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- Bolic, Vedrana, et al.
(författare)
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Computer use in educational activities by students with ADHD
- 2013
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 20:5, s. 357-364
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population. Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group. Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.
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| 4. |
- Bolic, Vedrana, et al.
(författare)
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Stöd för lärande – mer än bara pedagogiskt stöd : Elever med neuropsykiatrisk funktionsnedsättning
- 2013
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Ingår i: AT-forum 2013: Nationell konferens i arbetsterapi, 2013.
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Konferensbidrag (refereegranskat)abstract
- BakgrundAtt lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.SyfteSyftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.Tillvägagångssätt och analysI studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.Resultat/förväntat resultatAnalysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.SlutsatsI samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.
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| 5. |
- Bolic, Vedrana, et al.
(författare)
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Stöd i skolan och övergång till vidare studier och arbetsliv : personer med neuropsykiatriska diagnoser
- 2013
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Ingår i: Abstractsamling, At-forum 2013.
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Konferensbidrag (refereegranskat)abstract
- BakgrundAtt lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.SyfteSyftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.Tillvägagångssätt och analysI studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.Resultat/förväntat resultatAnalysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.SlutsatsI samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.
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| 6. |
- Bolic, Vedrana, et al.
(författare)
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Support in school and the transition to further education and work : individuals with neuropsychiatric disorders
- 2013
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Ingår i: 12th NNDR conference, 2013.
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Konferensbidrag (refereegranskat)abstract
- IntroductionResearch indicates that students with Asperger’s Disorder and ADHD face a number of barriers to participation in school which may affect learning, social relations and the transition to work and/or further education. Individuals with Asperger’s Disorder and ADHD may need support in order to participate in school and to make progress toward graduating from school, in order to qualify to attend and pursue institutes of further education, work and participation in community life.ObjectivesThe objective of the study was to describe and explore young adults’ with Asperger syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.MethodsInterviews have been performed with 13 young adults between the age of 20 to 29 years, diagnosed with Asperger syndrome and Attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school. ResultsResults show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance, social interaction and emotional wellbeing. Three types of support were identified during the analysis: “academic accommodations”, “social support” and “emotional support”. Despite being evident in the students stories the support was perceived as inappropriate in relation to their individual needs, which in turn together confirmed the theme described as “Support affecting the students’ wellbeing”. ConclusionThe students’ experience of support in school, based on their current experiences, knowledge and understanding highlights the need for support that target academic performance, social relationships and emotional wellbeing, important for learning in school.Contribution to the practice/evidence base of occupational therapyCollaboration between educators, health care and occupational therapy services in school are important for developing and implementing support in school that will promote students learning and participation in school.
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| 7. |
- Boman, Inga-Lill, et al.
(författare)
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A training apartment with a set of electronic memory aids for patients with cognitive problems
- 2010
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa. - 1103-8128 .- 1651-2014. ; 17:2, s. 140-148
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Tidskriftsartikel (refereegranskat)abstract
- The aims were to investigate whether patients with memory difficulties after acquired brain injury (ABI) are able to learn how to use a set of electronic memory aids integrated in a training apartment, and to use the same setting for identifying activities that these patients tend to forget among a predefined set of activities. This identification is done by using a computer system to register activities that are not performed, which the system is designed to act upon with reminders or alarms. During a stay of five days in the training apartment, 14 patients received training from an experienced occupational therapist to learn how to use the electronic memory aids. Significant improvements were found at group level in learning how to use the electronic memory aids. Computer registrations showed that the refrigerator and the stove were most challenging to remember. The total number of alarms and reminders as indication/measure of memory difficulties did not correlate with the Rivermead Behavioral Memory Test scores in the individuals. These findings indicate the importance of a stay in a training apartment to examine whether or not patients have difficulties in everyday activities and to try out electronic memory aids that might support these difficulties before they are discharged from the rehabilitation clinic.
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| 8. |
- Boman, Inga-Lill, et al.
(författare)
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Support in everyday activities by a home-based electronic memory aid for persons with memory impairments
- 2010
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Ingår i: Disability and Rehabilitation: Assistive Technology. - : Informa. - 1748-3107 .- 1748-3115. ; 5:5, s. 339-350
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The purposes of this study was to examine the possibilities of a home-based electronic memory aid with sensors for persons with memory impairments, as support to carry out everyday activities in their own home environments. METHOD: The method involved a single-subject study with a multiple baseline AB design. Five participants identified three activities each that they usually forget to carry out. An electronic memory aid with individually spoken reminders was installed in the participant's home. There were automatic computer registrations of completed activities during the study phase of 12 weeks. Assessments of functioning and quality of life (QoL) were conducted before and after the intervention and at follow-up after 2 months. RESULTS: Four participants improved in completing most of the self-chosen activities when the electronic memory aid was used. Performance and satisfaction with performance and QoL improved, but there was no memory function improvement. There were technical problems with the aid, which had a negative effect for users. CONCLUSIONS: Electronic memory aids have a large potential for supporting persons with cognitive impairments. It is important to conduct follow-up afterwards, because the use of an aid and the need of support change over time and put high demands on technical reliability of the electronic memory aid.
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| 9. |
- Borell, Lena, et al.
(författare)
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Qualitative approaches in occupational therapy research
- 2012
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 19:6, s. 521-529
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding people's experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.
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| 10. |
- Borgestig, Maria, 1968-, et al.
(författare)
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Change in eye controlled performance over time with an eye tracker controlled system, used by children with severe physical disabilities
- 2013
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Ingår i: Assistive Technology Research Series. - Amsterdam : IOS Press. - 1383-813X .- 1879-8071. - 9781614993032 - 9781614993049 ; 33, s. 473-477
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to describe how speed and accuracy in eye controlled computer performance changed over time for children with severe physical disabilities that used eye tracker controlled system (ETCS) in daily activities as an effect of assistive technology (AT) intervention. Data was collected with diaries and with Compass software. The preliminary results from this study from the first four children indicate that two children improved significantly in eye controlled performance up to 19 months since start of ETCS usage in daily activities.
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