| 1. |
- Almgren Bäck, Gunilla, et al.
(författare)
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Dyslexic students' experiences in using assistive technology to support written language skills : a five-year follow-up
- 2023
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis Group. - 1748-3107 .- 1748-3115.
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThis study presents several accounts of user experiences with assistive technology (AT). Although previous studies on dyslexic students reported promising results from using audiobooks, text-to-speech (TTS), and speech-to-text (STT), qualitative research is relatively sparse and short-term, and little is known about adolescents' long-term experiences of using AT in schools. Therefore, this five-year follow-up study aimed to describe dyslexic students' experiences of AT.Materials and methodsNine students with dyslexia were interviewed using a semi-structured framework and a descriptive pattern-based thematic analysis. The students had previously participated in an AT intervention in Sweden.ResultsThree main themes are reported: Contextual factors: facilitators or barriers; Emotional responses in the learning environment; Developing meaningful strategies. The results align with previous research findings that audiobooks are beneficial throughout the school years, while STT is of mixed utility. TTS was mainly used in learning to decode texts. Continued AT use is discussed thematically, concretising experiences connected to schools' multilevel support.ConclusionsThis study can contribute to the development of AT academic practices enriched by users' views. The findings reveal factors enabling or hindering students' continued AT usage. Contextual factors in schools concern organisational elements rather than AT accessibility. Students' emotional responses (using AT in the classroom) are influenced by dyslexia self-acceptance and AT attitudes. Students' understanding of how and why to use AT may limit the development of meaningful strategies. Implications and suggested further research are provided to improve dyslexic students' AT experiences and success in school.
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| 2. |
- Bergström, Emma, et al.
(författare)
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An interactive shared Reading intervention designed for preverbal infants : A feasibility study exploring early language and cognitive development
- 2024
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Ingår i: Child Language Teaching and Therapy. - : Sage Publications. - 0265-6590 .- 1477-0865.
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Tidskriftsartikel (refereegranskat)abstract
- Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent–child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants’ preverbal developmental level. The study further intended to explore its preliminary effect on infants’ cognitive and language development. Eleven parent–infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies.
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| 3. |
- Björn, Marianne, et al.
(författare)
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Exploring an intervention's impact on everyday school activities
- 2021
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Ingår i: Support for Learning. - : John Wiley & Sons. - 0268-2141 .- 1467-9604. ; 36:1, s. 5-19
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils' everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.
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| 4. |
- Bratt, Anna S., 1969-, et al.
(författare)
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An exploration of group-based compassion-focused therapy for adolescents and their parents
- 2020
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Ingår i: Scandinavian Journal of Child and Adolescent Psychiatry and Psychology. - : Walter de Gruyter GmbH. - 2245-8875. ; 8, s. 38-47
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Tidskriftsartikel (refereegranskat)abstract
- Background: The long-term negative consequences of mental health problems during adolescence highlight the need for effective treatments. Compassion-focused therapy (CVO aims to help individuals to enhance their ability to support and care for themselves and to alleviate shame and self-stigmatization. Objective: This non-randomized controlled trial examined the effectiveness of group-based CFT on perceived stress and the extent of self-compassion in a clinical sample of adolescents receiving psychiatric care for complex mental health difficulties and their parents. Method: The participants were 43 adolescents (ages 14-17; 83.7 % female) under treatment at a child and adolescent psychiatric outpatient clinic in Sweden and their parents (n = 77; 61 % female). The adolescents volunteered for group-based CFT (n = 19); if they did not want to participate, they were asked to join the control group receiving treatment as usual (TAU, n = 24). The CFT parents were given the same treatment as their children in parallel parent groups. The participants completed questionnaires measuring self-compassion and perceived stress before and after treatment. Paired samples t-tests and independent samples t-tests assessed the within-group and between-group differences via change scores. Results: The fathers scored highest on self-compassion and had less perceived stress at both times than the adolescents or mothers. There were no significant differences between the CFT and TAU groups in self-compassion or perceived stress at either time, and the effect sizes were small (g 0.25). The TAU mother group was the only group with a significantly changed mean self-compassion score post-treatment. Conclusions: Some patients seem to benefit from group-based CFT in ways similar to the benefits of specialized therapeutic approaches. Further research into the utility of CFT for adolescents with MH problems and their parents, as well as the longterm clinical effects of CFT for this group is needed.
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| 5. |
- Bratt, Anna S., 1969-, et al.
(författare)
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Finding confidence and inner trust as a parent : experiences of group-based compassion-focused therapy for the parents of adolescents with mental health problems
- 2019
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Taylor & Francis Group. - 1748-2623 .- 1748-2631. ; 14:1, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Compassion-focused therapy (CFT) can alleviate the stress and challenges faced by the parents of adolescents with mental health (MH) problems. Although CFT interventions have shown promising results, few studies have examined its effectiveness in adolescent psychiatric settings. Therefore, this study examined the participant experiences of group-based CFT for the parents of adolescents with MH problems.Methods: The reflective lifeworld research (RLR) approach was used to conduct in-depth interviews with eleven parents, focusing on participant experiences of group-based CFT. Meaning-oriented data analysis was undertaken.Results: The essential meaning of the phenomenon of participating in group-based CFT was understood as finding confidence and inner trust as a parent, characterized by an understanding of one’s own needs, which provided parents with the confidence to support their children. The phenomenon is further explicated with its three constituents: (a) taking care of oneself and one’s child; (b) being open and sharing experiences; and (c) acceptance and hope for the future.Conclusions: The CFT intervention enabled parents to find their agency and strengthened their relationships with their children. The findings underscore the need to acknowledge the supportive role parents play in the recovery of children who receive psychiatric care.
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| 6. |
- Bratt, Anna S., 1969-, et al.
(författare)
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Gaining the courage to see and accept oneself: Group-based compassion-focussed therapy as experienced by adolescent girls
- 2020
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Ingår i: Clinical Child Psychology and Psychiatry. - : SAGE Publications. - 1359-1045 .- 1461-7021.
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Tidskriftsartikel (refereegranskat)abstract
- Shame and self-stigmatisation are common in adolescents with mental health problems, and can hinder their recovery. Compassion-focussed therapy (CFT) help people address challenging experiences and emotions with courage, wisdom, and care. However, no previous studies have examined whether CFT is helpful for adolescents with mental health problems. The present study aimed to describe lived experiences regarding group-based CFT based on the perspectives of a sample of adolescent girls who were recruited from a child and adolescent psychiatric outpatient clinic in Sweden. In-depth interviews were conducted with six girls, aged 15 to 17, using a reflective lifeworld research approach. The results showed that participating in group-based CFT meansgaining the courage to see and accept oneself through meeting with peers who are experiencing similar difficulties. When sharing experiences in a group, new perspectives and an acknowledgement that mental and emotional struggle are normal arise, and a sense of inner peace and belonging emerges. Instead of hiding from society, it is possible to participate in everyday life, ask for help, and asserting oneself. CFT can provide a promising method for empowering young people with mental health problems, helping them feel connected with others, and fostering in them the strength to show their true personalities.
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| 7. |
- Carlsson, Roger, et al.
(författare)
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Linking aberrant pauses during object naming to letter and word decoding speed in elderly with attention complaints
- 2023
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Ingår i: Nordic Psychology. - : Taylor & Francis Group. - 1901-2276 .- 1904-0016. ; 75:3, s. 213-226
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Tidskriftsartikel (refereegranskat)abstract
- Attention deficit and reading difficulty are often comorbid in neuropsychiatric disorders of childhood and adolescence. Although recent research has shown how these two domains may interact in children, knowledge about such interaction in elderly is lacking. The present study tested whether this association is also present in healthy elderly with undiagnosed attention problems. Thirty-two subjects (65+ years) with life-long complaints of attention and with a Mini Mental (MMSE) cutoff of 27 points were tested with MapCog Spectra (MCS), with a word recognition test (Word Chains test) and CANTAB subtests of attention. All tests were presented on a tablet, except for the Word Chains test. The participants mean MMSE score was 29 points and their mean age was 71.5 years. Strong correlations were seen between the Word Chains test and the MCS, suggesting that a high number of aberrantly long pauses during serial naming was associated with fewer identifications of letters, words and sentences. The number of aberrant pauses was also associated with slower Reaction Time and a lower score on the Attention Shifting task of the CANTAB. The results were not associated with either gender or general intelligence. This study shows that attention is linked to decoding speed irrespective of intelligence and gender. We therefore suggest that a clinical assessment of attention deficit should also include an assessment of decoding ability, and vice versa, as these cognitive functions are strongly interdependent.
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| 8. |
- Egerhag, Helén
(författare)
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Att främja läsutveckling i svenska som andraspråk : undervisning och tidiga insatser
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- According to The Simple View of Reading, both decoding and linguistic comprehension processes are needed for reading comprehension for L1 as well as L2 students. Previous research has shown that early support is important for students who struggle with reading. The thesis aims to investigate the role of decoding and comprehension for students learning to read in Swedish as L2 and how teaching and early special support can promote reading development. The first study in the thesis has a cross-sectional design and examines scores on decoding, vocabulary, and reading comprehension. The results showed that L2 students in grades 1-3 in Sweden had significantly weaker scores on all three tests than L1 students and that both decoding and vocabulary are related to reading comprehension. The results also showed that a significantly higher proprtion of L2 students were in need of extra support in reading. The second study is a systematic scoping review that identifies findings from reading intervention studies of L2 students. The results showed that additional small group or within-class programs can support L2 students when teaching is matched to their individual needs. The study also supported the view that instruction in skills in one language can transfer to skills in another. The third study has a between-groups design and investigates the impact of a Response to Intervention (RTI) model with a focus on decoding. The results showed that the RTI model had the potential to promote both L1 and L2 student's reading ability but to a lesser extent among L2 students. The forth study has a single subject design and examines the impact of a systematic word decoding intervention in Swedish for students learning Swedish as L2. All students improved their word decoding ability. In conclusion, it can be seen that differentiated balanced reading instruction and early support in an inclusive setting can promote reading ability in students learning Swedish as a second language. A second language perspective in early reading education is discussed.
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| 9. |
- Egerhag, Helén, et al.
(författare)
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Decoding intervention for L2 students in Sweden : A single-subject design study
- 2023
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Ingår i: Reading in a Foreign Language. - : University of Hawaii. - 0264-2425 .- 1539-0578. ; 35:2, s. 247-269
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Tidskriftsartikel (refereegranskat)abstract
- Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2 students identified as having a risk of reading difficulties in Grade 3. A multiple-baseline single-subject design study was conducted with three L2 students with Arabic or Dari as their first language. They were provided a word decoding intervention with Bravkod. All three students improved their decoding during the intervention phase. They decoded several words in a given time (NAP=0.96-1.00) and decreased their word decoding errors (NAP=0.91-0.98). The results are promising but should be replicated to be considered evidence-based and suitable for L2 students to improve their decoding in Swedish.
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| 10. |
- Egerhag, Helén, et al.
(författare)
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Promoting decoding among young students with Swedish as a first and second language within a response to intervention model
- 2023
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Ingår i: Journal of Childhood, Education & Society. - : Journal of Childhood, Education and Society. - 2717-638X. ; 4:2, s. 176-192
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Tidskriftsartikel (refereegranskat)abstract
- Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.
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