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  • 51.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eliasson, A-C
    Folkesson, C
    Holmberg, A-S
    Karlsson, M
    Sanner, G
    Westbom, L
    Svensk fältprövning av WHO:s förslag till Internationell klassifikation av funktionstillstånd och funktionshinder, ICIDH-2: Användbarhet för barn och ungdom2002Report (Other scientific)
  • 52.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Ferm, Ulrika
    Göteborg University, Sweden.
    Ahlsén, Elisabeth
    Göteborg University, Sweden.
    Conversational Topics Between a Child with Complex Communication Needs and her Caregiver at Mealtime2005In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, Vol. 21, no 1, p. 19-41Article in journal (Refereed)
    Abstract [en]

    Naturalistic mealtime interactions between a child with complex communication needs and her caregiver (focus dyad) and a child without disabilities and her caregiver (comparison dyad) were investigated. An activity-based communication analysis was used to outline the contextual background factors of the dyads' activities, and the dyads' conversational topics were analyzed. For the child and her caregiver (the focus dyad), the natural mode of communication at mealtime was unaided. Communication mostly concerned immediate mealtime issues. Other, shorter, topics were introduced but were also anchored to immediate issues. In contrast, the child and caregiver who comprised the comparison dyad conversed about a variety of personal topics that extended beyond the present. Topic patterns are exemplified using discourse excerpts and are discussed in relation to aided communication and development.

  • 53.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, M
    Behavior styles in children with severe and profound disabilities: An observational study1999Report (Other scientific)
  • 54.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, M
    Reagera och reglera: Beteendestilar hos barn med grava funktionsnedsättningar. En pilotstudie1998Report (Other scientific)
  • 55.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, M
    Goldbart, J
    Pennington, L
    ICF in AAC2006In: Proceedings from the 12th Isaac research conference: Düsseldorf. August 2006, 2006Conference paper (Refereed)
  • 56.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, M
    Seligman-Wine, J
    Assessment as an intervention2002In: 10th Biennial Conference of the Society for Augmentative and Alternative Communication: Odense, Denmark, 2002Conference paper (Other scientific)
  • 57.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Changing perspectives in early intervention for children with disabilities in Sweden1997In: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 9, no 3, p. 56-68Article in journal (Refereed)
  • 58.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Creating a Team Around the Child Through Professionals' Continuing Education2003In: Early intervention practices around the world, Baltimore: Paul H. Brookes , 2003, p. 171-190Chapter in book (Other academic)
  • 59.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Early Intervention in Sweden: A Developmental Systems Perspective2004In: The Developmental Systems Approach to Early Intervention, Baltimore: Paul H. Brookes Publishing Company , 2004, p. 571-592Chapter in book (Other academic)
  • 60.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Family involvement in assessment and intervention: Preceptions of professionals and parents in Sweden1995In: Exceptional children, ISSN 0014-4029, E-ISSN 2163-5560, Vol. 61, no 6, p. 520-535Article in journal (Refereed)
    Abstract [en]

    Describes perceptions of professionals and parents of the current and ideal state of family involvement in the habilitation process for children with disabilities in early intervention in Sweden. Significant discrepancies between current and ideal practices in four dimensions; Professionals' preferences for a higher degree of family involvement.

  • 61.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work.
    ICF och delaktighet2004In: Delaktighetens språk, Lund: Studentlitteratur , 2004, p. 29-48Chapter in book (Other academic)
  • 62.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Reagera och reglera: Beteendestilar hos barn med grava funktionsnedsättningar1997In: Forskare om utvecklingsstörning: perspektiv - kunskaper - utmaningar: en vänbok till Lars Kebbon, Uppsala: Uppsala Universitet , 1997, p. 52-76Chapter in book (Other (popular science, discussion, etc.))
  • 63.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Små barns hälsa och välbefinnande2015In: Att bli förskollärare: Mångfacetterad komplexitet / [ed] Ingrid Engdahl, Eva Ärlemalm-Hagsér, Stockholm: Liber, 2015, 1, p. 73-78Chapter in book (Other academic)
  • 64.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Transatlantic Consortium on Early Childhood Intervention2003In: Mental Health and Mental Retardation: A lifespan Multidisciplinary Approach: Abstract Book from the 4th European Congress,  17 – 20th September 2003. Italy, Rome., 2003Conference paper (Other academic)
  • 65.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF-CY as a common language in early childhood intervention : Work shop2012Conference paper (Other academic)
    Abstract [en]

    The workshop covers ICF-CY as a framework in collaborative problem solving together with families and in preschool. A short introduction to ICF-CY will be presented. The workshop will be based on case studies where the participants will use ICF-CY as a tool in assessment and intervention. The model for collaborative problem solving developed by the CHILD group includes problem formulations, problem explanations, goal setting, design of methods, implementation and follow-up. The tool uses checklists based on ICF-CY for formulation of difficulties and problems in terms of activity and participation, problem explanations in terms of body structures and functions and environmental factors. An individual intervention plan for a child with disability based on functioning in everyday life is developed based on the assessment. The utility and feasibility of ICF-CY as a tool and a common language in early childhood intervention will be discussed.

  • 66.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Ibragimova, N
    Svensk fältprövning av WHO:s Internationell klassifikation av funktionstillstånd och funktionshinder, version för barn och ungdom (ICF-CY)2006Report (Other academic)
  • 67.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Leskinen, Markku
    The Growth of International Collaboration: Addressing Critical Issues2019Conference paper (Refereed)
    Abstract [en]

    In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium aims to discuss and raise issues related to the added value of international collaboration in early childhood intervention research and education today and in the future. It is informed by experiences of the EU-US Transatlantic Consortium on Early Intervention (EU-US Atlantis Programme, Excellence Mobility Project 2001-2013) and from collaboration in ISEI. Building on multilateral collaboration and agreements between universities and funding agencies, based on equal standards for quality we can share and learn from each other. By developing joint priorities building on the strengths in individual countries a common theoretical framework for research and education related to early intervention has been created guiding policy and practice.

  • 68.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Light, J
    McNaughton, D
    Goal setting and problem solving with AAC users and families2000In: Proceedings from the Ninth Biennial Conference of the International Society for Augmentative and Alternative Communication, August 2nd-6th, 2000, Washington DC, USA., 2000Conference paper (Other academic)
  • 69.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work.
    Olsson, C
    Collaborative problemsolving in communication intervention1996In: Augmentative and Alternative Communication: European Perspectives / [ed] Stephen von Tetzchner and Mogens Hygum Jensen, London: Whurr Publishers , 1996, p. 324-341Chapter in book (Other (popular science, discussion, etc.))
  • 70.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Simeonsson, Rune
    Assessment philosophies and practices in Sweden2000In: Interdisciplinary clinical assessment of young children with developmental disabilities, Baltimore: Paul H. Brookes , 2000, p. 391-412Chapter in book (Other academic)
  • 71.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    ICF och ICF-CY - Historik och utveckling2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, 1:1, p. 71-90Chapter in book (Other academic)
  • 72.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Simeonsson, Rune
    Special education: a systems theory perspective2005In: Mångsidigt samspel: en vänbok till Siv Fischbein, Stockholm: Hls Förlag , 2005, p. 41-55Chapter in book (Other academic)
  • 73.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Early Childhood Intervention2006In: Encyclopedia of Disability, London: Sage Publications , 2006Chapter in book (Other academic)
  • 74.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Åman, K
    Early Intervention and the Family System: Process and Outcome2000In: Journal of Intellectual Disability Research Volume 44 Issue 3-4: New millennium research to practice : congress abstracts. 11th World Congress of the International Association for the Scientific Study of Intellectual Disabilities (IASSID): August 1-6 2000, Seattle, Washington, USA., Oxford: Blackwell Science , 2000, p. 209-Conference paper (Other academic)
  • 75.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Kyriazopoulou, MaryEuropean Agency for Special Needs and Inclusive Education.Giné, ClimentUniversitat Ramon Llull, Barcelona, Spain.Bartolo, PaulEuropean Agency for Special Needs and Inclusive Education.
    Inclusive Early Childhood Education Environment Self-Reflection Tool2017Collection (editor) (Other academic)
    Abstract [en]

    From Introduction:

    This Self-Reflection Tool was developed as part of the Inclusive Early Childhood Education (IECE) project, conducted by the European Agency for Special Needs and Inclusive Education from 2015 to 2017 (www.european-agency.org/agency-projects/inclusive-earlychildhood-education). The project’s overall goal was to identify, analyse and subsequently promote the main characteristics of quality IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.

    Download full text (pdf)
    Fulltext
  • 76.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lindsay, P
    Communication ...naturally. Theoretical and Methodological Issues in Research in Augmentative and Alternative Communication: Proceedings of the Fourth ISAAC Research Symposium in Augmentative and Alternative Communication, Vancouver, Canada, August 11-12, 19961997Conference proceedings (editor) (Other academic)
  • 77.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Peterander, Franz
    Central Aspects for Developing and Continuing Collaboration2019Conference paper (Refereed)
    Abstract [en]

    In line with the primary purpose of ISEI, to provide a framework and forum for professionals from around the world to communicate about advances in the field of early intervention, this symposium aims to discuss and raise issues related to the added value of international collaboration in early childhood intervention research and education today and in the future. It is informed by experiences of the EU-US Transatlantic Consortium on Early Intervention (EU-US Atlantis Programme, Excellence Mobility Project 2001-2013) and from collaboration in ISEI. Building on multilateral collaboration and agreements between universities and funding agencies, based on equal standards for quality we can share and learn from each other. By developing joint priorities building on the strengths in individual countries a common theoretical framework for research and education related to early intervention has been created guiding policy and practice.

  • 78.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Rydeman, B
    Zachrisson, G
    Fælles problemløsning: En metode til implementering af kommunikationshjaelpemidler2004Book (Other (popular science, discussion, etc.))
  • 79.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Rydeman, B
    Zachrisson, G
    Who is in charge?2002In: 10th Biennial Conference of the Society for Augmentative and Alternative Communication. Odense, Denmark, 2002Conference paper (Other scientific)
  • 80.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The International Consortium for Early Childhood Intervention2007Conference paper (Other academic)
  • 81.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The Transatlantic consortium for Early Childhood Intervention2003Conference paper (Other academic)
  • 82.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Varför behövs en barnversion av ICF?2003In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 6, p. 510-514Article in journal (Other academic)
  • 83.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Wilder, Jenny
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Granlund, Mats
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Pless, Mia
    Simeonsson, Rune
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Almqvist, Lena
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Augustine, Lilly
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Klang, Nina
    Lillvist, Anne
    The international classification of functioning, disability and health and the version for children and youth as a tool in child habilitation/early childhood intervention: feasibility and usefulness as a common language and frame of reference for practice2010In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, no S1, p. 125-138Article in journal (Refereed)
    Abstract [en]

    Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.

  • 84.
    Björck-Åkesson, Eva
    et al.
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Åkesson, H
    Excellence in Early Childhood Intervention: Proceedings for the International symposium Excellence in Early Childhood Intervention. Mälardalen University, October 11th-12th, 19992001Conference proceedings (editor) (Refereed)
  • 85. Brodin, J
    et al.
    Björck-Åkesson, EvaJönköping University, School of Education and Communication, HLK, CHILD.
    Methodological Issues in Research in Augmentative and Alternative Communication: Proceedings from the First ISAAC Research Symposium in Augmentative and Alternative Communication, Stockholm August 16th to 17th, 19901991Conference proceedings (editor) (Other academic)
  • 86. Brodin, J
    et al.
    Björck-Åkesson, EvaJönköping University, School of Education and Communication, HLK, CHILD.
    Methodological Issues in Research in Augmentative and Alternative Communication: Proceedings from the Third ISAAC Research Symposium in Augmentative and Alternative Communication, Kerkrade, the Netherlands, October 14 to 15th, 19941994Conference proceedings (editor) (Other academic)
  • 87. Carlhed, Carina
    et al.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Granlund, Mats
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Parent Perspectives on Early Intervention: The Paradox of Needs and Rights2003In: British Journal of Developmental Disabilities, ISSN 0969-7950, Vol. 49, no 97, p. 69-80Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to discuss conceptions of support in relation to needs and rights based models in early intervention in Sweden, as perceived by parents of young children with disabilities. The discussion is illustrated with data collected by in-depth interviewing of eight parents and analysing the results using a qualitative approach. The theoretical frame is based on empowerment and the data are discussed in relation to this theory. The paradoxical effects of need fulfilment and empowerment that arise in parent-professional interaction are highlighted. This indicates a need for future research about the sometimes conflicting tasks of fulfilling needs and providing proactive support which professionals find in their encounters with parents of children with disabilities. Collaboration in the intervention process based on expertise of both parents and professionals is discussed in relation to these conflicts.

  • 88.
    Ferm, Ulrika
    et al.
    DART – Centre for Augmentative and Alternative Communication and Assistive Technology, Regional Habilitation Centre, Queen Silvia Children's Hospital, Sahlgrenska University Hospital , Sweden.
    Ahlsén, Elisabeth
    SSKKII Interdisciplinary Center, Department of Applied Information Technology, Chalmers/University of Gothenburg , Sweden.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Patterns of Communicative Interaction between a Child with Severe Speech and Physical Impairments and her Caregiver during a Mealtime Activity2012In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 37, no 1, p. 11-26Article in journal (Refereed)
    Abstract [en]

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

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

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

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

  • 89.
    Ferm, Ulrika
    et al.
    Göteborgs universitet.
    Ahlsén, Elisabeth
    Göteborgs unuiversitet.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Spontaneous Communication with Blissymbolics between a mother and her daughter at home: What do they talk about and how?2013In: Aided Communication in Everyday Interaction / [ed] Niklas Norén, Christina Samuelsson, Charlotta Plejert, Guildford, Surrey: J&R Press Ltd , 2013, 1, p. 281-313Chapter in book (Other academic)
  • 90.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ. CHILD. Jönköping University, School of Health Science, HHJ. Biomedical Platform.
    Almqvist, L
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation in school environments of children and youth with disabilities2001In: Developmental medicine and child neurology. Supplement 89, Volume 43: Abstracts: European Academy of Childhood Disability, 13th annual meeting, Göteborg, 2001, London: MacKeith , 2001, p. 19-Conference paper (Other academic)
  • 91.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Almqvist, L
    Boudin, L
    Eriksson, L
    Sundin, A
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Små barns delaktighet i förskolevardagen: Ett delprojekt i Forskningsprogrammet CHILD2001Report (Other academic)
  • 92.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Arvidsson, Patrik
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Niia, Anna
    Jönköping University, School of Health and Welfare, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Simeonsson, Rune J
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Maxwell, Gregor
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Adolfsson, Margareta
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Eriksson-Augustine, Lilly
    Jönköping University, School of Health and Welfare, HHJ. CHILD. Swedish Institute of Public Health, Östersund.
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala universitet.
    Differentiating activity and participation of children and youth with disability in Sweden: A third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?2012In: American Journal of Physical Medicine & Rehabilitation, ISSN 0894-9115, E-ISSN 1537-7385, Vol. 91, no 13, p. S84-S96Article in journal (Refereed)
    Abstract [en]

    Objective: This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions.

    Design: Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component.

    Results: Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did.

    Conclusions: The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.

  • 93.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Inservice training of pre-school consultants in family-oriented intervention: Training process and outcome1996In: British Journal of Developmental Disabilities, ISSN 0969-7950, Vol. 42, p. 1-23Article in journal (Refereed)
  • 94.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Integrating training in family-centered practices in context: Implications for implementing change activities2000In: Infants and young children, ISSN 0896-3746, E-ISSN 1550-5081, Vol. 12, no 3, p. 46-59Article in journal (Refereed)
    Abstract [en]

     

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

  • 95.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Participation and general competence: do type and degree of disability really matter?2005In: Resistance, reflection and change: Nordic disability research, Lund: Studentlitteratur , 2005, p. 277-294Chapter in book (Other academic)
  • 96.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    The ecology of early intervention2000In: Proceedings of the International symposium Excellence in Early Childhood: Mälardalen University, October 11th -12th, 1999, Västerås: Mälardalen University Press , 2000Conference paper (Other academic)
  • 97.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication. Jönköping University, School of Education and Communication, HLK, CHILD.
    Alant, E
    Family-centered early childhood intervention: new perspectives?2005In: Augmentative and alternative communication and severe disabilities: beyond poverty, London: Whurr , 2005, p. 219-240Chapter in book (Other academic)
  • 98.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Brodin, J
    Olsson, C
    Communication intervention for persons with profound disabilities: A Swedish perspective.1995In: Augmentative and Alternative Communication: AAC, ISSN 0743-4618, E-ISSN 1477-3848, no 1, p. 49-59Article in journal (Refereed)
  • 99.
    Granlund, Mats
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Lillvist, A
    Sandberg, A
    Young children in need of special support in Sweden: definitions and prevalence rates2007In: Paper presented at the 2nd ISEI Conference, University of Zagreb, Croatia, June 14-16, 2007, 2007Conference paper (Other academic)
  • 100.
    Granlund, Mats
    et al.
    Jönköping University, School of Health Science, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health Science, HHJ. CHILD.
    Björck-Åkesson, Eva
    Jönköping University, School of Education and Communication, HLK, CHILD.
    Olsson, C
    Rydeman, B
    Working with families to introduce augmentative and alternative communication systems2002In: Communicating without speech: practical augmentative & alternative communication, London.: McKeith Press , 2002, p. 88-102Chapter in book (Other academic)
123 51 - 100 of 136
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