Ändra sökning
Avgränsa sökresultatet
123456 51 - 100 av 263
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 51.
    Björck-Åkesson, Eva
    et al.
    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.
    Light, J
    McNaughton, D
    Goal setting and problem solving with AAC users and families2000Ingår i: Proceedings from the Ninth Biennial Conference of the International Society for Augmentative and Alternative Communication, August 2nd-6th, 2000, Washington DC, USA., 2000Konferensbidrag (Övrigt vetenskapligt)
  • 52.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Olsson, C
    Collaborative problemsolving in communication intervention1996Ingår i: Augmentative and Alternative Communication: European Perspectives / [ed] Stephen von Tetzchner and Mogens Hygum Jensen, London: Whurr Publishers , 1996, s. 324-341Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 53.
    Björck-Åkesson, Eva
    et al.
    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.
    Simeonsson, Rune
    Assessment philosophies and practices in Sweden2000Ingår i: Interdisciplinary clinical assessment of young children with developmental disabilities, Baltimore: Paul H. Brookes , 2000, s. 391-412Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 54.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Simeonsson, Rune
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    ICF och ICF-CY - Historik och utveckling2011Ingår i: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless & Mats Granlund, Lund: Studentlitteratur , 2011, 1:1, s. 71-90Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 55.
    Björck-Åkesson, Eva
    et al.
    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.
    Simeonsson, Rune
    Special education: a systems theory perspective2005Ingår i: Mångsidigt samspel: en vänbok till Siv Fischbein, Stockholm: Hls Förlag , 2005, s. 41-55Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 56.
    Björck-Åkesson, Eva
    et al.
    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.
    Simeonsson, Rune J.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Early Childhood Intervention2006Ingår i: Encyclopedia of Disability, London: Sage Publications , 2006Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 57.
    Björck-Åkesson, Eva
    et al.
    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.
    Åman, K
    Early Intervention and the Family System: Process and Outcome2000Ingår i: 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, s. 209-Konferensbidrag (Övrigt vetenskapligt)
  • 58.
    Björck-Åkesson, Eva
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Simeonsson, Rune
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Augustine, Lilly
    Högskolan i Jönköping, Hälsohögskolan, 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 practice2010Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, nr S1, s. 125-138Artikel i tidskrift (Refereegranskat)
    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.

  • 59.
    Björklund, Ann-Christin
    et al.
    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.
    Santacroce, S. J.
    Enskär, Karin
    Malmö University.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The documentation of everyday functioning in children with brain tumors in medical care, habilitation services and school – is there a coherent description?2019Konferensbidrag (Refereegranskat)
  • 60.
    Björklund, Ann-Christin
    et al.
    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.
    Santacroce, Sheila Judge
    Univ N Carolina, Sch Nursing, Chapel Hill, NC, USA.
    Enskär, Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The Documentation of Everyday Functioning in Children with Brain Tumors in Medical Care, Habilitation Services and School - is There a Coherent Description?2019Ingår i: Pediatric Blood & Cancer, ISSN 1545-5009, E-ISSN 1545-5017, Vol. 66, nr 4, SI, s. S437-S437Artikel i tidskrift (Refereegranskat)
  • 61. Bond, A
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Internet-anpassad information för personer med utvecklingsstörning2000Rapport (Övrigt vetenskapligt)
  • 62.
    Boren, T.
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Axelsson, Anna Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Profound intellectual and multiple disabilities2014Ingår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 27, nr 4, s. 371-371Artikel i tidskrift (Övrigt vetenskapligt)
  • 63.
    Boren, Taylor
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    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.
    Wilder, Jenny
    Mälardalen University, Västerås.
    Axelsson, Anna Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Sweden’s LSS and social integration: An exploration of the relationship between personal assistant type, activities, and participation for children with PIMD2016Ingår i: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 13, nr 1, s. 50-60Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Swedish personal assistance system, facilitated through Swedish legislation (known as the LSS), allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidized personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The type of personal assistant can impact activity selection. As noted by bio-ecological systems theory, participation in “systems” beyond the household is important for a child’s cognitive and social development, including the development of children with disabilities. The authors explored whether children’s personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children’s activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children’s external assistants showed a greater presence in SIAs than children’s parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child’s cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS’s implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children’s social and cognitive development.

  • 64. Bornman, Juan
    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.
    Facilitating change in early childhood intervention by using principles from systems theory: an interventionist’s perspective2007Ingår i: South African Journal of Occupational Therapy, ISSN 0038-2337, Vol. 37, nr 3, s. 4-7Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    All interventions have one aspect in common – the pursuit of positive change, ie, moving towards a particular intervention goal. In intervention both sudden changes and long-term changes are necessary – sudden changes act as an incentive to carry on with intervention as the “effect of intervention” is quickly seen, whilst longer term changes are important for maintenance and mastery of particular skills. The purpose of this article is to explore both types of change from a systems theory perspective. Bifurcation points, stabilising central attractors (SCA) and functional and structural linkages are used to explain sudden change, whilst equifinality and self-stabilisation are explained with reference to long-term change. This article concludes by pointing to specific implications for intervention when using systems theory as the framework.

  • 65.
    Bölte, Sven
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Mahdi, Soheil
    Karolinska Institutet, Stockholm, Sweden.
    Coghill, David
    University of Melbourne, Melbourne, Australia.
    Gau, Susan Shur -Fen
    National Taiwan University Hospital and College of Medicine, Taipei, Taiwan.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. Biomedicinsk plattform.
    Holtmann, Martin
    University Bochum, Hamm, Germany.
    Karande, Sunil
    Seth G.S. Medical College and K.E.M. Hospital, Mumbai, India.
    Levy, Florence
    University of New South Wales, Sydney, Australia.
    Rohde, Luis A.
    Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
    Segerer, Wolfgang
    Swiss Paraplegic Research, Nottwil, Switzerland.
    de Vries, Petrus J.
    University of Cape Town, Cape Town, South Africa.
    Selb, Melissa
    ICF Research Branch a cooperation partner within the WHO Collaborating Center for the Family of International Classifcations in Germany (at DIMDI), Nottwil, Switzerland.
    Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD2018Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, nr 10, s. 1261-1281Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Attention-deficit/hyperactivity disorder (ADHD) is associated with significant impairments in social, educational, and occupational functioning, as well as specific strengths. Currently, there is no internationally accepted standard to assess the functioning of individuals with ADHD. WHO’s International Classification of Functioning, Disability and Health—child and youth version (ICF) can serve as a conceptual basis for such a standard. The objective of this study is to develop a comprehensive, a common brief, and three age-appropriate brief ICF Core Sets for ADHD. Using a standardised methodology, four international preparatory studies generated 132 second-level ICF candidate categories that served as the basis for developing ADHD Core Sets. Using these categories and following an iterative consensus process, 20 ADHD experts from nine professional disciplines and representing all six WHO regions selected the most relevant categories to constitute the ADHD Core Sets. The consensus process resulted in 72 second-level ICF categories forming the comprehensive ICF Core Set—these represented 8 body functions, 35 activities and participation, and 29 environmental categories. A Common Brief Core Set that included 38 categories was also defined. Age-specific brief Core Sets included a 47 category preschool version for 0–5 years old, a 55 category school-age version for 6–16 years old, and a 52 category version for older adolescents and adults 17 years old and above. The ICF Core Sets for ADHD mark a milestone toward an internationally standardised functional assessment of ADHD across the lifespan, and across educational, administrative, clinical, and research settings. © 2018 The Author(s)

  • 66.
    Bölte, Sven
    et al.
    Karolinska Institutet, Sweden.
    Mahdi, Soheil
    Karolinska Institutet, Sweden.
    Vries, Petrus J. de
    University of Cape Town, South Africa.
    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.
    Robison, John E.
    U.S. Department of Health & Human Services, USA.
    Shulman, Cory
    The Hebrew University of Jerusalem, Israel.
    Swedo, Susan
    National Institute of Mental Health, USA.
    Tonge, Bruce
    Monash University, Australia.
    Wong, Virginia
    The University of Hong Kong, China.
    Zwaigenbaum, Lonnie
    University of Alberta, Canada.
    Segerer, Wolfgang
    Swiss Paraplegic Research, Switzerland.
    Selb, Melissa
    Swiss Paraplegic Research, Switzerland.
    The Gestalt of functioning in autism spectrum disorder: Results of the international conference to develop final consensus International Classification of Functioning, Disability and Health core sets2019Ingår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 23, nr 2, s. 449-467Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Autism spectrum disorder is associated with diverse social, educational, and occupational challenges. To date, no standardized, internationally accepted tools exist to assess autism spectrum disorder–related functioning. World Health Organization’s International Classification of Functioning, Disability and Health can serve as foundation for developing such tools. This study aimed to identify a comprehensive, a common brief, and three age-appropriate brief autism spectrum disorder Core Sets. Four international preparatory studies yielded in total 164 second-level International Classification of Functioning, Disability and Health candidate categories. Based on this evidence, 20 international autism spectrum disorder experts applied an established iterative decision-making consensus process to select from the candidate categories the most relevant ones to constitute the autism spectrum disorder Core Sets. The consensus process generated 111 second-level International Classification of Functioning, Disability and Health categories in the Comprehensive Core Set for autism spectrum disorder—one body structure, 20 body functions, 59 activities and participation categories, and 31 environmental factors. The Common Brief Core Set comprised 60 categories, while the age-appropriate core sets included 73 categories in the preschool version (0- to 5-year-old children), 81 in the school-age version (6- to 16-year-old children and adolescents), and 79 in the older adolescent and adult version (⩾17-year-old individuals). The autism spectrum disorder Core Sets mark a milestone toward the standardized assessment of autism spectrum disorder–related functioning in educational, administrative, clinical, and research settings.

  • 67.
    Carlberg, Louise
    et al.
    Hälsa och Habilitering, Region Uppsala, Uppsala, 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.
    Achievement and participation in schools for young adolescents with self-reported neuropsychiatric disabilities: A cross-sectional study from the Southern part of Sweden2019Ingår i: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 47, nr 2, s. 199-206Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Schools are expected to be an environment where children can reach their fullest potential and develop their talents, personality, as well as their mental and physical abilities. Children with disabilities often have restricted participation and lower achievement in school. The aim is to investigate if there are any differences in participation and achievement in school between adolescents, with and without self-reported neuropsychiatric disabilities, and to explore the relations between achievement and participation. 

    Methods: A cross-sectional study was carried out based on data collected from 1520 adolescents in the sixth and seventh grade, from the south of Sweden. Multiple logistic regression was conducted to explore the relationship between having a neuropsychiatric disability, with participation and achievement, and how different factors affected this relationship. 

    Results: Having a self-reported neuropsychiatric disability increases the likelihood of having restricted participation (adjusted odds ratio (AOR): 2.89; 95% confidence interval (CI): 1.99–4.23) and lower achievement in school (AOR: 2.94; 95% CI: 2.06–4.24). These adolescents were also more likely to have negative relationships to their teachers, be bullied, have poorer connectedness to their parents, come from families with less money, be trying drugs and be male, in comparison to the adolescents without a neuropsychiatric disability. The odds of having lower achievement increased with lower engagement and absenteeism from class. 

    Conclusions: Adolescents with self-reported neuropsychiatric disabilities have a disadvantaged situation in school, and are exposed to factors that could have long-term negative effects. More longitudinal research is required to conclude what factors are causing restricted participation and low achievement.

  • 68. Carlhed, Carina
    et al.
    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.
    Parent Perspectives on Early Intervention: The Paradox of Needs and Rights2003Ingår i: British Journal of Developmental Disabilities, ISSN 0969-7950, Vol. 49, nr 97, s. 69-80Artikel i tidskrift (Refereegranskat)
    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.

  • 69.
    Castro, Susana
    et al.
    School of Education, University of Roehampton, London, UK.
    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.
    Almqvist, Lena
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU). School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study2017Ingår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 25, nr 1, s. 122-135Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood Education and Care (ECEC) across countries. This study aims to describe the quality of Swedish preschool classrooms and its relationship with students’ engagement over time. Data was collected from 165 preschool teachers in 55 preschool units in Sweden. Results show that all classroom-related variables (Emotional Support, Instructional Support and Classroom Organisation) have increased levels over time, while engagement remained stable. Three groups of preschool classroom units were identified with similar patterns of classroom quality over time (higher emotional support and lower instructional practice) and similar differences in level. Emotional Support was found to be the best predictor of student engagement over time.

  • 70. Dada, S
    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.
    Alant, E
    A discussion of individual variability, in activity-based interventions, using the niche concept2007Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 33, nr 4, s. 424-431Artikel i tidskrift (Refereegranskat)
  • 71.
    Danielsson, Henrik
    et al.
    Linköping university.
    Bölte, Sven
    Karolinska Institutet.
    Wilder, Jenny
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    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.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    A Systematic Review of Early Intervention for Education in Scandinavia2019Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 72.
    Darcy, Laura
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. 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. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Enskär, Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    ICF applications in health care for children with cancer in Sweden2017Ingår i: An emerging approach for education and care: Implementing a worldwide classification of functioning and disability / [ed] S. Castro & O. Palikara, London: Routledge, 2017, s. 178-186Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The International Classification of Functioning, Disability and Health (ICF) and its version for children and youth, the ICF-CY, can contribute to the present knowledge on the lives of young children with cancer, with an international and interdisciplinary language. In this context, the term health can be seen as a multidimensional concept in which both illness and non-illness/well-being are dimensions that can be present at the same time, rather than two opposite concepts. Health is the result of a continuous process rather than something that one individual has; it is a resource for everyday life rather than the objective of living (WHO, 1986). The ICF was developed to classify different dimensions on individuals’ health as a unified standardised common language and framework, to be used across disciplines (WHO, 2007). It acknowledges that health and illness are complex concepts and promotes a biopsychosocial model of health, in which the context is as important as the individual and his/her needs. The view of health as functioning in everyday life can be operationalised using the ICF model of body structure, body function, activities and participation and environmental factors (Rosenbaum & Gorter, 2012).

  • 73.
    Darcy, Laura
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. University of Borås, Borås, Sweden.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Enskär, Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Following young children's health and functioning in everyday life through their cancer trajectory2016Ingår i: Journal of Pediatric Oncology Nursing, ISSN 1043-4542, E-ISSN 1532-8457, Vol. 33, nr 3, s. 173-189Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Knowledge of living with childhood cancer, through the trajectory, is sparse.

    Aim: The aim of this study was to follow young children’s health and functioning in everyday life through their cancer trajectory.

    Methods: Data were gathered longitudinally from a group of 13 young children and their parents connected to a pediatric oncology unit in Sweden. The International Classification of Functioning, Disability and Health for Children and Youth structure was used to identify difficulties in health and functioning in everyday life, in interview and questionnaire data. Descriptive statistical analysis was performed to show patterns of difficulty over a 3-year period from diagnosis.

    Results: Difficulties experienced by children declined and changed over time. An increase in difficulties with personal interactions with others and access to and support from health care professionals was seen 2 to 3 years after diagnosis and start of treatment. Similar patterns are seen within individual children’s trajectories in relation to diagnosis but individual patterns were seen for each child.

    Conclusions and Clinical Implications: Health care professionals need to plan for ongoing contact with school services and information and support pathways, beyond the treatment period. A person-centered philosophy of care is required throughout the cancer trajectory.

  • 74.
    Darcy, Laura
    et al.
    Institution of Health Science, University College Borås.
    Enskär, Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Simeonsson, Rune J
    Petersson, Christina
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, The Jönköping Academy for Improvement of Health and Welfare.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Health and functioning in the everyday lives of young children with cancer: documenting with the International Classification of Functioning, Disability and Health - Children and Youth (ICF-CY).2015Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 41, nr 3, s. 475-482Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Health care focus is shifting for children from surviving childhood cancer to living with it on a daily basis. There is a need to document health and function in the everyday lives of young children with cancer using the multidimensional framework and language of the International Classification of Functioning, Disability and Health - Children and Youth (ICF-CY).

    AIMS: The aims of this study were (1) to document health and functioning in the everyday lives of young children with cancer using ICF-CY codes and (2) to identify a comprehensive code set that can aid clinical assessment.

    METHOD: Interviews with children diagnosed with cancer and their parents, were transcribed, reviewed for content and coded to the ICF-CY using linking procedures.

    RESULTS: A comprehensive code set (n = 70) for childhood cancer was identified. The majority of content identified to codes was related to activity and participation describing social relations with family, peers and professionals, preschool attendance and play, as well as issues related to support and independence.

    CONCLUSIONS: The ICF-CY can be used to document the nature and range of characteristics and consequences of cancer experienced by children. The identified comprehensive code set could be helpful to health care professionals, parents and teachers in assessing and supporting young children's health and everyday life through the cancer trajectory. The comprehensive code set could be developed as a clinical assessment tool for those caring for young children with cancer. The universal language of the ICF-CY means that the utility of a clinical assessment tool based on identified codes can have wide reaching effects for the care of young children with cancer.

  • 75.
    Darcy, Laura
    et al.
    Department of Caring Science, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, 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.
    Enskär, Karin
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    The development of the Clinical Assessment Tool "Health and Everyday Functioning in Young Children with Cancer"2020Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Key messages

    • The aim of this study was to select and validate the content of a clinical assessment tool (CAT) for health and everyday functioning in young children with cancer.
    • Items were developed based on frequently occurring ICF-CY codes identified in the transcripts of 12 interviews with young children with cancer and their parents.
    • The CAT consists of 52 items grouped in four dimensions, “The child her/himself”, “The child’s everyday life”, “The child’s need for support” and “The child’s contacts with health care”.
    • The items correlate well with known research results
    • The CAT can be used by both parents and health care personnel to highlight aspects of care for the young child with cancer
  • 76.
    de Schipper, Elles
    et al.
    Karolinska Institutet.
    Lundequist, Aiko
    Karolinska Institutet.
    Coghill, David
    University of Dundee, Ninewells Hospital and Medical School, Dundee, UK.
    de Vries, Petrus J.
    University of Cape Town, South Africa.
    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.
    Holtmann, Martin
    Ruhr University Bochum, Hamm, Germany.
    Jonsson, Ulf
    Karolinska Institutet.
    Karande, Sunil
    Seth G.S. Medical College & K.E.M. Hospital, Mumbai, India.
    Robison, John E.
    US Department of Health and Human Services, Washington, DC.
    Shulman, Cory
    Hebrew University of Jerusalem, Israel.
    Singhal, Nidhi
    Action for Autism, New Delhi, India.
    Tonge, Bruce
    Monash University, Victoria, Australia.
    Wong, Virginia C. N.
    The University of Hong Kong, China.
    Zwaigenbaum, Lonnie
    University of Alberta, Edmonton, Canada.
    Bölte, Sven
    Karolinska Institutet.
    Ability and disability in autism spectrum disorder: A systematic literature review employing the International Classification of Functioning, Disability and Health-Children and Youth Version2015Ingår i: Autism Research, ISSN 1939-3792, E-ISSN 1939-3806, Vol. 8, nr 6, s. 782-794Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objective: This study is the first in a series of four empirical investigations to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Autism Spectrum Disorder (ASD). The objective was to use a systematic review approach to identify, number, and link functional ability and disability concepts used in the scientific ASD literature to the nomenclature of the ICF-CY (Children and Youth version of the ICF, covering the life span).

    Methods: Systematic searches on outcome studies of ASD were carried out in Medline/PubMed, PsycINFO, ERIC and Cinahl, and relevant functional ability and disability concepts extracted from the included studies. These concepts were then linked to the ICF-CY by two independent researchers using a standardized linking procedure. New concepts were extracted from the studies until saturation of identified ICF-CY categories was reached.

    Results: Seventy-one studies were included in the final analysis and 2475 meaningful concepts contained in these studies were linked to 146 ICF-CY categories. Of these, 99 categories were considered most relevant to ASD (i.e., identified in at least 5% of the studies), of which 63 were related to Activities and Participation, 28 were related to Body functions, and 8 were related to Environmental factors. The five most frequently identified categories were basic interpersonal interactions (51%), emotional functions (49%), complex interpersonal interactions (48%), attention functions (44%), and mental functions of language (44%).

    Conclusion: The broad variety of ICF-CY categories identified in this study reflects the heterogeneity of functional differences found in ASD—both with respect to disability and exceptionality—and underlines the potential value of the ICF-CY as a framework to capture an individual's functioning in all dimensions of life. The current results in combination with three additional preparatory studies (expert survey, focus groups, and clinical study) will provide the scientific basis for defining the ICF Core Sets for ASD for multipurpose use in basic and applied research and every day clinical practice of ASD.

  • 77.
    de Schipper, Elles
    et al.
    Center of Neurodevelopmental Disorders (KIND), Stockholm, Sweden.
    Lundequist, Aiko
    Center of Neurodevelopmental Disorders (KIND), Stockholm, Sweden.
    Wilteus, Anna Löfgren
    Center of Neurodevelopmental Disorders (KIND), Stockholm, Sweden.
    Coghill, David
    University of Dundee, UK.
    de Vries, Petrus J.
    University of Cape Town, South Africa .
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Holtmann, Martin
    Ruhr University Bochum, Hamm, Germany.
    Jonsson, Ulf
    Center of Neurodevelopmental Disorders (KIND), Stockholm, Sweden.
    Karande, Sunil
    Seth G.S. Medical College and K.E.M. Hospital, Mumbai, India.
    Levy, Florence
    Prince of Wales Hospital and University of New South Wales, Sydney, Australia.
    Al-Modayfer, Omar
    College of Medicine, Riyadh, Saudi Arabia.
    Rohde, Luis
    Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
    Tannock, Rosemary
    University of Toronto, Canada.
    Tonge, Bruce
    Monash University, Melbourne, Victoria, Australia.
    Bölte, Sven
    Center of Neurodevelopmental Disorders (KIND), Stockholm, Sweden.
    A comprehensive scoping review of ability and disability in ADHD using the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY)2015Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 24, nr 8, s. 859-872Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    This is the first in a series of four empirical investigations to develop International Classification of Functioning, Disability and Health (ICF) Core Sets for Attention Deficit Hyperactivity Disorder (ADHD). The objective here was to use a comprehensive scoping review approach to identify the concepts of functional ability and disability used in the scientific ADHD literature and link these to the nomenclature of the ICF-CY. Systematic searches were conducted using Medline/PubMed, PsycINFO, ERIC and Cinahl, to extract the relevant concepts of functional ability and disability from the identified outcome studies of ADHD. These concepts were then linked to ICF-CY by two independent researchers using a standardized linking procedure. Data from identified studies were analysed until saturation of ICF-CY categories was reached. Eighty studies were included in the final analysis. Concepts contained in these studies were linked to 128 ICF-CY categories. Of these categories, 68 were considered to be particularly relevant to ADHD (i.e., identified in at least 5 % of the studies). Of these, 32 were related to Activities and participation, 31 were related to Body functions, and five were related to environmental factors. The five most frequently identified categories were school education (53 %), energy and drive functions (50 %), psychomotor functions (50 %), attention functions (49 %), and emotional functions (45 %). The broad variety of ICF-CY categories identified in this study underlines the necessity to consider ability and disability in ADHD across all dimensions of life, for which the ICF-CY provides a valuable and universally applicable framework. These results, in combination with three additional preparatory studies (expert survey, focus groups, clinical study), will provide a scientific basis to define the ICF Core Sets for ADHD for multi-purpose use in basic and applied research, and every day clinical practice.

  • 78.
    de Schipper, Elles
    et al.
    Karolinska Institutet.
    Mahdi, Soheil
    Karolinska Institutet.
    Coghill, David
    University of Dundee, Ninewells Hospital and Medical School, Dundee, United Kingdom.
    de Vries, Petrus J.
    University of Cape Town, South Africa.
    Gau, Susan Shur-Fen
    National Taiwan University Hospital and College of Medicine, Taipei, Taiwan.
    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.
    Holtmann, Martin
    Ruhr University Bochum, Hamm, Germany.
    Karande, Sunil
    Seth G.S. Medical College and K.E.M. Hospital, Mumbai, India.
    Levy, Florence
    School of Psychiatry, Prince of Wales Hospital and University of New South Wales, Sydney, Australia.
    Almodayfer, Omar
    Psychiatry Section, King Abdulaziz Medical City, College of Medicine, Riyadh, Saudi Arabia.
    Rohde, Luis
    Federal University of Rio Grande do Sul, Porto Alegre, Brazil.
    Tannock, Rosemary
    The Hospital for Sick Children, University of Toronto, Canada.
    Bolte, Sven
    Karolinska Institutet.
    Towards an ICF core set for ADHD: a worldwide expert survey on ability and disability2015Ingår i: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 24, nr 12, s. 1509-1521Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This is the second in a series of four empirical studies designed to develop International Classification of Functioning, Disability and Health (ICF and Children and Youth version, ICF-CY) core sets for attention deficit hyperactivity disorder (ADHD). The objective of this stage was to gather the opinions from international experts on which ability and disability concepts were considered relevant to functioning in ADHD. An email-based survey was carried out amongst international experts in ADHD. Relevant functional ability and disability concepts were extracted from their responses and linked to the ICF/-CY categories by two independent researchers using a standardised linking procedure. 174 experts from 11 different disciplines and 45 different countries completed the survey. Meaningful concepts identified in their responses were linked to 185 ICF/-CY categories. Of these, 83 categories were identified by at least 5 % of the experts and considered the most relevant to ADHD: 30 of these were related to Body functions (most identified: attention functions, 85 %), 30 to Activities and Participation (most identified: school education, 52 %), 20 to Environmental factors (most identified: support from immediate family, 61 %), and 3 to Body structures (most identified: structure of brain, 83 %). Experts also provided their views on particular abilities related to ADHD, naming characteristics such as high-energy levels, flexibility and resiliency. Gender differences in the expression of ADHD identified by experts pertained mainly to females showing more internalising (e.g. anxiety, low self-esteem) and less externalising behaviours (e.g. hyperactivity), leading to a risk of late- and under-diagnosis in females. Results indicate that the impact of ADHD extends beyond the core symptom domains, into all areas of life and across the lifespan. The current study in combination with three additional preparatory studies (comprehensive scoping review, focus groups, clinical study) will provide the scientific basis to define the ADHD ICF/-CY core sets for multi-purpose use in basic and applied research and every day clinical practice.

  • 79. de Schipper, Elles
    et al.
    Mahdi, Soheil
    de Vries, Petrus
    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.
    Holtman, Martin
    Karande, Sunil
    Almodayfer, Omar
    Shulman, Cory
    Tonge, Bruce
    Wong, Virginia V. C. N.
    Zwaigenbaum, Lonnie
    Bölte, Sven
    Functioning and disability in autism spectrum disorder: A worldwide survey of experts2016Ingår i: Autism Research, ISSN 1939-3792, E-ISSN 1939-3806, Vol. 9, nr 9, s. 959-969Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: This study is the second of four to prepare International Classification of Functioning, Disability and Health (ICF; and Children and Youth version, ICF(-CY)) Core Sets for Autism Spectrum Disorder (ASD).The objective of this study was to survey the opinions and experiences of international experts on functioning and disability in ASD.

    Methods: Using a protocol stipulated by the World Health Organization (WHO) and monitored by the ICF Research Branch, an email-based questionnaire was circulated worldwide among ASD experts, and meaningful functional ability and disability concepts were extracted from their responses. These concepts were then linked to the ICF(-CY) by two independent researchers using a standardized linking procedure.

    Results: N  = 225 experts from 10 different disciplines and all six WHO-regions completed the survey. Meaningful concepts from the responses were linked to 210 ICF(-CY) categories. Of these, 103 categories were considered most relevant to ASD (i.e., identified by at least 5% of the experts), of which 37 were related to

    Activities and Participation, 35 to Body functions, 22 to Environmental factors, and 9 to Body structures. A variety of personal characteristics and ASD-related functioning skills were provided by experts, including honesty, loyalty, attention to detail and creative talents. Reported gender differences in ASD comprised more externalizing behaviors among males and more internalizing behaviors in females.

    Conclusion: The ICF(-CY) categories derived from international expert opinions indicate that the impact of ASD on functioning extends far beyond core symptom domains

  • 80.
    Donohue, Dana
    et al.
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Bornman, Juan
    Centre for Augmentative and Alternative Communication, University of Pretoria, South Africa.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Household size is associated with unintelligible speech in children who have intellectual disabilities: A South African study2015Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, nr 6, s. 402-406Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: The purpose of this study was to examine whether four socioeconomic factors, namely caregiver age, caregiver education, family income and/or household size were related to the presence of motor delays or unintelligible speech in South African children with intellectual disabilities. Methods: Caregivers of children with intellectual disabilities completed a biographical questionnaire regarding their home environments. Other items on the questionnaire queried whether their children experienced co-occurring developmental impairments of motor delays or unintelligible speech. Results: A total of 145 caregivers were included in the analyses. Two logistic regressions were run with the set of four socioeconomic factors as predictors, and motor delays and intelligible speech as the outcome variables. Household size was a statistically significant predictor of whether children evidenced intelligible speech. Conclusion: Children living in dwellings with more people were less likely to have intelligible speech. The processes through which large household size might influence children’s language are discussed.

  • 81.
    Donohue, Dana K.
    et al.
    University of Pretoria, SA.
    Bornman, Juan
    University of Pretoria, SA.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Examining the rights of children with intellectual disability in South Africa: Children's perspectives2014Ingår i: Journal of Intellectual and Developmental Disabilities, Vol. 39, nr 1, s. 55-64Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background Human rights provide fundamental conditions for people to maintain dignity and self-determination and protect a nation's most vulnerable citizens. In South Africa, children with intellectual disability who experience socioeconomic disadvantage may be particularly vulnerable due to their cognitive impairments and inability to garner needed resources.

    Method The perceptions of children with intellectual disability regarding their access to basic amenities in their home environments were examined to determine whether their positive human rights were met. Risk factors were examined in relation to these perceptions.

    Results The results suggested that participants generally reported high degrees of access to basic resources. Logistic regressions suggested socioeconomic risk factors (e.g., income, education, household size, relationship status) were negatively related to children's reports of access to food and their own beds and positively related to having someone available to explain confusing concepts to them.

    Conclusions The positive human rights of children living in high-risk environments should be monitored to ensure all South Africans have their rights met.

  • 82. Edbom, T
    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.
    Lichtenstein, P
    Larsson, J-O
    Long-term relationship between symptoms of attention deficit hyperactivity disorder and self-esteem in a prospective longitudinal study of twins2006Ingår i: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 95, nr 6, s. 650-657Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim: To study the long-term relationship between symptoms of Attention Deficit Hyperactivity Disorder and the developing self-esteem in a population-based sample of twins. Methods: The cohort is all twin pair families born in Sweden between May 1985 and December 1986 (n = 1.480). Wave 1 took place in 1994 when the twins were 8 years old and wave 2 in 1999 when the children were 13 years old. In wave 1 and 2 the parents completed questionnaires regarding ADHD-symptoms about their children. In wave 2 the twins completed a questionnaire about self-esteem and Youth Self Report (YSR). ADHD-symptoms and self-esteem were analyzed in the total study group. Results: There was a long-term relationship between high scores of parental-reported ADHD-symptoms at 8 and 13 years of age and low scores in measures of self-reported self-esteem at 13 years of age. In the cotwin control method controlling for YSR internalizing problem, paired comparisons within the twin pairs revealed that a high score of ADHD-symptoms at age 8 was related to significantly lower scores at age 13 in the self-esteem. Conclusions: The long-term relationships between ADHD-symptoms and a low self-esteem in a population-based sample were confirmed by the co-twin analyses.

  • 83. Edbom, T
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Lichtenstein, P
    Larsson, J-O
    Self concepts in children with attention - deficit - hyperactive disorder: a person oriented approach2003Ingår i: Developmental medicine and child neurology. Supplement 97, Volume 45: Abstracts: European Academy of Childhood Disability, 15th annual meeting, Oslo, 2003, London: MacKeith , 2003, s. 22-Konferensbidrag (Övrigt vetenskapligt)
  • 84.
    Edbom, T
    et al.
    Karolinska Institutet, Department of Women's and Children's Health.
    Malmberg, K
    Karolinska Institutet, Department of Women's and Children's Health.
    Lichtenstein, P
    Karolinska Institutet, Department of Medical Epidemiology and Biostatistics.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Larsson, J-O
    Karolinska Institutet, Department of Women's and Children's Health.
    High sense of coherence in adolescence is a protective factor in the longitudinal development of ADHD symptoms2010Ingår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 24, nr 3, s. 541-547Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The key feature of salutogenesis is that good health can be directly sustained by positive factors. The Sense of Coherence (SOC) scale was developed by Antonovsky as a measure related to the concept of salutogenesis including aspects of comprehensibility, manageability and meaningfulness.

    Aim:  The aim was to investigate whether Sense of Coherence can serve as a salutogenetic factor modifying the long-term development of Attention Deficit Hyperactivity Disorder (ADHD) Symptoms.

    Subjects and methods:  Twin study of Child and Adolescent Development (TCHAD) is a longitudinal study of all twin pairs born in Sweden between May 1985 and December 1986. The present project is a sub-sample of 312 individuals (135 boys and 177 girls). At 16 years of age, the young persons and their parents were interviewed with K-SADS especially symptoms of ADHD. The young person also completed the SOC questionnaire. At 21 years of age, the young person completed a questionnaire about symptoms of ADHD.

    Findings:  Higher (worse) ADHD scores at 16 years of age were associated with higher (worse) ADHD scores at 21 years of age. However, this relationship was stronger for lower (worse) SOC. A higher (better) SOC at 16 years was associated with lower (better) ADHD at 21 years and this relationship was stronger for higher (worse) ADHD at 16 years.

    Conclusion:  A high Sense of Coherence in adolescence was a protective factor for the long-term development of ADHD.

  • 85. Edbom, Tobias
    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.
    Liechtenstein, Paul
    Larsson, Jan-Olov
    ADHD Symptoms Related to Profiles of Self-Esteem in a Longitudinal Study of Twins: A person-oriented approach2008Ingår i: Journal of Child and Adolescent Psychiatric Nursing, ISSN 1073-6077, Vol. 21, nr 4, s. 228-237Artikel i tidskrift (Refereegranskat)
  • 86.
    Efvergren, Rickard
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Nordqvist, Emelie
    Glatz, Terese
    Elgmark, Elisabeth
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Uppfylls behoven av habilitering/rehabilitering hos brukare som tillhör LSS personkrets?2007Rapport (Övrigt vetenskapligt)
  • 87.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Life Science, University of Skövde, Sweden.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Darcy, Laura
    Department of Health Science, University College Borås, Sweden.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    A Swedish perspective on nursing and psychosocial research in paediatric oncology: A literature review2015Ingår i: European Journal of Oncology Nursing, ISSN 1462-3889, E-ISSN 1532-2122, Vol. 19, nr 3, s. 310-317Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 88.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. School of Life Science, University of Skövde, Skövde, Sweden.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Darcy, Laura
    Institution of Health Science, University College of Borås, Borås, Sweden.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Institution of Health Science, University College of Borås, Borås, Sweden.
    An analytic review of clinical implications from nursing and psychosocial research within Swedish pediatric oncology2015Ingår i: Journal of Pediatric Nursing: Nursing Care of Children and Families, ISSN 0882-5963, E-ISSN 1532-8449, Vol. 30, nr 4, s. 550-559Artikel i tidskrift (Refereegranskat)
  • 89.
    Enskär, Karin
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Knutsson, Susanne
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Huus, Karina
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Darcy, Laura
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Björk, Maria
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad.
    A literature review of the results from nursing and psychosocial research within Swedish pediatric oncology2014Ingår i: Journal of Nursing & Care, ISSN 2167-1168, Vol. 3, nr 6, s. 1-8Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

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

  • 90. Eriksson, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Aktivt deltagande: En jämförelse mellan elever med och utan funktionshinder2003Rapport (Övrigt vetenskapligt)
  • 91. Eriksson, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Att vara delaktig i sitt liv: en fältprövning av ICIDH-22001Övrigt (Övrigt vetenskapligt)
  • 92. Eriksson, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Miljö och delaktighet2003Rapport (Övrigt vetenskapligt)
  • 93. Eriksson, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Participation in school activities: a comparison between students with and without disabilities2004Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 6, s. 206-224Artikel i tidskrift (Refereegranskat)
  • 94. Eriksson, L
    et al.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    Perceived participation: a comparison of students with disabilities and students without disabilities2003Ingår i: Developmental medicine and child neurology. Supplement 97, Volume 45: Abstracts: European Academy of Childhood Disability, 15th annual meeting, Oslo, 2003, London: MacKeith , 2003, s. 40-Konferensbidrag (Övrigt vetenskapligt)
  • 95.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Conceptions of Participation in Students with Disabilities and Persons in Their Close Environment2004Ingår i: Journal of Developmental and Physical Disabilities, ISSN 1056-263X, E-ISSN 1573-3580, Vol. 16, nr 3, s. 229-246Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Participation can be viewed as engagement in life situations and is often mentioned as a goal in relation to providing service to children with disabilities. Age-related differences in children's, parents', teachers', and consultants' conceptions of participation were investigated. Information on conceptions of participation was collected in conjunction with a larger survey of participation in school environments. The sample consisted of students with disabilities in all ages, their parents, teachers, and special education consultants. Respondents' definition of participation were inductively analyzed; in a second step a log-linear analysis was made on the basis of the themes from the qualitative analysis and related to students' chronological age and type of disability. Results indicated that students' conceptions of participation to a certain degree depended on age but not on type of disability. Respondents, other then students, tended to have a wider conception of participation suggesting that parents', teachers', and consultants' role and responsibility in relation to the student affects their conceptions of participation.

  • 96.
    Eriksson, Lilly
    et al.
    Mälardalens högskola.
    Welander, J
    Mälardalens högskola.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Participation in everyday school activities for children with and without disabilities2007Ingår i: Journal of Developmental and Physical Disabilities, ISSN 1056-263X, E-ISSN 1573-3580, Vol. 19, nr 5, s. 485-502Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 97.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Welander, Jonas
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Comparing engagement in everyday school activities in children with and without disabilities2006Ingår i: Abstracts 2006: Australasian Academy of Cerebral Palsy & Developmental Medicine Conference 2006, AusACPDM, London: MacKeith Press , 2006, s. 10-11Konferensbidrag (Övrigt vetenskapligt)
  • 98.
    Eriksson, Lilly
    et al.
    Mälardalens högskola, Institutionen för matematik och fysik.
    Welander, Jonas
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Elevers delaktighet i skolaktiviteter: En jämförelse av elever med och utan funktionshinder2006Konferensbidrag (Refereegranskat)
  • 99.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD.
    From my perspective - Perceived participation in mainstream schools in students with autism spectrum conditions2012Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 15, nr 3, s. 191-201Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 100.
    Falkmer, Marita
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Oehlers, K
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Falkmer, Torbjörn
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för rehabilitering.
    Can you see it too? Correlations between observed and self-rated participation in mainstream schools for students with and without autism spectrum conditions.2012Manuskript (preprint) (Övrigt vetenskapligt)
123456 51 - 100 av 263
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf