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1.
  • Dahlgren, Sven-Olof, 1956, et al. (author)
  • Prosodic traits in speech produced by children with autism spectrum disorders – Perceptual and acoustic measurements
  • 2018
  • In: Autism & Developmental Language Impairments. - : SAGE Publications. - 2396-9415. ; 3, s. 1-10
  • Journal article (peer-reviewed)abstract
    • Background: Autism spectrum disorder has been associated with atypical voice characteristics and prosody. In the scientific literature, four different aspects of atypical speech production in autism spectrum disorder have been highlighted; voice quality together with the prosodic aspects pitch, duration and intensity. Studies of prosody in autism spectrum disorder have almost exclusively used perceptual methods. Recently, some studies have used acoustic analyses. In these studies, it has been pointed out that the acoustic differences found are not necessarily perceived as atypical by listeners, which is why it is important to let listeners evaluate perceptual correlates to acoustic findings. The aims of this study were to use both perceptual and acoustic analyses to study prosodic production in children with autism spectrum disorder and to examine if voice and speech characteristics could be used as clinical markers for autism spectrum disorder. Method: Eleven children within normal range of intelligence diagnosed with autism spectrum disorder and 11 children with typical development participated. Every child was recorded telling a story elicited with the expression, reception and recall of narrative instrument. Excerpts of one minute were extracted from the audio files creating the material underlying the perceptual ratings and in the acoustic analysis. An evaluation procedure, partly based on a standardized voice evaluation procedure developed for clinical practice in Sweden, was designed for the perceptual judgments and analysis. To capture critical prosodic variables, aspects of prosody based on characteristic features of Swedish prosody, prosodic features known to cause Swedish children with language impairment particular problems and current research of prosodic impairments in children with autism, were used as rating variables. The acoustic analysis was based on the four variables fundamental frequency (fo) average, fo range, fo variation and speech rate, together with the language production-related variable number of words per utterance. Results: In the acoustic analysis, no differences were found with regards to fo-related variables or speech rate. However, the children in the autism spectrum disorder-group produced significantly more words per utterance than the typically developing children. The perceptual analysis showed no differences between the groups. Only three children with autism spectrum disorder were correctly identified as such. The narrative ability of these children, according to scores on the narrative assessment profile, was poorer than that of the other eight children. They were also more atypical in fluency and in speech rate. Given the small sample, the results should be interpreted with caution. Conclusions and implications: The only difference in prosodic production discovered in the acoustic analysis, namely that children with autism spectrum disorder used more words per utterance than the children in the comparison group, was not detected in the perceptual assessment. This implies that it was not perceived as atypical by expert listeners. The results indicate difficulties in using voice and speech characteristics as markers of autism spectrum disorder in clinical settings. The correct identification of some of the children as having autism spectrum disorder or not also indicates that some children with autism spectrum disorder have a prosodic production sufficiently ‘atypical’ in combination with a limited ability to tell stories to be perceived.
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2.
  • Dahlgren, Sven-Olof, 1956, et al. (author)
  • Referential communication in children with autism spectrum disorder
  • 2008
  • In: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 12:4, s. 335-348
  • Journal article (peer-reviewed)abstract
    • Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations to the children’s communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder mirroring performance in everyday life in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity proved also to play a role for success in the task.
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3.
  • Dahlgren, Sven-Olof, 1956, et al. (author)
  • Theory of Mind and Executive Functions in Young Bilingual Children
  • 2017
  • In: Journal of Genetic Psychology. - : Informa UK Limited. - 0022-1325 .- 1940-0896. ; 178:5, s. 303-307
  • Journal article (peer-reviewed)abstract
    • Few studies have explored the relationship between theory of mind (ToM), executive function (EF), and bilingualism at the same time. In this study 14 young bilingual children were compared with monolingual children on a test battery composed of 5 ToM tests, 5 EF tests, and 1 test of general language ability. The result showed that despite significantly lower verbal ability, the bilingual children outperformed the monolingual ones on tests of EF. There were no differences in ToM performance. The authors argue that there is a strong relationship between bilingualism and EF, but, contrary to results from earlier studies, they could not find any relationship between bilingualism and ToM. EF did not predict ToM performance. Lack of a significant relationship could be due to the children's young age and consequently their low scores on the ToM tasks.
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4.
  • Dahlgren, Sven-Olof, 1956, et al. (author)
  • Theory of mind in Children with Severe Speech and Physical Impairments
  • 2010
  • In: Research in Developmental Disabilities. ; 31, s. 617-624
  • Journal article (peer-reviewed)abstract
    • The development of a person's ability to understand other's thoughts and feelings, so called "theory of mind" (ToM), is subject to study. Children with communicative disabilities have exhibited problems in this respect, highlighting the role of language in the development of ToM. In this study, ToM was studied in children with cerebral palsy and severe speech impairments. Two tasks, differently dependent on verbal abilities, were used. The results were compared to those of a mental age matched group. The groups differed significantly on the verbally dependent task while difference in performance did not reach significance on the less verbally dependent one. The results are discussed in terms of a delayed development of ToM in children with severe speech and physical impairments, dependent on verbal abilities.
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5.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • A common ground. The ability of children with severe speech and physical impairments (SSPI) to share information.
  • 2007
  • In: Presentation at the symposium Understanding Referential communication, XIIIth European Conference on Developmental Psychology, 21-23 August 2007, Jena, Germany..
  • Conference paper (peer-reviewed)abstract
    • In daily life referential communication situations, nonvocal children who use augmentative and alternative communication (AAC) often have difficulties to convey information in a way that is adapted to the listener’s needs. One explanation to this could be that the children have difficulties to understand the relation between what the listener already knows, what can be inferred and what cannot. Their difficulties could also indicate problems to identify the qualities that characterize the target. The aim of this study was to examine referential communication in children with severe speech and physical impairments in a structured situation. Apart from the referential communication task assessment was also made of intellectual ability, both auditory and visual memory, verbal ability and mentalizing. Participants were twenty-two 5.5 – 18.9-year-old nonvocal children. The results from this study indicate that children with communicative impairments show specific problems in referential communication situations and that these problems are related to mental age, verbal ability and memory rather than to problems to take the listener’s perspective.
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6.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • Early linguistic experiences and development of theory of mind in children with severe speech and physical impairments
  • 2006
  • In: Developmental Medicine and Child Neurology.
  • Conference paper (peer-reviewed)abstract
    • Objective: Theory of mind (ToM) refers to our ability to attribute thoughts, beliefs and feelings to ourselves and to other people, and to our understanding that our actions are governed by these thoughts, beliefs and feelings. This ability is crucial in social interaction and communication. The question of how to explain the development of ToM is still unsettled. Early exposure to communication is one possible prerequisite. If this is the case, then one would expect development of ToM to be affected in children with different communicative impairments. In accordance with this expectation, recent studies have in fact shown that deaf children without early exposure to sign language (Peterson & Siegal, 1999) have difficulties in solving tasks requiring a ToM. Other examples are children with developmental language delay. From this perspective, the development of theory of mind in children with severe speech and physical impairments (SSPI) is most interesting, considering the problems experienced by children with SSPI within the area of early social experience and communication. Methods: In three studies 14, 6 and 16 participants with severe speech and physical impairments participated. Also participating was a group of children, matched to the focus group for mental and linguistic age. They were presented a range of tasks to track the development of ToM: pretend play, perceptual tasks, 1st and 2nd order false belief tasks (so called Change of location tasks) and an Unexpected content task. Results: Findings from our research suggest that the children have difficulties solving the ToM-tasks, but that they follow a normal pattern of development with severe delay compared to children without disability. Conclusions: There are different possible explanations to the childrens early failure to solve ToM-tasks: 1.Limited linguistic and conversational competence 2.Memory problems 3.Lack of experiences, e.g. pretend play 4.Lack of opportunities to take other persons perspectives The ability to take someone elses perspective is crucial in social interaction and communication. Interpersonal communication enhances this ability. It is therefore important not only to provide children with SSPI with appropriate and sufficient communication aids, such as Bliss for example, but also to provide experiences and the tools with which to use communication aids in an efficient manner. References: Peterson, C. C., & Siegal, M. (1999). Representing Inner Worlds: Theory of mind in Autistic, Deaf, and Normal Hearing Children. Psychological Science, 10, 126-129.
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7.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • Reading skills in Swedish children with autism spectrum disorders
  • 2009
  • In: Developmental Medicine and Child Neurology. ; 51:Suppl 3.
  • Conference paper (peer-reviewed)abstract
    • Research on reading in children with autism spectrum disorders (ASD) is up to now inconclusive. Some studies have pointed to good word decoding abilities and poor reading comprehension, while in other studies the children also vary considerably in word decoding skills. Most of the research has been done in English speaking populations. In this session we will contrast the different findings and give an example from a study on 37 Swedish speaking children with ASD who were of normal intelligence. In this study word decoding and sentence comprehensions skills were examined in relation to verbal ability, memory and performance on theory of mind (ToM) tasks. The ToM tasks were included because both mentalizing ability and reading are dependent on similar higher order skills, such as the ability to go "beyond the surface", metalinguistic and metacognitive awareness and also verbal comprehension. Main results showed that three distinct groups of readers could be discerned: proficient readers, poor sentence comprehenders and children who in addition to being poor comprehenders also were poor word decoders. The results will be discussed in terms of cognitive and linguistic variables.
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8.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities
  • 2012
  • In: Access to language and cognitive development. - : Oxford University Press. - 9780199592722 - 0199592721 ; , s. 62-79
  • Book chapter (peer-reviewed)abstract
    • The performance on theory of mind tasks in children with cerebral palsy and severe speech impairments implies a slower development than that shown by typically developing children. This delay might depend on limited linguistic and conversational competence, memory problems and deficits in executive functions, lack of pretend play or lack of opportunities to take other persons’ perspectives or a combination of all four. It might also reflect methodological issues. The ToM paradigm or the methods typically may serve to underestimate somewhat the abilities of children with CP at interpreting other minds in real life. Given that children with CP have not been the focus of numerous investigations to date, research is urgently required to provide more information about their ToM understanding and cognitive development more generally.
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9.
  • Ehlers, Stephan, et al. (author)
  • Asperger syndrome, autism and attention disorders: a comparative study of the cognitive profiles of 120 children.
  • 1997
  • In: Journal of Child Psychology and Psychiatry, and Allied Disciplines. - 0021-9630 .- 1469-7610. ; 38:2, s. 207-217
  • Journal article (peer-reviewed)abstract
    • The Wechsler Intelligence Scale for Children-Revised (WISC-R) was applied (in a Swedish version) in 120 children with Asperger syndrome, autistic disorder, and attention disorders. Using stepwise logistic regression analysis, the WISC's discriminating ability was investigated. The overall rate of correct diagnostic classification was 63%. Further, WISC profiles were analysed within each group. The group with autistic disorder was characterised by a peak on Block Design. The Asperger syndrome group had good verbal ability and troughs on Object Assembly and Coding. The group with attention disorders had troughs on Coding and Arithmetic. The results suggest that Kaufman's Verbal Comprehension, Perceptual Organisation and Freedom from Distractibility factors rather than verbal IQ and performance IQ account for the variance on the WISC. Furthermore, the Asperger syndrome and autistic disorder groups differed in respect of "fluid" and "crystallised" cognitive ability.
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10.
  • Åsberg, Jakob, 1978, et al. (author)
  • Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder
  • 2008
  • In: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467. ; 2, s. 95-109
  • Journal article (peer-reviewed)abstract
    • High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties.
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11.
  • Batorowicz, Beata, et al. (author)
  • Assessment of aided language comprehension and use in children and adolescents with severe speech and motor impairments.
  • 2018
  • In: Augmentative and alternative communication (Baltimore, Md. : 1985). - : Informa UK Limited. - 1477-3848 .- 0743-4618. ; 34:1, s. 54-67
  • Journal article (peer-reviewed)abstract
    • There is limited knowledge about aided language comprehension and use in children who use aided communication and who are considered to have a relatively good comprehension of spoken language. This study's purpose was to assess their aided language skills. The participants were 96 children and adolescents who used communication aids (aided group) and 73 children and adolescents with natural speech (reference group), aged 5 to 15 years. All of the participants who used aided communication were regarded by their teachers or professionals as having age-appropriate language comprehension. All of the participants completed (a) standardized tests of visual perception, non-verbal reasoning, and comprehension of spoken language, and (b) tasks designed for this study that measured comprehension and production of graphic utterances through communicative problem solving. Using their own communication systems, the participants achieved an average of 72% correct on the graphic symbol comprehension task items, and 63% on the expressive tasks. The participants with natural speech achieved an average of 88% correct on comprehension items, and 93-96% accuracy on production items. The differences between groups were significant on all the tasks and standardized tests. There was considerable variation within the group of participants who used aided communication, and the results reveal a need to develop instruments with norms for aided language competence that can inform the implementation of interventions to support aided language development.
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12.
  • Bohlin, Margareta, 1970- (author)
  • Music and risk in an existential and gendered world
  • 2011
  • Doctoral thesis (other academic/artistic)abstract
    • Adolescents in Western society often expose themselves to high levels of sound at gyms, rock concerts, discotheques etc. These behaviours are as threatening to young people’s health as more traditional risk behaviours. Testing boundaries and risk taking are fundamental aspects of young people’s lives and the processes of developing their identities. There is, however, a need to balance reasonable risk taking and risks that can damage health. The aim of Study I was to analyze the relationship between self-exposure to noise, risk behaviours and risk judgements among 310 Swedish adolescents aged 15-20 (167 men/143 women). The adolescents’ behaviour in different traditional risk situations correlated with behaviour in noisy environments, and judgements about traditional risks correlated with judgement regarding noise exposure. Another finding was that young women judge risk situations as generally more dangerous than young men, although they behave in the same way as the men. We suggest that this difference is a social and culture based phenomenon which underlines the importance of adopting a gender perspective in the analysis of risk factors. Adolescents reporting permanent tinnitus judged loud music as more risky than adolescents with no symptoms and they did not listen to loud music as often as those with occasional tinnitus. The aims of study II were to illuminate  the complexity of risk behaviour, the meaning and purpose of adolescent risk-taking in both a traditional sense (e.g. smoking and drug use) and in noisy environments (e.g. discotheques and rock concerts), in relation to norms and gender roles in contemporary society. In total, 16 adolescents (8 men/8 women, aged 15-19) were interviewed individually and in focus groups. The interviewees’ responses revealed social reproduction of gender and class. Main themes of the phenomena for both genders emerged: Social identity and Existential identity of risk taking. The descriptive sub themes, however, which together formed the general structure, were rather diverse for men and women. The incorporation of social and existential theories on gender as basic factors in the analysis of attitudes towards risk-taking behaviours is considered to be of utmost importance. Likewise, research on hearing prevention for young people needs to acknowledge and make use of theories on risk behaviour and similarly, the theories on risk behaviour should acknowledge noise as a risk factor.             Study III aims to increase the knowledge about young women’s and men’s risk judgement and behaviour by investigating patterns in adolescent risk activities among 310 adolescents aged 15-20 (143 women; 167 men). The Australian instrument ARQ, developed by Gullone et al, was used with additional questions on hearing risks [1] and a factor analysis was conducted. The main results showed that the factor structure in the judgement and behaviour scale for Swedish adolescents was rather different from the factor structure in the Australian sample. The factor structure was not similar to the Australian sample split on gender and there were differences in factor structures between genders among Swedish adolescents. The results are discussed from a gender and existential perspective on risk taking, and it is emphasized that research on risk behaviour needs to reconceptualize stereotypical ideas about gender and the existential period in adolescence. The aim of Study IV was to investigate possible gender differences regarding psychometric scales measuring risk perception in noisy situations, attitudes towards loud music, perceived susceptibility to noise, and individual norms and ideals related to activities where loud music is played. In addition, the purpose was to analyze whether these variables are associated with protective behaviour, e.g. the use of hearing protection. A questionnaire was administered to a Swedish sample including 543 adolescents aged 16 to 20. The result revealed significant gender differences for all the psychometric scales. Furthermore, all psychometric measures were associated with hearing protection use in musical settings. Contrary to previous studies, gender did not solely contribute to any explanation of protective behaviour in the analysis. One conclusion is that although gender does not contribute solely to the explanation of protective behaviour, gender may affect psychological variables such as risk perception, attitudes and perceived susceptibility and these variables may in turn be valuable for decision-making and protective behaviour in noisy situations. Although women tend to be more ’careful’ psychologically, they nevertheless tend to behave in the same way as men regarding actual noise-related risk-taking. 
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13.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • An analysis of reading and spelling abilities in children who use AAC: understanding a continuum of competence
  • 2010
  • In: Augmentative and Alternative Communication. - 0743-4618. ; 26:3, s. 191-202
  • Journal article (peer-reviewed)abstract
    • The over-representation of reading and spelling difficulties in children with complex communication needs has been well documented. However, most of the studies reported have indicated that at least some children using Augmentative and Alternative Communication (AAC) can achieve and demonstrate effective literacy skills, highlighting the heterogeneity of this group. This paper presents findings from a cross-linguistic study of 14 Swedish and 14 Irish children with cerebral palsy who use AAC, outlining their performance on a range of phonological awareness, reading and spelling tasks developed for the purposes of the study. All participants were referred to the study as functioning in the average range of intellectual ability. Of the 28 participants, 8 were classified as good readers, on the basis of their success on tasks involving connected text, while 10 presented with single word reading skills, and 10 were categorized as non-readers. This paper explores the similarities and differences within and across these groups, in terms of associated skills and experiences. While analyses of group data suggest some common abilities and difficulties, exploration of individual profiles highlights the heterogeneity of the profiles of the participants, suggesting a need for detailed individual assessment and interventions.
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14.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • Communication and development of theory of mind in children with severe speech and physical impairment
  • 2004
  • In: In Proceedings of the 11th Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication. Natal, Brazil, CD-ROM.
  • Conference paper (peer-reviewed)abstract
    • Results from research on deaf children, who have acquired a sign language late in life, have revealed difficulties in the development of theory of mind, highlighting the role of communication in this development. From this perspective, the development of theory of mind in children with severe speech and physical impairments (SSPI) is most interesting. Findings from our research suggest that the children follow a normal pattern of development but with severe delay compared to children without disability. These results will be discussed in terms of early social and communicative experience as well as in terms of verbal ability and memory capacity.
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15.
  • Dahlgren Sandberg, Annika, 1946 (author)
  • Communication and development of theory of mind in children with SSPI (severe speech and physical impairments
  • 2005
  • In: Paper presented at XIIth European Conference on Developmental Psychology, 24-28 August 2005, Universidad de la Laguna, Tenerife, Spain.
  • Conference paper (peer-reviewed)abstract
    • Results from research on deaf children, who have acquired a sign language late in life, have revealed difficulties in the development of theory of mind, highlight-ing the role of communication in this development. From this perspective, the de-velopment of theory of mind in children with severe speech and physical impair-ments (SSPI) is most interesting. Findings from our research suggest that the children follow a normal pattern of development but with severe delay compared to children without disability. There are different possible explanations to the childrens failure to solve theory of mind-tasks that will be discussed in the pres-entation: the communicative impairment with negative influences on early social and communicative experiences; the overall dependence on others, not least for interpretation of communicative acts; low verbal competence; possible deficits in working memory and the severe motor dysfunction, prohibiting the children to move freely and interact with the physical environment
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16.
  • Dahlgren Sandberg, Annika, 1946 (author)
  • Literacy ability in children with severe speech impairments, a cross-linguistic perspective
  • 2004
  • In: In S. von Tetzchner & M.H. Jensen (Eds.) Perspectives on theory and practice in augmentative and alternative communication. Toronto: International Society for Augmentative and Alternative Communication.
  • Journal article (other academic/artistic)abstract
    • Studies that focus upon differences between logographic and alphabetic orthographies are of importance to the field of literacy acquisition in children with severe speech impairments. It is reasonable to believe that the characteristics of the writing system the children are learning also affect reading and spelling acquisition in these children. Further, taking into consideration the difficulties the children with speech impairments meet in developing reading and spelling skills it is also possible that the differences found during literacy acquisition between vocal and nonvocal children would be less pronounced in a language where alphabetic coding is of small use at the early stages of reading and spelling, as is the case for English, given that the children rely on other strategies than the alphabetic in learning to read and spell and more so in more transparent orthographies. Questions regarding the impact of phonological abilities, the role of WM and the strategies used in literacy acquisition still persist. Cross-linguistic studies could be of help in understanding the difficulties that the children with severe speech impairments demonstrate. Such studies might also help us find other routes to reading and spelling than the alphabetic.
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17.
  • Dahlgren Sandberg, Annika, 1946 (author)
  • Literacy learning and aided communication
  • 2016
  • In: The silent partner? Language, Interaction and Aided Communicaiton. - Surrey: UK : J & R Press. - 9781907826306 ; , s. 159-173
  • Book chapter (peer-reviewed)abstract
    • Reading and writing are among the most important acquired skills in our society, permitting us to share information irrespective of distance and time. We need reading and writing abilities in order to take an active part in society, to get information, to keep up to date with new technology, for communicative, educational, and vocational purposes and for leisure activities. Acquisition of literacy skills is thus one of the major milestones in a child’s development. With the ability to read, the child gets access to a whole new world of experiences outside of the here and now, of imaginative worlds, of other persons’ thoughts. In the case of persons who use aided communication, writing could be an excellent way of gaining access to the potentially unlimited vocabulary of the spoken language of their community. However, personal accounts of those who use aided communication, their teachers and parents, in addition to research results, have revealed that many children and adults who use aided communication have great difficulties in this area and that there is an inconsistency between the intellectual level and the reading and spelling abilities (e.g., Dahlgren-Sandberg, 2001, 2006; Lund & Light, 2006; Smith, 2001; Smith, Dahlgren-Sandberg, & Larsson, 2009). Thus, acquisition of literacy skills seems to be a specific problem for individuals who use aided communication.
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18.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • Patterns in early interaction between prelinguistic children with severe speech and physical impairments and their parents
  • 2008
  • In: Child Language Teaching and Therapy. ; 24, s. 9-30
  • Journal article (peer-reviewed)abstract
    • The aim of this study is to examine whether the asymmetrical pattern of communication usually found between people who use augmentative and alternative communication and their partners using natural speech was also found in the interaction between non-vocal young preschool children with cerebral palsy and their parents. Three parent–child dyads (children’s age 2;5–3;4 and developmental age 18 months) were video-recorded during everyday activities. Three comparison dyads with children matched for developmental age and sex with the children in the focus dyads were studied in the same situations. There were only small differences between the two sets of children, while the parents in the focus dyads were more active than the parents in the comparison dyads. The results are discussed in relation to early intervention, aiming at enhancing development of functional patterns of interaction.
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19.
  • Dahlgren Sandberg, Annika, 1946 (author)
  • Reading and spelling abilities in children with severe speech and cerebral palsy at 6, 9 and 12 years of age in relation to cognitive development: a longitudinal study
  • 2006
  • In: Developmental Medicine and Child Neurology. ; 48:8, s. 629-634
  • Journal article (peer-reviewed)abstract
    • Development of literacy skills was studied in six children (one male, five females) with severe speech impairments and cerebral palsy (CP). These skills were related to intellectual development, phonological abilities, and short-term memory (STM). Three of the children were diagnosed with dystonia, and three with diplegia. They had no or severely restricted independent mobility (Gross Motor Function Classification System [GMFCS] Level IV for four children and Level V for two), and severe fine motor problems, including difficulty with pointing. Since they had no intelligible speech, the Bliss system was the primary communication mode. Assessments were made at approximately 6, 9, and 12 years of age. The results revealed that the children had difficulties acquiring literacy skills, although intellectual level and phonological ability predicted otherwise. Positive development during the first 3 years was followed by an arrest. A conspicuous decrease in IQ points was also found. Thus, phonological ability does not seem to have the same predictive power for literacy development in children with severe speech impairments and CP as in children with speech. Further studies are needed to clarify the role of phonological abilities, working memory, and strategies used in literacy acquisition in these children. Such studies might also clarify the importance of articulatory abilities in early literacy acquisition.
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20.
  • Dahlgren Sandberg, Annika, 1946, et al. (author)
  • The Rett Syndrome Complex Communicative Functions in Relation to Developmental Level and Autistic Features
  • 2000
  • In: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 4:3, s. 249-267
  • Journal article (peer-reviewed)abstract
    • Communicative functions and their relationship with overall developmental level and autistic features were studied in eight young women with disorders in the Rett syndrome complex, three with the classical variant and five with variants with partially preserved/ regained speech. The Vineland Adaptive Behaviour Scales, individual structured observation, and a specially designed structured interview covering early pre-linguistic and linguistic development, current receptive and expressive language and non-verbal communication skills, were used. Autistic features were evaluated in accordance with the DSM-IV. Low levels of communicative abilities and overall functioning were demonstrated. In most cases, the communicative abilities did not reach the level expected on the basis of overall development. Joint attention behaviours and expressions of communicative intent were rare. However, six of the eight subjects showed clear examples of social interaction abilities. ‘Eye pointing’, as distinct from ‘eye communication’, was demonstrated only in a minority of the cases. The level of communicative function at developmental arrest did not predict later language ability. It is suggested that intervention should focus on developing further the joint attention behaviours, intentional communications and communicative functions spontaneously used by individuals with disorders in the Rett syndrome complex.
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21.
  • Dewrang, Petra, et al. (author)
  • Parental retrospective assessment of development and behavior in Asperger syndrome during the first two years of life
  • 2010
  • In: Research in Autism Spectrum Disorders. ; 4, s. 461-473
  • Journal article (peer-reviewed)abstract
    • Development and behavior during the first 2 years of life was assessed retrospectively by the parents to 23 adolescents and young adults with Asperger syndrome and 13 typically developing adolescents and young adults. The groups were matched on chronological age and the participants were within the normal range of intelligence. The questionnaire, symptoms of autism before the age of 2 (SAB-2) comprised seven areas: contact and social activity, responses to sensory perceptions, communication and language/speech, food/ feeding and sleep, play and fixations/rituals, movements and motor skills, and development and behavior. An eighth area of possible early suspicions was also part of the questionnaire. There were significant differences between the groups in all the areas and that the parents in many cases were well aware of anomalies in their children’s behavior at an early age. Food/feeding and sleep and contact and social activity were found to be the areas that caused most concern. The SAB-2 was also judged to be a valid and reliable instrument for retrospective assessment of infants.
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22.
  • Dewrang, Petra, et al. (author)
  • Repetitive behaviour and obsessive-compulsive features in Asperger syndrome: Parental and self-reports
  • 2011
  • In: RESEARCH IN AUTISM SPECTRUM DISORDERS. - 1750-9467. ; 5:3, s. 1176-1186
  • Journal article (peer-reviewed)abstract
    • Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children.
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23.
  • Falkman, Kerstin, 1970, et al. (author)
  • Theory of mind in children with cerebral palsy and severe speech impairment.
  • 2004
  • Reports (other academic/artistic)abstract
    • Theory of mind (ToM) refers to the ability to impute mental states to oneself and others. It has been argued that deficits in this ability are specific to individuals with autism. Recent studies on children with other communicative impairments, however, cast doubt on this suggested specific relationship. A study that investigated understanding of a range of mental states within a single group of normally developed participants suggested a three-stage model of development of ToM. Using this model a group of seven children with cerebral palsy and severe speech impairment were tested on a range of tasks requiring ToM. The findings suggest that the children in this group follow a normal pattern of development, but with a considerable delay compared with children without disability. The findings also cast further doubt on the suggested specific relationship between deficits in ToM and autism, showing that children with other disabilities also experience problems within this area, albeit be it not for the same reasons.
  •  
24.
  • Falkman, Kerstin, 1970, et al. (author)
  • Theory of mind in Children with Severe Speech and Physical Impairment (SSPI): A longitudinal study
  • 2005
  • In: International journal of disability, development and education. ; 52:2, s. 139-157
  • Journal article (peer-reviewed)abstract
    • Six children with cerebral palsy and severe speech impairment took part in a 2-phase longitudinal study of development of social cognition. Data was collected on two occasions. The children ranged in age from 5 to 7-years-old at data collection Time 1 and from 9 to 11-years-old at data collection Time 2. Using a model of normal development of theory of mind (ToM) suggested by Gopnik and Slaughter (1991), the children were tested on a number of tasks requiring ToM. The find-ings suggest that the speech-impaired children follow a normal pattern of devel-opment, but with a severe delay compared with children without disability. The results are discussed in relation to problems in early social and communicative experience for the group of children with cerebral palsy and severe speech im-pairment.
  •  
25.
  • Ferreira, Janna, 1973- (author)
  • Sounds of silence : Phonological awareness and written language in children with and without speech
  • 2007
  • Doctoral thesis (other academic/artistic)abstract
    • Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
  •  
26.
  • Havstam, Christina, 1963, et al. (author)
  • Communication attitude and speech in 10-year-old children with cleft (lip and) palate: An ICF perspective.
  • 2011
  • In: International journal of speech-language pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 13:2, s. 156-164
  • Journal article (peer-reviewed)abstract
    • Many children born with cleft palate have impaired speech during their pre-school years, but usually the speech difficulties are transient and resolved by later childhood. This study investigated communication attitude with the Swedish version of the Communication Attitude Test (CAT-S) in 54 10-year-olds with cleft (lip and) palate. In addition, environmental factors were assessed via parent questionnaire. These data were compared to speech assessments by experienced listeners, who rated the children's velopharyngeal function, articulation, intelligibility, and general impression of speech at ages 5, 7, and 10 years. The children with clefts scored significantly higher on the CAT-S compared to reference data, indicating a more negative communication attitude on group level but with large individual variation. All speech variables, except velopharyngeal function at earlier ages, as well as the parent questionnaire scores, correlated significantly with the CAT-S scores. Although there was a relationship between speech and communication attitude, not all children with impaired speech developed negative communication attitudes. The assessment of communication attitude can make an important contribution to our understanding of the communicative situation for children with cleft (lip and) palate and give important indications for intervention.
  •  
27.
  • Havstam, Christina, 1963, et al. (author)
  • Speech and satisfaction with outcome of treatment in young adults with unilateral or bilateral complete clefts.
  • 2008
  • In: Scandinavian journal of plastic and reconstructive surgery and hand surgery / Nordisk plastikkirurgisk forening [and] Nordisk klubb for handkirurgi. - : Informa UK Limited. - 0284-4311. ; 42:4, s. 182-9
  • Journal article (peer-reviewed)abstract
    • Thirty-five young adults (22-32 years old, mean 25) born with complete unilateral or bilateral clefts participated in a follow-up of speech, appearance, and teeth after treatment. They completed a questionnaire about their satisfaction with their speech, nose, lip, and teeth on visual analogue scales, and indicated on two overall questions how often they thought about their cleft, and how often they were asked questions about their speech, nose, or lip. Their speech was recorded and assessed blindly and independently by two speech and language pathologists. Participants' satisfaction with their speech did not correlate significantly with the speech assessments. Satisfaction with the nose had the highest correlation with the overall questions. No participant indicated more dissatisfaction with speech than the midpoint of the scale, making conclusions about covariance between satisfaction with speech and the overall questions difficult.
  •  
28.
  • Hjelmquist, Erland, 1948, et al. (author)
  • Development of mentalizing: access to communication and language
  • 2007
  • In: Presentation at the symposium Communication, language and mentalizing in typical and atypical children the 13th European Conference on Developmental Psychology, August 21-23, 2007, Jena, Germany.
  • Conference paper (peer-reviewed)abstract
    • We report results from deaf children and children with cerebral palsy. Groups of deaf children and children with cerebral palsy were presented with tests of mentalizing in longitudinal and experimental studies. The children were 6-7 years old when the first tests were made. In the longitudinal study, deaf children of hearing parents were followed for two years. In an experimental study, deaf children of deaf parents were included, and the same was the case for the group of children with cerebral palsy. As expected, deaf children of deaf parents performed well on the tests, whereas deaf children of hearing parents showed low results. One new observation is that deaf children of hearing parents, where the children are offered sign language in a preschool environment at a very early age, two years, are still delayed. Another new result is that the longitudinal study showed very little change among the deaf children over the two years. The experimental study wíth children with cerebral palsy also showed low results on a mentalizing task. It is suggested that the delayed performance observed is a result of an interaction between the disability, deafness and motor restriction respectively, and the communicative/linguistic experience resulting from these disabilities. Deaf children of deaf parents lack a common language from the very start of communication, and children with cerebral palsy are very restricted in their possibilities for communicative initiatives. In both conditions, communication about mental states are hypothesized to be limited, reflected in low results on mentalizing tasks
  •  
29.
  • Holck, Pernille, et al. (author)
  • Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability
  • 2009
  • In: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 30, s. 942-951
  • Journal article (peer-reviewed)abstract
    • Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n = 10), children with spina bifida and hydrocephalus (SBH; n = 10) and children with pragmatic language impairment (PLI; n = 10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to varying extent. Different patterns of variance were found in the groups, indicating that different underlying abilities such as reception of grammar, inferential comprehension and lexical comprehension seem to affect pragmatic ability in somewhat different ways. The results suggest that the children with CP and SBH in this study shared a number of pragmatically related traits, being more similar than would be expected according to earlier research. Finally, it is suggested that pragmatic assessment is further subdivided into a socially versus a linguistically related assessment.
  •  
30.
  • Holck, Pernille, et al. (author)
  • Inferential ability in children with cerebral palsy, spina bifida and pragmatic language impairment
  • 2010
  • In: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31, s. 140-150
  • Journal article (peer-reviewed)abstract
    • The aim of the study was to investigate and compare the ability to make inferences in three groups of children ranging from 5;2 to 10;9 years: 10 children with cerebral palsy (CP), 10 children with spina bifida and hydrocephalus (SBH) and 10 children with pragmatic language impairment (PLI). The relationship between inferential and literal comprehension was investigated by analysing atypical responses. For this analysis an analytic framework was developed. The PLI group performed significantly worse on inferential questions than the CP group. It was only in the PLI group that problems with inferential questions exceeded the problems with literal questions, and the CP group even performed significantly better in this condition. Inferential comprehension was found to be related to language comprehension in the CP group, but was more related to the ability to predict future developments in the SBH- and PLI-groups. The PLI group relied more on world knowledge and associations than on text-related factors when delivering an atypical response compared to the CP group. The analysis of atypical responses proved to be a promising tool for the planning of an adequate intervention.
  •  
31.
  • Holck, Pernille, et al. (author)
  • Interaction during intervention: conversations between professionals and children with cerebral palsy.
  • 2009
  • In: Communication & Medicine. An Interdisciplinary Journal of Healthcare, Ethics and Society. - 1613-3625. ; 6:1, s. 49-60
  • Journal article (peer-reviewed)abstract
    • To develop interactional ability, conversation with both peers and adults is vital. However, for children with physical impairments, like cerebral palsy, interactions with adults often dominate. In this study, interaction between eight Swedish children with cerebral palsy, mean age 8.6 years, and their physiotherapists (PTs) and speech-language therapists (SLTs) was analysed during intervention across 16 dyads. The analysis of data focused on how quantitative, interactional and topical dominance was manifested by the PTs and the SLTs. In addition, mitigating strategies and use of feedback was investigated. Surprisingly, the only significant finding was in topic maintenance, where the PTs' conversations were more directed towards topics unrelated to the intervention context when compared to the conversations of the SLTs. Although not significant, the PTs tended to dominate by having a greater amount of talk, and the SLTs by asking many questions. It is discussed how the two professions may contribute to the development of interactional skills and pragmatic ability among children with cerebral palsy, given their professional training and focus of intervention.
  •  
32.
  • Holck, Pernille, et al. (author)
  • Narrative ability in children with cerebral palsy
  • 2011
  • In: Research in Developmental disabilities. - : Elsevier BV. - 0891-4222 .- 1873-3379. ; 32:1, s. 262-270
  • Journal article (peer-reviewed)abstract
    • In a previous study a group of children with cerebral palsy (CP) were found to have considerable difficulties with narratives, performing several standard deviations below the criteria for the Information score of the Bus Story Test (BST). To examine in depth the performance of children with CP and a control group with typically developing (TD) children on a narrative task,in order to search for possible underlying causes to the problems in the CP group. The results of the BST for 10 children with CP, mean age 7;11years, were investigated.The analysis of the BST was supplemented with the use of the Narrative Assessment Profile (NAP) and quantitative analyses of number of words,mazes, propositions, types of conjunctions and story elements. A significant relationship between the explicitness dimension on the Narrative Assessment Profile and the BST Information score in the CP group suggested that the problems could be derived to a limited use of cohesion and a scarcity of essential information. Compared to the CP group ,the TD group used significantly more causal conjunctions. The results indicate a general problem with cohesion at the textual level in the CP group. A further finding was the occurrence of a positive correlation between the use of mazes and the BST Information score in the CP group. These results have implications for the design of a more specific intervention for children,where the NAP was found to be a valuable tool in combination with the BST or other assessment materials.Further,it is shown that mazes,mostly regarded as a behaviour that not enhances speech production,for some children can be used as a means to find necessary words and pieces of information.
  •  
33.
  • Holmström, Ketty, et al. (author)
  • A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes
  • 2016
  • In: International Journal of Speech-Language Pathology. - : Informa UK Limited. - 1754-9515 .- 1754-9507. ; 18:2, s. 178-189
  • Journal article (peer-reviewed)abstract
    • © 2015 The Speech Pathology Association of Australia Limited Published by Taylor & Francis. Purpose: This study aimed to describe the development of Arabic and Swedish lexical organisation in bilingual children with language impairment (BLI).Method: Lexical organisation was assessed through word associations in 10 BLI and 10 bilingual children with typical development (BTD), aged 6;2-8;0 years, matched for age and gender. The participants were assessed twice, with a 1-year interval. Word associations were coded as paradigmatic, syntagmatic, phonological, other and no answer. This study reports analyses of the semantically-related syntagmatic and paradigmatic associations. Using repeated measures ANOVA, main and interaction effects of Group, Time and Language were examined for paradigmatic and syntagmatic associations separately.Result: The interaction between Group and Time was significant for both associations. The BLI group increased syntagmatic associations from time 1 to time 2, while the BTD group increased paradigmatic associations. Results showed a significant main effect of Language for both types of associations, with better performance in Swedish. Significant Group by Language interactions resulted from lower Arabic than Swedish syntagmatic and paradigmatic scores for the BLI and BTD groups, respectively.Conclusion: Differing developmental trajectories indicate that bilingual children with LI develop lexical organisation at a slower pace than bilingual peers with typical language development.
  •  
34.
  • Holmström, Ketty, et al. (author)
  • Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment
  • 2016
  • In: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 38:1, s. 24-34
  • Journal article (peer-reviewed)abstract
    • © Hammill Institute on Disabilities 2015. The aim was to evaluate conceptual scoring of lexical organization in bilingual children with language impairment (BLI) and to compare BLI performance with monolingual children with language impairment (MLI). Word associations were assessed in 15 BLI and 9 MLI children. BLI were assessed in Arabic and Swedish, MLI in Swedish only. A number of syntagmatic (semantic link, different word class) and paradigmatic associations (semantic link, same word class) were calculated. Arabic and Swedish scores were compared with a conceptual score (total number of concepts from both languages). For BLI, the paradigmatic conceptual score was significantly higher than single language scores, confirming the distribution of lexical knowledge across languages. The BLI group had significantly higher conceptual paradigmatic scores than the MLI group. Conceptual scoring may reduce the over-identification of language impairment (LI) and underestimation of lexical knowledge in bilingual populations.
  •  
35.
  • Kristoffersson, E., et al. (author)
  • Communication ability and communication methods in children with cerebral palsy
  • 2020
  • In: Developmental Medicine and Child Neurology. - : Wiley. - 0012-1622 .- 1469-8749. ; 62:8, s. 933-938
  • Journal article (peer-reviewed)abstract
    • Aim To investigate if communication ability and method were related to each other and to age, sex, gross motor function, or manual ability in children with cerebral palsy. Method This cross-sectional study used data registered in the Swedish Cerebral Palsy Surveillance Program registry, involving 3000 children aged 0 to 18 years. Pearson's chi(2) test and Spearman's correlation were used to test associations between variables. Results Communication ability and method were related to each other and to age, gross motor function, and manual ability. Aided communication methods were more frequently used among older children. The more functional the communication was, the less use of unaided communication occurred. Different communication methods were used across all Communication Function Classification System (CFCS) levels. Speech was most common in more functional levels, used by 72% of the children. Forty-five per cent were considered effective communicators in all environments. For classification of communication level and method, some recurring registration errors were made by the raters. Interpretation Some raters may need clarification on interpretations of CFCS instructions. Results indicate that children should be presented to aided augmentative and alternative communication and manual signs earlier and to a greater extent.
  •  
36.
  • Larsson, Maria, 1969, et al. (author)
  • Early reading and spelling abilities in children with severe speech and physical impairment: A cross-linguistic comparison.
  • 2009
  • In: Research in developmental disabilities. - : Elsevier BV. - 0891-4222. ; 30, s. 70-95
  • Journal article (peer-reviewed)abstract
    • Early reading and spelling abilities in children from Ireland and Sweden with severe speech and physical impairment (SSPI) were studied and compared. The aim was to look for similarities as well as for differences that could be related to the different linguistic environments. Both group consisted of 15 children, and were matched on linguistic age. Reading and spelling as well as phonological awareness and memory were tested. Both groups performed fairly well on the phonological awareness tasks, but the Swedish children did not seem to manage to use this ability successfully for reading and spelling. Overall the Irish children showed a slightly stronger performance, and were significantly better at the reading tasks. There were some signs that children were affected by the structure of their individual languages. The Irish children revealed the greatest problems with pseudoword spelling which is in line with results from speaking children with English as their mother tongue and could be a result of using a strategy based on larger linguistic units. The Swedish children had particular problems with tasks presented without oral support, which may be an effect of memory problems due to their lack of articulatory ability.
  •  
37.
  • Larsson, Maria, 1969, et al. (author)
  • Memory ability in children with complex communication needs.
  • 2008
  • In: Augmentative and Alternative Communication. ; 24:2, s. 139-148
  • Journal article (peer-reviewed)abstract
    • Phonological memory is central to language and reading and writing skills. Many children with complex communication needs (CCN) experience problems with reading and writing acquisition. The reason could be because of the absence of articulatory ability, which might have a negative affect on phonological memory. Phonological and visuo-spatial short-term memory and working memory were tested in 15 children with CCN, aged 5 – 12 years, and compared to children with natural speech matched for gender, and mental and linguistic age. Results indicated weaker phonological STM and visuo-spatial STM and WM in children with CCN. The lack of articulatory ability could be assumed to affect subvocal rehearsal and, therefore, phonological memory which, in turn, may affect reading and writing acquisition. Weak visuo-spatial memory could also complicate the use of Bliss symbols and other types of augmentative and alternative communication.
  •  
38.
  • Larsson, Maria, 1969, et al. (author)
  • Phonological awareness in “Swedish-speaking” children with complex communication needs
  • 2008
  • In: Jourmal of Intellectual and Developmental Disability. ; 33:1, s. 22-35
  • Journal article (peer-reviewed)abstract
    • Background Children with complex communication needs (CCN) often experience problems achieving literacy. The aim of this project was to study phonological awareness, a central predictor for literacy achievement, in children with CCN, and to compare their performance to a group of children with natural speech. Method One group of 15 Swedish children with CCN and cerebral palsy (CP), and one group of 15 children with natural speech, matched for gender, linguistic age and mental age, were administered nine phonological awareness tasks, testing onset/rime and phonemic awareness. Results Overall, children with CCN showed good levels of phonological awareness. However, on the one task that did not include any verbal support from the experimenter, the children with CCN performed at a significantly lower level. Conclusion Phonological awareness does not seem to depend on overt articulation, although the lack of speech might affect the children’s ability to manipulate linguistic material that is not verbally presented.
  •  
39.
  • Larsson, Maria, 1969, et al. (author)
  • Reading and Spelling in Children with Severe Speech and Physical Impairments
  • 2009
  • In: Journal of Developmental and Physical Disabilities. ; 21:5, s. 369-392
  • Journal article (peer-reviewed)abstract
    • The aim of the present paper was to study literacy skills in children with severe speech and physical impairment (SSPI), and compare their performance to typically developing children. The children with SSPI and the comparison group, both groups with 28 children, were matched on receptive vocabulary and assessed on measures of reading, spelling, rhyming, phoneme awareness and memory. The comparison group achieved significantly higher scores on reading, spelling, and rhyme awareness, but no differences were found on phoneme awareness or memory. Regression analyses, with reading and spelling as dependent variables and phoneme awareness, rhyming, and memory as independent variables, revealed that phoneme awareness was the strongest predictor of both reading and spelling in both groups. Rhyming seemed more important to reading and spelling for the children with SSPI than for their speaking peers. The children with SSPI were at an earlier literacy stage and therefore more dependent on rhyming ability than children in the comparison group who drew on their phoneme awareness. Although both groups performed similarly on phoneme awareness, the comparison group showed stronger reading and spelling abilities, suggesting a different relationship between phoneme awareness and reading and spelling in children with SPPI.
  •  
40.
  • Levén, Anna, 1976- (author)
  • Postponed Plans : Prospective Memory and Intellectual Disability
  • 2007
  • Doctoral thesis (other academic/artistic)abstract
    • Avhandlingen handlar om prospektivt minne (PM) hos personer med utvecklingsstörning. PM syftar på att formulera intentioner och genomföra dessa någon gång i framtiden, antingen inom en definierad tidsram eller i samband med en specifik händelse.Frågeställningar:1. Finns det en kvalitativ och kvantitativ skillnad mellan prospektivt minne hos personer med utvecklingsstörning och en kontrollgrupp? (Artikel I – II)2. Hur ser sambandet mellan prospektivt minne, arbetsminne och episodiskt minne ut hos personer med utvecklingsstörning och, skiljer sig detta åt jämfört med kontrollgruppen? (Artikel II)3. Vilka förutsättningar vid inkodning och hågkomst är kompatibla? (Artikel III)4. På vilket sätt kan svag association mellan olika delar av information bidra till prospektiva minnesfel? (Artikel IV)5. Går det att särskilja en hög- respektive lågpresterande grupp personer med utvecklingsstörning med avseende på prospektiv minnesprestation? (Artikel II)Personer med utvecklingsstörning begår fler prospektiva minnesfel än personer i kontrollgruppen. Motsvarande gruppskillnad finns inte för självskattat minne. Prospektiv minnesprestation är bättre med bilder jämfört med ord som prospektiva ledtrådar, mest tydligt för personer med utvecklingsstörning. Arbetsminneskapacitet visade ett samband med både prospektivt minne och antalet falska minnen i kognitivt krävande situationer, till exempel, situationer med flera parallella prospektiva minnesuppgifter. Falska minnen och prospektivt minne hade ett samband hos personer med utvecklingsstörning. Att felaktigt känna igen bilder med bara delvis bekanta delar och att känna igen prospektiva ledtrådar utan att komma ihåg själva intentionen hade ett samband hos personer med utvecklingsstörning. Personer med utvecklingsstörning var också sämre än kontrollgruppen på att upprepa tidsintervall. Detta kan till exempel bero på bristande episodiskt minne och begränsade strategier för att lösa den här typen av uppgifter. Resultaten diskuteras i relation till träning av prospektivt minne och val av hjälpmedel.
  •  
41.
  • Miniscalco, Carmela, 1963, et al. (author)
  • Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD.
  • 2010
  • In: Research in Developmental Disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 31:5, s. 1054-1061
  • Journal article (peer-reviewed)abstract
    • Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children.
  •  
42.
  • Murray, Janice, et al. (author)
  • Communicating the unknown: descriptions of pictured scenes and events presented on video by children and adolescents using aided communication and their peers using natural speech.
  • 2018
  • In: Augmentative and alternative communication (Baltimore, Md. : 1985). - : Informa UK Limited. - 1477-3848 .- 0743-4618. ; 34:1, s. 30-39
  • Journal article (peer-reviewed)abstract
    • The facility to describe scenes and events is important in everyday communication, but little is known about the description skills and strategies of young people using aided communication. This article explores how 81 children and adolescents using aided communication and 56 peers using natural speech, aged 5-15 years, described pictured scenes and events presented on video to a partner who had no prior knowledge of the content. The group who used aided communication took longer and included fewer elements in their descriptions than the reference group; however, the groups did not differ in their use of irrelevant or incorrect elements, suggesting that both groups stayed on topic. Measures related to aided message efficiency correlated significantly with measures of spoken language comprehension. There were no significant differences between groups for their descriptions of pictured scenes and video events. Analyses showed both unpredicted group similarities and predictable differences, suggesting key components for future research consideration.
  •  
43.
  • Nordberg, Ann, et al. (author)
  • Story retelling and language ability in school-aged children with cerebral palsy and speech impairment.
  • 2015
  • In: International journal of language & communication disorders / Royal College of Speech & Language Therapists. - : Wiley. - 1460-6984. ; 50:6, s. 801-13
  • Journal article (peer-reviewed)abstract
    • BACKGROUND: Research on retelling ability and cognition is limited in children with cerebral palsy (CP) and speech impairment. AIMS: To explore the impact of expressive and receptive language, narrative discourse dimensions (Narrative Assessment Profile measures), auditory and visual memory, theory of mind (ToM) and non-verbal cognition on the retelling ability of children with CP and speech impairment. METHODS & PROCEDURES: Fifteen speaking children with speech impairment (seven girls, eight boys) (mean age = 11 years, SD = 1;4 years), and different types of CP and different levels of gross motor and cognitive function participated in the present study. Story retelling skills were tested and analysed with the Bus Story Test (BST) and the Narrative Assessment Profile (NAP). Receptive language ability was tested with the Test for Reception of Grammar-2 (TROG-2) and the Peabody Picture Vocabulary Test - IV (PPVT-IV). Non-verbal cognitive level was tested with the Raven's coloured progressive matrices (RCPM), memory functions assessed with the Corsi block-tapping task (CB) and the Digit Span from the Wechsler Intelligence Scale for Children-III. ToM was assessed with the false belief items of the two story tests "Kiki and the Cat" and "Birthday Puppy". OUTCOMES & RESULTS: The children had severe problems with retelling ability corresponding to an age-equivalent of 5;2-6;9 years. Receptive and expressive language, visuo-spatial and auditory memory, non-verbal cognitive level and ToM varied widely within and among the children. Both expressive and receptive language correlated significantly with narrative ability in terms of NAP total scores, so did auditory memory. CONCLUSION & IMPLICATIONS: The results suggest that retelling ability in the children with CP in the present study is dependent on language comprehension and production, and memory functions. Consequently, it is important to examine retelling ability together with language and cognitive abilities in these children in order to provide appropriate support.
  •  
44.
  • Nydén, Agneta, 1945, et al. (author)
  • Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report
  • 2010
  • In: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467. ; 4:4, s. 612-618
  • Journal article (peer-reviewed)abstract
    • Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD.
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45.
  • Pennington, Lindsay, et al. (author)
  • Literacy difficulties of children with cerebral palsy
  • 2009
  • In: Developmental Medicine and Child Neurology. ; 51:Suppl 3
  • Conference paper (peer-reviewed)abstract
    • Children with cerebral palsy often have difficulties learning to read and spell. These difficulties significantly reduce children’s access to education; their leisure opportunities; their ability to communicate with a modern, technological world that relies on the written word; and their chances of finding employment when reaching adulthood. This session aims to help clinicians to consider the possible reasons for children’s failure to develop literacy skills, to plan assessments to identify children’s particular strengths and weakness, and to consider the teaching of visual or phonic routes to reading. We will describe the cognitive, linguistic, sensory and motor processes involved in reading and spelling, and the skills children need to become fluent readers. Using evidence from previous research into the impairments and activity limitations of children with cerebral palsy, we will discuss which processes used in reading and spelling might be impaired for children with this heterogeneous condition. We will summarise current literacy research, which highlights problems in working memory, speech production and phonological awareness and suggest areas of future research. We will also discuss methods of assessment for use in clinical practice.
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46.
  • Rangmar, Jenny, et al. (author)
  • A retrospective register study on psychosocial functioning in adults with fetal alcohol syndrome.
  • 2010
  • In: First European Conference on Fetal Alcohol Syndrome, Kerkrade, the Netherlands.
  • Conference paper (peer-reviewed)abstract
    • Few studies focus on psychosocial functioning in adults with fetal alcohol syndrome (FAS). A previous follow-up study of Swedish children with FAS showed that they had severe problems with social relationships and education, problems that remained throughout childhood. The aim of this register study is to further investigate the past and present social and psychosocial demographics of these children who now are adults (n = 79, mean age 29 [18-49 years], 37 % women and 63 % men). A swedish longitudinal integrated database for health insurance and labour market studies (LISA by Swedish acronym) is used for this purpose. Examples of data that will be utilized from the database LISA are employment, income (e.g. parental leave, unemployment, labour market activity, rehabilitation, early retirement, social assistance), place of residence (county, municipality, parish and property) and highest level of education. Obtained data will be compared to a gender and age matched comparison group, also retreived from the database LISA. Preliminary results show that almost 30 % of the adults with FAS had been subjected to the Swedish enforcement authority and the Social services. Moreover, about 70 % of the individuals had been regularly in contact with the Swedish public employment services. The results indicate that FAS have a major impact on the adult daily life, especially on social and psychosocial demographics.
  •  
47.
  • Rangmar, Jenny, et al. (author)
  • Childhood placement in out-of-home care in relation to psychosocial outcomes in adults with fetal alcohol syndrome.
  • 2016
  • In: European journal of public health. - : Oxford University Press (OUP). - 1464-360X .- 1101-1262. ; 26:5, s. 856-861
  • Journal article (peer-reviewed)abstract
    • Even in adulthood, the disabilities associated with fetal alcohol spectrum disorders (FASD) may have a major impact on life, but different environmental circumstances during childhood may also be influential. This study aimed to investigate placements in out-of-home care, and number of early separations from caregivers, related to psychosocial outcomes in adults with fetal alcohol syndrome (FAS). Additional analyses were then done on a subgroup's cognitive development and mental health.
  •  
48.
  •  
49.
  • Rangmar, Jenny, et al. (author)
  • Cognitive and executive functions, social cognition and sense of coherence in adults with fetal alcohol syndrome.
  • 2015
  • In: Nordic Journal of Psychiatry. - : Informa UK Limited. - 0803-9488 .- 1502-4725. ; 69:6, s. 472-478
  • Journal article (peer-reviewed)abstract
    • Background: Primary disabilities in children with fetal alcohol syndrome (FAS) are the results of alcohol’s teratogen effect on the fetal brain. Reduced cognitive and executive functions and social cognition are examples of such disabilities. Little is known about primary disabilities in adults with FAS as well as their sense of coherence (SoC). There is thus a need for knowledge about FAS in adulthood. Aims: To investigate cognitive and executive functions, social cognition and SoC in adults with FAS. Methods: Twenty adults with FAS (mean age: 30 years) were compared with 20 individuals matched on gender and age. Berg’s Card-sorting Test-64, the Tower of Hanoi, Raven’s Coloured Progressive Matrices, Digit Span, Faux Pas and the Swedish version of Antonovsky’s Sense of Coherence Scale (SoC-29) were used. Results: The FAS group had a weak SoC and displayed deficits in the neuropsychological tests sensitive to cognitive and executive functions and social cognition. The FAS group’s median SoC score was 112, lower than the comparison group’s median of 133 (P0.001). The FAS group had median scores of 29.0 on Raven’s Matrices. The median for Digit Span was 5 forwards and 3 backwards, lower than in the comparison group (P0.001). Conclusions: Reduced cognitive and executive functions and impaired social cognition are assumed to have a major impact on life for adults with FAS. We suggest that the findings showing that adults with FAS had a weak SoC, with particularly low scores on the manageability scale, reflect their experiences of living with those primary disabilities. Clinical implications: This study may enhance healthcare for individuals prenatally exposed to alcohol. In general, it contributes with knowledge about this group of individuals who need to be more visible in healthcare, and particularly, it demonstrates some of the neuropsychological disabilities they might have.
  •  
50.
  • Rangmar, Jenny, et al. (author)
  • Self-reported health, use of alcohol and illicit drugs, and criminality among adults with foetal alcohol syndrome
  • 2017
  • In: Nordic Studies on Alcohol and Drugs. - : SAGE Publications. - 1455-0725 .- 1458-6126. ; 34:3, s. 255-266
  • Journal article (peer-reviewed)abstract
    • Aims: To investigate self-reported physical and psychiatric problems, use of alcohol and illicit drugs, as well as conviction, and being a victim, of crime in adults with foetal alcohol syndrome (FAS). Methods: Interviews with 20 adults, aged 30 +/- 8 years with FAS diagnosis (65% female) and an age-and-gender-matched comparison group. Measures used were the Addiction Severity Index interview, the Beck Depression Inventory Scale and the Beck Anxiety Inventory Scale. Results and conclusions: Adults with FAS need healthcare for depression and suicidal ideation, which occurred commonly, but problems with use of alcohol and illicit drugs were not more common in the FAS group. Although self-reported physical health problems were not more common in the FAS group, their number of days with sickness leave indicated that they are often in too poor a physical condition to work. A majority of the FAS group had been victims of crime, which makes this an important topic for further research. The groups did not differ in crime conviction rates. Everyone in the study group had been diagnosed with FAS; a diagnosis may give access to social welfare interventions. More individuals within the FAS disorders spectrum need to be identified to be given access to efficient interventions.
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