| 1. |
- 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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| 2. |
- Allodi Westling, Mara, 1959-
(författare)
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Emerging themes in the meeting between teachers and parents : when the children have special needs disabilites or are at risk
- 2011
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Ingår i: Educazione familiare e servizi per l'infanzia. - Firenze : Firenze University Press. - 9788866550280 ; , s. 99-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Relations characterised by collaboration and alliance between staff and parents of children with particular needs, experiencing developmental challenges or disabilities are necessary conditions of a favourable educational situation. Several studies testimony the protective role of positive educational experiences for children at risk, but the educational experiences of these children are not always satisfactory and propitious for their future development. Studies on the experiences of the meetings between parents and educational staff describe which difficulties may arise in the form of conflicts, communication problems, loss of trust and reciprocal devaluation and critique. The meetings between families and the services are not just personal encounters; they are also influenced by the characteristics and structures of the surrounding educational context. The themes emerging from several studies can be related for instance to the fight for the support and the resources, and to the definition of the child’s needs, potential and of what is the best for the child. The analysis and reflection on these themes and their motives should help the teachers to understand and prevent these risks, changing the responses to the parents adequately.
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| 3. |
- Allodi Westling, Mara, 1959-
(författare)
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Temi emergenti negli incontri tra genitori e personale nel contesto educativo svedese
- 2011
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Ingår i: Educazione familiare e servizi per l'infanzia. - Firenze (Italia) : Firenze University Press. - 9788866550280 - 9788866550327 ; , s. 237-242
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In questo testo vengono presentate riflessioni sui rapporti tra genitori ed educatori e sui programmi di prevenzione per genitori, sulla base di studi condotti personalmente, di studi di colleghi e su sintesi e ricerche compiute da enti nazionali svedesi, valutazioni di ricerche e rapporti di commissioni parlamentari
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| 4. |
- Allodi Westling, Mara, 1959-
(författare)
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The experiences of mental health and well-being of Swedish children and youth with a focus on educational situations : Some results and reflections from a review of qualitative studies
- 2010
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Ingår i: Trender i barns och ungdomars psykiska hälsa. - Stockholm : Kungliga vetenskapsakademien. ; , s. 17-18
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The practice of including in reviews people’s experiences and perceptions, which are collected with non-experimental and qualitative studies, has been developed recently in the field of mental health studies. These approaches and methodologies have inspired the review of research on Swedish children and adolescents experiences of mental health and well being, with a focus on their educational situation, that was conducted as a part of a systematic review of research on School Learning and Mental health, performed by appointment of the Royal Academy of Sciences. The aim of the review was to gather testimonies that can give indications of the experiences of mental health and well being in this specific context. The results from the studies that were relevant for the aims of the review are structured in four themes: general views, protective factors, risk factors, individual factors. They are presented in a narrative synthesis, giving a particular weight to the direct and indirect report of children’s and adolescents’ own views. The adolescents defined mental health as emotional experiences, seen both as internal feelings and as relational feelings. Family, friends and educational environments as social and physical environments were perceived as determinants of mental health. A great number of feelings were related to school, both related to satisfaction and pain, in particular when the school attendance is presented as an obligation. Harassment and rejection at school, performance stress, worries about grades and future prospects could be threats against self-worth and self-esteem, while teachers that do not care could generate negative experiences. Various kind of stress could be described and various strategies to resist stressful situations: for instance emotional support, safety and involvement. The educational environments can be an arena for social, cognitive and emotional experiences, relationships and accomplishments that are enriching the individuals and increase their well being. General structural characteristics of the educational environments may also affect well being in different directions: performance, evaluation and feedback, freedom of choice and responsibility for the future may be perceived as a burden. The following reflections can be made: the experiences of children and adolescents change when they grow older, go through developmental processes and encounter different educational situations; the studies reporting views of younger children on the matters of this review were less well represented; the negative experiences may be expressed in rather cautious and non dramatic terms by younger children; there are unique contribution of the review of qualitative studies, but also several interesting correspondences with the results of the review of quantitative studies.
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| 5. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A deaf preschooler's acquirement of sequential bilingualism, Swedish sign language and spoken Swedish
- 2011
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Ingår i: Rights and Education : NERA 2011 Conference Proceedings.
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to describe and analyse the process of a deaf girl's bilingual bimodal acquisitions from the age of 10 to 81 months of age. The first language acquired from birth was Swedish Sign Language in visual-gestural modality and from the age of three years with a cochlear implant (ci) also spoken Swedish in aural-vocal modality. This is viewed from the socio-(bi-)cultural constructive theory.Methodology/research designThe main participant, here called Diana, grew up in a signing family, as both parents were deaf as well as an older sibling, though her twin was hearing. She attended pre-school and school for deaf children where she got education mainly through Swedish Sign Language. Diana was video-observed in her home during five years in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data of story time from 18 sessions of Diana interacting in joint attention with members in her family. Prior to ci Diana communicated through Swedish Sign Language. Data was collected through transcribedvideo-observations, brief field notes, record assessments from the speech therapist in the ci-team and an interview with the child's deaf parents. In the first analysis step the single case study methodology was used. Where data of joint attention is exploratory analyzed in-depth and details are described (Creswell, 2007). In the second step data and results of the first step analysis were compared to studies within the field. The records and interviews validate the trustworthiness of the analysis. The specific research question to be addressed at this occasion is: within a frame of joint attention what characterises the interaction process of acquiring sequential bimodal bilingualism in a young deaf child with ci?Expected findingsThrough this unique single case study findings can illuminate as to how sequential language acquisition is developed and elucidate the parental mediation. The content of the processes should have implications for pedagogical professions especially in habilitation and preschool contexts. The preliminary results show a rapid progression in the second language despite limited exposure to it and being in a different modality.
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| 6. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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A HEARING CHILD GROWING UP IN A DEAF FAMILY ACQUIRES PARALLEL BIMODAL BILINGUALISM, SWEDISH SIGN LANGUAGE AND SPOKEN SWEDISH
- 2012
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Konferensbidrag (refereegranskat)abstract
- Description of bilingual acquisition in different modalitiesThe aim of this case study is to, within a socio-historical (Vygotsky, 1934) frame, describe and analyse the process of a parallel bimodal bilingual acquisition. A hearing Child Of Deaf Adults (CODA) interchanging with deaf family members were followed longitudinally. The languages acquired from birth were Swedish Sign Language in visual-gestural modality and spoken Swedish in aural-vocal modality.Methodology/research designThe main participant, here called Hugo, grew up in a signing family, as an older sibling and his twin sister as well as both parents were deaf. He attended local pre-school where he communicated in spoken Swedish. Hugo was from the age of 10 to 40 months video-observed in his home in sessions of one hour. Usually the sessions consisted of three activities: story-, play- and mealtime. Focus in this study is based on data from story- and play-time from 12 sessions. Interaction consists of episodes in joint attention and of Hugo’s private speech (Bodrova & Leong, 2003). Data was collected through video-observations, brief field notes and an interview with the child's deaf parents. In order to find patterns of critical changes in the data two types of analyses were conducted. The first inductively exploring started already at the transcriptional work in that possible moments of critical changes were noted and compared between participants. Interchanging episodes were in-depth analyzed (Creswell, 2007) and in-detail described (Yin, 2009). In the second step data and results of the first step analysis were abductively compared to studies within the field. The fieldnotes and interviews validate the trustworthiness of the analysis. The specific research questions to be addressed at this occasion are what characterises the process of acquiring and mediating parallel bimodal bilingualism of a young CODA. Expected findingsThrough this single case study findings can illuminate how parallel language acquisition is developed and elucidate the parental bimodal and bilingual mediation. The content of the processes should have implications for pedagogical professions especially in information to educational contexts and bilingualism. The preliminary results show scaffolding bilingual acquisition, unlike previous studies, by single simultaneous bimodal insertions.
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| 7. |
- Lundqvist, Johanna
(författare)
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Barns upplevelser av att bli dokumenterade i förskolan
- 2012
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Ingår i: NORDISCO 2012, Nordic Interdisciplinary Conference on Discourse and Interaction. - Linköping : Linköping University.
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Konferensbidrag (refereegranskat)abstract
- Idag ses dokumentationer om barn och barn i behov av särskilt stöd ständigt öka på förskolor (Elfström, 2005; Lindgren & Sparrman, 2003; Svenning, 2011). I det uppdrag som förskollärare har ingår att följa, dokumentera och analysera barns utveckling och lärande (Lpfö 1998, rev. 2010). Argument läggs fram för att påvisa dokumentationers vinster. Det saknas dock forskning om barns upplevelser av att bli dokumenterade och det som i dokumentationer berättas om dem (Skolverket, 2010). Exempelvis vet vi inte hur dokumentationer påverkar yngre barns trivsel i förskolan och hur, eller ens om, den personliga integriteten skyddas däri (ibid.).Studien samlar in barns upplevelser med hjälp av metodologiska verktyg hämtade från ”The Mosaic approach” (Clark & Moss, 2001), bland annat genom intervjuer om konkreta dokumentationer. Sedan analyseras barn respektive barn i behov av särskilt stöds upplevelser genom en narrativ ansats med särskilt fokus på att finna kärnbudskap, ”the coda”. Genom att lyfta exempel på barns personliga upplevelser hoppas studien bidra med ny kunskap och underlag för kritisk diskussion om dokumentationers nyttor men också dess risker i förskolan.
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