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  • 501.
    Vaz, Sharmila
    et al.
    School of Occupational Therapy and Social Work, Centre for Research into Disability and Society, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia.
    Parsons, Richard
    School of Pharmacy, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Passmore, Anne Elizabeth
    School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition2014Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 9, nr 3, s. 1-13, artikel-id e89874Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten--Year 7 schools reporting the lowest scores, while those from the Kindergarten--Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten--Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.

  • 502.
    Vaz, Sharmila
    et al.
    Curtin University, Perth, WA, Australia.
    Wilson, Nathan
    University of Western Sydney, New South Wales, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University, Perth, WA, Australia.
    Sim, Angela
    Curtin University, Perth, WA, Australia.
    Scott, Melissa
    Curtin University, Perth, WA, Australia.
    Cordier, Reinie
    Curtin University, Perth, WA, Australia.
    Falkmer, Torbjorn
    Curtin University, Perth, WA, Australia.
    Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities2015Ingår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 10, nr 8, s. 1-12, artikel-id e0137002Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective

    Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.

    Method

    Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.

    Results

    Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.

    Conclusion

    The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

  • 503.
    Wang, Minzhi
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    How are the strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland: From teachers’ perspective2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Inclusion enable children with special needs pursue their education or activities with their peers who are not disabled. Participation of children can be promoted by inclusion. Teachers are key for developing inclusive schools and improve the participation of children with special needs. The aim of this study is to describe strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland. To study this issue, interviews were conducted with eight participants from these three schools. The ICF-CY model was used to analyze the interview data. Results show that teachers’ strategies of promoting children’s participation in these Finnish ‘inclusive’ schools are diverse, teachers use strategies that focus on children’s environmental factors as well as factors that relate to children themselves. Most of teachers believe strategies that make changes on children environmental factors can help children participate in classroom tasks and activities. Some factors to influence difference of the strategies in different schools were found, different school situations and seems to be a decisive role on teachers’ strategies of improving the participation of the children. This study gives a promising view of the actions that teachers take to promote participation of children in need of special support.

  • 504.
    Wang, Minzhi
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    The impact of teacher-student classroom interactions in primary school environment on children's engagement in classroom: A systematic literature review2017Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In primary school classrooms, teacher-student relations, student’s school engagement, achievement, and the frequency of teachers’ academic interactions are related to higher levels of student engagement. Since different strategies teachers use to initiate classroom interactions have different impacts on students’ engagement, the aim of this thesis is to explore how teacher-student classroom interactions in primary school influence their classroom engagement. A systematic literature review was conducted by using three databases. Eight studies that fit inclusion criteria were exerted and identified. The results show that teachers’ positive strategies (eg. emotional support, help, give instruction) in classroom interaction can significantly increase students’ behavior engagement, improve students’ social engagement and some of the strategies can also hinder students’ emotional engagement in classroom This thesis identifies actions teachers use to conduct classroom interaction and shows how these actions influence students’ behavioral, social, and emotional engagement in primary schools, which gives teachers an overview of the positive consequences of these interaction strategies in primary school classrooms. The suggestions for future research are, further studies can also include studies that perceived classroom interaction from teachers’ perspective and measured the influence of teachers’ negative interaction strategies (eg. criticism, punishment).

  • 505.
    Wigston, Christine
    et al.
    Curtin University, Perth, Western Australia, Australia.
    Falkmer, Marita
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Curtin University, Perth, Western Australia, Australia.
    Vaz, Sharmila
    Curtin University, Perth, Western Australia, Australia.
    Parsons, Richard
    Curtin University, Perth, Western Australia, Australia.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Curtin University, Perth, Western Australia, Australia.
    Participation in extracurricular activities for children with and without siblings with autism spectrum disorder2017Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, nr 1, s. 25-39Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    OBJECTIVE:

    To compare the number, frequency, enjoyment and performance in extracurricular activities of siblings of children with autism spectrum disorders (ASD) to their typically developing (TD) peers, and to identify differences between actual and desired participation.

    METHODS:

    A case-control study with 30 siblings of children with ASD and 30 siblings of TD children was conducted using the Paediatric Interest Profiles and a questionnaire.

    RESULTS:

    Siblings of children with ASD participated in fewer extracurricular activities than those with TD siblings. ASD symptoms were significantly associated with the sibling participating in fewer extracurricular activities. Children with TD siblings had higher enjoyment scores in relaxation activities than children with siblings with ASD.

    CONCLUSION:

    While results were mainly positive, some differences indicated that having a sibling with ASD may impact participation in extracurricular activities. Assessments of participation barriers, as well as support to minimise participation restrictions among siblings of children with ASD are required.

  • 506. Wilder, J
    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.
    Presymbolic children in Sweden: interaction, family accommodation and social networks2006Ingår i: Proceedings from the 12th Isaac research conference, Düsseldorf, August, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 507.
    Wilder, Jenny
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Axelsson, Anna Karin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Carlsson, Maggan
    Föreningen JAG.
    Jag är med! Om personlig assistans och barns delaktighet i familjeaktiviteter2013Bok (Övrigt vetenskapligt)
  • 508.
    Wilder, Jenny
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Mälardalens Högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities2015Ingår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 28, nr 2, s. 133-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    Children with profound intellectual and multiple disabilities (PIMD) demand intense family accommodations from birth and onwards. This study used an exploratory and qualitative study design to investigate stability and change in sustainability of daily routines and social networks of Swedish families of children with PIMD.

    Materials and methods

    Eight families participated over two years in eco-cultural family interviews and social networks interviews collected at home visits. Data were analyzed descriptively and by manifest contents analysis.

    Results

    Results showed variations in sustainability of daily routines over time across families. The sustainability was linked to fathers' involvement, couples' connectedness and emotional support. Stability and change of social networks were characterized by low overlap between the child and family networks, the children's communicative dependency and low density of able communication partners.

    Conclusions

    The results indicate that patterns of stability and change were linked both to family resources and child characteristics.

  • 509.
    Wilder, Jenny
    et al.
    Mälardalen University, School of Education and Communication, 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.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Cooperación entre professionales y familias de niños con pluridiscapacidad2012Ingår i: Pluridiscapacidad y contextos de intervención / [ed] Emili Soro-Camats, Carme Basil, Carme Rosell, Barcelona: Institut de Ciències de l'Educació (ICE) , 2012, s. 149-162Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 510.
    Ylvén, Regina
    et al.
    Department of Social Sciences, Mälardalen University, Västerås.
    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.
    Literature review of positive functioning in families with children with a disability2006Ingår i: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 3, nr 4, s. 253-270Artikel i tidskrift (Refereegranskat)
  • 511.
    Ylvén, Regina
    et al.
    School of Welfare and Health, Mälardalen University, Västerås, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Collaborative problem solving in the context of early childhood intervention – the link between problems and goals2015Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 17, nr 3, s. 221-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Swedish Child and Youth Habilitation Services (C-YHS) for children with disabilities and their families' build on regular planning meetings involving families and professionals, and appointments and interventions implemented between meetings. This study explores the content of issues discussed at planning meetings, and the relation between content and activities implemented in everyday interventions. Longitudinal data from five families and their C-YHS-teams were used. Data were analyzed using conventional content analysis. The results illustrate a process with a high degree of correspondence between families' concerns, experienced problems, the formal decisions and the activities they generated. Concerns were focused on the future, and related actions focused on supporting adults in the environment, mostly the parents, thus indirectly relating to the child. Problems were focused on the current situation, and to a larger extent concerned actions directly related to the child. Although a family-centred service, interventions focused on the proximal environment, may be underreported.

  • 512. Ylvén, Regina
    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.
    Identifying and Building on Family Strength: A Thematic Analysis2009Ingår i: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 22, nr 4, s. 253-263Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In family-centered intervention, one important issue is to support families' different ways to manage stress. The purpose of this study was to investigate whether professionals encourage positive coping strategies in families of children with disabilities. Data (videotaped planning meetings and interviews) from 5 families enrolled in intervention programs were used. The data were analyzed deductively by applying theoretical concepts of 4 types of positive coping. Goal-directed problem-focused coping was the most frequently used type of coping, together with spiritual beliefs and practices. Professional encouragement of families' own strategy to solve problems occurring in everyday life must focus not only on explicit problem solving but also on the use of supplemental coping types.

  • 513.
    Ylvén, Regina
    et al.
    Mälardalen University, School of Welfare and Health.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Persson, Carina
    Karolinska Inst, Div Nursing, Dept Neurobiol, Huddinge, Sweden.
    Problem solving in relation to resources in everyday life in families of children with disabilities: a pilot study2012Ingår i: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 35, nr 2, s. 102-108Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire study focusing on problem-solving patterns in relation to resources in families of children with disabilities. The descriptive statistical analyses built on data from 13 families and findings showed an overall satisfactory score distribution for three of the included instruments, whereas two instruments showed floor effects in one third of the items. Findings indicated design problems with data collection related to adapting questionnaires to a web-based survey format and to problems with the stop function that was added. Implementing the main study using web-based surveys needs critical considerations according to the choice of the web tool and the recruitment process.

  • 514. Zachrisson, Gerd
    et al.
    Rydeman, Bitte
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Gemensam problemlösning vid alternativ och kompletterande kommunikation (AAK)2002Rapport (Övrigt vetenskapligt)
  • 515. Zakirova-Engstrand, Rano
    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.
    The International Classification of Functioning, Disability and Health: Children and youth (ICF-CY): Testing its utility in classifying information from eco-cultural family interviews with ethnically diverse families with children with disabilities in Kyrgyztan2009Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 31, nr 12, s. 1018-1030Artikel i tidskrift (Refereegranskat)
  • 516.
    Åman, Pia
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Att läsa och berätta - gör förskolan rolig och lärorik2010Rapport (Övrigt vetenskapligt)
  • 517.
    Åström, Frida Marie
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Khetani, Mary
    Department of Occupational Therapy, Colorado State University, Fort Collins, Colorado, USA.
    Axelsson, Anna Karin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Young Children's Participation and Environment Measure: Swedish Cultural Adaptation2018Ingår i: Physical & Occupational Therapy in Pediatrics, ISSN 0194-2638, E-ISSN 1541-3144, Vol. 38, nr 3, s. 329-342Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim: To culturally adapt and evaluate the psychometric properties of the Young Children's Participation and Environment Measure (YC-PEM) for use by caregivers of Swedish children with and without disabilities, aged 2–5 years.

    Methods: Thirteen cognitive interviews and two focus groups with caregivers of children with and without disabilities were conducted to evaluate the cultural relevance of YC-PEM content for use in Sweden. Per participant feedback, a revised version of the Swedish YC-PEM was created and pilot tested with caregivers of children with disabilities (n = 11) and children with typical development (n = 22).

    Results: User feedback informed content revisions to 7% of items. Internal consistency estimates of the Swedish YC-PEM pilot version were acceptable and ranged from .70 to .92 for all but two of the YC-PEM scales. Mean percentage agreement between raters ranged from 47% to 93% across YC-PEM scales for inter-rater, and 44% to 86% for test-retest. One of twelve YC-PEM scales revealed significant group differences between young children with and without disabilities.

    Conclusions: This study contributes preliminary evidence for the use of some scales within a culturally adapted YC-PEM in Sweden. Further validation with larger samples will allow for parametric testing to evaluate its psychometric properties.

891011 501 - 517 av 517
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