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  • 301.
    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.

  • 302.
    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.

  • 303.
    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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  • 304.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Barns läspraktik i förskola och förskoleklass2010Rapport (Övrigt vetenskapligt)
  • 305.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Små förskolebarns berättande med stöd av den interaktiva tavlan2010Ingår i: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, nr 2, s. 24-25Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
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  • 306.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Toddlers at preschool use an interactive board to make narratives2010Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    This presentation originates from the research project “Preschool as children’s language environment” and the aim with this presentation is to explore how toddlers at preschool use an interactive board to make narratives. This is an example on how physical environment and materials in preschool promote language in a way that is new and innovative. Toddlers are digital citizens from the day of birth and a further aim is to discuss the didactical challenges followed of the toddler body turns the digitalized world of expression. We need more expansive theories in preschool practice about toddlers ways of use and make languages if it should be possible to arrange a preschool were it is possible for them to create meaning together.

     

  • 307.
    Hvit, Sara
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Toddlers make and use of language in their world of language: Preschool as childrens language environment2010Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [en]

    The aim of this article is to discuss how toddlers make and use language in preschool. This will be presented in three themes regarding Doing something together, make meaning of ideas and the expressive toddlerbody. The theoretical points of departure is based on Maurice Merleau Ponty´s mainwork Phenomenology of perception (1962), Gunvor Lökkens empirical toddler peer studies and Gunther Kress theories about paths to literacy. A further aim is to discuss the didactial challenges followed of the toddler turns to the digitalized world of expression. We need more expansive theories in preschool practice about toddlers ways of use and make language if it should be possible to them to create meaning together.

  • 308. Hwang, Ai-Wen
    et al.
    Hsieh, Yu-Hsin
    Kang, Lin-Ju
    Kwok, HsinYi
    Lee, Fu-Shiuan
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Hemmingsson, Helena
    Hsu, Yu-Wei
    Developing a service protocol for learning to use the eye-gaze assistive technology in children and youth with severe disabilities and complex communication needs2019Konferensbidrag (Refereegranskat)
  • 309.
    Hwang, Ai-Wen
    et al.
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    Liao, Hua-Fang
    The School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Simeonsson, Rune J.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. University of North Carolina at Chapel Hill, USA.
    Kang, Lin-Ju
    Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
    Pan, Yi-Ling
    Division of Physical Therapy, Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan.
    Linkage of ICF-CY codes with environmental factors in studies of developmental outcomes of infants and toddlers with or at risk for motor delays2014Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 36, nr 2, s. 89-104Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 310.
    Hwang, Ai-Wen
    et al.
    Chang Gung University, Tao-Yuan, Taiwan.
    Yen, Chia-Feng
    Tzu Chi University, Hualien, Taiwan.
    Liou, Tsan-Hon
    Taipei Medical University, Taipei, Taiwan.
    Bedell, Gary
    Tufts University, Medford, MA, USA.
    Granlund, Mats
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Teng, Sue-Wen
    Ministry of Health and Welfare, Taipei, Taiwan.
    Chang, Kwang-Hwa
    Taipei Medical University, Taipei, Taiwan.
    Chi, Wen-Chou
    Chungshan Medical University, Taichung, Taiwan.
    Liao, Hua-Fang
    National Taiwan University, Taipei, Taiwan.
    Development and validation of the ICF-CY-Based Functioning Scale of the Disability Evaluation System – Child version in Taiwan2015Ingår i: Journal of the Formosan Medical Association, ISSN 0929-6646, E-ISSN 1876-0821, Vol. 114, nr 12, s. 1170-1180Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 311. Hwang, A-W
    et al.
    Liao, H-F
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Evaluation and intervention for participation in preschoolres with developmental delay.2013Ingår i: Chinese Journal of Rehabilitation, Vol. 28, nr 6, s. 416-420Artikel i tidskrift (Övrigt vetenskapligt)
  • 312.
    Hördesjö, Ellen
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    Eriksson, Alma
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.
    ”Målstyrda processer sker i alla sammanhang där en lärare tar ett djupt andetag och tänker: Vad vill jag nu?”: En intervjustudie med förskollärare om vad undervisning kan innebära i förskolan utifrån skollagens definition.2018Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studiens syfte är att bidra till kunskapandet om vad undervisning i förskolan kan innebära utifrån skollagens definition av undervisning som målstyrda och lärarledda processer. Frågeställningarna handlar om vad som kan känneteckna målstyrda processer och förskollärares sätt att leda dessa. Studiens teoretiska utgångspunkter är relationell pedagogik samt målrationell och målrelationell undervisningspraktik. Vi har genomfört sex kvalitativa och semistrukturerade intervjuer med verksamma och utbildade förskollärare. Det empiriska materialet har genomgått en tematisk analys med studiens syfte och frågeställningar som vägledning.

    Resultatet visar att undervisning sker pågående i förskolan och sammanflätas med komponenter som omsorg och lek. Undervisning i förskolan kan vara både planerad och spontan, vilka också kan övergå i varandra. Resultatet visar även att undervisning är ett nytt begrepp för förskolan. Det innebär dock inte någon förändring för verksamheten eller förskollärares arbetssätt men har potential att utveckla verksamheten vidare. I studien framkommer också att läroplanen för förskolan har betydelse för förskollärares ledning av undervisning i förskolan, den tillämpas dock med olika ingångar. Ytterligare visar resultatet på betydelsen av relationell kompetens i ledningen av undervisning, då goda relationer ses som avgörande för att möjliggöra utveckling och lärande. Kollegial samverkan mellan förskollärare framträder också som en central innebörd för vad undervisning kan innebära i förskolan. Resultatet visar vidare på vikten av att barn ges möjlighet att bidra i undervisningen. Studiens huvudsakliga bidrag är således att undervisning i förskolan är en kollektiv aktivitet som innefattar förskollärare och barn men också samverkan mellan förskollärare. 

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  • 313. Ibragimova, N
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    WHO’s ICF in evaluation of a staff-focused intervention2006Ingår i: Proceedings from the 12th Isaac research conference, Düsseldorf, August, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 314.
    Ibragimova, Nina
    et al.
    Department for Education, Culture and Communication, Mälardalen University, Västeras, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Field trial of the ICF version for children and youth (ICF-CY) in Sweden: Logical coherence, developmental issues and clinical use2009Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, Vol. 12, nr 1, s. 3-11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 315.
    Ibragimova, Nina
    et al.
    Mälardalens Högskola.
    Pless, Nina
    Mälardalens Högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The utility of ICF for describing interaction in non-speaking children with disabilities: Caregiver ratings and perceptions2007Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 29, nr 22, s. 1689-1700Artikel i tidskrift (Refereegranskat)
  • 316.
    Imms, Christine
    et al.
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Adair, Brooke Adair
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Keen, Deb
    Autism Centre of Excellence, Griffith University, Mt Gravatt, Qld, Australia.
    Ullenhag, Anna
    Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden.
    Rosenbaum, Peter
    School of Allied Health and Centre for Disability and Development Research, Faculty of Health Sciences, Australian Catholic University, Fitzroy, Vic., Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    ‘Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities2016Ingår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 58, nr 1, s. 29-38Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Aim

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

    Method

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

    Results

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

    Interpretation

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

  • 317.
    Imms, Christine
    et al.
    Australian Catholic University, Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation: Are we there yet...2014Ingår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 61, nr 5, s. 291-292Artikel i tidskrift (Övrigt vetenskapligt)
  • 318.
    Imms, Christine
    et al.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilson, Peter H.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Steenbergen, Bert
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Rosenbaum, Peter L.
    Centre for Disability and Development Research (CeDDR), Australian Catholic University, Melbourne, Vic, Australia.
    Gordon, Andrew M.
    Cerebral Palsy Research Centre, Teachers College, Columbia University, New York, NY, USA.
    Participation, both a means and an end: a conceptual analysis of processes and outcomes in childhood disability2017Ingår i: Developmental Medicine & Child Neurology, ISSN 0012-1622, E-ISSN 1469-8749, Vol. 59, nr 1, s. 16-25Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

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

  • 319.
    Ioannou, Evangelia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    BEHAVIOR MANAGEMENT INTERVENTIONS FOR STUDENTS WITH ASD IN INCLUSIVE CLASSROOMS: A Systematic Literature Review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of Salamanca Statement and Framework for Action (UNESCO, 1994), in inclusive preschool and primary school classrooms. The aim was also to examine the outcomes of these interventions. Four databases were searched and nine articles were included for data extraction. Results indicated the implementation of different interventions such as function-based interventions, peer support, visual cue cards, structured teaching with graduated guidance, social stories and social scripts. The target behavior was principally assessed through Functional Behavioral Assessment (FBA) or it was not assessed at all. Some interventions were provided by the researcher or the teacher only, some were provided by different people in different phases and some were provided by two or more people together. Interventions’ goals were to decrease problem behavior, to increase desirable behavior and both to decrease problem behavior and to increase desirable behavior. It was observed that all interventions reached their goals, even though at a low level in some cases. In conclusion, this literature review provided a summary of interventions and their outcomes for behavior management of students with ASD in inclusive classrooms with a further purpose to help the teachers identify the strategies most useful for their classroom.

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  • 320.
    Ion, Andreea Diana
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The effects of exercise-based interventions on repetitive autistic behaviors: A Systematic Literature Review2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Repetitive behaviors are a core symptom of autism spectrum disorders. They represent a major barrier to learning and social adaptation, affect levels of engagement in life situations, communication, social interactions and sustain social connections. Repetitive behaviors are often managed using exercise-based interventions which have been suggested to reduce repetitive behaviors and benefit mental health and behavioral functioning of individuals with ASD. The purpose of this systematic review was to explore and critically review the findings of previous studies examining effects of various exercise-based interventions on reducing autistic repetitive behaviors in children with autism spectrum disorder. Searches were limited to peer-reviewed studies written in English and published between Jan.2008- Jan. 2019. Only studies focusing on physical exercise-based interventions aiming to decrease repetitive behaviors as a symptom of an autistic spectrum disorder were included. Quality of articles included in the review was assessed using the Joanna Briggs checklists. Two researchers were involved in the quality assessment process, and any discrepancies were resolved through discussion. 5 studies were included in the final review. All studies examined the effects of short term exercise interventions on repetitive behaviors in children with ASD. There was no consistency across studies regarding types or duration of interventions, sample sizes or demographics of participants. However, the findings of the studies examined in this review provide a moderate to strong evidence that exercise-based interventions decrease repetitive behaviors. The studies reviewed included clinically relevant findings that can be used and adapted to fit different needs of children in future interventions. However, additional research using stronger and more varied designs, would be needed to determine the most beneficial types of exercise- based interventions for decreasing repetitive behaviors.

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    The effects of exercise-based interventions on repetitive autistic behaviors
  • 321.
    Ishaq, Muhammad
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Teaching Hidden Curriculum to Children with Autism Spectrum Disorder: A Scoping Review2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Ladda ner fulltext (pdf)
    fulltext
  • 322.
    Israelsson, Kathrin
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Söderström, Susanne
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Fyra förskollärares uppfattning om hur TV och film påverkar barns samspel.2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att undersöka hur fyra förskollärare upplever att tre- till femåriga förskolebarns samspel påverkas av deras TV- och filmupplevelser. Frågeställningarna berör på vilket sätt förskollärarna upplever att TV och film påverkar barns samspel positivt och/eller negativt. Fyra förskollärare vales med hjälp av idealtypiskt urval och intervjuades med hjälp av öppna frågeställningar vilka förväntades ge oss möjlighet att fördjupa oss i vad informanterna sett och upplever när det gäller förskolebarnens TV- och filminspirerade samspel. Det teoretiska ramverk som använts i analysen av intervjuerna är Sociala aktiviteter, Medierade aktiviteter samt Kreativa aktiviteter. Dessa bygger på Strandbergs tolkning av Vygotskij och den Sociokulturella teorins tankar kring utveckling och lärande. Resultaten visar på att förskollärarna upplever att TV och film bidrar med delad kunskap, artefakter, karaktärer samt regler vilka blir verktyg som hjälper barnen att hitta vägar in i samspel. Brist på delad kunskap kring TV och film, samt okreativa förhållningssätt till regler och karaktärer hämtade från TV och film blir hinder för barnen i deras samspel.

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  • 323.
    Jacob, Andrew
    et al.
    Curtin University, Perth, Australia.
    Scott, Melissa
    Curtin University, Perth, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University, Perth, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Curtin University, Perth, Australia.
    The costs and benefits of employing an adult with autism spectrum disorder: A systematic review2015Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 10, nr 10, s. 1-15, artikel-id e0139896Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Background

    Despite an ambition from adults with Autism Spectrum Disorder (ASD) to be employed, there are limited opportunities for competitive employment for this group. Employment is not only an entitlement enjoyed by others in society, but employing adults with ASD also has economic benefits by decreasing lost productivity and resource costs for this group. Few studies have explored the cost-benefit ratio for employing adults with ASD and even fewer have taken the viewpoint of the employer, particularly applying this situation to ASD. Until such study occurs, employers may continue to be reluctant to employ adults from this group.

    Objective

    This review aimed to examine the costs, benefits and the cost-benefit ratio of employing adults with ASD, from a societal perspective and from the perspective of employers.

    Methods

    Eight databases were searched for scientific studies within defined inclusion criteria. These databases included CINAHL Plus, Cochrane Library, Emerald, Ovid Medline, ProQuest, PsycINFO, Scopus and Web of Science.

    Results and Conclusion

    Enhancing the opportunities for adults with ASD to join the workforce is beneficial from a societal perspective, not only from an inclusiveness viewpoint, but also from a strict economic standpoint. Providing supported employment services for adults with ASD does not only cut the cost compared with providing standard care, it also results in better outcomes for adults with ASD. Despite the fact that ASD was the most expensive group to provide vocational rehabilitation services for, adults with ASD have a strong chance of becoming employed once appropriate measures are in place. Hence, rehabilitation services could be considered as a worthwhile investment. The current systematic review uncovered the fact that very few studies have examined the benefits, the costs and the cost-benefit ratio of employing an adult with ASD from the perspective of employers indicating a need for this topic to be further explored.

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    fulltext
  • 324.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Patterns of time processing ability in children with and without developmental disabilities2010Ingår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 23, nr 3, s. 250-262Artikel i tidskrift (Refereegranskat)
  • 325. Janeslätt, Gunnel
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, A
    Development of a new assessment of time processing ability in children using Rasch analysis2008Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 34, nr 6, s. 771-780Artikel i tidskrift (Refereegranskat)
  • 326.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Children with and without developmental disabilities: Assessment of daily time management and time processing ability2011Ingår i: Time management / [ed] Varga, Anna P., New York: Nova Science Publishers , 2011Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 327.
    Janeslätt, Gunnel
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kottorp, Anders
    Measurement of time processing ability and daily time management in children with disabilities2009Ingår i: Disability and Health Journal, Vol. 2, nr 1, s. 15-19Artikel i tidskrift (Refereegranskat)
  • 328.
    Janeslätt, Gunnel
    et al.
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Sweden.
    Kottorp, Anders
    Department NVS, Division of Occupational Therapy, Karolinska Institutet, Huddinge, Sweden and Zurich University of Applied Sciences, Institute of Occupational Therapy.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Evaluating intervention using time aids in children with disabilities2014Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, nr 3, s. 181-190Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 329.
    Janeslätt, Gunnel
    et al.
    Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
    Wallin, Sara W.
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years – A cluster randomised trial2019Ingår i: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 66, nr 1, s. 110-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background/aim

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

    Methods

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

    Results

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

    Conclusion

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

  • 330.
    Jansson, Mikael
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Medie- och kommunikationsforskning.
    Lund, Victor
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Medie- och kommunikationsforskning.
    Mot en ny (kr)istid?: En studie om hur svenska förvaltningsmyndigheter arbetar för att utveckla en proaktiv krishantering2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Det är inte längre en fråga om huruvida en organisation kommer att drabbas av en kris, utan det är snarare frågan om när. Det har skett en utveckling inom diskursen för kriskommunikation. Fokus ligger nu vid hur organisationer förebygger och förbereder för dessa extraordinära händelser snarare än att reagera när krisen väl har inträffat.

    Denna studie syftar till att vidga diskursen inom krishantering i en svensk kontext genom att undersöka svenska myndigheter och deras förmåga att vara proaktiva när det gäller krishantering, det vill säga arbeta redan före en kris. Baserad på Mitroffs ramverk för Crisis Leadership har myndigheterna analyserats genom en kvantitativ och kvalitativ undersökning. Av de 70 myndigheter som kontaktades skickades 42 enkäter tillbaka, vilket resulterade i en svarsfrekvens på 60 %.

    Resultaten från undersökningen visar att de svenska förvaltningsmyndigheterna inte uppfyller idealet för utveckla en proaktiv krishantering. De fyra faktorerna, kristyper, krismekanismer, krissystem och krisintressenter, är indikatorer för en proaktiv hållning. Dessa var inte representerade i de data som samlades in, utom den tredje faktorn som hade en proaktiv organisationskultur samt beredskapsaktiviteter, till exempel att ha en krisplan och en krisledningsgrupp.

    Slutsatsen är att svenska förvaltningsmyndigheter behöver utveckla en mer proaktiv inställning till sin krishantering rörande goda relationer med sina intressenter, med en krisportfölj som omfattar olika krisfamiljer, ta fram fler signaldetektorer och strategier för att förhindra krisen, till exempel företagens sociala ansvarsprogram (CSR-program). 

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    proaktiv_krishantering
  • 331.
    Jiremyr, David
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Kajsa, Sundén
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ”Man tänker inte på att det är ett lärande”: En intervjustudie om sällskapsspel i undervisningssyfte2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien var att ta reda på hur lärare i fritidshem använder sig av sällskapsspel i undervisningssyfte. Vi har intervjuat fem personer i olika åldrar och med olika arbetsuppgifter men i grunden är de lärare med inriktning mot fritidshem. Det har gett oss ett övergripande resultat i denna studie och vi kan konstatera att det skiljer sig från skola till skola. Vissa skolor använder sällskapsspel i undervisningen flitigt och tycker att det är en viktig del för elevernas lärande medan andra skolor använder sig inte alls av sällskapsspel utan satsar mer på det digitala spelet. Genom analysen framträdde fem olika teman som var svenska och språkkunskaper, matematik genom sällskapsspel, sociala relationer, intresse och kunskap samt tid. Resultatet visar att med utgångspunkt i dessa fem teman att sällskapsspel används i viss mån utifrån lärarens intresse i ett undervisningssyfte.

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    fulltext
  • 332.
    Jiremyr, Erika
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Magnfält, Sanja
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Djurens roll i förskolan: En fallstudie om två förskolor med djurinriktning2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Studiens syfte är att, genom observationer, undersöka djurens roll i förskolans verksamhet. Syftet är således att skildra de pedagogiska lärprocesser som förekommer i förskolor som involverar djur i sin dagliga verksamhet, bidra med kunskaper om hur djur kan påverka förskolans verksamhet och hur djurhållning kan tillämpas i den traditionella förskolan. Vårt teoretiska ramverk utgår ifrån sociokulturellt perspektiv med inriktning mot Vygotskijs och Leontyevs ”Aktivitetstrianglar” som Engeström sedan utformade grafiskt. Ramverket möjliggör användningen av begrepp som till exempel artefakter, mediering, objekt och subjekt vilket skapar en röd tråd genom hela studien. Metoden som valts är en kvalitativ fallstudie och genom denna metod kan fördjupning göras av hur två specifika förskolor med djur i verksamheten fungerar. Studiens frågeställningar bygger på ett kunskaps intresse och har fungerat som en vägledning genom studien. Frågeställningarna är: hur är djur involverade i lärandeaktiviteterna på lantbruksförskolan och hur är djur involverade i lärandeaktiviteterna på djurparksförskolan. Observationerna skedde på två olika förskolor och för att komplettera data genomfördes också samtal med förskollärarna i verksamheten. Observationerna och samtalen analyserades utifrån en tematisk analysmetod som kompletterades med en narrativ analysmetod för att ge ett djupare resultat. Resultatet visade på att det fanns både skillnader och likheter mellan förskolorna som observerades. Baserat på resultatet fördes en diskussion kring hur skillnaderna och likheterna på förskolorna med djurinriktning kunde appliceras på en traditionell förskola. Slutsatsen visar att det är möjligt att använda djur i en traditionell förskola men att tillämpningen beror på den enskilda förskolans förutsättningar.

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  • 333.
    Johnson, Ensa
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Nilsson, Stefan
    CHILD, Institute of Health and Care Sciences, University of Gothenburg, Gothenburg, Sweden.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Eina! Ouch! Eish! Professionals’ perceptions of how children with cerebral palsy communicate about pain in South African school settings: Implications for the use of AAC2015Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 31, nr 4, s. 325-335Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 334.
    Johnson, Ensa
    et al.
    Centre for Augmentatve and Alternatve Communicaton, Faculty of Humanites, University of Pretoria, Pretoria, South Africa.
    Nilsson, Stefan
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Insttute of Health and Care Sciences, University of Gothenburg, Gothenburg, Sweden.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Augmentatve and Alternatve Communicaton, Faculty of Humanites, University of Pretoria, Pretoria, South Africa.
    How pain management for children with cerebral palsy in South African schools complies with up-to-date knowledge2019Ingår i: African Journal of Disability, ISSN 2226-7220, Vol. 8, artikel-id a575Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Pain in children with cerebral palsy (CP) has its sources in musculoskeletal problems that can influence learning in a school setting. Best pain management is essential for these children, but school staff may not keep up to date with the latest developments and interventions. Therefore, staff’s perceptions of beneficial strategies may not comply with contemporary scientific knowledge about effective evidence-based interventions.

    Objectives: This study investigated how pain management intervention for children with CP in South African schools complied with international scientific knowledge about evidence-based interventions. The intention was to provide support for an update of knowledge on both individual level (i.e. professionals) and system level (i.e. decision makers).

    Method: Five focus groups were conducted with staff members at five schools for children with special educational needs in South Africa. Manifest and latent content analyses of professional statements identified interventions reported as beneficial and related them to higher and lower levels of intervention evidence as reported at the time of data collection.

    Results: Most treatment strategies concerned motor functioning that fell within the framework of physiotherapists and occupational therapists. Access to orthopaedic expertise was limited, waiting times were long and medication for spasticity treatment was not offered.

    Conclusion: A discrepancy between published evidence and clinical practice for pain management in children with CP in South African school settings was noted. Suggestions for improved early intervention to identify children’s hips at risk through surveillance programmes; and orthopaedic management are proposed to prevent deformities and unnecessary suffering in South African children with CP.

  • 335.
    Joosten, Annette
    et al.
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Girdler, Sonya
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Albrecht, Matthew A.
    School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia.
    Horlin, Chiara
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Leung, Denise
    School of Occupational Therapy and Social Work, CHIRI, Curtin University, Perth, Western Australia, Australia.
    Ordqvist, Anna
    Rehabilitation Medicine, Department of Medicine and Health Sciences (IMH), Faculty of Health Sciences, Linköping University & Pain and Rehabilitation Centre, Linköping, Sweden.
    Fleischer, Håkan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick2016Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, nr 2, s. 95-102Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA.

    Methods: Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants’ eye movements were recorded using a head-mounted eye-tracker.

    Results: Children with AS/HFA looked less frequently and had shorter fixation on the magician’s direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician’s face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze.

    Conclusions: Information may enhance effective visual strategies in children with and without AS/HFA.

  • 336. Kang, Lin-Ju
    et al.
    Lin, Pei-Yi
    Hwang, Ai-Wen
    Chiu, Ya-Lan
    Sung, Wen-Hsu
    Imms, Christine
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Development of a mobile application of the "Picture My Participation-Chinese Version" (PMP-C App) for children with disabilities in Taiwan2019Konferensbidrag (Refereegranskat)
  • 337.
    Karlsson, Maria
    et al.
    School of Education, Culture and Communication, Mälardalen University, Sweden.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Changing services to children with disabilities and their families through in-service training: is the organisation affected?2008Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 23, nr 3, s. 207-222Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 338.
    Kerpcarova, Barbora
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The involvement of preschool teachers in children's play in Sweden2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
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  • 339.
    Klang Ibragimova, Nina
    et al.
    School of Education, Culture and Communication, Mälardalen university.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Using content analysis to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health - version for Children and Youth (ICF-CY)2011Ingår i: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, nr 8, s. 728-733Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

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  • 340.
    Klang, Nina
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Rowland, Charity
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Fried-Oken, Melanie
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Steiner, Sandra
    Institute on Development and Disability, Oregon Health and Science University, Portland, OR, USA.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The content of goals in individual educational programs for students with complex communication needs2016Ingår i: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 32, nr 1, s. 41-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

  • 341.
    Koutsogeorgou, Eleni
    et al.
    Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
    Maxwell, Gregor
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Aluas, Maria
    Centre for Bioethics, Babes-Bolyai University, Cluj-Napoca, Romania.
    Moretti, Marta
    Zurich University of Teacher Education, Switzerland.
    Quintas, Rui
    Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
    Evaluating social capital indicators and national inclusive education policies in six European countries2012Ingår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.

  • 342.
    Krenn, Elisabeth
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    School-based interventions supporting refugees and asylum seeking children in mainstream schools: A systematic literature review2017Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
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  • 343. Kuisma, Marja
    et al.
    Sandberg, Anette
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden 2008Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 16, nr 2, s. 186-195Artikel i tidskrift (Refereegranskat)
  • 344.
    Kuzminski, Rebecca
    et al.
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Netto, Julie
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Wilson, Joel
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket Brisbane, QLD, Australia.
    Chamberlain, Angela
    School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
    Linking knowledge and attitudes: Determining neurotypical knowledge about and attitudes towards autism2019Ingår i: PLoS ONE, E-ISSN 1932-6203, Vol. 14, nr 7, artikel-id e0220197Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    "Why are neurotypicals so pig-ignorant about autism?" an autistic person wrote on the Curtin Autism Research Group's on-line portal as a response to a call for research questions. Coproduced with an autistic researcher, knowledge about and attitudes towards autism were analysed from 1,054 completed surveys, representing the Australian neurotypical adult population. The majority, 81.5% of participants had a high level of knowledge and 81.3% of participants had a strong positive attitude towards autism. Neither age, nor education level had an impact on attitudes. However, attitudes were influenced by knowledge about 'Societal Views and Ideas'; 'What it Could be Like to Have Autism'; and the demographic variables 'Knowing and having spent time around someone with autism'; and gender (women having more positive attitudes than men). Thus, targeted interventions, geared more towards men than women, to increase knowledge about autism could further improve attitudes and increase acceptance of the autistic community.

  • 345.
    Kyarkanaye, Thilendree
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Dada, Shakila
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Samuels, Alecia E.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa.
    Collaboration in early childhood intervention services in Gauteng: caregiver perspectives2017Ingår i: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 30, nr 3, s. 238-254Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A central tenant of early childhood intervention (ECI) is collaboration between professionals and the caregivers of children receiving these services. There are limited studies on caregiver perceptions of collaboration in ECI teams particularly in resource-limited countries. Sixty-four caregivers participated in this study by completing a questionnaire on their perceptions of collaboration in ECI services in South Africa. The questionnaire survey was administered in a group setting by a trained research assistant who was proficient in the Setswana language. The results revealed that caregivers have a good understanding of collaboration in ECI services. However, collaboration, in relation to family-centered practices, appeared to be undervalued by caregivers. These results are discussed and the limitations of the study as well as future recommendations are outlined.

  • 346.
    Kyriakidou, Despina
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Play integrated in physiotherapyy for children with chronic health conditions: A systematic literature review2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Background: Play is the child’s natural world. According to psychoanalytical studies, play has an important role in children’s development, and the absence of play during a child’s life could lead to severe pathological implications. Based on this theory and being aware that physiotherapy treatment programs could be long lasting, tiresome and lacking motivation for children, this literature review presents a perspective regarding the integration of play within physiotherapy programs and examines the physical and emotional outcomes during this integration. Aim: To investigate the outcomes of integrating play in physiotherapy for children with chronic health conditions. Method: The research strategy for this review was a thorough search of peer-reviewed articles in the databases CINAHL and AMED which include articles from the fields of allied and complementary medicine, as well as the database Scope Med. Participants were children with chronic health conditions, ranging from 2-18 years old. In the term ‘play’ virtual reality and video game activities were included due to the lack of research. In addition, articles from a previous literature review conducted by the author were also included in the present paper. Results: The focus of researchers on children with CP and the lack of evidence for children with other health conditions, the persistence of physiotherapists to assess mainly physical outcomes and not emotional needs of children, and the measurement tools used for this purpose are presented. Conclusions: For children with chronic health conditions who attend physiotherapy sessions, play could serve as a mediate and an appropriate developmental approach in order to achieve physical and emotional changes. There is a need for physiotherapists to balance physical and emotional needs, and have a more ‘human’ relationship, rather than a ‘bodily’ - strict professional relationship with children. Although the information presented in this review is not considered as sufficient to draw conclusions, it could serve as a first step for researchers to study this integration in greater depth, and to focus on children with conditions other than CP.

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  • 347.
    Kyriazopoulou, Mary
    et al.
    European Agency for Special Needs and Inclusive Education.
    Bartolo, PaulEuropean Agency for Special Needs and Inclusive Education.Björck-Åkesson, EvaHögskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.Giné, ClimentUniversitat Ramon Llull, Barcelona, Spain.Bellour, Flora
    Inclusive Early Childhood Education Environment: New Insights and Tools - Contributions from a European Study2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
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  • 348.
    Landin, Sebastian
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Valvassori, Alexander
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Inflytande och delaktighet i fritidshemmet: En kvalitativ studie om elevers uppfattningar av inflytande och delaktighet i fritidshemmet2018Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I dagens skolor ska demokratiska medborgare formas, men vad uppfattar eleverna själva att de får vara med och bestämma samt hur delaktiga är de i beslutsfattande processer? Vad innebär inflytande och delaktighet för eleverna?

    Syftet med studien är att undersöka hur elever uppfattar att de har inflytande och delaktighet i fritidshemmet. Utifrån ovanstående syfte har vi formulerat följande frågeställningar:

    • Vad är elevers uppfattningar av inflytande och delaktighet?
    • Hur uppfattar eleverna sitt eget inflytande i fritidshemmets verksamhet?
    • Hur uppfattar eleverna sin egen delaktighet i fritidshemmets verksamhet?

    Studien utgår ifrån en kvalitativ forskningsmetod med en fenomenografisk ansats. Sex stycken elever deltog i intervjuerna. Studien utgår från barns perspektiv där elevers uppfattningar skulle synliggöras, tolkas och analyseras. Shiers (2001) modell som synliggör elevers inflytande och delaktighet användes som ett raster genom hela studien, med avsikt att synliggöra dess nivåer från inflytande till delaktighet i verksamheten. Analysen gav en övergripande bild av elevers uppfattningar utifrån de olika nivåerna. Resultatet visade att eleverna använde sig av en förslagslåda i fritidshemmet för att få sin röst hörd och såg förslagslådan som den största vägen till inflytande. Eleverna ville bli mer delaktiga i beslutsfattande processer som att få vara med och bestämma vad som ska köpas in till fritidshemmet samt när eleverna ska få vara inomhus och utomhus.

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  • 349.
    Larsson, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Parent-Child Relations as Protective and Promotive Factors for Ethnic Minority Children Living in Relative Poverty: A systematic literature review2019Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Ethnic minority children living in relative poverty are a high-risk group for poor outcomes in all aspects of wellbeing. The relationship and interactions between child and parent are a key part of child development and a platform for providing positive experiences which can benefit a child’s wellbeing. There is therefore a need to identify what facilitates wellbeing for ethnic minority children in low-socioeconomic status families. By focusing on protective and promotive factors encompassing the parent-child relationship, factors can be identified which can use family strengths as a basis for interventions and practice within healthcare, social work and education, which is what this systematic literature review set out to do. Through a diligent search of the literature, 12 articles were identified for review according to the inclusion and exclusion criteria, containing research on African American, Roma, Native American and Hispanic/Latino youth. The results inform how child wellbeing can be facilitated through several parental factors, including parental involvement and support, maternal attachment, paternal warmth and ethnic identity and ethnic socialization. The findings also indicate a need for further studies on paternal influence on wellbeing in especially Native American and Roma youth, as well as the impact of ethnic socialization on youth wellbeing. Parents have an important role to play in child wellbeing and are vital partners alongside the child when planning interventions. Considerations naturally need to be shown for each ethnic minority, the child’s setting and its individual characteristics. 

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  • 350. Larsson, J-O
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Lichenstein, P
    Malmberg, K
    Edbom, T
    Attention Deficit Hyperactive Disorder and sense of coherence in teenagers: a prospective study2007Ingår i: ESCAP, August, Italy, Florence, 2007Konferensbidrag (Övrigt vetenskapligt)
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