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  • 251.
    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.
    Presents characteristics of AAC interventions for students with severe disabilities, but judgements about effectiveness do not follow from methodology2007Ingår i: Evidence-Based Communication Assessment and Intervention, ISSN 1748-9539, Vol. 1, nr 2, s. 67-68Artikel i tidskrift (Refereegranskat)
  • 252.
    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.
    Studies of participation related to ICF-C/Y2006Ingår i: Invited presentation MHADIE meeting, Prague, Checkia, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 253.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Tvärprofessionell tillämpning av ICF-CY.2008Konferensbidrag (Övrigt vetenskapligt)
  • 254.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Ibragimova, Nina
    Mälardalens högskola.
    ICF-CY som ett stöd i interventionsarbete för barn i behov av AKK2008Konferensbidrag (Övrigt vetenskapligt)
  • 255.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. Biomedicinsk plattform.
    Almqvist, L
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation in school environments of children and youth with disabilities2001Ingår i: Developmental medicine and child neurology. Supplement 89, Volume 43: Abstracts: European Academy of Childhood Disability, 13th annual meeting, Göteborg, 2001, London: MacKeith , 2001, s. 19-Konferensbidrag (Övrigt vetenskapligt)
  • 256.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Almqvist, L
    Boudin, L
    Eriksson, L
    Sundin, A
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Små barns delaktighet i förskolevardagen: Ett delprojekt i Forskningsprogrammet CHILD2001Rapport (Övrigt vetenskapligt)
  • 257.
    Granlund, Mats
    et al.
    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.
    Almqvist, Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Eriksson, Lilly
    Delaktighet i skolmiljöer för barn och ungdomar med funktionshinder2002Ingår i: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 79, nr 6, s. 538-545Artikel i tidskrift (Refereegranskat)
  • 258.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Karolinska Institutet.
    Danielsson, Henrik
    Linköping university.
    Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

  • 259.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Arvidsson, Patrik
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Niia, Anna
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Simeonsson, Rune J
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Maxwell, Gregor
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Eriksson-Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, 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?2012Ingår i: American Journal of Physical Medicine & Rehabilitation, ISSN 0894-9115, E-ISSN 1537-7385, Vol. 91, nr 13, s. S84-S96Artikel i tidskrift (Refereegranskat)
    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.

  • 260.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inservice training of pre-school consultants in family-oriented intervention: Training process and outcome1996Ingår i: British Journal of Developmental Disabilities, ISSN 0969-7950, Vol. 42, s. 1-23Artikel i tidskrift (Refereegranskat)
  • 261.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Integrating training in family-centered practices in context: Implications for implementing change activities2000Ingår i: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 12, nr 3, s. 46-59Artikel i tidskrift (Refereegranskat)
    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.

  • 262.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation and general competence: do type and degree of disability really matter?2005Ingår i: Resistance, reflection and change: Nordic disability research, Lund: Studentlitteratur , 2005, s. 277-294Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 263.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The ecology of early intervention2000Ingår i: Proceedings of the International symposium Excellence in Early Childhood: Mälardalen University, October 11th -12th, 1999, Västerås: Mälardalen University Press , 2000Konferensbidrag (Övrigt vetenskapligt)
  • 264.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Alant, E
    Family-centered early childhood intervention: new perspectives?2005Ingår i: Augmentative and alternative communication and severe disabilities: beyond poverty, London: Whurr , 2005, s. 219-240Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 265.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Brodin, J
    Olsson, C
    Communication intervention for persons with profound disabilities: A Swedish perspective.1995Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, nr 1, s. 49-59Artikel i tidskrift (Refereegranskat)
  • 266.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Lillvist, A
    Sandberg, A
    Young children in need of special support in Sweden: definitions and prevalence rates2007Ingår i: Paper presented at the 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16, 2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 267.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Olsson, C
    Rydeman, B
    Working with families to introduce augmentative and alternative communication systems2002Ingår i: Communicating without speech: practical augmentative & alternative communication, London.: McKeith Press , 2002, s. 88-102Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 268. Granlund, Mats
    et al.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Steenson, A-L
    Roll-Petterson, L
    Sundin, M
    Kylén, A
    Elever med flera funktionsnedsättning i särskolan: Utbildningens effekter och effektivitet1999Bok (Övrigt vetenskapligt)
  • 269.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Stéenson, A-L
    Styrning genom fortbildning: Fortbildning av personer som ger indirekt service till barn med funktionshinder1999Ingår i: Elever med flera funktionsnedsättningar i särskolan: Utbildningens effekter och effektivitet, Stockholm: Stiftelsen ALA & Skolverket , 1999, s. 383-472Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 270.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, Jenny
    Mälardalen University.
    Ylvén, Regina
    AAC Interventions for Children in a Family Environment: Implementing Evidence in Practise2008Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 24, nr 3, s. 207-219Artikel i tidskrift (Refereegranskat)
    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.

     

  • 271.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Eriksson, L
    Welander, J
    Time sampling of teenagers participation in schoolactivities2007Ingår i: The 10 years anniversary research conference of Nordic Network on Disability Research (NNDR). Göteborg. Sweden, 10-12th May, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 272.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Eriksson, Lilly
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Almqvist, Lena
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Luttropp, Agneta
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Delaktighet: Sammanfattning av ett forskningsprojekt2003Rapport (Övrigt vetenskapligt)
  • 273.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Imms, Christine
    Brooks, Rob
    Hwang, Ai-Wen
    Supporting mental health in children and youth with disabilities2019Konferensbidrag (Refereegranskat)
  • 274.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Lillvist, Anne
    School of Education, Culture and Communication, Mälardalen University.
    Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis2015Ingår i: Research and Practice in Intellectual and Developmental Disabilities, ISSN 2329-7018 (Print), 2329-7026 (Online), Vol. 2, nr 2, s. 126-135Artikel i tidskrift (Refereegranskat)
    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.

  • 275.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Sandell, C
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Ekokulturell intervju: en pilotstudie1998Rapport (Övrigt vetenskapligt)
  • 276.
    Granlund, Mats
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, J
    Studying interaction between children who do not use symbols in interaction and their parents within the family system: methodological challenges2006Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 28, nr 3, s. 175-182Artikel i tidskrift (Refereegranskat)
  • 277.
    Green, Dido
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Trejo, Karina
    Augustine, Lilly
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björk, Eva
    Participatory profiles of children and adolescents with cerebral palsy: With and without mental health issues2019Konferensbidrag (Refereegranskat)
  • 278.
    Gustafsson, Berit M.
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Psychiatric Clinic, Högland Hospital, Division of Psychiatrics and Rehabilitation/Region Jönköping, Sweden.
    Danielsson, Henrik
    Swedish Institute for Disability Research and Department of Behavioural Sciences and Learning, Linköping University, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Department of Special Education, Oslo University, Norway.
    Gustafsson, Per A.
    Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Linköping University, Sweden.
    Proczkowska, Marie
    Center for Social and Affective Neuroscience, Department of Clinical and Experimental Medicine, Linköping University, Sweden.
    Hyperactivity precedes conduct problems in preschool children: a longitudinal study2018Ingår i: BJPsych Open, E-ISSN 2056-4724, Vol. 4, nr 4, s. 186-191Artikel i tidskrift (Refereegranskat)
    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.

  • 279.
    Gustafsson, Jan-Eric
    et al.
    Göteborgs universitet.
    Allodi Westling, Mara
    Stockholms universitet, Specialpedagogiska institutionen.
    Alin Åkerman, Britta
    Stockholms universitet, Specialpedagogiska institutionen.
    Eriksson, Charli
    Örebro universitet.
    Eriksson, Lilly
    Folkhälsoinstitutet.
    Fischbein, Siv
    Stockholms universitet, Specialpedagogiska institutionen.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete.
    Gustafsson, Per
    Linköpings universitet.
    Ljungdahl, Sophia
    Folkhälsoinsitutet.
    Ogden, Terje
    Universitetet i Oslo.
    Persson, Roland S.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    School, Learning and Mental Health: A systematic review2010Rapport (Övrigt vetenskapligt)
    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.

  • 280.
    Göransson, Kerstin
    et al.
    School of Education, Culture and Communication, Mälardalen University, Västerås.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Nilholm, Claes
    Faculty of Education and Society, Malmö University, Malmö.
    Local school ideologies and inclusion: the case of Swedish independent schools2013Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, nr 1, s. 49-63Artikel i tidskrift (Refereegranskat)
    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. 

  • 281. Göransson, Kerstin
    et al.
    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.
    Inclusive education in Sweden?: Ideas, policies and pracitices2009Ingår i: La nouvelle revue de l'adaptation et de la scolarisation, ISSN 1957-0341, nr 5, s. 83-98Artikel i tidskrift (Refereegranskat)
  • 282. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    Om smygrepresentativitet i pedagogiska avhandlingar2009Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, nr 2, s. 136-142Artikel i tidskrift (Övrigt vetenskapligt)
  • 283.
    Göransson, Kerstin
    et al.
    Mälardalens högskola.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Karlsson, Kristina
    Linköpings universitet.
    Inclusive education in Sweden? A critical analysis2011Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, nr 5, s. 541-555Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    When it comes to pupils in need of special support and pupils with disabilities, Sweden's compulsory school system is sometimes considered a one-track system. This article analyses and critically discusses current policy and practices at various levels of Sweden's compulsory school system for these pupils. The analysis traces three themes at the national and municipal levels: (1) values and goals; (2) organisation and placement of pupils; and (3) importance of categories in obtaining support. A rather complex picture emerges from this analysis. Several conclusions are made: (1) state policies leave a lot of room for interpretation at the municipal and school levels, and this results in an extensive variation; (2) Swedish state policy is not as inclusive as is often stated; (3) celebration of difference seems to be hard to achieve; (4) learning goals can be a double-edged sword with regard to inclusion; and (5) most pupils appear to enjoy participation in school, and in an international perspective, Swedish classrooms seem to be largely democratic.

  • 284.
    Hanell, Gabriella
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Elever i koncentrationssvårigheter: En kvalitativ studie om läsinlärning hos elever som be- döms vara i koncentrationssvårigheter2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I lärarutbildningen har det funnits möjlighet att tillägna sig olika tillvägagångssätt för hur undervisning i klassrummet planeras och struktureras. Detta har utvecklat ett starkt intresse hos mig för att söka vidare kring hur elever i koncentrationssvårigheter hanteras i klassrum. Inom området koncentrationssvårigheter och läsinlärning fattas det forskning. Därmed är området i behov av vidare forskning.

    Syftet med den här studien är att undersöka hur lärare i skolans tidigare år beskriver läsinlär- ning hos elever som bedöms vara i koncentrationssvårigheter. Detta gjordes genom semi- strukturerade intervjuer med sex lärare från tre olika skolor och intervjumaterialet analysera- des genom en kvalitativ innehållsanalys.

    Resultatet visar att de lärare som blev intervjuade har en överensstämmande syn på elever i koncentrationssvårigheter. Lärarna anser att undervisningen bör vara strukturerad och väl planerad, men även att undervisningen bör variera inom det igenkända. Möjligheterna att dela på gruppen och att fler lärare arbetar tillsammans ses som mycket positivt. Men att nivåanpassa de texter som eleverna stöter på anses vara en utmaning.

    Studien visar att koncentrationssvårigheter påverkar läsinlärningen till viss del, men att andra faktorer kan påverka läsinlärningen. 

  • 285.
    Hatfield, Megan
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    Occupational Therapy Program, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Factors related to successful transition planning for adolescents on the autism spectrum2018Ingår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 18, nr 1, s. 3-14Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Adolescents on the autism spectrum often have difficulties with the transition from high school to post-school activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.

  • 286.
    Hatfield, Megan
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Effectiveness of the BOOST-A online transition planning program for adolescents on the autism spectrum: A quasi-randomized controlled trial2017Ingår i: Child and Adolescent Psychiatry and Mental Health, ISSN 1753-2000, E-ISSN 1753-2000, Vol. 11, nr 1, artikel-id 54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: The majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes & Successful Transitions for Autism (BOOST-A (TM)) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A T in enhancing self-determination. 

    Methods: A quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A T for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents. 

    Results: There were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents. 

    Conclusions: Results provide preliminary evidence that the BOOST-A T can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A T related to post-secondary education and employment.

  • 287.
    Hatfield, Megan
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    Occupational Therapy Program, School of Medical and Health Sciences, Edith Cowan University, Perth, Australia.
    Evaluation of the effectiveness of an online transition planning program for adolescents on the autism spectrum: Trial protocol2016Ingår i: Child and Adolescent Psychiatry and Mental Health, ISSN 1753-2000, E-ISSN 1753-2000, Vol. 10, nr 48, s. 1-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: The transition from high school to post-secondary education and work is difficult for adolescents on the autism spectrum. Transition planning can be an effective way of supporting adolescents on the autism spectrum to prepare for leaving school and to succeed in obtaining employment; however, there is a need for an autism-specific transition planning program with proven effectiveness. This paper describes a trial protocol for evaluating the Better OutcOmes & Successful Transitions for Autism (BOOST-A™); an online interactive program that empowers adolescents on the autism spectrum to plan their transition from school to further study, training, or employment.

    METHODS: The trial will involve adolescents on the autism spectrum in high school and their parents, who will be alternately assigned to a control group (regular practice) or an intervention group (using the BOOST-A™). The BOOST-A™ was developed using the PRECEDE-PROCEED model, and is based on the self-determination model, and the strengths- and technology-based approaches. It involves participants completing a series of online modules. The primary outcome will be self-determination, because high self-determination has been linked to successful transition to employment among adolescents on the autism spectrum. Secondary outcomes will include domain-specific self-determination, career planning and exploration, quality of life, and environmental support. Data will be obtained from questionnaires completed by the adolescent on the autism spectrum and their parent/s. Data collection will take place at baseline (Time point 1) and 12 months later (Time point 2).

    DISCUSSION AND CONCLUSIONS: This trial will provide evidence of the effectiveness of the BOOST-A™ to assist adolescents on the autism spectrum to successfully transition from school. 

  • 288.
    Hatfield, Megan
    et al.
    Curtin University, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    Curtin University, Australia.
    "Leaps of faith": Parents' and professionals' viewpoints on preparing adolescents on the autism spectrum for leaving school2017Ingår i: Journal of Research in Special Educational Needs, ISSN 1471-3802, E-ISSN 1471-3802, Vol. 17, nr 3, s. 187-197Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents' and professionals' viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents' and professionals' viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents to grasp the big picture can enhance motivation to participate in transition planning. Autism can be an ‘invisible disability’; therefore, encouraging adolescents to be active participants and to be seen in transition planning ensures their individual needs are met. Encouraging adolescents to have high aspirationsin transition planning develops their self-determination. Finally, to be prepared for the transition from school may reduce the adolescent's' anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.

  • 289.
    Hatfield, Megan
    et al.
    School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Occupational Therapy and Social Work, Curtin University, Perth, Australia.
    Ciccarelli, Marina
    School of Occupational Therapy and Social Work, Faculty of Health Sciences, Curtin University, Perth, Australia.
    Process evaluation of the BOOST-A™ Transition Planning Program for Adolescents on the autism spectrum: A strengths-based approach2018Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 48, nr 2, s. 377-388Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A (TM)), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A (TM) was beneficial to some participants more than others. 

  • 290.
    Hatfield, Megan
    et al.
    School of Occupational Therapy and Social Work Curtin University Bentley, Western Australia.
    Murray, Nina
    School of Occupational Therapy and Social Work Curtin University Bentley, Western Australia.
    Ciccarelli, Marina
    School of Occupational Therapy and Social Work Curtin University Bentley, Western Australia.
    Falkmer, Torbjörn
    School of Occupational Therapy and Social Work Curtin University Bentley, Western Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy and Social Work Curtin University Bentley, Western Australia.
    Pilot of the BOOST-A™: An online transition planning program for adolescents with autism2017Ingår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 64, nr 6, s. 448-456Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Many adolescents with autism face difficulties with the transition from high school into post-school activities. The Better OutcOmes & Successful Transitions for Autism (BOOST-A™) is an online transition planning program which supports adolescents on the autism spectrum to prepare for leaving school. This study describes the development of the BOOST-A™ and aimed to determine the feasibility and viability of the program.

    Methods: Two pilot studies were conducted. In Pilot A, the BOOST-A™ was trialled by six adolescents on the autism spectrum, their parents, and the professionals who worked with them, to determine its feasibility. In Pilot B, 88 allied health professionals (occupational therapists, speech pathologists, and psychologists) reviewed the BOOST-A™ to determine its viability.

    Results: Participants rated the BOOST-A™ as a feasible tool for transition planning. The majority of allied health professionals agreed that it was a viable program. Based on participant feedback, the BOOST-A™ was modified to improve usability and feasibility.

    Conclusion: The BOOST-A™ is a viable and feasible program that has the potential to assist adolescents with autism in preparing for transitioning out of high school. Future research will determine the effectiveness of the BOOST-A™ with adolescents across Australia. 

  • 291.
    Hill, Leah
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Functional near-infrared spectroscopy for the study of attention in children with atypical development: A systematic literature review from 2009-20172018Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Although attention has been a topic in cognitive and developmental psychology since the mid- 20th century, much is still unknown with respect to the underlying neural differences in developmental attentional trajectories, including the link between differences observed at behavioural and neurophysiological levels. One relatively new emerging method of measuring atypical attention in children is functional near infrared spectroscopy (NIRS). Previously, reviews of NIRS in child development have included a wide range of developmental functions, from language acquisition to facial processing and joint attention. However, no such review has focused on the use of NIRS solely for measuring attention. The purpose of this systematic review was to provide an up-to-date synthesis of the findings.  It investigated the evidence for functional differences in attention with a specific focus on the overlap between behavioural and NIRS measures, as well as the corresponding theoretical basis and behavioural implications. A search for peer-reviewed articles was carried out in multiple databases, with thirteen studies included in the analysis. Generally, NIRS shows preliminary evidence for differences in attention for certain attentional dimensions such as response inhibition, but more research is needed to confirm differences in other dimensions such as working memory or attentional control. Behavioural measures are not always reported and only occasionally mapped on to NIRS results. Few studies include a theoretical basis of attention or the behavioural implications of the findings. Limitations and implications for future research are discussed.

  • 292.
    Ho, Pei-Chi
    et al.
    Department of Pediatric Orthopedics, Chang Gung Memorial Hospital, Tao-Yuan, Taiwan.
    Chang, Chia-Hsieh
    Department of Pediatric Orthopedics, Chang Gung Memorial Hospital, Tao-Yuan, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hwang, Ai-Wen
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    The relationships between capacity and performance in youths with cerebral palsy differ for GMFCS levels2017Ingår i: Pediatric Physical Therapy, ISSN 0898-5669, E-ISSN 1538-005X, Vol. 29, s. 23-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 293.
    Holmefur, Marie
    et al.
    School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.
    Lidström-Holmqvist, Kajsa
    University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden.
    Roshanay, Afsaneh Hayat
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
    Arvidsson, Patrik
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Research and Development, Uppsala University, Sweden.
    White, Suzanne
    State University of New York Downstate Medical Center, Brooklyn, USA.
    Janeslätt, Gunnel
    Department of Public Health and Caring Sciences, Uppsala University, Sweden.
    Pilot Study of Let's Get Organized: A Group Intervention for Improving Time Management2019Ingår i: American Journal of Occupational Therapy, ISSN 0272-9490, E-ISSN 1943-7676, Vol. 73, nr 5, s. 7305205020p1-7305205020p10, artikel-id 7305205020Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    IMPORTANCE: There is a need for evidence-based occupational therapy interventions to enhance time management in people with time management difficulties.

    OBJECTIVE: To pilot test the first part of the Let's Get Organized (LGO) occupational therapy intervention in a Swedish context by exploring enhancements of time management skills, aspects of executive functioning, and satisfaction with daily occupations in people with time management difficulties because of neurodevelopmental or mental disorders.

    DESIGN: One-group pretest-posttest design with 3-mo follow-up.

    SETTING: Outpatient psychiatric and habilitation settings.

    PARTICIPANTS: Fifty-five people with confirmed or suspected mental or neurodevelopmental disorder and self-reported difficulties with time management in daily life.

    INTERVENTION: Swedish version of Let's Get Organized (LGO-S) Part 1, with structured training in the use of cognitive assistive techniques and strategies using trial-and-error learning strategies in 10 weekly group sessions of 1.5 hr.

    OUTCOMES AND MEASURES: Time management, organization and planning, and emotional regulation were measured with the Swedish version of the Assessment of Time Management Skills (ATMS-S). Executive functioning was measured with the Swedish version of the Weekly Calendar Planning Activity, and satisfaction with daily occupations was assessed with the Satisfaction With Daily Occupations measure.

    RESULTS: Participants displayed significantly improved time management, organization and planning skills, and emotional regulation, as well as satisfaction with daily occupations. Aspects of executive functioning were partly improved. ATMS-S results were sustained at 3-mo follow-up.

    CONCLUSION AND RELEVANCE: LGO-S Part 1 is a promising intervention for improving time management skills and satisfaction with daily occupations and should be investigated further.

    WHAT THIS ARTICLE ADDS: This study shows that LGO-S Part 1 is feasible for use in psychiatric and habilitation outpatient services. The results are promising for improved time management skills, organization and planning skills, and satisfaction with daily occupations and need to be confirmed in further studies.

  • 294.
    Hoppe, Margarete
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Perceived Social Support of Children with Severe Chronic Physical Health Conditions: A Systematic Literature Review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 295.
    Horlin, Chiara
    et al.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, GPO Box U1987, Perth, WA 6845, Australia.
    Albrecht, Matthew A.
    School of Psychology & Speech Pathology, CHIRI, Curtin University, GPO Box U1987, Perth, WA 6845, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Leung, Denise
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, GPO Box U1987, Perth, WA 6845, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, SE-581 85 Linköping, Sweden.
    Tan, Tele
    Department of Mechanical Engineering, Curtin University, GPO Box U1987, Perth, WA 6845, Australia.
    Lee, Wee Lih
    Department of Electrical and Computer Engineering, Curtin University, GPO Box U1987, Perth, WA 6845, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Visual search strategies of children with and without autism spectrum disorders during an embedded figures task2014Ingår i: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 8, nr 5, s. 463-471Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Individuals with ASD often demonstrate superior performance on embedded figures tasks (EFTs). We investigated visual scanning behaviour in children with ASD during an EFT in an attempt replicating a previous study examining differences in visual search behaviour. Twenty-three children with, and 31 children without an ASD were shown 16 items from the Figure-Ground subtest of the TVPS-3 while wearing an eye tracker. Children with ASD exhibited fewer fixations, and less time per fixation, on the target figure. Accuracy was similar between the two groups. There were no other noteworthy differences between children with and without ASD. Differences in visual scanning patterns in the presence of typical behavioural performance suggest that any purported differences in processing style may not be detrimental to cognitive performance and further refinement of the current methodology may lead to support for a purported advantageous cognitive style.

  • 296.
    Horlin, Chiara
    et al.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Black, Melissa
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Proficiency of individuals with autism spectrum disorder at disembedding figures: A systematic review2016Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, nr 1, s. 54-63Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objective: This systematic review examines the proficiency and visual search strategies of individuals with autism spectrum disorders (ASD) while disembedding figures and whether they differ from typical controls and other comparative samples.

    Methods: Five databases, including Proquest, Psychinfo, Medline, CINAHL and Science Direct were used to identify published studies meeting the inclusion and exclusion criteria.

    Results: Twenty articles were included in the review, the majority of which matched participants by mental age. Outcomes discussed were time taken to identify targets, the number correctly identified, and fixation frequency and duration.

    Conclusions: Individuals with ASD perform at the same speed or faster than controls and other clinical samples. However, there appear to be no differences between individuals with ASD and controls for number of correctly identified targets. Only one study examined visual search strategies and suggests that individuals with ASD exhibit shorter first and final fixations to targets compared with controls.

  • 297.
    Horlin, Chiara
    et al.
    School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute (CHIRI), Faculty of Health Sciences, Curtin University of Technology, Perth, WA, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University, Perth, Australia.
    Fitzgerald, Patrick
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, WA, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin University, Perth, Australia.
    The influence of static versus naturalistic stimuli on face processing in children with and without Asperger syndrome or high-functioning autism2013Ingår i: Research in Autism Spectrum Disorders, Vol. 7, nr 12, s. 1617-1624Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Questions regarding the use of static or dynamic facial stimuli in experimental studies investigating facial processing of individuals with AS/HFA raises issues of both ecological validity and the applicability of experimental findings to clinical or everyday practice. Children with and without AS/HFA (n = 38) were fitted with a head-mounted eye-tracker and exposed to either static or interactive dynamic facial stimuli. Average fixation duration, the proportion of fixations in areas of interest and a comparative index that was independent of differences in presentation length between stimuli types were calculated. Visual scanning patterns of individuals with AS/HFA were not affected by stimuli type. However, control participants exhibited different scanning patterns between dynamic and static stimuli for certain regions of the face. Visual scanning patterns in children with AS/HFA are consistent regardless of the stimuli being a static photo or dynamic in the form of a real face. Hence, information from experimental studies with static photos of faces provide information that is valid and can be generalised to “real world” interactions.

  • 298.
    Horlin, Chiara
    et al.
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Parsons, Richard
    School of Occupational Therapy & Social Work, CHIRI, Curtin University, Perth, Australia.
    Albrecht, Matthew A.
    School of Psychology, CHIRI, Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The cost of autism spectrum disorders2014Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 9, nr 9, artikel-id e106552Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective

    A diagnosis of an autism spectrum disorders is usually associated with substantial lifetime costs to an individual, their family and the community. However, there remains an elusive factor in any cost-benefit analysis of ASD diagnosis, namely the cost of not obtaining a diagnosis. Given the infeasibility of estimating the costs of a population that, by its nature, is inaccessible, the current study compares expenses between families whose children received a formal ASD diagnosis immediately upon suspecting developmental atypicality and seeking advice, with families that experienced a delay between first suspicion and formal diagnosis.

    Design

    A register based questionnaire study covering all families with a child with ASD in Western Australia.

    Participants

    Families with one or more children diagnosed with an ASD, totalling 521 children diagnosed with an ASD; 317 records were able to be included in the final analysis.

    Results

    The median family cost of ASD was estimated to be AUD $34,900 per annum with almost 90% of the sum ($29,200) due to loss of income from employment. For each additional symptom reported, approximately $1,400 cost for the family per annum was added. While there was little direct influence on costs associated with a delay in the diagnosis, the delay was associated with a modest increase in the number of ASD symptoms, indirectly impacting the cost of ASD.

    Conclusions

    A delay in diagnosis was associated with an indirect increased financial burden to families. Early and appropriate access to early intervention is known to improve a child's long-term outcomes and reduce lifetime costs to the individual, family and society. Consequently, a per symptom dollar value may assist in allocation of individualised funding amounts for interventions rather than a nominal amount allocated to all children below a certain age, regardless of symptom presentation, as is the case in Western Australia.

  • 299.
    Huus, Karina
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Bornman, J.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Lygnegård, Frida
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Human rights of children with intellectual disabilities: comparing self-ratings and proxy ratings2015Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 41, nr 6, s. 1010-1017Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

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

    Method

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

    Results

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

    Conclusion

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

  • 300.
    Huus, Karina
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Olsson, Lena M.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Elgmark Andersson, Elisabeth
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Kristianstad University.
    Perceived needs among parents of children with a mild intellectual disability in Sweden2017Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 19, nr 4, s. 307-317Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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