| 1. |
- Ala í- Rosales, Shahla, et al.
(författare)
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Emerging Opportunities in Higher Education : Applied Behavior Analysis and Autism
- 2010
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Ingår i: European Journal of Behavior Analysis. - Oslo. - 1502-1149. ; 11:2, s. 207-216
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Tidskriftsartikel (refereegranskat)abstract
- The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts. Relative to public/consumer demand, there are very few higher education programs that are equipped to train behavior analysts specializing in autism. Worldwide, there are only a few programs accredited by Association for Behavior Analysis International (ABAI), that have course sequences approved by the Behavior Analysis Certification Board (BACB), and have formal institutional course approval for classes in autism and behavior analysis. The purpose of this paper is to introduce a series of expert commentary on the context, content and systems required to build quality higher education programs in autism and applied behavior analysis. Together the articles in this special section of the European Journal of Applied Behavior Analysis form a resource for faculty and university administrators interested in the development of innovative and socially relevant training programs in higher education.
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| 2. |
- 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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| 3. |
- Cramér-Wolrath, Emelie, 1954-
(författare)
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Signs of Acquiring Bimodal Bilingualism Differently : A Longitudinal Case Study of Mediating a Deaf and a Hearing Twin in a Deaf Family
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation based on a case study explores the acquisition and the guidance of Swedish Sign Language and spoken Swedish over a span of seven years. Interactions between a pair of fraternal twins, one deaf and one hearing, and their Deaf[1] family were video-observed within the home setting.The thesis consists of a frame which provides an overview of the relationship between four studies. These describe and analyze mainly storytime sessions over time. The first article addresses attentional expressions between the participants; the second article studies the mediation of the deaf twin’s first language acquisition; the third article analyses the hearing twins acquisition of parallel bimodal bilingualism; the fourth article concerns second language acquisition, sequential bimodal bilingualism following a cochlear implant (CI). In the frame, theoretical underpinnings such as mediation and language acquisition were compiled, within a sociocultural frame. This synthesis of results provides important information; in the 12- and 13-month sessions simultaneous-tactile-looking was noted in interchanges between the twins and their mother; mediation of bilingualism was scaffolded by the caregivers with the hearing twin by inserting single vocal words or signs into the language base used at that time, a finding that differs from other reported studies; a third finding is the simultaneousness in which the deaf child’s Swedish Sign Language skill worked as a cultural tool, to build a second and spoken language.The findings over time revealed actions that included all the family members. Irrespective of the number of modes and varied types of communication with more than one child, mediation included following-in the child’s initiation, intersubjective meaningfulness and encouragement. In accordance with previous research, these factors seem to promote the acquisition of languages. In conclusion, these findings should also prove useful in the more general educational field.[1] Deaf with a capital ‘D’ is commonly used for cultural affiliation whereas lower case ‘d’, as in deaf, refers to audiological status (Monaghan, Schmaling, Nakamura & Turner, 2003).
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| 4. |
- Heimdahl Mattson, Eva, et al.
(författare)
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Students with reading difficulties/dyslexia: a longitudinal Swedish example
- 2010
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Ingår i: International Journal of Inclusive Education. - London : Routledge. - 1360-3116 .- 1464-5173. ; 14:8, s. 813-827
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest. Retrospective interviews were performed with students and parents. Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof environmental adjustment. Special educational support was according tostudents and parents organised in small and often very heterogeneous groupswhere the students sometimes received adequate support but often felt deviantfrom friends in their regular classes. The responsibility for helping the childrenwith their schoolwork was allocated to the parents. Research in this areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and parental involvement indicate that competence and resources at schoolregarding children at risk for developing reading difficulties are often lacking in the Swedish educational system.
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| 5. |
- Luttropp, Agneta, 1945-
(författare)
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Närhet : Samspel och delaktighet i förskolan för barn med utvecklingsstörning
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose was to study if children with intellectual disability interact or participate differently with preschool staff and peers compared to their non-disabled peers and how preschool teachers experience interaction and participation for children with intellectual disability and children with typical development. The results from study I show that there are more similarities than differences between the groups. There are no differences between the groups neither in engagement nor in what kind of material the children use or in what setting they play. The results indicated that children with intellectual disability interacted in the same contexts as their peers. Significant differences were found, indicating that the children with intellectual disabilities communicate less and especially less with peers. Children with intellectual disability are more often close to a teacher than children with typical development. Teacher’s communication indicates that teachers communicate and initiate more often to children with intellectual disabilities. Results from study II showed that the main difference between the target child and the control child expressed from the teachers was in the area communication. Participation differed in structured and unstructured situations even if it is not significant. The child with intellectual disability was less involved in his/her live situation in unstructured situations. The results from Individual Plans showed that goals and methods about communication were more common as a goal than interaction even if the teachers expressed that interaction is the child’s main problem.
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| 6. |
- Olsson, Ingrid, 1969-, et al.
(författare)
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"No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden
- 2012
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 27:1, s. 69-80
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Tidskriftsartikel (refereegranskat)abstract
- Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.
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| 7. |
- Olsson, Ingrid, 1969-, et al.
(författare)
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Stöd och belastning – föräldrars erfarenheter av personlig assistans till barn med autism och utvecklingsstörning
- 2012
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Ingår i: Barn. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 30:4, s. 25-40
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel beskriver en kvalitativ intervjustudie av föräldrars erfarenheter av stödinsatsen personlig assistans till barn. Deltagare är åtta föräldrar till sex barn med autism och/eller utvecklingsstörning i Sverige. Intervjuerna analyserades med tolkande fenomenologisk analys. Resultatet visar att föräldrar ser personlig assistans som viktig men också som förknippad med problem. Organisationen av personlig assistans är inte anpassad för den enskilda familjens förutsättningar, personliga assistenter uppfattas som okunniga och barnen har lite inflytande. Med hjälp av Bronfenbrenners (1979) ekologiska modell visas hur personlig assistans kan anpassas bättre till familjer. Studien tyder också på att det behövs ett större kunskapsutbyte mellan yrkesverksamma och familjer samt en ökad förståelse för förälderns ofta komplexa roll som assistent, expert, målsättare och genomdrivare.
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| 8. |
- Roll-Pettersson, Lise
(författare)
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Blended learning formats in higher education : Focus on Autism and Applied Behavior Analysis
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The last decade has experienced an increase of children diagnosed with autism creating a demand for behaviour analytic supports. However many countries lack expertise and university based coursework in behaviour analysis. The purpose of this paper is to present two courses which utilized blended learning technologies. Blended learning has been found especially useful when expertise is geographically limited, and for culturally tailoring content. The first course was advanced level and adhered to BACB certification guidelines (BCBA), collaboration was between University of North Texas and Stockholm University. The second course introduced ABA as it relates to autism to students in the Nordic-Baltic region. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held at the University of North Texas which focused on issues pertaining to designing, implementing, and supervising behaviour analytic interventions in autism
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| 9. |
- Roll-Pettersson, Lise, et al.
(författare)
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Teaching and learning technologies in higher education; Applied Behavior Analysis and autism : Necessity is the mother of invention
- 2010
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Ingår i: European Journal of Behavior Analysis. - Oslo. - 1502-1149. ; 11:2, s. 247-259
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Tidskriftsartikel (refereegranskat)abstract
- Professionals on both international and national levels who work with children with autism are expressing the need for graduate-level training in applied behaviour analysis. The implementation of effective instruction in higher education for professionals working with children with autism and their families is a complex undertaking: the learner needs to acquire an understanding of the principles and procedures of applied behaviour analysis and also adapt this knowledge to the learning prerequisites of individuals with autism. In this paper we outline some current thinking about adult education and blended learning technologies and then describe and illustrate with examples emerging possibilities of multimedia technology in the development of teaching materials. We conclude that synergies between graduate-level curriculum requirements, knowledge of adult learning, and communication technology are necessary to establish comprehensive learning environments for professionals who specialize in autism intervention.
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| 10. |
- Roll-Pettersson, Lise, et al.
(författare)
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Benefits of BACB Certification for Universities in Europe : A Case Study from Sweden
- 2010
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Ingår i: Association of professional behavior analysts. ; :17
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB’s accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for professional development and identity from the perspective of European behaviour analysts. Countries within Europe have different ideological and philosophical assumptions concerning important conceptual and practical knowledge for professionals like licensed psychologists and special educators. The conceptual knowledge base in one country might differ from that of another country. Certification in behaviour analysis, however, would clearly indicate that an individual has knowledge and skills in applied behaviour analysis and can apply them in an ethical and accountable manner in practical settings, regardless of the country in which the individual was trained and the academic discipline in which the individual obtained degree or coursework. Thus BACB certification may promote collaboration among countries, and may come to serve as a tie that binds theory and practice across countries as well as disciplines.
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