| 1. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists' clinical practices and reasoning
- 2024
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Ingår i: Disability and Rehabilitation-Assistive Technology. - : Informa UK Limited. - 1748-3107 .- 1748-3115. ; 19:3, s. 962-974
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Augmentative and alternative communication (AAC) is recommended to be included in communication interventions directed at children/youth with severe/profound intellectual and multiple disabilities (S/PIMD). Even so, the evidence base for AAC practices with children with S/PIMD is limited. Also, little is known about how frequently AAC is implemented with this target group, which AAC tools and methods are applied, and the related clinical reasoning of speech-language pathologists (SLPs). This study aimed to explore SLPs' beliefs, clinical reasoning and practices in relation to AAC implementation with children/youth with S/PIMD. Materials and methods In this sequential, mixed-methods study, 90 SLPs working with children with disabilities within habilitation services in Sweden participated in an online survey. The survey answers were statistically analysed. Subsequently, focus group data were collected from seven SLPs and analysed using thematic analysis. Results and conclusions Despite AAC being highly prioritized, SLPs found it challenging and complex to implement with this target group. A wide variety of AAC methods and tools were considered and implemented. Clinical decision-making was a balancing act between competing considerations and was mainly guided by the SLPs' individual, clinical experiences. The resources, engagement and wishes of the social network surrounding the child were considered crucial for clinical decision-making on AAC. Implications for research and practice are discussed.
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| 2. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities
- 2022
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Ingår i: International Journal of Developmental Disabilities. - : Informa UK Limited. - 2047-3869 .- 2047-3877. ; 68:2, s. 156-167
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim was to examine participants’ perceptions of a communication course as held for parents of children with profound intellectual and multiple disabilities. The course curriculum included responsive strategies and augmentative and alternative communication. The research questions addressed the favourability, changes in parents’ or children’s communication and appreciated or unappreciated course features. Twenty-two written course evaluations were analysed. The mean scores for ratings were compared with ratings in a previous study, including those of parents of children with generally milder disabilities. Comments and answers to open-ended questions were analysed using thematic analysis. Participants were slightly more satisfied with the course as compared with parents who had children with milder disabilities. The thematic analysis suggested increased parental responsiveness after the course. Perceptions of augmentative and alternative communication varied. It was unclear whether the course altered the children’s communication or not. The supportive social milieu offered by the course was highly appreciated. Although generalisation beyond this course and setting is to be determined, the results suggest that parents of children with profound intellectual and multiple disabilities can appreciate a communication course and find it useful. An individual approach within the group setting and practical learning opportunities seem important.
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| 3. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Exploring co-occurrence of sensory, motor and neurodevelopmental problems and epilepsy in children with severe-profound intellectual disability
- 2021
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Ingår i: Research in Developmental Disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 119
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Tidskriftsartikel (refereegranskat)abstract
- Background: Severe to profound intellectual disability (SPID) is associated with multiple neurodevelopmental disorders and problems. In the most severe cases, the term profound intellectual and multiple disabilities (PIMD) is used. This study aimed to explore the co-occurring disorders and neurodevelopmental problems in a sample of twins where the proband had SPID. Method: Within a population-based sample of (30 312) twins, 20 individuals with a national patient register SPID diagnosis were identified. Parent telephone interview data (screening of neurodevelopmental disorders) and register data (APGAR, birth weight, intellectual disabilities, epilepsy, motor and sensory disorders) were gathered for probands and co-twins. Results: The 20 individuals with SPID all had between one and five additional disorders or problems, with autistic traits, motor problems and epilepsy being the most common. Clear discordance was found for ID and all additional disorders and problems between probands with SPID and their non-SPID co-twins. Conclusion: Children with SPID almost never present without neurodevelopmental and/or sensory and/or motor comorbidities. This heterogeneity should be reflected in clinical routine and in research targeting individuals with SPID. The results support a previously suggested conceptualization of a S/PIMD “spectrum”. Autism may be considered for inclusion in future elaborations of such a S/PIMD spectrum.
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| 4. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Following children with severe or profound intellectual and multiple disabilities and their mothers through a communication intervention: single-case mixed-methods findings
- 2023
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Ingår i: International Journal of Developmental Disabilities. - : Informa UK Limited. - 2047-3869 .- 2047-3877. ; 69:6, s. 869-887
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Tidskriftsartikel (refereegranskat)abstract
- There is limited research targeting communication interventions for children with severe/profound intellectual and multiple disabilities. This study addressed outcomes from a communication course for parents of children with severe/profound intellectual and multiple disabilities and follows up on a previous publication by Rensfeldt Flink et al. (2020). Potential observable changes in the children’s and parents’ communicative behavior were studied as well as the parents’ experiences of the intervention process and the effect of the course on parent–child communication. A mixed-methods design with a case-study framework was used. Two mother–child dyads participated. Data were collected before, during, and after the course. Video-recorded repeated play interactions by the dyads were coded and analyzed for the mothers’ responsivity and use of augmentative and alternative communication and the children’s interactive engagement. Longitudinal interview data from the mothers were analyzed thematically. No clear signs of behavioral change were observed in the coded video data. However, thematic analyses showed that the mothers experienced changes to communicative behaviors. Moreover, the course affected both mothers’ reasoning about communication with their child and their child’s communicative needs. The mothers’ narratives contributed insights into how reflective processes might guide action in parent-mediated communication interventions. Implications were discussed.
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| 5. |
- Sundqvist, Maria, 1978, et al.
(författare)
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Syllable Repetition vs. Finger Tapping: Aspects of Motor Timing in 100 Healthy Adults.
- 2016
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Ingår i: Motor control. - : Human Kinetics. - 1087-1640 .- 1543-2696. ; 20:3, s. 233-54
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Tidskriftsartikel (refereegranskat)abstract
- In this study we systematically compared syllable repetition and finger tapping in healthy adults, and explored possible impacts of tempi, metronome, musical experience, and age on motor timing ability. One hundred healthy adults used finger-tapping and syllable repetition to perform an isochronous pulse in three different tempi, with and without a metronome. Results showed that the motor timing was more accurate with finger tapping than with syllable repetition in the slowest tempo, and the motor timing ability was better with the metronome than without. Persons with musical experience showed better motor timing accuracy than persons without such experience, and the timing asynchrony increased with increasing age. The slowest tempo 90 bpm posed extra challenges to the participants. We speculate that this pattern reflects the fact that the slow tempo lies outside the 3-8 Hz syllable rate of natural speech, which in turn has been linked to theta-based oscillations in the brain.
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| 6. |
- Alarifi, Hana, et al.
(författare)
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Machine learning for distinguishing saudi children with and without autism via eye-tracking data
- 2023
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Ingår i: CHILD AND ADOLESCENT PSYCHIATRY AND MENTAL HEALTH. - 1753-2000. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundDespite the prevalence of Autism Spectrum Disorder (ASD) globally, there's a knowledge gap pertaining to autism in Arabic nations. Recognizing the need for validated biomarkers for ASD, our study leverages eye-tracking technology to understand gaze patterns associated with ASD, focusing on joint attention (JA) and atypical gaze patterns during face perception. While previous studies typically evaluate a single eye-tracking metric, our research combines multiple metrics to capture the multidimensional nature of autism, focusing on dwell times on eyes, left facial side, and joint attention.MethodsWe recorded data from 104 participants (41 neurotypical, mean age: 8.21 +/- 4.12 years; 63 with ASD, mean age 8 +/- 3.89 years). The data collection consisted of a series of visual stimuli of cartoon faces of humans and animals, presented to the participants in a controlled environment. During each stimulus, the eye movements of the participants were recorded and analyzed, extracting metrics such as time to first fixation and dwell time. We then used these data to train a number of machine learning classification algorithms, to determine if these biomarkers can be used to diagnose ASD.ResultsWe found no significant difference in eye-dwell time between autistic and control groups on human or animal eyes. However, autistic individuals focused less on the left side of both human and animal faces, indicating reduced left visual field (LVF) bias. They also showed slower response times and shorter dwell times on congruent objects during joint attention (JA) tasks, indicating diminished reflexive joint attention. No significant difference was found in time spent on incongruent objects during JA tasks. These results suggest potential eye-tracking biomarkers for autism. The best-performing algorithm was the random forest one, which achieved accuracy = 0.76 +/- 0.08, precision = 0.78 +/- 0.13, recall = 0.84 +/- 0.07, and F1 = 0.80 +/- 0.09.ConclusionsAlthough the autism group displayed notable differences in reflexive joint attention and left visual field bias, the dwell time on eyes was not significantly different. Nevertheless, the machine algorithm model trained on these data proved effective at diagnosing ASD, showing the potential of these biomarkers. Our study shows promising results and opens up potential for further exploration in this under-researched geographical context.
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| 7. |
- Andreén, Lisa, et al.
(författare)
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Developing tolerance to eye contact in autism: A feasibility study with adults using behavioral, interview, and psychophysiological data
- 2021
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Ingår i: Psychology of Language and Communication. - : University of Warsaw. - 1234-2238 .- 2083-8506. ; 25:1, s. 240-263
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Tidskriftsartikel (refereegranskat)abstract
- Many individuals with autism report that eye contact makes them stressed or uncomfortable. Besides expressing their right to respect for neurodiverse ways of nonverbal communication, some autistic individuals also express the wish to improve their capacity to tolerate eye contact. In the current study, five autistic adults completed a 21-to 28-day computerized program that combines psychoeducation with graduated exposure to eye contact through photos. Interview data, questionnaires, gaze patterns, and psychophysiological measures indexing stress and arousal (pupillary and galvanic skin response levels) were collected to monitor and evaluate outcomes. At intake, discomfort resulting from eye contact in everyday life was described as overwhelming and multifaceted. Post-training data showed that observed increases in eye contact were not happening at the expense of heightened arousal. These results provide information about the (complex) nature of eye gaze discomfort in autism while pointing toward promising techniques to increase discomfort tolerance. © 2021 Lisa Andreén et al., published by Sciendo.
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| 8. |
- Backman, Ellen, PhD, 1981-, et al.
(författare)
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Parental perceptions of social life before and after attending a parent training program for children with complex communication needs: the ComAlong example
- 2024
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Ingår i: Augmentative and Alternative Communication. - : Taylor & Francis. - 0743-4618 .- 1477-3848. ; 40:1, s. 46-56
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Tidskriftsartikel (refereegranskat)abstract
- Parent training programs aimed at improving language outcomes for children with complex communication needs have predominantly been evaluated on child-centered outcomes and less often on the impact on social life or parental well-being. This study examined parent perceptions of social life before and after ComAlong, a group intervention providing parents with knowledge and training in responsive communication, environmental-milieu teaching strategies and augmentative and alternative communication (AAC). Parents (N = 467) completed questionnaires during the first and last sessions of ComAlong groups held in Sweden 2012 to 2018. Main outcome measure was change in the Social Life Scale from the Family Impact Questionnaire. Associations between this measure and demographic factors of parents and children were analyzed, along with reported change in parents' use of AAC. Pre-post comparisons revealed small significant positive changes in perceived impact of social life following intervention. The magnitude of the positive change was larger among parents of children with non-syndromic diagnoses and parents of children with autism spectrum disorder or attention deficit hyper activity disorder (ADHD). Differences in social life impact was not associated with parents' gender, language proficiency, age, or educational background. In conclusion, communication-focused parent training programs can have a positive impact on social family life and may thereby influence children's participation.
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| 9. |
- Boström, Petra, 1972, et al.
(författare)
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Self-reported psychological wellbeing in adolescents: the role of intellectual/developmental disability and gender.
- 2018
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Ingår i: Journal of intellectual disability research : JIDR. - : Wiley. - 1365-2788 .- 0964-2633. ; 62:2, s. 83-93
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Tidskriftsartikel (refereegranskat)abstract
- The Wellbeing in Special Education Questionnaire was developed to assess subjective wellbeing in young persons with intellectual and developmental disabilities (ID/DD) as this perspective is rarely included in research. The present study explored how ID/DD and gender are related to self-reported wellbeing among adolescents.Students with (n=110) or without (n=110) ID/DD, aged 12-16years, completed the Wellbeing in Special Education Questionnaire. Analyses of the effects of gender and disability status on peer relations and conflict, mental health, mental ill-health, school environment and family relations were carried out.The experiences of the school environment and of positive mental health aspects did not differ between students with and without ID/DD, but those with ID/DD reported more mental health problems and less positive experiences of peer relations and family. Generally, boys reported more positive experiences of school and less mental health problems than girls.Including the subjective perspective of young persons with ID/DD through self-reports can provide essential information about wellbeing that cannot be gained from proxy ratings. The results suggest both differences and similarities in self-reported wellbeing between boys and girls with and without ID/DD and potentially also in how they perceived the concepts measured.
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| 10. |
- Boström, Petra, 1972, et al.
(författare)
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Subjective Mental Health, Peer Relations, Family, and School Environment in Adolescents with Intellectual Developmental Disorder: A First Report of a New Questionnaire Administered on Tablet PCs
- 2016
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Ingår i: Journal of Mental Health Research in Intellectual Disabilities. - : Informa UK Limited. - 1931-5864 .- 1931-5872. ; 9:4, s. 207-231
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Tidskriftsartikel (refereegranskat)abstract
- Few studies have explored the subjective mental health of adolescents with intellectual disabilities, while proxy ratings indicate an overrepresentation of mental health problems. The present study reports on the design and an initial empirical evaluation of the Well-being in Special Education Questionnaire (WellSEQ). Questions, response scales, and an application for tablet PCs were developed in cooperation with students and teachers in special education schools. One hundred and thirteen students (age 12-16) and their parents and teachers participated. Positive results in terms of test-retest reliability, internal consistency of scales, and response rates were obtained. Level of reading appeared to affect the students' understanding of items. Teachers' and parents' ratings on the WellSEQ correlated well with established measures. Correlations between proxy ratings and students' reports varied. The questionnaire and technology of WellSEQ may enable students with IDD to participate independently in research with good completion rates and reliable responding.
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