| 1. |
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| 2. |
- Ekbladh, Elin, 1974-, et al.
(författare)
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Assessing work ability
- 2009
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Ingår i: Nordic Occupational Therapy Forum, Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Ekbladh, Elin, 1974-
(författare)
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Interventioner för att påverka sjukfrånvaro - en analys av tillvägagångssätt.
- 2005
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X. ; :3, s. 210-222
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interventions used to impact sick leave - An analysis of approaches This review concerns intervention research published during the 21st century where the purpose of the interventions was to impact sick leave in work life. The aim of this review was to create a systematic chart of interventions published in scientific journals during the period mentioned above. A second aim was to analyze the procedures in the papers and their overall goal concerning their interventions for papers published in year 2003. The papers were analyzed through Blake and Moutons’ model of intervention approaches. The review resulted in 60 scientific papers with intervention research concerning sick leave. During year 2003, 17 papers were published concerning this topic, which was the most during any year in the 21st century. The intervention approach that was most common was the “ prescriptive interventions” (n=11). One explanation for this could be that many of the interventions (n=7) were carried out in a health care arena that has a long tradition of an expert authority relation towards the client. Twelve of the papers described disease prevention interventions and five described health promotion interventions. None of the 17 papers had a qualitative approach, which is noteworthy since it has been recommended that a combination of quantitative and qualitative approaches is the best method in intervention evaluation.
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| 4. |
- Ekbladh, Elin, 1974-
(författare)
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Return to Work : Assessment of Subjective Psychosocial and Environmental Factors
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduktion: Sjukfrånvaron i Sverige är hög och kunskap om vad som påverkar återgång i arbete efter sjukskrivning behöver utvecklas. I processen kring återgång i arbete är bedömning av arbetsförmåga en viktig del. Bristen på valida, reliabla och teoretiskt förankrade bedömningsinstrument inom området är dock ett bekymmer eftersom tillförlitliga bedömningar av arbetsförmåga är en förutsättning för utformning och genomförande av interventioner för att stödja återgång i arbete. Denna typ av interventioner kräver multidisciplinär kompetens där arbetsterapeuter utgör en viktig funktion. Vid bedömning av arbetsförmåga bör personens subjektiva uppfattning om sin situation beaktas, då den har betydelse för utfallet av återgång i arbete. Worker Role Interview (WRI) och Work Environment Impact Scale (WEIS) är två arbetsrelaterade intervjuinstrument, som har utvecklats i syfte att bedöma subjektiva psykosociala och miljömässiga faktorers påverkan på arbetsförmåga. Den teoretiska grunden till WRI och WEIS är Model of Human Occupation, som är en modell med fokus på aktivitetsutförande i relation till psykosociala faktorer. Inledande prövningar av WRI och WEIS reliabilitet och validitet har genomförts. Bedömningsinstrumenten har bearbetats och översatts till svenska och används främst av arbetsterapeuter, som arbetar med personer med arbetsrelaterad problematik.Syfte: Det övergripande syftet med avhandlingen är att undersöka användbarheten av bedömningsinstrumenten Worker Role Interview och Work Environment Impact Scale för identifiering av psykosociala och miljömässiga rehabiliteringsbehov av betydelse för återgång i arbete.Metod: Avhandlingen består av fem empiriska studier. I samtliga studier har erhållen information bearbetats kvantitativt. I studie IV har även kvalitativ bearbetning genomförts. Studie I, II och IV är tvärsnittsstudier och studie II och V är två års longitudinella studier. I studie I samlades information in via enkät. I studie II, III och V bestod den huvudsakliga informationen av skattningar utifrån WRI variabler och i studie IV var bedömningar utifrån WEIS i form av skattningar och nedskrivna kommentarer till skattningarna den huvudsakliga informationen.Resultat: I studie I undersöktes vilka teoretiska utgångspunkter och professionsspecifika modeller arbetsterapeuter i Sverige ansåg påverka den psykiatriska vården och den psykiatriska arbetsterapin. Det psykosociala perspektivet var den teoretiska utgångspunkt som hade störst påverkan både på psykiatrisk vård och på psykiatrisk arbetsterapi. Den arbetsterapeutiska modell som flest identifierade var Model of Human Occupation. Detta resultat indikerar att Model of Human Occupation verkar vara användbar inom arbetsterapi och motiverade vidare användning av modellen i denna avhandling. Det som dock också framkom i studie I var att arbetsterapeuter inom psykiatrisk vård använde professionsspecifika modeller i en relativt liten utsträckning. Ett sätt att öka tillämpningen av teori i praktik är att använda teoretiskt grundade bedömningsinstrument. I studie II, III, IV och V har endera av de Model of Human Occupation- baserade bedömningsinstrumenten WRI och WEIS använts och värderats.I studie II och V prövades WRI:s förmåga att predicera återgång i arbete efter långvarig sjukskrivning. Det område i WRI som uppvisade bäst prediktivitet var området ”Självuppfattning” vars variabler beaktar personens motivation för återgång i arbete i form av personens upplevelse av kompetens och effektivitet för att utföra arbetsuppgifter och hantera utmaningar i arbetet. De två WRI variabler som bäst kunde predicera vilka som skulle återgå respektive inte återgå i arbete vid uppföljning efter två år var: ”Tro på sin arbetsförmåga”, och ”Dagliga vanor och rutiner”. Resultaten tyder på att kunskap om hur tro på den egna förmågan stärks och kunskap om dagliga vanor och rutiners påverkan på utförande av arbete är central vid genomförande av interventioner i syfte att stödja personer att återgå till arbete efter sjukskrivning.I studie III prövades WRI:s konstrukturella validitet i en internationell studie. Samtliga variabler i WRI, förutom de som tillhör miljöområdet, uppvisade en god konstrukturell validitet dvs mätte psykosociala faktorers påverkan på arbetsförmågan. WRI:s skattningsskala verkar stabil och valid mellan olika länder och för personer med olika diagnoser. I analysen framkom att WRI kunde särskilja mellan personers psykosociala arbetsförmåga på tre olika nivåer.I studie IV undersöktes hur personer med erfarenhet av långtidssjukskrivning uppfattar att faktorer i arbetsmiljön stödjer respektive hindrar personens utförande av arbete och välbefinnande genom bedömningar utifrån WEIS. De faktorer som uppfattades som meststödjande var olika former av sociala interaktioner på arbetet samt uppfattningen om arbetets värde och mening. De faktorer som uppfattades som mest hindrande var olika krav i relation till arbetsgenomförandet samt den belöning som erhålls för arbetet.Konklusion: Sammanfattningsvis så kan WRI användas för bedömning av psykosociala faktorers påverkan på arbetsförmågan. I WRI ingår variabler som kan predicera återgång till arbete upp till två år efter genomförd bedömning. WEIS verkar användbart för att identifiera arbetsmiljöfaktorer som stödjer respektive hindrar personers välbefinnande och utförande av arbete. Att komplettera olika datainsamlingsmetoder är en förutsättning för att uppnå en så god bedömning av arbetsförmåga som möjligt. Den information som WRI- och WEISintervjuer genererar är värdefull, då den kan utgöra en viktig grund för planering av individspecifika rehabiliteringsinsatser. Bedömningsinstrumenten WRI och WEIS med sin teoretiska förankring i Model of Human Occupation kan anses vara användbara för att identifiera psykosociala och miljömässiga rehabiliteringsbehov i syfte att stödja personer i processen åter till arbete efter sjukskrivning.
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| 5. |
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| 6. |
- Ekbladh, Elin, 1974-, et al.
(författare)
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Theory based assessment of work ability
- 2009
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Ingår i: Finnish occupational therapists national conference, Suomen Toimintaterapeuttiliitto ry, September, 2009. - Helsinki, Finland : TOI.
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Konferensbidrag (refereegranskat)abstract
- Theory based assessment of work ability In the return to work process, assessments of peoples’ work ability play an important role. Credible and theoretically sound assessment methods for assessing clients’ work ability strengthen the possibilities for making valid interpretations which can guide suitable interventions in the process of returning to work. In this area occupational therapists can offer valuable contribution. A single assessment instrument generally does not address all the multiple factors involved in a client’s work ability. Therefore, assessors should use several instruments in combination. Four instruments frequently used in vocational rehabilitation are: The Assessment of Work Characteristics (AWC) is an observation instrument that describes the extent to which a client has to use different working skills to perform a work task in an efficient and appropriate way. The Assessment of Work Performance (AWP) assesses a client’s observable (working) skills during work performance, i.e. it assesses how efficient and appropriate the client performs a work activity. The Worker Role Interview (WRI) is an interview instrument that focuses on how psychosocial and environmental factors influence a client’s ability to return to work. The Work Environment Impact Scale (WEIS) is an interview instrument that describes how clients experience their work environment. The instruments AWC, AWP, WEIS and WRI are all based on The Model of Human Occupation (MOHO). MOHO is a theoretical framework that explains the meaning and importance of activities for human beings and offers a conceptual framework for the description of human occupation. Assessment instruments based on theoretical models have the advantage that they create conditions that are conducive to valid interpretations of assessment results and yield intervention strategies. Ongoing and future research will focus on further psychometric evaluation and studies of how and with what results the above instruments could be combined with each other.
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| 7. |
- Ekbladh, Elin, 1974-
(författare)
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ÅTERGÅNG TILL ARBETE : Bedömning av subjektiva psykosociala och miljömässiga faktorer
- 2009
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Ingår i: AT-forum, Förbundet Sveriges Arbetsterapeuter, Stockholmsmässan, 6-7 maj 2009. - Stockholm : FSA.
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Konferensbidrag (refereegranskat)abstract
- Återgång till arbete- bedömning av subjektiva psykosociala och miljömässiga faktorer Bakgrund: Bristen på valida, reliabla och teoretiskt förankrade bedömningsinstrument för bedömning av arbetsförmåga är ett bekymmer eftersom tillförlitliga bedömningar är en förutsättning för utformning och genomförande av adekvata interventioner i syfte att stödja återgång i arbete. Worker Role Interview (WRI) och Work Environment Impact Scale (WEIS) är två arbetsrelaterade intervjuinstrument, som har utvecklats i syfte att bedöma subjektiva psykosociala och miljömässiga faktorers påverkan på arbetsförmåga. Syfte: Det övergripande syftet med avhandlingsarbetet har varit att undersöka WRI och WEIS användbarhet för identifiering av psykosociala och miljömässiga rehabiliteringsbehov av betydelse för återgång i arbete. Metod: Avhandlingen består av fem empiriska studier. Samtliga studier har bearbetats kvantitativt och i en av studierna har även kvalitativ bearbetning genomförts. Tre studier är tvärsnittsstudier och två studier är två års longitudinella studier. Resultat: WRI är användbart för bedömning av psykosociala faktorers påverkan på arbetsförmågan. I WRI ingår flera variabler som kan predicera återgång till arbete upp till två år efter genomförd bedömning. WEIS är användbart för att identifiera arbetsmiljöfaktorer som stödjer respektive hindrar personers välbefinnande och utförande av arbete. Konklusion: Den information som WRI- och WEIS-intervjuer genererar är värdefull, då den kan utgöra en viktig grund för planering av individspecifika rehabiliteringsinsatser. Bedömningsinstrumenten WRI och WEIS med teoretisk förankring i Model of Human Occupation är användbara för att identifiera psykosociala och miljömässiga rehabiliteringsbehov i syfte att stödja personer i processen åter till arbete efter sjukskrivning.
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| 8. |
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| 9. |
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| 10. |
- Kielhofner, Gary, et al.
(författare)
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Talking with clients : assessments that collect information
- 2008. - 4
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Ingår i: Model of human occupation. - Philadelphia, USA : Lippincott Williams & Wilkins. - 9780781769969 - 0781769965 ; , s. 262-287
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Model of Human Occupation, Fourth Edition offers a complete and current presentation of the most widely used model in occupational therapy, and delivers the latest in MOHO theory, research, and application to practice. This authoritative text explores what motivates individuals, how they select occupations and establish everyday routines, how environment influences occupational behavior, and more. NEW TO THIS EDITION: Case Vignettes that illustrate key concepts that students need to know Case Studies that help students apply the model to practice Chapter on evidence based practice (ch. 25) Chapter on World Health Organization and AOTA practice framework and language links the MOHO model to two widely used frameworks (ch. 27) Photographs of real patients help bring the concepts and cases to life
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| 11. |
- Lidström, Helene, 1955-, et al.
(författare)
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Individual Adjustment Needs for Students in Regular Upper Secondary School
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0031-3831 .- 1470-1170. ; 64:4, s. 589-600
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate student-environment fit and perceived need of adjustments for students in the regular upper secondary school, with and without a diagnosis. The students (n = 419) were interviewed with the assessment School Setting Interview. The results showed that for seven of the 16 items, 60% or more of the students experienced that the demands of the school environment were not consistent with their abilities. Girls had a greater need of adjustments in eight of nine SSI school activities. The findings put an emphasis on the importance of recognizing the students individuals need of adjustments, and on offering flexible support in order to enhance the student-environment-fit and well-being of students in need of special educational support.
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| 12. |
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| 13. |
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| 14. |
- Yngve, Moa, 1985-, et al.
(författare)
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Establishment in productive occupations and perceived work ability among former students with special educational needs one year after upper secondary education
- 2023
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Ingår i: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 75:1, s. 85-95
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN).OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention.METHODS: Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis.RESULTS: Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had to a higher extent obtained pass grades and had to a lesser extent received time-assisting ICT. Managing daily routines in combination with a productive role in a satisfactory manner was perceived as most challenging for the participants in relation to their work ability.CONCLUSION: The results indicate that students with SEN need person-centred support to handle difficulties both in and outside upper secondary school to promote the transition from school to establishment in productive occupations.
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| 15. |
- Yngve, Moa, 1985-, et al.
(författare)
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Information and communication technology to improve school participation among upper secondary school students with special educational needs
- 2023
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 30:3, s. 311-321
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required.AIM To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs.MATERIALS AND METHODS Data on 300 students’ assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students’ ordinal SSI ratings.RESULTS In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline.CONCLUSION An ICT intervention is promising for improving school participation among upper secondary school students with SEN.
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| 16. |
- Yngve, Moa, 1985-
(författare)
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Participation and ICT : Students with Special Educational Needs in Upper Secondary School
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: The use of information and communication technology (ICT) has been highlighted over the past 20 years as a promising accommodation to improve participation in school activities among students with special educational needs (SEN). However, evidence is still needed. In addition, little attention has been given to students opportunities for participation in school activities, their need for and access to support in school activities among students with SEN in upper secondary education. Aim: The overall aim of this thesis was to increase knowledge about the participation in school activities of students with special educational needs in regular upper secondary education before and after they received an ICT intervention, and subsequently their participation in productive occupations. Methods: This thesis comprises four studies in which secondary data from a sample of students with SEN in upper secondary education that had received an ICT intervention was used. Secondary data of students was retrieved from two intervention projects in which school personnel identified students with SEN based on the following criteria: difficulties in achieving educational goals, or completing school assignments and/or high levels of school absence. The first study included secondary data for 509 students with SEN who had given written informed consent to participate in the research. Of these, about forty percent did not have any educational support at inclusion. Based on the pool of 509 students, study-specific criteria was applied in three successive studies. Study I was a psychometric evaluation of the assessment instrument the School Setting Interview (SSI), which measures the student–environment fit and identifies students’ potential need for support in 16 school activities. Rasch analysis was used to examine the targeting, model fit, functioning of items and response categories, and unidimensionality of the SSI scale. Study II used descriptive statistics to examine the perceived need for, and access to, support in school activities among 484 students. In addition, a logistic regression analysis was applied to identify factors associated with students who perceived a need for support in school activities to the highest extent.In study III, the influence of an individualised ICT intervention on participation in school activities was evaluated among 300 students with SEN. Descriptive statistics were used to analyse students SSI assessments before and after the intervention, their school attendance, and pass grades. A Wilcoxon’s signed-rank test and a t-test investigated differences in support needs and the interval measure of student–environment fit, generated via Rasch analysis, before and after the ICT intervention. Chi-square analyses and t-tests were performed to investigate differences between students who had and had not achieved a significant improvement in student–environment fit after the intervention.Study IV applied an embedded mixed-methods approach. Participants who had agreed during study III to be contacted one year after upper secondary education (n = 244) received a questionnaire to investigate their participation in productive occupations. Eighty-one answered the questionnaire. In addition, 20 participated in a semi-structured interview using the Swedish version of the Worker Role Interview (WRI) to investigate their perceived work ability. Data from the questionnaire and the participants’ WRI ratings were analysed using descriptive statistics, and group comparisons were performed between participants who were and were not established in productive occupations. Written notes from the WRI rating forms were analysed using a deductive content analysis. Findings: The students with SEN perceived a need for support in several school activities (Mdn 7) and were rarely satisfied with the support that the school had provided (study II). It was demonstrated that the academic school activities: Remember things, Write, Do homework, Read and Take exams, in which more than two-thirds of the students perceived a need for support, were in need of most improvements to promote students’ participation. Study II further showed that students with a high level of school absence, enrolled in a vocational programme or with a neuropsychiatric disorder were those who perceived the greatest need for support in school activities.The psychometric evaluation of the SSI in study I provided support for the construct validity of the SSI for measuring the student–environment fit among students with SEN in upper secondary education. Furthermore, the analysis revealed that the rating categories of the scale did not function as intended which led to a post hoc categorisation of items with disordered thresholds in Study III in order to obtain reliable measurements of student– environment fit before and after the ICT intervention.Study III showed that an individualised ICT intervention, including computer, tablet and/or smartphone with software, and services to use the ICT as support in school activities, increased the student–environment fit. After the intervention, the decrease in students’ support needs and improved student–environment fit were found to be statistically significant with large effect sizes. Just over half of the students had increased or maintained their school attendance and obtained pass grades in all the courses in which they were enrolled in English, Mathematics and Swedish. The ICT intervention proved to be most beneficial for students who experienced fewer than the median number of support needs in school activities (Mdn 6), who had been without previous support in school and for students with pass grades.One year after upper secondary education, almost two-thirds (63%) of the participating 81 former students with SEN were either working or enrolled in further studies. The group that was established in work or further studies had obtained pass grades in all subjects to a greater extent and had received time-assisting ICT to a lesser extent during the intervention in their upper secondary education than the group that was not established (study IV). The former students with SEN believed in their work ability and were optimistic and motivated about future work or studies. During the process of finding and obtaining a productive role as an employee or student, the participants perceived social support from friends and family. Conclusion: This thesis demonstrated restricted participation in several school activities among the students with SEN in upper secondary education and students were rarely satisfied with the support that the school had provided. Findings indicated that the academic school activities: Remember things, Write, Do homework, Read and Take exams were in need of most improvements to promote participation among students with SEN. Attention should also be given to identifying the need for support in school activities among students with a high level of school absence, enrolled in vocational programmes or with a neuropsychiatric disorder. In this process, the SSI can be used as a valid assessment instrument. An individualised ICT intervention has the potential to provide students with SEN better opportunities to participate in school activities. Findings also indicated that the former upper secondary school students with SEN who had received an individualised ICT intervention had belief in their work ability.
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| 17. |
- Yngve, Moa, 1985-, et al.
(författare)
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Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs
- 2019
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 34:3, s. 327-341
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’perceived accommodation needs. Accommodation needs and their provision in school activ- ities were assessed with the School Setting Interview for 484 students with SEN. Students’mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational pro- gramme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommo- dation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accom- modations to satisfactorily participate in education. Specific stu- dent characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’needs for support in school activities.
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