| 1. |
- Ibragimova, Nina, et al.
(författare)
-
Field trial of ICF version for children and youth (ICF-CY) in Sweden – logical coherence, developmental issues and clinical use
- 2009
-
Ingår i: Developmental Neurorehabilitation. - Oxfordshire : Informaworld. - 1751-8423. ; 12:1, s. 3-11
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction: For ICF-CY to be used in clinical practice several issues have to be resolved concerning the logical coherence in the model, developmental and functional issues as well as clinical feasibility.Purpose: The aim is to investigate feasibility of ICF-CY as expressed by ICF-CY questionnaires in assessment prior to intervention.Methods: One hundred and thirty-nine professionals working with intervention for children with disabilities used ICF-CY questionnaires in assessment. The professionals rated and commented on the feasibility of ICF-CY and ICF-CY questionnaire. Logical coherence, developmental issues and clinical use were investigated.Results: The logical coherence on component level was good (KMO = 0.126, p<0.005). To investigate developmental and functional issues in the model children, four age groups were compared with the help of one-way ANOVA. Significant differences were found between children younger than 3 and children 3-6 and 7-12 in four chapters in the component Activities/Participation. Professionals consider that ICF-CY is feasible in intervention but experience difficulties when using the components and qualifiers in the ICF-CY and suggest changes.Discussion: ICF-CY as expressed in ICF-CY questionnaires is a feasible tool in assessment and intervention. However, several issues can be developed and discussed to facilitate implementation of ICF-CY in clinical practice.
|
|
| 2. |
- Klang Ibragimova, Nina, 1978-, et al.
(författare)
-
Using content analysis to link texts of assessment and intervention to International Classification of Functioning, Disability and Health - version for children and youth (ICF-CY)
- 2011
-
Ingår i: Journal of Rehabilitation Medicine. - 1650-1977. ; 43:8, s. 728-733
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY).Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories.Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.
|
|
| 3. |
- Lillvist, Anne, et al.
(författare)
-
Preschool children in need of special support : prevalence of traditional disability categories and functional difficulties
- 2010
-
Ingår i: Acta Paediatrica. - 0803-5253. ; 99:1, s. 131-134
-
Tidskriftsartikel (refereegranskat)abstract
- Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1-6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context. Method: Survey distributed to (N = 1138) preschools in two Swedish counties. Results: The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers. Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.
|
|
| 4. |
- Lillvist, Anne, et al.
(författare)
-
The construct of social competence : how preschool teachers define social competence in young children
- 2009
-
Ingår i: International Journal of Early Childhood. - 0020-7187. ; 41:1, s. 51-68
-
Tidskriftsartikel (refereegranskat)abstract
- Preschool teachers share their environment with young children on a daily basis and interventions promoting social competence are generally carried out in the preschool setting. The aim was to find out if and how preschool teachers' definitions of social competence are related to factors in the preschool environment like: a) the number of children having problems related to social competence; b) the support provided to the children; and c) the preschool environment and current research definitions. Method: 481 preschools from 22 municipalities in Sweden participated. Data was analyzed using a mixed methods design in which a qualitative content analysis was followed by group comparisons using quantitative methods. Results: Preschool teachers defined social competence mainly as intrapersonal skills, or as interpersonal relations. The definitions of social competence were not related to the numbers of children having problems related to social skills or social competence in units, the amount of the support provided to the children or the preschool environment. Conclusion: Preschool teachers' definitions of social competence are partly multidimensional, which implies that the interventions aimed at promoting children's social skills and social competence also should be multidimensional. Preschool teachers' definitions of social competence have little relevance to environmental factors, which indicate that social competence, as a construct is more dependent upon perceptions of the individual than on contextual factors.
|
|
| 5. |
- Sandberg, Anette, et al.
(författare)
-
"Special Support" in preschools in Sweden : preschool staff's definition of the construct
- 2010
-
Ingår i: International journal of disability, development and education. - 1034-912X. ; 57:1, s. 43-57
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the definitions of the construct oyoung children in need of special supporto given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term ochildren in need of special supporto is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.
|
|
