| 1. |
- Mounzer, Wissam, 1982-
(författare)
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A Follow-up Study of Early Intensive Behavioral Intervention Program for Children with Autism in Syria.
- 2023
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Konferensbidrag (refereegranskat)abstract
- Background: Intensive behavioral intervention (EIBI) is a treatment provided to young children with autism spectrum disorders (ASD). This treatment dramatically improves these children's communication, play, and social skills. However, the degree to which these outcomes are sustained over time is unknown. ABA-based services are still in their infancy in the Middle East, and limited research has been conducted regarding these interventions (e.g., Al-Hemoud et al. 2006; Eapen et al. 2007; Hussein and Taha 2013; Kelly et al. 2016; Sartawi 1999).Objectives: In this study, we aimed to assess the sustained effects of EIBI delivered by Future Center-EIBI in Syria 3 years after the intervention was terminated. In particular, we evaluated the following questions: (a) after the 3-year FC-EIBI program, were there changes in participants’ scores for the autism behavior checklist (ABC; Volkmar et al. 1988), childhood autism rating scale (CARS; Al-Shammari & Al-Sartawi 2002), and adaptive behavior scale-Arabic (ABS-Arabic; Al-Kilani & Al-Batesh 1981)? (b) Are there differences in place of residence regarding these program outcomes? (c) Is there a statistically significant relationship between service dosage and participants’ follow-up scores for the ABS-Arabic and those for the ABC and CARS?Method: We followed up the initial study (Mounzer & Stenhoff, 2022) and evaluated the effects of the FC-EIBI program on the 66 participants using a longitudinal quasi-experimental design. Children were assessed using the childhood autism rating scale (CARS), autism behavior checklist, and adaptive behavior scale (ABS-Arabic) 3 years after leaving the program. Repeated measures ANOVAs were conducted (Lam & Aman, 2007) with time point as a within-subjects factor. We also employed the Pearson correlation coefficient to assess the relationship between two variables (weekly trials & the place of residence). social validity and fidelity assessment data were calculated.Results: Continued positive effects were observed in several areas, including adaptive behavior and autism symptoms. However, participants’ social skills might decline on the ABS-Arabic after service withdrawal. Additionally, a significant negative association was found between participants’ performance on the CARS and the number of weekly trials. Our findings indicate that the place of residence in conflict zones may be considered a driving factor in children’s improvements over time.Conclusions: Our finding is encouraging, given the lack of EIBI services and regional instability. Future research should increase the sample size and use a more rigorous design. The community conditions of our participants are considered undesirable, yet their skills are maintained overall. Behavior analysts should be cautious when considering ideal conditions for services. Given the longitudinal outcomes of our study, it seems that there might be a greater need to consider how extenuating those conditions might be and still provide effective services to children with ASD.
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| 2. |
- Mounzer, Wissam, 1982-
(författare)
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Using Modeling and Prompting to Teach Imitation Skills to Syrian Children With Autism Spectrum Disorder
- 2021
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Konferensbidrag (refereegranskat)abstract
- In this presentation we will describe the effects of prompting and modeling on imitation skills and eye contact of three Arabic-speaking children with autism spectrum disorder. A multiple baseline design with a withdrawal component was used to evaluate the effects in a clinical setting and in follow up sessions conducted in the participants’ homes. All participants’ imitative responding increased when modeling and prompting was used. Additionally, participants’ percentages of the targeted imitation skills maintained at a high correct percentage at the two- and five-week follow-up. Finally, participants’ percentage of eye contact increased during the modeling and prompting conditions and maintained at follow-up will be discussed.
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| 3. |
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| 4. |
- Adams Lyngbäck, Liz, 1966-, et al.
(författare)
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Becoming established : a gendered educational effort for learning Swedish
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Not knowing Swedish or being a native speaker of Swedish is posed as a problem related to and exacerbating disabilities (SPSM om flerspråkighet). In 2017, the political debate in Sweden lifted the problem of how the immigrant stay- at-home- mother phenomenon was hindering newly arrived women from entering the work force due to what is portrayed as their lack of Swedish skills. Language plurality in this respect is posed as a weakness rather than a resource (Hyltenstam & Milani, 2012). These women are still largely seen “as workers rather than human beings with equal rights” (Skutnabb-Kangas & Phillipson, 1996). There is a general assumption that knowing the target language is paramount in becoming established in society which involves paying taxes. Non-governmental integration efforts draw on these types of descriptions when applying for funding.Swedish with Baby is an NGO initiative focusing on organizing group meetings for parents with small children with different ethnic and socio-economic backgrounds. The activities build on the idea of a combined language and baby café which are educational initiatives where language users with small children devote time to conversation practice with native speakers in the target language. The objective is described as promoting parents towards becoming established in society by learning to speak Swedish through language role models.We have conducted a year-long fieldwork project in Swedish with Baby with the aim of exploring aspects about language and belonging in families in migration contexts. In this presentation, we will discuss how the very ideas of what is being aimed for, Swedish language knowledge, undermines inclusion.We examine our findings in terms of how social justice is linked to tacit, unspoken policy objectives about what counts as appropriate language goals for groups seen as marginalized or in need of being de-marginalized through integration efforts. The groups most disadvantaged by language policies are girls and women, ethnic minority groups and social minority groups (Corson, 1993).In our research findings, it became evident that for many of the first-generation immigrants the goal of learning Swedish is secondary or unimportant. A large part of this group expresses that they are attending Swedish with Baby to meet other parents of small children and to exchange ideas on questions and thoughts which have come about through their new role as parents. This is regardless of how much or how little Swedish they previously knew. In fact, most of the parents in this group were communicatively competent in Swedish.Situations where not knowing Swedish was described as disabling was in their everyday living, not in looking for employment. The experience of being limited by language had to do with their children, from choosing preschools, schools, contacts with health care and especially if their child was not able to communicate with other children. Our results indicate that the idea of language as a skill for getting a job is missing the mark on what language learners need to actually be successful: a sense of community through social engagement.
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| 5. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Dis/ability literacy through parenting
- 2017
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Ingår i: Abstract book.
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Konferensbidrag (refereegranskat)abstract
- This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing. Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.
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| 6. |
- Adams Lyngbäck, Liz, et al.
(författare)
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Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.
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| 7. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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The role of uncertainty in the development of disability literacy : drawing on examples of processes of becoming in parenting a deaf child
- 2018
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Ingår i: Lancaster Disability Studies Conference. - Lancaster : Lancaster University. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Parents continue arriving as they continue ‘reading their child’, continuous arrivals which imbue their interactions with groups like their child. The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. The presentation will include an example of an online program being developed to facilitate communication and understanding between hearing people and people who are deaf or hard of hearing in order to increase awareness, actions and commitment to goals of more inclusive and equal conditions.
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| 8. |
- Adams Lyngbäck, Liz, 1966-
(författare)
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Uncertainty and disability literacy : Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development
- 2019
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Ingår i: Book of Abstracts.
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Konferensbidrag (refereegranskat)abstract
- This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Connecting other adults’ becoming processes in teacher education programs to how parents continue arriving as they continue ‘reading their child’ is discussed in terms of embodied critical thinking about ableism and audism. The continuous arrivals which imbue adults’ interactions with oppressed groups is explored drawing on theories on transformation and community.The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. This concept of allyship offers pedagogical hope which bell hooks describes as an integral part of education (hooks, 2003). Allyship in disability contexts is an active, consistent and reflective practice of examining how one holds systemic power over people with disabilities. Pausing to use the idea of reflective practice as an entry to one’s critical thinking is what intended to develop the concept of ‘embodied critical thinking.’ The focus is aimed at how one’s own involvement, as a temporarily able-bodied person seeks to end oppression in solidarity with disabled groups and individuals. The concept of allyship falls under what can be deemed the privilege turn or privilege studies in disability where a disability literacy is a social literacy of consciousness and awareness of the conditions of the lives of disabled individuals and groups and how they are affected by interpersonal relationships (Adams Lyngbäck, 2016). Case examples of classroom activities and discussions centering on ableism will be employed to further develop understandings of allyship in education.
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| 9. |
- Ala i´-Rosales, Shahla, et al.
(författare)
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University Training for Behavior Analysts Specializing in Autism Interventions
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts. There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB. Even fewer of these programs have formal institutional course approval for classes in autism. The purpose of this paper is to describe a training summit that was held in September of 2009. The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.
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| 10. |
- Allodi Westling, Mara, 1959-, et al.
(författare)
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Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context
- 2019
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Ingår i: Research to Practice in Early Intervention.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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