| 1. |
- Bolic Baric, Vedrana, et al.
(författare)
-
Computer use in educational activities by students with ADHD
- 2014
-
Ingår i: 16th International Congress of the World Federation of Occupational Therapists.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.Methods: The design of the study was cross-sectional with group comparison. Students with a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.Results: Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.
|
|
| 2. |
|
|
| 3. |
- Bolic Baric, Vedrana, et al.
(författare)
-
Internet Activities During Leisure : A Comparison Between Adolescents With ADHD and Adolescents From the General Population
- 2018
-
Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 22:12, s. 1131-1139
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.
|
|
| 4. |
- Bolic Baric, Vedrana
(författare)
-
Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer.The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market.In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.
|
|
| 5. |
- Bolic Baric, Vedrana, et al.
(författare)
-
The effectiveness of weighted blankets on sleep and everyday activities : A retrospective follow-up study of children and adults with attention deficit hyperactivity disorder and/or autism spectrum disorder
- 2023
-
Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis Ltd. - 1103-8128 .- 1651-2014. ; 30:8, s. 1357-1367
-
Tidskriftsartikel (refereegranskat)abstract
- Background Attention deficit hyperactivity disorder (ADHD) and Autism Spectrum Disorder (ASD) are often accompanied by sleep problems influencing social, emotional and cognitive functioning in everyday activities. Aim The aim of this study was to investigate whether the use of a weighted blanket has a positive impact on sleep and everyday activities in individuals with ADHD and/or ASD. Material and methods The study included 85 individuals diagnosed with ADHD and/or ASD, 48 children aged <= 17 (57%) and 37 adults >= 18 years (44%), who were prescribed with a weighted blanket. The participants responded via a telephone interview. Results Findings demonstrated that a weighted blanket improved abilities related to falling asleep, sleeping the whole night, and relaxing during the day. Using a weighted blanket improved morning/evening daily routine, including preparing/going to sleep and waking up in the morning. Conclusions Weighted blankets showed positive impact on falling asleep, sleeping the whole night, and relaxing during the day, and they were used frequently by children and adults with ADHD and/or ASD. Findings indicate that a weighted blanket improved morning/evening routine, however this research area needs further investigation using both subjective and objective parameters.
|
|
| 6. |
- Bolic Baric, Vedrana, et al.
(författare)
-
The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden : As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
- 2017
-
Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 47:3, s. 667-679
-
Tidskriftsartikel (refereegranskat)abstract
- The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults obtained and were able to remain in employment or further education.
|
|
| 7. |
- Bolic Baric, Vedrana, et al.
(författare)
-
The whole journey chain with public transport for people with autism spectrum disorder and attention deficit hyperactivity disorder : a scoping review
- 2024
-
Ingår i: Transport reviews. - : Routledge. - 0144-1647 .- 1464-5327.
-
Tidskriftsartikel (refereegranskat)abstract
- Independent transport mobility is an important contributor to health, well-being, and participation. Several skills and competences are required for a person to use the transport system. The characteristics of cognitive disorders, such as Autism Spectrum Disorder (ASD) and Attention deficit/hyperactivity disorder (ADHD), may pose barriers to independent travel. The study’s aim was to synthesise knowledge on the use of public transport among individuals with ASD or ADHD using the whole journey chain perspective. A scoping review using the PRISMA ScR framework was conducted, and included articles published between January 2012 and June 2022. A total of 11 studies from four countries were included in the analysis.This study complements the whole journey chain perspective with a phase that takes place long before the journey begins, and which concerns planning and preparation. Confident travellers could easily learn new routes, while those lacking confidence faced challenges, especially with unexpected route changes or cancellations. There is a great need for emphasis on the design of public transport facilities and public spaces to increase the sense of safety for travellers with ASD, and to assist them with information-seeking, comprehension, and recovery between journeys.
|
|
| 8. |
- Bolic Baric, Vedrana, et al.
(författare)
-
Usability of RemindMe – An Interactive Web-Based Mobile Reminder Calendar: : A Professional's Perspective
- 2015. - 217
-
Ingår i: Studies in Health Technology and Informatics. - : IOS Press. - 9781614995654 - 9781614995661 ; , s. 247-254
-
Konferensbidrag (refereegranskat)abstract
- Aim: The aim of the study was to examine the usability of an interactive web-based mobile reminder calendar (RemindMe) developed for supporting individuals in organizing, planning and executing activities in everyday life, from the perspectives of professionals.Methods and material: Eleven professionals working in community services evaluated the usability of RemindMe in their clinical practice. Data were collected using semi-structured interviews and analysed with inductive qualitative analysis.Results: The professionals perceived that RemindMe was useful, easy to use, and intuitive. There was a need among professionals for a web-based reminder calendar that requires the active acknowledgement of reminders. RemindMe's feedback system offering self-monitored information based on the user's interaction with the system supported the professionals in discussions, evaluation, and follow-up based on the needs of the persons with cognitive impairments.Conclusion: The results indicate that RemindMe may be potentially useful to professionals who provide support to individuals with cognitive impairments. However, further research is needed to evaluate experience of using RemindMe from the perspective of individuals with cognitive impairments.
|
|
| 9. |
- Bolic Baric, Vedrana, et al.
(författare)
-
Using an interactive digital calendar with mobile phone reminders by senior people - a focus group study
- 2019
-
Ingår i: BMC Geriatrics. - : Springer Science and Business Media LLC. - 1471-2318. ; 19
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundNew technologies such as mobile/smartphones have the potential to help senior people perform everyday activities. However, senior people may find it difficult using mobile/smartphones, especially the digital calendar and short text message features. Therefore, senior people might need user-friendly, flexible, and interactive digital calendars that provide them with active reminders about their everyday activities. This study focuses on community dwelling seniors’ experiences learning and using RemindMe, an interactive digital calendar with active reminders, as part of customizing an intervention appropriate for senior people with cognitive impairments.MethodsFour focus groups were conducted with 20 community dwelling seniors (11 men and 9 women) who all had used RemindMe for six weeks. The focus groups were tape recorded, transcribed verbatim, and analysed using content analysis.ResultsFor participants in this study, using a calendar was an essential part of their everyday lives, but only a few had experiences using a digital calendar. Although the participants described RemindMe as easy to use, they had a difficult time incorporating RemindMe into their daily routines. In part, these difficulties were the result of the participants needing to change their mobile/smartphone routines. Some participants felt that using an interactive digital calendar was a sign of modernity allowing them to take part in the society at large, but others felt that their inability to use the technology was due to their age, dependence, and loss of function. Participants found that receiving active reminders through short text messages followed by actively acknowledging the reminder helped them perform more everyday life activities. This feature gave them a higher sense of independence and control.ConclusionsCommunity dwelling seniors found that RemindMe was easy to learn and to use, although they also found it challenging to integrate into their everyday lives. For senior people to make the effort to develop new routines for mobile/smartphone use, a prerequisite for using a digital calendar, they need to be motivated and believe that the technology will make their lives better.
|
|
| 10. |
- Hemmingsson, Helena, et al.
(författare)
-
E-inclusion: Digital equality – young people with disabilities
- 2015. - 217
-
Ingår i: Studies in Health Technology and Informatics. - : IOS Press. - 9781614995654 - 9781614995661 ; , s. 685-688
-
Konferensbidrag (refereegranskat)abstract
- The United Nations' position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. This study investigates digital equality in school and leisure between young people with and without disabilities. A cross-sectional design with group comparisons was applied. Participants were young people (10–18 years of age) with disabilities (n=389) and a reference group in about the same ages. Data were collected by a survey focusing on access to and engagement in ICT activities in school and during leisure time. The results demonstrated young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time young people with disabilities had a leading position compared to the reference group with respect to internet use in a variety of activities. Beneficial environmental conditions at home (and the reverse in schools) are discussed as parts of the explanation for the differing engagement levels at home and in school, and among young people with disabilities and young people in general.Conclusion: Schools need to prioritise use of ICT by young people with disabilities.
|
|
