster randomised and waiting‐list control group design was used. Data collection included the Kit for assessment of TPA, the Time‐Parent scale and a self‐rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8‐week period. Effect size (ES) was calculated and an analysis of covariance on the individual level and a two‐stage process on the cluster level.

    Results

    The estimated mean improvement in the KaTid‐Child score from baseline (t1) to t2 was significantly higher in the intervention group compared to the waiting‐list group, ES Cohen's d = 0.64.

    Conclusion

    The results present first evidence of the effectiveness of a new occupational therapy intervention programme (‘My Time’) to facilitate TPA in children with mild to moderate IDs. Children with IDs aged 10–17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time‐assistive devices. Children with IDs should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.

  • 192. Kang, Lin-Ju
    et al.
    Lin, Pei-Yi
    Hwang, Ai-Wen
    Chiu, Ya-Lan
    Sung, Wen-Hsu
    Imms, Christine
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Development of a mobile application of the "Picture My Participation-Chinese Version" (PMP-C App) for children with disabilities in Taiwan2019Konferansepaper (Fagfellevurdert)
  • 193.
    Karlsson, Maria
    et al.
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Changing services to children with disabilities and their families through in-service training: is the organisation affected?2008Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 23, nr 3, s. 207-222Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Professional development in family‐centred services was given to professionals supporting children with disabilities and their families with the purpose to influence ways to perform working tasks. Is it possible to change ways of working through in‐service training? In order to find answers to that question perceptions of in‐service training at different organisational levels were collected by interviews. Ways to perform working tasks were investigated by self‐reported ratings on questionnaires. What kind of change the teams experienced was analysed through written assignments at the end of professional development. The study builds on a longitudinal design. Watzlawick and co‐workers identified orders of change to analyse perceptions of, and changes following, professional development. The findings reveal that participants at different levels of the organisation have similar perceptions of the in‐service training. They are described more in depth by participants within the organisation, rather than the ones outside (parents and managers), who describe the consequences of the professional development rather than the professional development process. After professional development, the family approach has been adopted among most professionals; for example, are assessment tools and model for habilitation plans which were presented in the professional development used afterwards in everyday work? This implies a second‐order change. However, some professionals do claim that the family‐centred way of working is nothing new to them, which corresponds to a first‐order change. Professional development in conjunction with resources for implementing change after professional development are therefore seen as factors that facilitate second‐order change.

  • 194.
    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
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, 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)2011Inngår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, nr 8, s. 728-733Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 195.
    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
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The content of goals in individual educational programs for students with complex communication needs2016Inngår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, nr 1, s. 41-48Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 196. Larsson, J-O
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Lichenstein, P
    Malmberg, K
    Edbom, T
    Attention Deficit Hyperactive Disorder and sense of coherence in teenagers: a prospective study2007Inngår i: ESCAP, August, Italy, Florence, 2007Konferansepaper (Annet vitenskapelig)
  • 197.
    Liao, Hua-Fang
    et al.
    National Taiwan University, Taiwan.
    Hwang, Ai-Wen
    Chang Gung University, Taiwan.
    Kang, Lin-Ju
    Chang Gung University, Taiwan.
    Liao, Ya-Tzu
    Chang Gung University, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Simeonsson, Rune J.
    University of North Carolina at Chapel Hill, USA.
    Development of the FUNDES-Child and its implications for the education of Taiwanese children2018Inngår i: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2018, s. 85-110Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Children and youth with special needs from age two to 18 years in Taiwan receive evaluation and services from both the Ministry of Health and Welfare and the Ministry of Education based on the People with Disabilities Rights Protection Act (Ministry of Health and Welfare, 2007) and the Special Education Act (Ministry of Education, 2014). On the basis of the earlier two acts, those children could apply for Disability Identification to receive related services, which are provided by the local social welfare department, and could also apply for special education services provided by the local educational department if they are going to attend preschool or higher-level school (both public and private). Special education placements range widely, from inclusion in regular classes in school to segregated setting in special education schools.

  • 198.
    Liao, Ya-Tzu
    et al.
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Hwang, Ai-Wen
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Liao, Hua-Fang
    The School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Kang, Lin-Ju
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Taiwan.
    Understanding the participation in home, school, and community activities reported by children with disabilities and their parents: A pilot study2019Inngår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, nr 12, artikkel-id 2217Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Participation has significant impact on children’s health and well-being. Knowledge is limited on how children with disabilities perceive their participation and whether their perceptions differ from their parents. This pilot study aimed to explore whether self-reported frequency of participation and prioritized activities differ between children with disabilities and their parents. Thirty children with disabilities eligible for special education in elementary school and their parents were included. Each of them were interviewed with the Chinese version of Picture My Participation (PMP), separately, to identify the child’s participation frequency in 21 activities at home, school, and community, desire-to-change activities, and the level of involvement in these activities. The results indicated that children’s ratings of participation frequency were significantly lower than parents’ ratings in home activities but not in school and community activities, as analyzed by the Wilcoxon Signed Ranked test. Nineteen (63%) child–parent pairs had selected entirely different items as their desire-to-change activities. Children selected the activities that they were somewhat to very involved in; while parents selected the activities they thought their children were less involved in. Our findings suggest that children with disabilities had unique views on life and this should be supported in their health care and individualized education plans.

  • 199.
    Lidström, Helene
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hemmingsson, Helena
    Linköping University.
    Use of ICT in school: a comparison between students with and without physical disabilities2012Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, nr 1, s. 21-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition, positive factors associated with in-school computer use are identified for students with physical disabilities. The method adopted was a cross-sectional survey about computer-based activities in school among students with physical disabilities (n = 287); including those who used (n = 127) and those who did not use (n  = 160) a computer-based ATD in school (mean age 13 years 6 months). Group comparisons were made with students from the general population (n  = 940). The results showed that the most frequent computer users were students with physical disabilities, who used a computer-based ATD daily. However, when considered as a group, students with physical disabilities used the computer for less varied educational activities than the reference group. Four factors had a positive association to ‘participation in computer activities in school’ for students with physical disabilities: attending a mainstream school, the students’ age (notably, being 16–18 years old), using a computer often in school, and the teachers using a computer frequently in teaching. The present study concludes that, regardless of whether they use a computer-based ATD or not, students with a physical disability have restricted participation in some computer-based educational activities in comparison to students from the general population. An individual plan could be beneficial for each student to: focus on the aim of the computer use; examine the students’ needs in terms of computer-based ATDs and their inclusion in education; and ensure that the students’ digital skills are fully utilised.

  • 200.
    Lillvist, Anne
    et al.
    Mälardalens högskola, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Preschool children in need of special support: prevalence of traditional disability categories and functional difficulties2010Inngår i: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 99, nr 1, s. 131-134Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1–6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context.

    Method: Survey distributed to (N = 1138) preschools in two Swedish counties.

    Results:The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers.

    Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.

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