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  • 201.
    Efvergren, Rickard
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Nordqvist, Emelie
    Glatz, Terese
    Elgmark, Elisabeth
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. 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.
    Uppfylls behoven av habilitering/rehabilitering hos brukare som tillhör LSS personkrets?2007Rapport (Övrigt vetenskapligt)
  • 202.
    Eichler, Sharon
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Educational and mental health intervention methods for refugee children integrating in the Nordic mainstream education: A Systematic Literature Review2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    BACKGROUND Good mental health makes integration and participation easier. Many refugees have a great deal of resilience and it is important to maintain it and where possible to strengthen it. How much psychological complaints and disorders occur is partly dependent on having (prospect of) work, education or other forms of participation in society, experiencing social support, and having a social network (with family and /or close friends). AIM The aim of this literature review is to explore evidence-based intervention methods that can support refugee children to integrate into the school environment of the resettlement country.  METHOD In this systematic literature review, information was collected on a database for empirical studies and analyzed so as to discover efficient interventions for refugee children who just arrived in a Nordic country to help them integrate in mainstream schools. RESULTS For children, cohesion and support within the family are of great concern. In addition, prevention, recognition and receiving good care are crucial. The review discusses educational progress and social inclusion and how these can be improved for refugee children at a mainstream school. CONCLUSION The school takes on a very important role in the life of the refugee child. It is a strong protective factor and therefore life changing for the child and his/her family. This systematic literature review shows what kind of information is already produced and collected by researchers around the world. It can give an insight into the life of a refugee child and how they experience inclusion.

  • 203.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Life Science, University of Skövde, Sweden.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Darcy, Laura
    Department of Health Science, University College Borås, Sweden.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    A Swedish perspective on nursing and psychosocial research in paediatric oncology: A literature review2015Ingår i: European Journal of Oncology Nursing, ISSN 1462-3889, E-ISSN 1532-2122, Vol. 19, nr 3, s. 310-317Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    PURPOSE: A dramatic improvement in outcomes of survival rates of childhood cancer has been seen. Caring science research is central in providing skills and knowledge to the health care sector, but few overviews of the content of published research have been carried out. The aim of this review was to investigate the content and methodology of published studies in paediatric oncology relevant to caring science, and also to compare possible differences in content and method of the published studies from the nursing and psychosocial perspectives.

    METHOD: A systematic literature review was performed of 137 published articles on paediatric oncology relevant to caring science in Sweden.

    RESULTS: The results show that most of the studies were descriptive or comparative ones with a quantitative design. Most of them focused on parents (43%) or children (28%). Most of the studies investigated wellbeing (88%), using questionnaires (54%) or interviews (38%). Several different measurement instruments had been used. While the results were often clearly presented, the clinical implications were more diffuse. The most acknowledged research fund was the Swedish Childhood Foundation (75%).

    CONCLUSIONS: To reflect the children' perspectives in paediatric oncology require that future researchers take on the challenge of including children (even young ones) in research. The use of a limited number of agreed measurement instruments is desirable. The biggest challenge for the future is to make a shift from explorative to intervention studies. There is an urgent need to transform research results into clinical practice.

  • 204.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Life Science, University of Skövde, Skövde, 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.
    Darcy, Laura
    Institution of Health Science, University College of Borås, Borås, Sweden.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Institution of Health Science, University College of Borås, Borås, Sweden.
    An analytic review of clinical implications from nursing and psychosocial research within Swedish pediatric oncology2015Ingår i: Journal of Pediatric Nursing: Nursing Care of Children and Families, ISSN 0882-5963, E-ISSN 1532-8449, Vol. 30, nr 4, s. 550-559Artikel i tidskrift (Refereegranskat)
  • 205.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Darcy, Laura
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    A literature review of the results from nursing and psychosocial research within Swedish pediatric oncology2014Ingår i: Journal of Nursing & Care, ISSN 2167-1168, Vol. 3, nr 6, s. 1-8Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    The body of research-based knowledge in paediatric caring science has been increasing leading to dramaticimprovements in treatment. The purpose of this manuscript was to analyze results as stated by the researchers', inrecently published articles on nursing and psychosocial research, within Swedish pediatric oncology setting. Thiswas done through a review of 137 published articles about paediatric oncology related to caring science in Sweden.The result shows that the illness has affected, in both positive and negative ways, the wellbeing of everyone cominginto contact with the child. The cancer also causes distress related to all aspects of life including physical,psychological, existential and social. Mediating factors for the experience of distress and wellbeing are: disease andtreatment severity, age, gender and ethnicity of the participant, time since diagnosis, the use of internal and externalsupport, and the identity of the person reporting the data. Health promoting aspects frequently reported are: familytogetherness, coping strategies, engaging in normal life and activities, and quality of care which includes emotionalsupport, information and family participation in care. The hospital staff has to be aware of the psychosocial issuesexperienced by children with cancer and their families, and they have to acknowledge the value of formalinterventions, reporting benefits for children, families, and themselves.

  • 206.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköpings universitet.
    Göransson, Kerstin
    Mälardalens högskola.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inledning2011Ingår i: Specialpedagogisk verksamhet i grundskolan / [ed] Anna-Lena Eriksson Gustavsson, Kerstin Göransson, Claes Nilholm, Lund: Studentlitteratur, 2011, s. 13-32Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 207.
    Eriksson, Lilly
    et al.
    Mälardalens högskola.
    Welander, J
    Mälardalens högskola.
    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.
    Participation in everyday school activities for children with and without disabilities2007Ingår i: Journal of Developmental and Physical Disabilities, ISSN 1056-263X, E-ISSN 1573-3580, Vol. 19, nr 5, s. 485-502Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children with disabilities attending regular school often need more support than other children in order to participate in different school activities. Are children with disabilities included and do they participate in the same activities as their peers? During one school day, 66 children, 33 children with disabilities, were observed at school. After school the children were interviewed about participation in school activities and their social networks and they self-rated their autonomy. The results showed that children with disabilities have lower participation both in structured and unstructured activities. In structured activities differences existed primarily in math, practical subjects, and science. Children with disabilities had fewer friends and rated their autonomy lower. The difference in participation for children with and without disabilities is context specific; it indicates that professionals need to consider context specificity in developing interventions to increase participation.

  • 208.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Welander, Jonas
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    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. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Comparing engagement in everyday school activities in children with and without disabilities2006Ingår i: Abstracts 2006: Australasian Academy of Cerebral Palsy & Developmental Medicine Conference 2006, AusACPDM, London: MacKeith Press , 2006, s. 10-11Konferensbidrag (Övrigt vetenskapligt)
  • 209.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för matematik och fysik.
    Welander, Jonas
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    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. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Elevers delaktighet i skolaktiviteter: En jämförelse av elever med och utan funktionshinder2006Konferensbidrag (Refereegranskat)
  • 210.
    Eriksson-Gustavsson, Anna-Lena
    et al.
    Linköpings universitet.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Specialpedagogisk verksamhet i grundskolan2011Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 211.
    Evaldsson, Ann-Carita
    et al.
    Pedagogiska institutionen, Uppsala universitet.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Evidensbaserat skolarbete och demokrati: Mobbning som exempel2009Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, nr 1, s. 65-82Artikel i tidskrift (Refereegranskat)
  • 212.
    Evaldsson, Ann-Carita
    et al.
    Uppsala universitet.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Evidensbasering - ett hot?2009Ingår i: Magasin 360, nr 1, s. 5-Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 213.
    Evans, Kiah L.
    et al.
    Curtin University and Edith Cowan University.
    Millsteed, Jeannine
    Edith Cowan University.
    Richmond, Janet E.
    Edith Cowan University.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin University.
    Working Sandwich Generation Women Utilize Strategies within and between Roles to Achieve Role Balance2016Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 11, nr 6, artikel-id e0157469Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Increasingly, women simultaneously balance the roles of mother, parental carer and worker. However, individual role balance strategies among these working ‘sandwich’ generation women have not been thoroughly explored. Eighteen women combining these three roles were interviewed about their individual role balance strategies. Findings were identified through the framework analysis technique, underpinned by the Model of Juggling Occupations. Achieving and maintaining role balance was explained as a complex process accomplished through a range of strategies. Findings revealed the women used six within-role balance strategies: living with integrity, being the best you can, doing what you love, loving what you do, remembering why and searching for signs of success. The women also described six between-role balance strategies: maintaining health and wellbeing, repressing perfectionism, managing time and energy, releasing responsibility, nurturing social connection and reciprocating. These findings provide a basis for health care providers to understand and potentially support working ‘sandwich’ generation women.

  • 214.
    Evans, Kiah L.
    et al.
    Occupational Therapy Program, School of Exercise and Health Sciences, Faculty of Health, Engineering and Science, Edith Cowan University, Perth, Australia.
    Millsteed, Jeannine
    Occupational Therapy Program, School of Exercise and Health Sciences, Faculty of Health, Engineering and Science, Edith Cowan University, Perth, Australia.
    Richmond, Janet E.
    Occupational Therapy Program, School of Exercise and Health Sciences, Faculty of Health, Engineering and Science, Edith Cowan University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Girdler, Sonya J.
    Occupational Therapy Program, School of Exercise and Health Sciences, Faculty of Health, Engineering and Science, Edith Cowan University, Perth, Australia.
    The complexity of role balance: Support for the Model of Juggling Occupations2014Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, nr 5, s. 334-347Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: This pilot study aimed to establish the appropriateness of the Model of Juggling Occupations in exploring the complex experience of role balance amongst working women with family responsibilities living in Perth, Australia.

    Methods: In meeting this aim, an evaluation was conducted of a case study design, where data were collected through a questionnaire, time diary, and interview.

    Results: Overall role balance varied over time and across participants. Positive indicators of role balance occurred frequently in the questionnaires and time diaries, despite the interviews revealing a predominance of negative evaluations of role balance. Between-role balance was achieved through compatible role overlap, buffering, and renewal. An exploration of within-role balance factors demonstrated that occupational participation, values, interests, personal causation, and habits were related to role balance.

    Conclusions: This pilot study concluded that the Model of Juggling Occupations is an appropriate conceptual framework to explore the complex and dynamic experience of role balance amongst working women with family responsibilities. It was also confirmed that the case study design, including the questionnaire, time diary, and interview methods, is suitable for researching role balance from this perspective.

  • 215.
    Evans, Kiah L.
    et al.
    Edith Cowan University, Perth, Australia.
    Millsteed, Jeannine
    Edith Cowan University, Perth, Australia.
    Richmond, Janet E.
    Edith Cowan University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Girdler, Sonya J.
    Edith Cowan University, Perth, Australia.
    The impact of within and between role experiences on role balance outcomes for working Sandwich Generation Women2019Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 26, nr 3, s. 184-193Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Women combining paid employment with dual caring responsibilities for children and aging parents, otherwise known as the sandwich generation, experience both benefits and costs related to role participation and quality of life. However, previous literature is inconclusive regarding the impact of this role combination on role balance. In the context of these mixed findings on role balance for working sandwich generation women, this study aimed to explore how within role characteristics and between role interactions are related to role balance for these women. This aim was achieved through the use of a questionnaire administered to 18 Australian working sandwich generation women. Data were analyzed using descriptive statistics and correlation coefficients, with findings suggesting the women studied tended to experience neither role balance or role imbalance. Within-role characteristics, particularly within the mother and family member roles, were related to role balance. In addition, between-role conflict and role interactions involving either the home maintainer or family member roles had the greatest impact on role balance.

  • 216.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    From Eye to Us: Prerequisites for and levels of participation in mainstream school of persons with Autism Spectrum Conditions2013Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Children with Autism Spectrum Conditions (ASC) are included and thus expected to participate in mainstream schools. However, ASC are characterized by poor communication and difficulties in understanding social information; factors likely to have negative influences on participation. Hence, this thesis studied body functions hypothesized to affect social interaction and both perceived and observed participation of students with ASC in mainstream schools.

    Case-control studies were conducted to explore visual strategies used for face identification and required for recognition of facially expressed emotions in adults with ASC. Consistency of these visual strategies was tested in static and interactive dynamic conditions. A systematic review of the literature explored parents’ perceptions of factors contributing to inclusive school settings for their children with ASC. Questionnaires were used to investigate perceived participation in students with ASC and their classmates. Correlations between activities the students wanted to do and reported to participate in were identified. Teachers’ accuracy in rating their students with ASCs’ perception of participation was investigated. Furthermore, correlations between the accuracy of teachers’ ratings and the teachers’ self-reported professional experience, support and personal interest were examined. Correlations between teachers’ ratings and their reported classroom actions were also analysed. The frequency and level of engagement in social interactions of students with ASC and their classmates were also observed. Correlations between observed frequencies and self-rated levels of social interactions were explored.

    The International Classification of Functioning, Disability and Health-Version for Children and Youth (ICF-CY) has been used as a structural framework, since ICF-CY enables complex information to be ordered and possible interactions between aspects in different components and factors to be identified. In regard to Body Functioning, difficulties identifying faces and recognizing basic facially expressed emotions in adults with ASC were established. The visual strategies displayed a high stability across stimuli conditions. Teachers’ knowledge about their students with ASC, in addition to their ability to implement ASCspecific teaching strategies, was emphasized as enhancing Environmental Factors for participation. Students with ASC reported less participation and fewer social interactions than their classmates, which could be interpreted as activity limitations and participation restrictions. However, in regard to some activities, they may have participated to the extent they wanted to. Compared with classmates, observations of students with ASC showed that they participated less frequently in social interactions, but were not less involved when they actually did. No correlations were found between perceived participation and observed social interactions in students with ASC.

    Teachers rated their students with ASCs’ perceived participation with good precision. Their understanding of the students with ASCs’ perception correlated with activities to improve the attitudes of classmates and adaptation of tasks. No such correlations were found in regard to reported activities aimed at enhancing social relations.

    The ability to process faces is usually well established in adults. Poor face processing can impact social functioning and the difficulties in face processing found in adults with ASC are probably the result of

    developmental deviations during childhood. Therefore, monitoring and assessing face processing abilities in students with ASC is important, in order to tailor interventions that aim to enhance participation in the social environment of mainstream schools.

    Since participation is a complex construct, interventions need to be complex, as well. In order to facilitate positive peer relations, teachers need to provide Activities adapted to the interests and social abilities of the students with ASC, and in which students with and without ASC can experience positive interactions. This requires that teachers assess all aspects that can affect Participation, including Environmental Factors, and the student’s functioning in regard to Activities and Body Functions. To enhance social interactions, interventions must be planned based on these assessments. If needed, interventions may require teaching students with ASC visual strategies, in order to enhance face processing and thereby the ability to recognize faces and facially expressed emotions. Observations together with self-reported information regarding the students’ preferences and their involvement constitute a basis for the planning and evaluating of such interventions. To include self-determination aspects could allow for possible interventions to be tailored in line with the students’ perceived needs and their own wishes, rather than primarily meeting a standard set by a control group. However, good insight into the students’ perception of Participation may not be enough. In order to adapt teaching instructions, communication and activities teachers also need ASC specific knowledge.

  • 217.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inkluderande strategier för elever med Aspergers syndrom och andra autismspektrumtillstånd i grundskolan2009Ingår i: Skolan och Aspergers syndrom: Erfarenhet från skolpersonal och forskare / [ed] Staffan Engström, Stockholm: Skolverket , 2009, s. 64-85Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 218.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Skolan och Aspergers syndrom Erfarenheter från skolpersonal och forskare: Inkluderande strategier för elever med Aspergers syndrom och andra autismspektrumtillstånd i grundskolan2009Ingår i: Skolan och Aspergers syndrom Erfarenheter från skolpersonal och forskare: Inkluderande strategier för elever med Aspergers syndrom och andra autismspektrumtillstånd i grundskolan / [ed] Staffan Engström, Skolverket , 2009, s. 64-88Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 219.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Anderson, Katie
    Curtin University, Perth, WA, Australia.
    Joosten, Annette
    Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin University, Perth, WA, Australia.
    Parents’ perspectives on inclusive schools for children with Autism Spectrum Conditions2015Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 62, nr 1, s. 1-23Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.

  • 220.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University, Perth, Australia.
    Barnett, Tania
    Curtin University, Perth, Australia.
    Horlin, Chiara
    Curtin University, Perth, Australia.
    Falkmer, Olov
    Lund University.
    Siljehav, Jessica
    Lund University.
    Fristedt, Sofi
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. Åldrande - livsvillkor och hälsa.
    Lee, Hoe C.
    Curtin University, Perth, Australia.
    Chee, Derserri Y.
    Curtin University, Perth, Australia.
    Wretstrand, Anders
    Lund University.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin University, Perth, Australia.
    Viewpoints of adults with and without Autism Spectrum Disorders on public transport2015Ingår i: Transportation Research Part A: Policy and Practice, ISSN 0965-8564, E-ISSN 1879-2375, Vol. 80, s. 163-183Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Public transport is low cost, allows for independence, and facilitates engagement and participation for non-drivers. However, the viewpoints of individuals with cognitive disabilities are rarely considered. In Australia, the prevalence of Autism Spectrum Disorders (ASD) is approximately 1% and increasing. Many individuals with ASD do not possess a driver's licence, indicating that access to public transport is crucial for their independence. However, at present, there is no research on the opinions of adults with ASD on public transport. Aim: To identify the viewpoints of adults with ASD regarding the barriers and facilitators of public transport usage and their transportation preferences, and to contrast these against the viewpoints of neurotypical adults. Methods: Q. method was used to identify the viewpoints of both participant groups on public transport. Participants consisted of 55 adults with a diagnosis of ASD and a contrast group of 57 neurotypical adults. Both groups completed a Q sort task which took place in either Perth or Melbourne, Australia. Results: The most prominent viewpoint indicated that both groups preferred to use public transport over driving and believed that it supported their independence. This viewpoint also indicated that both groups preferred to use electronic ticketing when using public transport. Interestingly, the second most prominent viewpoint indicated that both groups preferred to drive themselves by private car rather than use public transport. Discussion: It appears that the viewpoints of adults with and without ASD regarding public transportation were largely similar. However, questions arose about whether the preference for public transport in the ASD group may be more a result of difficulties obtaining a driving licence than a deliberate choice. The only barrier specified by adults with ASD related to crowding on public transport. Safety and convenience in relation to location and timing of services were barriers reported by neurotypical adults.

  • 221.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Bjällmark, Anna
    Department of Medical Engineering, School of Technology and Health, Royal Institute of Technology (KTH), Stockholm, Sweden.
    Larsson, Mathilda
    Department of Medical Engineering, School of Technology and Health, Royal Institute of Technology (KTH), Stockholm, Sweden.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The influences of static and interactive dynamic facial stimuli on visual strategies in persons with Asperger syndrome2011Ingår i: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 5, nr 2, s. 935-940Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Several studies, using eye tracking methodology, suggest that different visual strategies in persons with autism spectrum conditions, compared with controls, are applied when viewing facial stimuli. Most eye tracking studies are, however, made in laboratory settings with either static (photos) or non-interactive dynamic stimuli, such as video clips. Whether or not these results are transferable to a “real world” dialogue situation remains unclear. In order to examine the consistency of visual strategies across conditions, a comparison of two static conditions and an interactive dynamic “real world” condition, in 15 adults with Asperger syndrome and 15 matched controls, was made using an eye tracker. The static stimuli consisted of colour photos of faces, while a dialogue between the participants and the test leader created the interactive dynamic condition. A within-group comparison showed that people with AS, and their matched controls, displayed a high degree of stability in visual strategies when viewing faces, regardless of the facial stimuli being static or real, as in the interactive dynamic condition. The consistency in visual strategies within the participants suggests that results from studies with static facial stimuli provide important information on individual visual strategies that may be generalized to “real world” situations.

  • 222.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Bjällmark, Anna
    KTH, Medicinsk bildteknik.
    Larsson, Matilda
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Recognition of facially expressed emotions and visual search strategies in adults with Asperger syndrome2011Ingår i: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 5, nr 1, s. 210-217Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Can the disadvantages persons with Asperger syndrome frequently experience with reading facially expressed emotions be attributed to a different visual perception, affecting their scanning patterns? Visual search strategies, particularly regarding the importance of information from the eye area, and the ability to recognise facially expressed emotions were compared between 24 adults with Asperger syndrome and their matched controls. While wearing a head mounted eye tracker, the participants viewed 12 pairs of photos of faces. The first photo in each pair was cut up into puzzle pieces. Six of the 12 puzzle pieced photos had the eyes bisected. The second photo showed a happy, an angry and a surprised face of the same person as in the puzzle pieced photo. Differences in visual search strategies between the groups were established. Adults with Asperger syndrome had greater difficulties recognizing these basic emotions than controls. The distortion of the eye area affected the ability to identify emotions even more negatively for participants with Asperger syndrome.

  • 223.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Black, Melissa
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Tang, Julia
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Fitzgerald, Patrick
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Girdler, Sonya
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Leung, Denise
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute (CHIRI), Curtin University, Perth, Western Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Tan, Tele
    Department of Mechanical Engineering, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?2016Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, nr 2, s. 117-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored.

    Methods: Possible associations in performance on the Visual Perception Skills Figure–Ground test, a face recognition test and an emotion recognition test were investigated within 25 8–12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children.

    Results: Analyses indicated a weak positive correlation between accuracy in Figure–Ground recognition and emotion recognition. No other correlation estimates were significant.

    Conclusion: These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.

  • 224.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions2012Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, nr 3, s. 191-201Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives: To examine perceived participation in students with ASC and their classmates in mainstream schools and to investigate correlations between activities the students wanted to do and actually participated in.

    Methods: Twenty-two students with ASC and their 382 classmates responded to a 46-item questionnaire regarding perceived participation in mainstream schools.

    Results: On 57% of the items, students with ASC perceived lower participation than their classmates. These results emphasize the importance of knowledge about students’ perceived participation. However, positive correlations between what the students wanted to do and actually did indicate that students with ASC may be participating to the extent that they wanted.

    Conclusion: Students with ASC perceived lower overall participation in mainstream school than their classmates. The correlations between “I want to” and “I do” statements in students with ASC indicated that aspects of autonomy are important to incorporate when studying, and interpreting, self-rated participation in mainstream schools.

  • 225.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Larsson, M
    Bjällmark, Anna
    Department of Medical Engineering, School of Technology and Health, Royal Institute of Technology (KTH), Stockholm, Sweden.
    Falkmer, Torjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome2010Ingår i: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 4, nr 4, s. 724-730Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Partly claimed to explain social difficulties observed in people with Asperger syndrome, face identification and visual search strategies become important. Previous research findings are, however, disparate. In order to explore face identification abilities and visual search strategies, with special focus on the importance of the eye area, 24 adults with Asperger syndrome and matched controls viewed puzzle pieced photos of faces, in order to identify them as one of three intact photos of persons. Every second puzzle pieced photo had the eyes distorted. Fixation patterns were measured by an eye tracker. Adults with Asperger syndrome had greater difficulties in identifying faces than controls. However, the entire face identification superiority in controls was found in the condition when the eyes were distorted supporting that adults with Aspergers syndrome do use the eye region to a great extent in face identification. The visual search strategies in controls were more effective and relied on the use of the ‘face information triangle’, i.e. the two eyes and the mouth, while adults with Asperger syndrome had more fixations on other parts of the face, both when obtaining information and during the identification part, suggesting a less effective use of the ‘face information triangle’.

  • 226.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Oehlers, K
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Can you see it too? Correlations between observed and self-rated participation in mainstream schools for students with and without autism spectrum conditions.2012Manuskript (preprint) (Övrigt vetenskapligt)
  • 227.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin Univeristy, Perth, Australia.
    Oehlers, Kirsty
    School of Occupational Therapy & Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, WA , Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin Univeristy, Perth, Australia.
    Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders2015Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, nr 6, s. 365-374Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives: To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored.

    Methods: Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51 516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings.

    Results: Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did.

    Conclusions: Observations alone do not capture the individuals’ perception of participation and are not sufficient if the subjective aspect of participation is to be measured.

  • 228.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Parsons, Richard
    School of Occupational Therapy and Social Work and Curtin Innovation Research Institute, Curtin University Perth, WA, Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Looking through the Same Eyes?: Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?2012Ingår i: Autism Research and Treatment, ISSN 2090-1925, E-ISSN 2090-1933, Vol. 2012, s. 1-13Artikel i tidskrift (Refereegranskat)
    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.

  • 229.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Stuart, G
    Danielsson, H
    Brahm, S
    Lönebrink, M
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Visual acuity in adults with Asperger's syndrome: No evidence for "eagle-eyed" vision2011Ingår i: Biological Psychiatry, ISSN 0006-3223, E-ISSN 1873-2402, Vol. 70, nr 812, s. 812-816Artikel i tidskrift (Refereegranskat)
    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.

  • 230.
    Falkmer, Torbjörn
    et al.
    Högskolan i Jönköping, Hälsohögskolan, 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
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, 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 Review2013Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 22, nr 6, s. 329-340Artikel, forskningsöversikt (Refereegranskat)
    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.

  • 231.
    Faniyan, Funmilayo Bola
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    STRATEGIES TO IMPROVE PARTICIPATION IN LEARNING IN CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 232.
    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
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Patterns of Communicative Interaction between a Child with Severe Speech and Physical Impairments and her Caregiver during a Mealtime Activity2012Ingår i: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 37, nr 1, s. 11-26Artikel i tidskrift (Refereegranskat)
    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.

  • 233.
    Ferm, Ulrika
    et al.
    Göteborgs universitet.
    Ahlsén, Elisabeth
    Göteborgs unuiversitet.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Spontaneous Communication with Blissymbolics between a mother and her daughter at home: What do they talk about and how?2013Ingår i: Aided Communication in Everyday Interaction / [ed] Niklas Norén, Christina Samuelsson, Charlotta Plejert, Guildford, Surrey: J&R Press Ltd , 2013, 1, s. 281-313Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 234.
    Fernando, Nipunika
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Barriers to participation in physical activity for children and adolescents with Down Syndrome: A systematic literature review2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Objective: Children and adolescents with Down Syndrome have demonstrated lower levels of participation in Physical Activity than their typically developing peers. Persons diagnosed with Down Syndrome are at a higher prevalence rate for many health conditions, specifically obesity. Physical Activity has proven to be very beneficial in creating and maintaining good friendships, self-esteem and is essential to maintain a healthy life. Yet children and adolescents face many challenges to participate in these environments. Therefore, this study is focusing on the environmental barriers to participation in Physical Activity.

    Method: A literature search on four databases namely ERIC, CINAHL, PsycINFO and PubMed alongside with a hand search on the reference lists of the relevant articles were conducted for suitable literature to be retrieved. The inclusion criteria included were studies published in English, after the year 2000 which focus on barriers to Physical Activity among children and adolescents aged 0-18.

    Results: Six articles from six different countries were utilized to meet the aim of the review. The identified environmental barriers were lack of transport, negative attitudes, parental responsibilities, lack of specifically designed activities and lack of opportunities. Although some results contrasted with each other, it was identified that children and adolescents with Down Syndrome have many difficulties in the environment that obstructs them from partaking in activities.

    Conclusions: The hindrances to Physical Activity are different depending of various cultures the child lives. It is important to identify these barriers and find ways to eradicate them by means of supportive factors. Although children and adolescents with Down Syndrome are more prone to various health conditions that possess numerous challenges, more attention should be given in consideration for future research and interventions.

  • 235.
    Florida, Julie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Interventions in Solving Equations for Students with Mathematics Learning Disabilities: A Systematic Literature Review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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. 

  • 236.
    Fried-Oken, Melanie
    et al.
    Oregon Health & Science University, Portland, Oregon, 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.
    Guest editorial: AAC and ICF: A Good Fit to Emphasize Outcomes2012Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 28, nr 1, s. 1-2Artikel i tidskrift (Övrigt vetenskapligt)
  • 237.
    Fräjdin, Evelina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    "Våra guldstunder": En kvalitativ studie om lärares beskrivning av arbete med högläsning i årskurs 1 och 2.2018Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studien behandlar lärares arbete med högläsning i sin undervisning. Läsförståelse är en viktig grund i skolans alla ämnen och ett återkommande kunskapskrav genom hela grundskolan. Syftet är därför att undersöka hur lärare i årskurs 1 – 2 beskriver sitt arbete med högläsning. Dessa frågeställningar har varit utgångspunkterna för studien: Vilket syfte har lärare med sin högläsning? Hur arbetar lärarna med högläsning i sin undervisning? Vilka för- och nackdelar ser lärarna med högläsning? Studien har sin utgångspunkt i den sociokulturella teorin som utgår från att människor utvecklas genom sociala aktiviteter där stöttning är viktigt för att utvecklas. Semistrukturerade intervjuer har använts och totalt har sex lärare intervjuats. Materialet har analyserats och diskuterats i förhållande till forskning inom området. Resultatet visar att lärarna har flera olika syften med högläsning. Den kan syfta till att skapa en gemensam läsupplevelse eller öka elevers läsintresse, men syftet kan också vara att utveckla elevers läsförståelse. Hur och hur mycket lärarna använder högläsning i sin undervisning skiljer sig åt. Enligt lärarna är fördelarna med högläsning många medan nackdelarna är få.

  • 238.
    Garrels, Veerle
    et al.
    Department of Special Needs Education, Faculty of Educational Science, University of Oslo, Norway.
    Arvidsson, Patrik
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Research & Development, Uppsala University/Region Gävleborg, Gävle, Sweden.
    Promoting self-determination for students with intellectual disability: A Vygotskian perspective2019Ingår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 22, artikel-id 100241Artikel i tidskrift (Refereegranskat)
    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. 

  • 239.
    Garrels, Veerle
    et al.
    Department of Special Needs Education, faculty of Educational Sciences, University of Oslo, Oslo, Norway.
    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. 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 Scale2018Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 33, nr 4, s. 466-480Artikel i tidskrift (Refereegranskat)
    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.

  • 240.
    Gilhuber, Christina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    How children of parents with intellectual disabilities experience their everyday life: A systematic literature review from 1985 to 20172017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 241.
    Glasberg, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Interventions for children at risk of developmental delay in Low- and Middle income countries: A systematic litterature review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 242.
    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
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, 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 condition2017Ingår i: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, nr 4, s. 1488-1496Artikel i tidskrift (Refereegranskat)
    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.

  • 243.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Barn i behov av särskilt stöd.2008Konferensbidrag (Övrigt vetenskapligt)
  • 244.
    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.
    Defining positive outcomes for children in need of special support2006Ingår i: Poster presented at Research Symposium on Intervention and Positive Functioning, 27-29 September, 2006, Pretoria, South Africa, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 245.
    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.
    Invited presentation: Measuring participation, is it enough with capacity and performance?2007Ingår i: Presentation at the 5th conference on International Classification of Functioning, Disability and Health. Oslo, June, 2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 246.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. Biomedicinsk plattform.
    Is independence the same as participation for young people with disabilities?2019Ingår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 61, nr 2, s. 116-117Artikel i tidskrift (Övrigt vetenskapligt)
  • 247.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Om delaktighet, kontroll och livskvalitet: Key note2008Ingår i: Särskolans Rikskonferens, 2008Konferensbidrag (Övrigt vetenskapligt)
  • 248.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation – challenges in conceptualization, measurement and intervention2013Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 39, nr 4, s. 470-473Artikel i tidskrift (Övrigt vetenskapligt)
  • 249.
    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.
    Participation: a positive aspect of health2006Ingår i: Proceedings from the 6th ISAAC research symposium, Düsseldorf, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 250.
    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.
    Participation as a transactional process – concepts, measures and interventions in early childhood2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Participation is in the International Classification of functioning, disability and health – children and youth version (ICF-CY) defined as “involvement in a life situation”. Participation includes two dimensions; being there and being involved/engaged while being there. These two dimensions of participation are applicable on children’s engagement in everyday activities, families and childen’s engagement in interventions and professional’s way of collaborating with children and families. Participation can be viewed as a transactional phenomenon in that engagement elicits interest in other children and adults/professionals. Their interest in turn leads to that the child in need of special support is invited to engaging experiences. Thus, participation is a pivotal process that generate a positive upward spiral not only in children but also in families and professionals. Implications for concepts used, measures and interventions will be discussed.

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