| 1. |
- Eriksson, Lars, et al.
(författare)
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Performance and presence with head-movement produced motion parallax in simulated driving
- 2015
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Ingår i: Transportation Research Part F. - : Elsevier BV. - 1369-8478 .- 1873-5517. ; 34, s. 54-64
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Tidskriftsartikel (refereegranskat)abstract
- Driving simulator studies can reveal relevant and valid aspects of driving behavior, but underestimation of distance and speed can negatively affect the driver's performance, such as in performance of overtaking. One possible explanation for the underestimation of distance and speed is that two-dimensional projection of the visual scene disrupts the monocular-based illusory depth because of conflicting binocular and monocular information of depth. A possible solution might involve the strengthening of the monocular information so that the binocular information becomes less potent.In the present study, we used an advanced high-fidelity driving simulator to investigate whether adding the visual depth information of motion parallax from head movement affects sense of presence, judgment of distance and speed, and performance measures coupled with overtaking. The simulations included two types of driving scenario in which one was urban and the other was rural. The main results show no effect of this head-movement produced motion parallax on sense of presence, head movement, time to collision, distance judgment, or speed judgment.However, the results show an effect on lateral positioning. When initiating the overtaking maneuver there is a lateral positioning farther away from the road center as effect of the motion parallax in both types of scenario, which can be interpreted as indicating use of naturally occurring information that change behavior at overtaking. Nevertheless, only showing tendencies of effects, absent is any clear additional impact of this motion parallax in the simulated driving.
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| 2. |
- Nilsson, Karin, et al.
(författare)
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Structural Differences of the Semantic Network in Adolescents with Intellectual Disability
- 2021
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Ingår i: Big data and cognitive computing. - : MDPI. - 2504-2289. ; 5:2
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Tidskriftsartikel (refereegranskat)abstract
- The semantic network structure is a core aspect of the mental lexicon and is, therefore, a key to understanding language development processes. This study investigated the structure of the semantic network of adolescents with intellectual disability (ID) and children with typical development (TD) using network analysis. The semantic networks of the participants (nID = 66; nTD = 49) were estimated from the semantic verbal fluency task with the pathfinder method. The groups were matched on the number of produced words. The average shortest path length (ASPL), the clustering coefficient (CC), and the network’s modularity (Q) of the two groups were compared. A significantly smaller ASPL and Q and a significantly higher CC were found for the adolescents with ID in comparison with the children with TD. Reasons for this might be differences in the language environment and differences in cognitive skills. The quality and quantity of the language input might differ for adolescents with ID due to differences in school curricula and because persons with ID tend to engage in different out-of-school activities compared to TD peers. Future studies should investigate the influence of different language environments on the language development of persons with ID
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| 3. |
- Nilsson, Karin, et al.
(författare)
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Structural differences of the semantic network in adolescents with intellectual disability
- 2021
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Ingår i: Big Data and Cognitive Computing. - : MDPI AG. - 2504-2289. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- The semantic network structure is a core aspect of the mental lexicon and is, therefore, a key to understanding language development processes. This study investigated the structure of the semantic network of adolescents with intellectual disability (ID) and children with typical development (TD) using network analysis. The semantic networks of the participants (nID = 66; nTD = 49) were estimated from the semantic verbal fluency task with the pathfinder method. The groups were matched on the number of produced words. The average shortest path length (ASPL), the clustering coefficient (CC), and the network’s modularity (Q) of the two groups were compared. A significantly smaller ASPL and Q and a significantly higher CC were found for the adolescents with ID in comparison with the children with TD. Reasons for this might be differences in the language environment and differences in cognitive skills. The quality and quantity of the language input might differ for adolescents with ID due to differences in school curricula and because persons with ID tend to engage in different out-of-school activities compared to TD peers. Future studies should investigate the influence of different language environments on the language development of persons with ID.
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| 4. |
- Palmqvist, Lisa, 1987, et al.
(författare)
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Feasibility of a Tablet-Based Program for Training Everyday Planning in Adolescents With Intellectual Disabilities
- 2020
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Ingår i: Journal of Cognitive Education and Psychology. - : SPRINGER PUBLISHING CO. - 1945-8959 .- 1810-7621. ; 19:2, s. 172-186
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Tidskriftsartikel (refereegranskat)abstract
- Background: Individuals with intellectual disabilities (ID) show difficulties with everyday planning. A tablet-based training program for everyday planning may be a suitable intervention, but its feasibility must be evaluated. This study evaluated how behavior changes during training and if individuals with ID can use technology by themselves. Method: Thirty-three adolescents with ID and 30 younger children with a typical development were recruited. The participants were instructed to train in school for a total of 300 minutes. After the intervention, the participants were matched on mental age (MA). Results: Only 16% of the participants trained for all 300 minutes. Participants in the MA group trained for a longer time than the ID group. Both groups made fewer errors per task at the end compared to the beginning. Individuals with ID started off making less attempts per task and increased their activity during the training. This pattern was not seen in the comparison group. Conclusions: Both groups used the program independently, without adult supervision. However, a large group of participants in the ID group had a low usage time. Thus, the program might not have been feasible for that subgroup. The ID group increased their activity during the training which might mirror a strategy development of how to use the program. The change in behavior in activity on task attempts can be interpreted such that individuals with ID need a longer time to get familiarized with the technology. Tablet-based training programs are feasible for individuals with ID, but it is necessary to follow up on usage time.
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| 5. |
- Palmqvist, Lisa, 1987, et al.
(författare)
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Kan en app-baserad läsintervention öka elevers läsförmåga och lärares self-efficacy?
- 2023
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Ingår i: Läs- och skrivsvårigheter & Dyslexi. ; :4
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln bygger på ett forskningsprojekt, Komloss (KOMmunikationsstödd Läs- Och Skrivundervisning i Särskolan) som genomfördes under coronapandemin. Vi utvärderar en läsintervention där elever med intellektuell funktionsnedsättning Lisa Palmqvist Monica Reichenberg (IF) och deras lärare deltog. Många av eleverna hade behov av alternativ kommunikation (AKK) i läsning. Vi ger också exempel på praktisk vägledning om hur lärare kan arbeta i klassrummet.
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| 6. |
- Palmqvist, Lisa, 1987-, et al.
(författare)
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Parents act as intermediary users for their children when using assistive technology for cognition in everyday planning : Results from a parental survey
- 2020
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Ingår i: Assistive technology. - : Taylor & Francis. - 1040-0435 .- 1949-3614. ; 32:4, s. 194-202
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Tidskriftsartikel (refereegranskat)abstract
- Assistive Technology for Cognition (ATC) is employed by children with and without disabilities. However, how the ATC is used in everyday life has not been studied. The current study investigated ATC-usage in everyday planning in three groups: 1) children qualifying for Swedish habilitation centers (ID/ASD), 2) children with disability not qualifying for habilitation service (ADHD), and 3) children with typical development (TD). A parental survey was conducted (n = 192) and answers were analyzed with statistical tests and inductive thematic text analysis. Results showed that all groups used ATC, most in the Habilitation group and least in the TD group. According to parents, ATC supported cognitive functions in all groups, but it became evident that the parents were responsible for planning by setting up the ATC, whilst the children merely executed the plans. This was linked to several limitations, for example the design was not appropriately adapted for these groups. The implications for the practitioners are 1) evaluate the users? cognitive abilities and choose an ATC suitable for that individual rather focusing on the diagnosis, and 2) follow up usage to see if it is the parent or the child that are using the ATC.
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| 7. |
- Palmqvist, Lisa, 1987
(författare)
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Tillgänglighet och tekniska hjälpmedel
- 2021
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Ingår i: Kilman, L., Andin, J., Hua, H., Rönnberg, J. (red.), Leva som andra: ett biopsykosocialt perspektiv på funktionsnedsättning och funktionshinder. - Lund : Studentlitteratur. - 9789144121437 ; , s. 275-288
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Palmqvist, Lisa, 1987-
(författare)
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Time to Plan : How to support everyday planning in adolescents with intellectual disability
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Children and adolescents with intellectual disability (ID) have difficulties in executive functioning and when coping with everyday planning tasks. However, the literature cannot explain whether individuals with ID perform according to their developmental level or not. The studies in this thesis investigated if life experience could be a contributing factor to the diversity seen in the literature. Planning performance can be improved by either using external or internal support. Assistive technology for cognition (ATC) is an example of external support. This thesis investigated how the ATC is being used in an everyday planning situation which has not been investigated before. Furthermore, this thesis explored whether the internal supports of cognitive abilities and life experience correlate with planning ability in adolescents with ID, and if planning ability can be trained using a cognitive training program for everyday planning. Results showed that ATC supported cognitive functions, but that the children did not formulate the plans themselves. Furthermore, the results support the difference model of ID since planning correlated with different cognitive measures and life experience in adolescents with ID compared to children with a typical development. Adolescents with ID got better at the planning tasks in the training program, however, no transfer effects to untrained planning tasks were found. To conclude, the planning was supported by external and internal support. However, ATC needs to be designed and prescribed in a way that increases independence. Practitioners should actively support in training planning and should be cautious when introducing cognitive interventions if the transfer gap is too large.
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| 9. |
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| 10. |
- Reichenberg, Monica, 1950, et al.
(författare)
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Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings
- 2023
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Ingår i: Frontiers in Education. - : FRONTIERS MEDIA SA. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory.
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| 11. |
- Samuelsson, Jenny, 1980, et al.
(författare)
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My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats
- 2024
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Ingår i: British Journal of Learning Disabilities. - : Wiley-Blackwell Publishing Inc.. - 1354-4187 .- 1468-3156. ; 52:1, s. 23-35
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Tidskriftsartikel (refereegranskat)abstract
- Background: It can be challenging for people with intellectual disabilities to convey their thoughts and opinions because of cognitive, speech and language impairments. Consequently, facilitating their ability to communicate using augmentative and alternative communication methods is essential. The picture-based framework Talking Mats has been applied in many studies and has been shown to be successful in facilitating communication and soliciting views from individuals with intellectual disabilities and communication difficulties. The aim of this study was to describe the views of students with intellectual disabilities and communication difficulties on speech and reading activities and to examine whether valence scores (from negative to positive) on these views were associated with performance on tests of their corresponding abilities. Methods: This is a cross-sectional quantitative survey study. A group of 111 students with intellectual disabilities and communication difficulties aged 7–21 wereinterviewed about their speech and reading activities using the visual framework Talking Mats. Their answers were scored on a three-grade like-dislike continuum and were correlated with their results on adapted tests of the corresponding abilities. Findings: The students expressed their views on speech and reading activities. The scored views on speech were positively associated with speech production, and the scored views on reading activities were positively related to reading ability. This suggests that their opinions as expressed through Talking Mats were consistent and reliable. Conclusions: Most students with intellectual disabilities and communicative difficulties can reliably express their own opinions of their abilities when they are provided with a clear visual structure and pictorial support, such as Talking Mats. In this study, this was seen for students with a mild intellectual disability from age seven and onwards and for students with a more severe intellectual disability from 12 years of age and onwards.
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| 12. |
- Samuelsson, Jenny, 1980, et al.
(författare)
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The potential impact of literacy intervention on speech sound production in students with intellectual disability and communication difficulties
- 2024
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Ingår i: CLINICAL LINGUISTICS & PHONETICS. - : TAYLOR & FRANCIS INC. - 0269-9206 .- 1464-5076.
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Tidskriftsartikel (refereegranskat)abstract
- A small body of research and reports from educational and clinical practice suggest that teaching literacy skills may facilitate the development of speech sound production in students with intellectual disabilities (ID). However, intervention research is needed to test the potential connection. This study aimed to investigate whether twelve weeks of systematic, digital literacy intervention enhanced speech sound production in students with ID and communication difficulties. A sample of 121 students with ID were assigned to four different groups: phonics-based, comprehension-based, a combination with both phonics- and comprehension-based intervention and a comparison group with teaching-as-usual. Speech sound production was assessed before and after the intervention. The results on the data without the imputed variable suggested a significant positive effect of systematic, digital literacy interventions on speech sound production. However, results from sensitivity analyses with imputed missing data was more ambiguous, with the effect only approaching significance (ps = .05-.07) for one of the interventions. Nonetheless, we tentatively suggest that systematic, digital literacy intervention could support speech development in students with ID and communication difficulties. Future research should be done to confirm and further elucidate the functional mechanisms of this link, so that we may have a better understanding and can improve instruction and the pivotal abilities of speech and reading.
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| 13. |
- Samuelsson, Jenny, 1980, et al.
(författare)
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The relationship between early literacy skills and speech-sound production in students with intellectual disability and communication difficulties: a cross-sectional study
- 2023
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Ingår i: International Journal of Developmental Disabilities. - : Taylor & Francis. - 2047-3869.
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Tidskriftsartikel (refereegranskat)abstract
- Earlier research and reports from educational practice seem to suggest that teaching early literacy skills may facilitate speech-sound production in students with intellectual disabilities, but further research is needed to confirm a potential connection. This study investigated (1) the relationship between speech-sound production, phonological awareness, and letter-sound knowledge in students with intellectual disabilities and communication difficulties, and (2) to what degree phonological awareness and letter-sound knowledge explain the variance in speech-sound production over and above IQ and chronological age. A group of 116 students, aged 7-21, enrolled in Swedish compulsory schools for students with intellectual disabilities participated in this study. All had limited reading skills. The test results for phonological awareness, letter-sound knowledge, and speech-sound production had a wide range. The results showed that early literacy skills were moderately and significantly correlated with speech-sound production. After controlling for IQ and age in a regression model, the addition of phonological awareness and letter-sound knowledge explained 29% of the variance in speech-sound production. The results suggest that phonological awareness and letter-sound knowledge is associated with speech-sound production and that these associations are not explained by age or IQ. Further research on this group of students should aim to determine causal relationships, for instance, by investigating early reading intervention and the potential effect on speech-sound production.
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| 14. |
- Samuelsson, Jenny, 1980, et al.
(författare)
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‘To have a plan’: teachers’ perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties
- 2024
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Ingår i: Disability and Rehabilitation: Assistive Technology. - : TAYLOR & FRANCIS INC. - 1748-3107 .- 1748-3115.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Students with intellectual disabilities (ID) typically have difficulties with literacy learning, often not acquiring basic literacy skills. Research and practical experience indicate that when these students are provided with evidence-based instruction, including comprehension as well as phonemic strategies, literacy may develop. Methods: In this study, four pairs of teachers were interviewed regarding their perceptions of a 12-week digital literacy intervention that focused on both phonics and comprehension strategies. The intervention aimed to enhance literacy and communication development in students aged 7–21, who had mild to severe ID. Results and conclusion: Four themes were identified in the analysis. It was seen that the teachers found it valuable to have access to two apps accessing and facilitating the use of different literacy strategies in meeting the needs of individual students. This digital format was also perceived as positive, contributing to creating a supportive and systematic learning environment that enhanced and increased literacy learning. The teachers recurringly also talked about the positive influence of participating in research, lifting the strong focus, and positive attention as very important for both teachers and students.
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