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  • 201.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Parsons, Richard
    School of Occupational Therapy and Social Work and Curtin Innovation Research Institute, Curtin University Perth, WA, Australia.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Looking through the Same Eyes?: Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?2012In: Autism Research and Treatment, ISSN 2090-1925, E-ISSN 2090-1933, Vol. 2012, p. 1-13Article in journal (Refereed)
    Abstract [en]

    To create an inclusive classroom and act accordingly, teachers’ understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers’ professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers’ ratings of their students with ASCs’ perception of participation matched with the students’ own ratings. Furthermore, possible correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers’ ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers’ and students’ ratings were moderate to high, and the ability to attune to the students’ perception of participation was not affected by the presence of a support-staff. The teachers’ personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers’ understandings of the students with ASCs’ perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC.

  • 202.
    Falkmer, Marita
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Stuart, G
    Danielsson, H
    Brahm, S
    Lönebrink, M
    Falkmer, Torbjörn
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Rehabilitation.
    Visual acuity in adults with Asperger's syndrome: No evidence for "eagle-eyed" vision2011In: Biological Psychiatry, ISSN 0006-3223, E-ISSN 1873-2402, Vol. 70, no 812, p. 812-816Article in journal (Refereed)
    Abstract [en]

    Background: Autism spectrum conditions (ASC) are defined by criteria comprising impairments in social interaction and communication. Altered visual perception is one possible and often discussed cause of difficulties in social interaction and social communication. Recently, Ashwin et al. suggested that enhanced ability in local visual processing in ASC was due to superior visual acuity, but that study has been the subject of methodological criticism, placing the findings in doubt.

    Methods: The present study investigated visual acuity thresholds in 24 adults with Asperger’s syndrome and compared their results with 25 control subjects with the 2 Meter 2000 Series Revised ETDRS Chart.

    Results: The distribution of visual acuities within the two groups was highly similar, and none of the participants had superior visual acuity.

    Conclusions: Superior visual acuity in individuals with Asperger’s syndrome could not be established, suggesting that differences in visual perception in ASC are not explained by this factor. A continued search for explanations of superior ability in local visual processing in persons with ASC is therefore warranted.

  • 203.
    Falkmer, Torbjörn
    et al.
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Curtin University, Perth, Australia.
    Anderson, Katie
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia .
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. Curtin University, Perth, Australia.
    Horlin, Chiara
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin Health Innovation Research Institute, Curtin University, Perth, WA, Australia.
    Diagnostic Procedures in Autism Spectrum Disorders: A Systematic Literature Review2013In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 22, no 6, p. 329-340Article, review/survey (Refereed)
    Abstract [en]

    At present, ‘gold standard’ diagnosis of autism spectrum disorders (ASD) is a lengthy and time consuming process that requires suitably qualified multi-disciplinary team (MDT) personnel to assess behavioural, historical, and parent-report information to determine a diagnosis. A number of different tools have been developed to assist in determination. To optimise the diagnostic procedures, the best diagnostic instruments need to be identified. This study is a systematic review addressing the accuracy, reliability, validity and utility of reported diagnostic tools and assessments. To be included in this review, studies must have (1) identified an ASD diagnostic tool; (2) investigated either diagnostic procedure or the tools or personnel required; (3) be presented in English; (4) be conducted in the Western world; (5) be one of three types of studies [adapted from Samtani et al. in Cochrane Database Syst Rev 3:1–13, 2011], viz. (a) cohort studies or cross-sectional studies, (b) randomised studies of test accuracy, (c) case–control studies. MEDLINE, PsychINFO, Scopus, EMBASE, and Cochrane Library databases were scrutinised for relevant literature published from 2000 inclusive on 20th January 2012. In total, 68 articles were included. 17 tools were assessed. However, many lacked an evidence base of high quality-independent studies. The Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) stood out with the largest evidence base and highest sensitivity and specificity. When the ADI-R and ADOS were used in combination they revealed levels of accuracy very similar to the correct classification rates for the current ‘gold standard’ diagnostic procedure viz. 80.8 % for ASD. There is scope for future studies on the use of the ADI-R and ADOS in combination.

  • 204.
    Faniyan, Funmilayo Bola
    Jönköping University, School of Education and Communication, HLK, CHILD.
    STRATEGIES TO IMPROVE PARTICIPATION IN LEARNING IN CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 205.
    Ferm, Ulrika
    et al.
    DART – Centre for Augmentative and Alternative Communication and Assistive Technology, Regional Habilitation Centre, Queen Silvia Children's Hospital, Sahlgrenska University Hospital , Sweden.
    Ahlsén, Elisabeth
    SSKKII Interdisciplinary Center, Department of Applied Information Technology, Chalmers/University of Gothenburg , Sweden.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Patterns of Communicative Interaction between a Child with Severe Speech and Physical Impairments and her Caregiver during a Mealtime Activity2012In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 37, no 1, p. 11-26Article in journal (Refereed)
    Abstract [en]

    Background: Interaction between caregivers and children with severe impairments is closely related to the demands of daily activities. This study examines the relationship between interaction and the routine mealtime activity at home.

    Method: Patterns of interaction between a child (aged 6 years and 6 months) with severe speech and physical impairments and her caregiver (focus dyad) and a child without impairments (aged 6 years and 6 months) and her caregiver (comparison dyad) were analysed using video recordings and activity-based communication analysis.

    Results: The focus dyad's interaction was unaided. The dyad did not use the Blissymbol board but communicated using words, vocalisations, word approximations, and body communication. Interaction in the focus dyad included relatively few pauses and frequent interchanges of short and sometimes simultaneous communicative contributions. Strong relations between patterns of interaction and immediate activity management goals such as assisting with eating, eating and drinking were found and compared for the two dyads. Results were discussed with regard to child development and communication intervention.

    Conclusions: The focus dyad showed interactive efficiency and the fulfilment of goals relating to basic understanding and closeness, but mainly with regard to immediate mealtime issues. The comparison child and caregiver were more independent in the activity which made it possible for them to reach more extensive, and from a child perspective, age-adequate goals than the focus dyad.

  • 206.
    Ferm, Ulrika
    et al.
    Göteborgs universitet.
    Ahlsén, Elisabeth
    Göteborgs unuiversitet.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Spontaneous Communication with Blissymbolics between a mother and her daughter at home: What do they talk about and how?2013In: Aided Communication in Everyday Interaction / [ed] Niklas Norén, Christina Samuelsson, Charlotta Plejert, Guildford, Surrey: J&R Press Ltd , 2013, 1, p. 281-313Chapter in book (Other academic)
  • 207.
    Florida, Julie
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Interventions in Solving Equations for Students with Mathematics Learning Disabilities: A Systematic Literature Review2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these students. The five included articles focused on interven- tions that can be used in algebra, specifically when solving equations. In the analysis of the five studies two types of interventions emerged: the concrete-representational-abstract model and graphic organizers. The concrete-representational-abstract model seems to show it can be used successfully in a variety of scenarios involving solving equations. The use of graphic organizers also seems to be helpful when teaching higher- level algebra content that may be difficult to represent concretely. This review discovered many practical implications for teachers. Namely, that the concrete-representational-abstract model of intervention is easy to implement, effective over short periods of time and appears to positively influence the achievement of all students in an inclusive classroom setting. The graphic organizer showed similar results in that it is easy to implement and appears to improve all students’ learning. This review provided a good starting point for teachers to identify interventions that could be useful in algebra; however, more research still needs to be done. Future research is suggested in inclusive classroom settings where the general education teacher is the instructor and also on higher-level algebra concepts. 

  • 208.
    Fried-Oken, Melanie
    et al.
    Oregon Health & Science University, Portland, Oregon, 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.
    Guest editorial: AAC and ICF: A Good Fit to Emphasize Outcomes2012In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 28, no 1, p. 1-2Article in journal (Other academic)
  • 209.
    Fräjdin, Evelina
    Jönköping University, School of Education and Communication, HLK, CHILD.
    "Våra guldstunder": En kvalitativ studie om lärares beskrivning av arbete med högläsning i årskurs 1 och 2.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about teachers’ read-aloud in the classroom. Reading comprehension is important in all subjects of the school and a recurring knowledge requirement throughout the compulsory school. The purpose is therefore to investigate how teachers in grades 1 – 2 describe their read-aloud. The following questions have been the starting point of this study: What purpose do teachers have with their read-aloud? How do teachers work with read-aloud? Which advantages and disadvantages do teachers see with read-aloud? This study is based on the sociocultural theory assuming that people develop through social activities where scaffolding is important for development. Semi-structured interviews have been used and six teachers have been interviewed. The material has been analyzed and discussed in relation to the field. The result shows that the teachers have several different purposes of read-aloud. The purpose can be to create a mutual reading experience or increase pupils’ interest in reading. Also, the purpose can be to develop pupils’ reading comprehension. How and how much the teachers use read-aloud differs. According to the teachers there are major advantages of read-aloud while the disadvantages are few.

  • 210.
    Garrels, Veerle
    et al.
    Department of Special Needs Education, Faculty of Educational Science, University of Oslo, Norway.
    Arvidsson, Patrik
    Jönköping University, School of Education and Communication, HLK, CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Promoting self-determination for students with intellectual disability: A Vygotskian perspective2018In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657XArticle in journal (Refereed)
    Abstract [en]

    Despite weak correlations between IQ scores and self-determination, research indicates that individuals with intellectual disability (ID) show lower levels of self-determination than their non-disabled peers, and that they experience lower effects of self-determination interventions. From a Vygotskian perspective, self-determination skills can be considered complex cognitive abilities that develop through social interaction with and adequate scaffolding by competent tutors. This approach raises the need to look into how self-determination interventions can be adapted to the cognitive profiles of individuals with ID. In this article, the Self-Determined Learning Model of Instruction was used with eight adolescents with mild ID over a three-month period. Typical challenges that were encountered are described, and suggestions for how these challenges can be addressed are discussed. Findings from this study illustrate how the development of self-determination skills may be facilitated when there is congruence between the individual's neurobiological development and the social conditions for development. 

  • 211.
    Garrels, Veerle
    et al.
    Department of Special Needs Education, faculty of Educational Sciences, University of Oslo, Oslo, Norway.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Department of Special Needs Education, faculty of Educational Sciences, University of Oslo, Oslo, Norway.
    Measuring self-determination in Norwegian students: adaptation and validation of the AIR Self-Determination Scale2018In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, no 4, p. 466-480Article in journal (Refereed)
    Abstract [en]

    This study describes the adaptation and validation of the American Institute for Research (AIR) Self-Determination Scale for use in Norwegian research and education. The study contributes to the field by enabling reliable assessment of self-determination of Norwegian students with intellectual disability. The operational equivalence of the construct of self-determination in American and Norwegian culture were examined. The article further describes the adaptations that were made to the scale to ensure its fitness for intended use. Psychometric reliability (Cronbach's α and test-retest reliability) was tested on 121 students, and the underlying structure of the scale was examined by means of principal component analysis. The adapted version of the questionnaire (AIR-S-NOR) shows respectable psychometric properties. Suggestions for how the AIR-S-NOR can be used in future research and educational practices are presented.

  • 212.
    Gilhuber, Christina
    Jönköping University, School of Education and Communication, HLK, CHILD.
    How children of parents with intellectual disabilities experience their everyday life: A systematic literature review from 1985 to 20172017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Various findings indicate that children of parents with intellectual disabilities have a higher risk for various difficulties, but only few studies interview children for an account of their experiences. This study aimed at assessing how children of parents with intellectual disabilities reflected their upbringing and their everyday life regarding their parent’s disability. Eight studies were identified through a systematic literature review, with publication ranging from 1985 to 2017. Results show that the accounts contain both positive and negative experiences and reflect an ambivalent relationship towards the parents. The small population of the analyzed studies, as well as differences in the context and the method of the studies, allowed no general conclusions to be drawn. Further research is required to allow an evaluation of the experiences of children of parents with intellectual disabilities in a bigger context.

  • 213.
    Glasberg, Sara
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Interventions for children at risk of developmental delay in Low- and Middle income countries: A systematic litterature review2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Due to poverty and a lack of stimulation, many children living in Low- and Middle income countries suffer from developmental delay and do not develop to their full potential. Yet, remarkable recovery is often possible given that early interventions are available.

    The aim of this systematic literature review was to find out what could be done to decrease the gap between the current development and the developmental potential among children aged 0-8 years, living in Low –and Middle income countries. The research questions were the following: What intervention programs are provided by communities in Low- and Middle income counties with the intention of training parents´ to support their children reaching their developmental potential? What are the impacts of the interventions on children’s development, and what are the impacts of the interventions on parents´ knowledge about children`s development?

    Twelve studies were identified through a database search. After analyzing the data two different types of intervention programs emerged: parenting programs and stimulation programs. The gap between children´s current developmental levels and their developmental potential was not measured in the studies.  However, the intervention programs show to have positive effects on informing parents regarding child development, as well as making positive impacts on children’s cognitive development and social skills. The interventions mainly focus on children under the age of three, while interventions focusing on older children are few and need to be further researched. Simple matters, such as home-made toys and interactive communication with the children, can make a big impact on children’s development, which prepares children for future education.

  • 214.
    Gorjy, Rebecca Soraya
    et al.
    School of Occupational Therapy and Social Work Curtin University Perth, Western Australia Australia.
    Fielding, Angela
    School of Occupational Therapy and Social Work Curtin University Perth, Western Australia Australia.
    Falkmer, Marita
    Jönköping University, School of Education and Communication, HLK, CHILD. School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    "It's better than it used to be": Perspectives of adolescent siblings of children with an autism spectrum condition2017In: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, no 4, p. 1488-1496Article in journal (Refereed)
    Abstract [en]

    This article reports on the lived experiences of 11 adolescents who have a brother or a sister with a diagnosis of autism spectrum condition. Through semistructured, in-depth, in-person interviews, these adolescents shared their experiences and perceptions. These exploratory findings can be used to inform the practice of social workers and other health professionals, and future research. Implications for practice focus on the importance of exploring experiences and perceptions of siblings of children diagnosed with autism spectrum condition to enhance support services for these siblings.

  • 215.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Barn i behov av särskilt stöd.2008Conference paper (Other academic)
  • 216.
    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.
    Defining positive outcomes for children in need of special support2006In: Poster presented at Research Symposium on Intervention and Positive Functioning, 27-29 September, 2006, Pretoria, South Africa, 2006Conference paper (Other academic)
  • 217.
    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.
    Invited presentation: Measuring participation, is it enough with capacity and performance?2007In: Presentation at the 5th conference on International Classification of Functioning, Disability and Health. Oslo, June, 2007, 2007Conference paper (Other academic)
  • 218.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. Biomedical Platform.
    Is independence the same as participation for young people with disabilities?2019In: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 61, no 2, p. 116-117Article in journal (Other academic)
  • 219.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Om delaktighet, kontroll och livskvalitet: Key note2008In: Särskolans Rikskonferens, 2008Conference paper (Other academic)
  • 220.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation – challenges in conceptualization, measurement and intervention2013In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 39, no 4, p. 470-473Article in journal (Other academic)
  • 221.
    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.
    Participation: a positive aspect of health2006In: Proceedings from the 6th ISAAC research symposium, Düsseldorf, 2006Conference paper (Other academic)
  • 222.
    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.
    Presents characteristics of AAC interventions for students with severe disabilities, but judgements about effectiveness do not follow from methodology2007In: Evidence-Based Communication Assessment and Intervention, ISSN 1748-9539, Vol. 1, no 2, p. 67-68Article in journal (Refereed)
  • 223.
    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.
    Studies of participation related to ICF-C/Y2006In: Invited presentation MHADIE meeting, Prague, Checkia, 2006Conference paper (Other academic)
  • 224.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Tvärprofessionell tillämpning av ICF-CY.2008Conference paper (Other academic)
  • 225.
    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)
  • 226.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ. CHILD. Jönköping University, School of Health Science, HHJ. Biomedical Platform.
    Almqvist, L
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation in school environments of children and youth with disabilities2001In: Developmental medicine and child neurology. Supplement 89, Volume 43: Abstracts: European Academy of Childhood Disability, 13th annual meeting, Göteborg, 2001, London: MacKeith , 2001, p. 19-Conference paper (Other academic)
  • 227.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Almqvist, L
    Boudin, L
    Eriksson, L
    Sundin, A
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Små barns delaktighet i förskolevardagen: Ett delprojekt i Forskningsprogrammet CHILD2001Report (Other academic)
  • 228.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work.
    Almqvist, Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Eriksson, Lilly
    Delaktighet i skolmiljöer för barn och ungdomar med funktionshinder2002In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 79, no 6, p. 538-545Article in journal (Refereed)
  • 229.
    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.

  • 230.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inservice training of pre-school consultants in family-oriented intervention: Training process and outcome1996In: British Journal of Developmental Disabilities, ISSN 0969-7950, Vol. 42, p. 1-23Article in journal (Refereed)
  • 231.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Integrating training in family-centered practices in context: Implications for implementing change activities2000In: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 12, no 3, p. 46-59Article in journal (Refereed)
    Abstract [en]

     

    In the last decade there has been a trend towards family-centered intervention for children with disabilities in Sweden. However, most professionals are trained in child-focused intervention. The shift in the focus of intervention has made it necessary to train professionals in services for children with disabilities in a family context. This article discusses inservice training of professionals in habilitation services in family centered practices. The training has been implemented on an interdiciplinary team basis in the context of ordinary services. Inservice training is described as one of several options for improvement activities within an organization. Implications for educational needs assessment, preparatory work before training, implementation and evaluation of training, when the moderators of change are integrated into ordinary services is discussed.

  • 232.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation and general competence: do type and degree of disability really matter?2005In: Resistance, reflection and change: Nordic disability research, Lund: Studentlitteratur , 2005, p. 277-294Chapter in book (Other academic)
  • 233.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The ecology of early intervention2000In: Proceedings of the International symposium Excellence in Early Childhood: Mälardalen University, October 11th -12th, 1999, Västerås: Mälardalen University Press , 2000Conference paper (Other academic)
  • 234.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication. Jönköping University, School of Education and Communication, HLK, CHILD.
    Alant, E
    Family-centered early childhood intervention: new perspectives?2005In: Augmentative and alternative communication and severe disabilities: beyond poverty, London: Whurr , 2005, p. 219-240Chapter in book (Other academic)
  • 235.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Brodin, J
    Olsson, C
    Communication intervention for persons with profound disabilities: A Swedish perspective.1995In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, no 1, p. 49-59Article in journal (Refereed)
  • 236.
    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.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lillvist, A
    Sandberg, A
    Young children in need of special support in Sweden: definitions and prevalence rates2007In: Paper presented at the 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16, 2007, 2007Conference paper (Other academic)
  • 237.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Olsson, C
    Rydeman, B
    Working with families to introduce augmentative and alternative communication systems2002In: Communicating without speech: practical augmentative & alternative communication, London.: McKeith Press , 2002, p. 88-102Chapter in book (Other academic)
  • 238. Granlund, Mats
    et al.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Steenson, A-L
    Roll-Petterson, L
    Sundin, M
    Kylén, A
    Elever med flera funktionsnedsättning i särskolan: Utbildningens effekter och effektivitet1999Book (Other academic)
  • 239.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Stéenson, A-L
    Styrning genom fortbildning: Fortbildning av personer som ger indirekt service till barn med funktionshinder1999In: Elever med flera funktionsnedsättningar i särskolan: Utbildningens effekter och effektivitet, Stockholm: Stiftelsen ALA & Skolverket , 1999, p. 383-472Chapter in book (Other academic)
  • 240.
    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.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Wilder, Jenny
    Mälardalen University.
    Ylvén, Regina
    AAC Interventions for Children in a Family Environment: Implementing Evidence in Practise2008In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 24, no 3, p. 207-219Article in journal (Refereed)
    Abstract [en]

    Interventions that focus on implementing augmentative and alternative communication (AAC) strategies and methods have been available to children in need of AAC and their families for at least 30 years. To date, most of the research that has considered AAC in family settings has been focused on gathering evidence of the effects of AAC interventions, rather than on implementing evidence-based strategies in everyday practice to improve outcomes. The purpose of this article is to discuss the research that has focused on parents as AAC interventionists, the family as a context for AAC intervention, and the effects of AAC interventions on children and other family members. The discussion is framed within the four steps associated with the process of knowledge translation: (a) deciding on desired outcomes of interventions, (b) evaluating evidence of the effectiveness of different AAC methods to obtain the desired outcomes, (c) translating the research evidence into everyday practice, and (d) implementing knowledge in practice.

     

  • 241.
    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.
    Eriksson, L
    Welander, J
    Time sampling of teenagers participation in schoolactivities2007In: The 10 years anniversary research conference of Nordic Network on Disability Research (NNDR). Göteborg. Sweden, 10-12th May, 2007Conference paper (Other academic)
  • 242.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Eriksson, Lilly
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Almqvist, Lena
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Luttropp, Agneta
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Delaktighet: Sammanfattning av ett forskningsprojekt2003Report (Other academic)
  • 243.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    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 diagnosis2015In: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018 (Print), 2329-7026 (Online), Vol. 2, no 2, p. 126-135Article in journal (Refereed)
    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.

  • 244.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Sandell, C
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ekokulturell intervju: en pilotstudie1998Report (Other academic)
  • 245.
    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.
    Wilder, J
    Studying interaction between children who do not use symbols in interaction and their parents within the family system: methodological challenges2006In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 28, no 3, p. 175-182Article in journal (Refereed)
  • 246.
    Gustafsson, Berit M.
    et al.
    Jönköping University, School of Health and Welfare, 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
    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. 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 study2018In: BJPsych Open, E-ISSN 2056-4724, Vol. 4, no 4, p. 186-191Article in journal (Refereed)
    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.

  • 247.
    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
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work.
    Gustafsson, Per
    Linköpings universitet.
    Ljungdahl, Sophia
    Folkhälsoinsitutet.
    Ogden, Terje
    Universitetet i Oslo.
    Persson, Roland S.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    School, Learning and Mental Health: A systematic review2010Report (Other academic)
    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.

  • 248.
    Göransson, Kerstin
    et al.
    School of Education, Culture and Communication, Mälardalen University, Västerås.
    Malmqvist, Johan
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Nilholm, Claes
    Faculty of Education and Society, Malmö University, Malmö.
    Local school ideologies and inclusion: the case of Swedish independent schools2013In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, no 1, p. 49-63Article in journal (Refereed)
    Abstract [en]

    This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic – inclusive and the market oriented – exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketisation are finally discussed. 

  • 249. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research. Jönköping University, School of Education and Communication, HLK, CHILD.
    Inclusive education in Sweden?: Ideas, policies and pracitices2009In: La nouvelle revue de l'adaptation et de la scolarisation, ISSN 1957-0341, no 5, p. 83-98Article in journal (Refereed)
  • 250. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Om smygrepresentativitet i pedagogiska avhandlingar2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 2, p. 136-142Article in journal (Other academic)
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