| 1. |
- Benjaminsson, Merja Vantaa, et al.
(författare)
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Using Picture and Text Schedules to Inform Children: Effects on Distress and Pain during Needle-Related Procedures in Nitrous Oxide Sedation
- 2015
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Ingår i: Pain Research & Treatment. - : Hindawi Limited. - 2090-1542 .- 2090-1550. ; 2015:2015
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Tidskriftsartikel (refereegranskat)abstract
- During hospital visits, children often undergo examinations and treatments that may involve an experience of pain and distress that is also connected to the staff’s treatment. The United Nation’s Convention on the Rights of Persons with Disability advocates the use of Universal Design. One way of implementing this idea within paediatric nursing is to increase the use of pictorial supports, and the few studies that have been published show promising results. The aim of this study was to do a comparison between two groups of children in regard to the pre- and postconditions of implementing an intervention including staff instruction and the use of pictorial support. The support consisted of a visual schedule with pictures and text, used both preparatory to and during the hospital visit. One hundred children aged 5–15 (50 children during the preinterventional data collection and 50 children postinterventionally) reported pain intensity and distress during needle-related procedures in nitrous oxide sedation. The results showed that the intervention had a positive effect in significantly lowering the level of preprocedural distress. The results showed that the pain intensity was also lowered however not reaching statistical significance. This confirms other positive research results on the use of visual supports within paediatric care, a topic that has to be further studied.
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| 2. |
- Broberg, Malin, 1971, et al.
(författare)
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Measuring responsive style in parents who use AAC with their children: Development and evaluation of a new instrument
- 2012
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Ingår i: Augmentative and Alternative Communication : AAC. - : Informa UK Limited. - 0743-4618 .- 1477-3848. ; 28:4, s. 243-253
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to develop and evaluate an instrument – the Responsive Augmentative and Alternative Communication Style (RAACS) scale Version 2 – to assess the communicative style of parents as they interact with their children using augmentative and alternative communication (AAC). This scale was used to analyze play interactions between 43 parents and 28 children with different diagnoses (including Down syndrome, autism, cerebral palsy, and intellectual disability), aged between 12 and 60 months. Parent–child interactions were observed both before and after parent participation in ComAlong, a training course on using responsive communication and AAC to support interaction with children. Based on an analysis of the results, Version 3 of the RAACS scale was developed and is recommended for future use. Analyses of Version 3 showed acceptable inter- and intra-coder reliability, and excellent internal consistency.
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| 3. |
- Eriksson, Anders, et al.
(författare)
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Syllable prominence : A matter of vocal effort, phonetic distinctness and top-down processing
- 2001
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Ingår i: Proceedings of EuroSpeech-2001. ; , s. 399-402
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this experiment, subjects had to rate the "prominence" of each of the syllables of 20 versions of the same utterance produced by men, women and children at various levels of vocal effort. The ratings were correlated with measurements of the SPL of the fundamental, spectral emphasis, vowel duration, F0max and F0 rise from the previous syllable. Together with ratings of the perceived vocal effort at which the utterances had been produced, these measurements were used to obtain the possible contributions of vocal effort, prosodic distinctness, and vowel duration to the perceived prominence. Together, these accounted for half of the variance. This was compared with the possible contribution of the linguistic structure of the utterance, which accounted for slightly more of the variance. The predictions of a model based on this analysis came closer to the mean than the average subject.
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| 4. |
- Ferm, Ulrika, 1966, et al.
(författare)
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Parents and course leaders’ experiences of the ComAlong augmentative and alternative communication
- 2011
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Ingår i: Disability Studies Quaterly. - 1041-5718. ; 31:4
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate parents and course leaders' experiences of the ComAlong early intervention course; a parental course about communication, communication development, play, responsive communication strategies and augmentative and alternative communication (AAC). ComAlong targets parents of pre-school children with extensive communication difficulties and, at times, additional disabilities. Data consisted of course evaluation surveys filled out by 86 parents (57 mothers and 29 fathers) and one grandmother and interviews of four parents and four course leaders. Overall, parents were positive about the course. This was shown in ratings of 21 statements, in written answers to seven open questions and in the interviews. The total mean value for all statements was 4.4 (max 5) and the median was 4 or 5. The means for the 20 statements varied between 3.9 and 4.8 and half of all statements had mean values of 4.5 or higher. The mean value for the course (parents' rating of the course on a 1 to 10 scale where 10 was the best) was 8.5 (Mdn and mode = 8, SD = 1.1). On the whole, parents and course leaders were satisfied. Parents learned about communication and AAC and experienced that communication with the child had changed to the better. In particular, parents appreciated meeting respectful and competent course leaders and other parents to children with varying disabilities. Information about the course before it started was a problematic issue. These and other findings are discussed with regard to early intervention for parents of children who use augmentative and alternative communication.
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| 5. |
- Fyrberg, Åsa, et al.
(författare)
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Communication in children and adolescents after acquired brain injury: An exploratory study
- 2017
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Ingår i: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977. ; 49:7, s. 572-578
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The usability of the Communicative Effectiveness Index (CETI) in adolescents with acquired brain injury was investigated and compared with linguistic, cognitive and brain injury data. Design: A prospective, longitudinal, between-group design. Subjects: Thirty participants were divided into 2 subgroups: CETI+ and CETI− groups. Methods: Parental CETI ratings of daily communication were compared with linguistic data and IQ test results. Lesion site and aetiology were also studied. Results: The CETI+ group (n = 16) had a mean score greater than 75 out of 100, while the mean score of the CETI− group (n = 14) was below 75. Complex daily communication was impaired in both groups, but the CETI− group scored significantly lower on verbal IQ and grammar comprehension tests and had more naming difficulties. A majority of subjects in the CETI− group had a left hemisphere injury. Traumatic vs non-traumatic acquired brain injury did not differentiate the results. Conclusion: Specific complex CETI items provided unique information that is not easily measured by linguistics and cognitive tests for use with the acquired brain injury group. Parental evaluations of communication skills were well reflected in language and verbal IQ test results. Left hemisphere injury was associated with poorer communication outcome
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| 6. |
- Fyrberg, Åsa, et al.
(författare)
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Everyday communication in adolescents after acquired brain injuries – a comparative study of self-ratings and parent evaluations using the CETI.
- 2017
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Ingår i: Journal of Interactional Research in Communication Disorders/Equinox. - : Equinox Publishing. - 2040-5111 .- 2040-512X. ; 8:1, s. 44-71
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Tidskriftsartikel (refereegranskat)abstract
- Communication participation in adolescents with acquired brain injuries (ABI) has received limited attention. The aim of the present study was to investigate the views of the adolescents themselves (N = 8), in comparison to parent evaluations (N = 11) of daily communication, using the Communicative Effectiveness Index in combination with individual interviews. Two frameworks for analyses, Activity based Communication Analyses and the distributed cognition approach, identified three main areas of interest: Situations where communication difficulties occur, Coping behaviours used by participants to manage communication difficulties, and, Causes of the communication difficulties. An overall high agreement between the adolescent and parent assessments was shown. However, complex communicative situations more frequently received lower scores in the parent ratings. The results of the study point to the usability of a systematic comparison of the shared points of views on communication after ABI in adolescence, to increase knowledge about the participation perspective in real life communication.
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| 7. |
- Fäldt, Anna, et al.
(författare)
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Infant-Toddler Checklist identifies 18-month-old children with communication difficulties in the Swedish child healthcare setting
- 2021
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Ingår i: Acta Paediatrica. - : John Wiley & Sons. - 0803-5253 .- 1651-2227. ; 110:5, s. 1505-1512
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Tidskriftsartikel (refereegranskat)abstract
- Aim: At present there is no reliable method to screen for communication difficulties at age 18-months in the Swedish child health care. This study examined the psychometric properties of the Communication and Symbolic Behavior Scales Developmental Profile Infant-Toddler Checklist (ITC) when used at the 18-month visit in the child health care setting.Method: Children aged 16 to 20 months (n=679) were screened. Children were referred for an assessment if they screened positive screen or if the parent or nurse was concerned about the child’s communicative development. Two groups of positive screens were used in the analysis (n=78 children), one based on the ITC result, and one combining the ITC with contradicting information from the nurses’ informal clinical assessment.Result: The AUC ranged from 0.68 to 0.84. The sensitivity was 0.85, and the specificity was 0.59. When the ITC result was combined with the nurses’ information, sensitivity increased to 0.88 and specificity to 0.63. The internal consistency was moderate to high, and fit indices were satisfactory.Conclusion: The results suggest that the ITC can be used to identify children in need of interventions to enhance communication at 18 months of age, especially in combination with the nurse’s assessment.
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| 8. |
- Hansen, Dorthe, et al.
(författare)
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'They get the opportunity to say what is important for them': exploring staff's early perceptions of the implementation of a new communicative approach to patients with aphasia.
- 2022
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Ingår i: Disability and rehabilitation. - : Informa UK Limited. - 1464-5165 .- 0963-8288. ; 44:13, s. 3071-3080
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the perceptions of staff members regarding the implementation of a new communicative approach at a multidisciplinary neurorehabilitation centre in Denmark. Communication partner training according to Supported Conversation for Adults with Aphasia (SCATM) was combined with augmentative strategies from the KomHIT programme to increase the influence of patients with aphasia on their own rehabilitation process.A qualitative approach was used involving two semi-structured group interviews with multidisciplinary staff in two wards. Three staff members from each ward participated. The recorded interviews were transcribed, and a thematic analysis of the data was conducted.Three main themes emerged from the analysis. Participants reported increased influence of patients with aphasia on their own rehabilitation process, as well as an increased focus on communication with patients with aphasia. Challenges included time restrictions and dilemmas in goal setting.Increasing staff knowledge of communication support and augmentative strategies seemed to improve the influence of patients with aphasia on their own rehabilitation process. Because the results were based on interviews with a small number of staff, they cannot be generalized and require further investigation that should also include interviews with the patients themselves and their families.IMPLICATIONS FOR REHABILITATIONThe combination of partner training with augmentative strategies may increase staff understanding of all individuals' rights to have their communicative needs met.The combination of partner training with augmentative strategies may support the influence of persons with aphasia on their own rehabilitation.Goal setting discrepancies between staff and patients with aphasia can be brought to light by more successful communication.The implementation of a new communicative approach can be challenged by a number of factors, e.g., time restrictions.The implementation process needs to be supported by actions on a higher organisational level.
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| 9. |
- Holmqvist, Eva, et al.
(författare)
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Gaze-controlled communication technology for children with severe multiple disabilities: Parents and professionals' perception of gains, obstacles, and prerequisites.
- 2018
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Ingår i: Assistive technology : the official journal of RESNA. - : Informa UK Limited. - 1949-3614. ; 30:4, s. 201-208
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore parents' and professionals' thoughts of how a gaze-controlled computer can be beneficial to children with severe multiple disabilities. All systems were provided primarily for symbol-based communication, but were also used for other purposes such as play, leisure and school activities. A further aim was to investigate factors affecting usability, specifically for communication. The study used a qualitative approach, involving content analysis of semistructured interviews with the children's key persons (N = 11). The analysis yielded three categories and twelve subcategories. There were gains for the children in terms of empowerment, social interaction, learning opportunities and efficient computer use. Inaccessibility, liability issues and technical failure were seen as obstacles, while the prerequisites included time, collaboration, stimulating content, know-how and opportunities. To sum up, this study suggests that gaze-controlled technology can provide children who have multiple disabilities involving severe motor dysfunction and communicative and cognitive problems with new opportunities to communicate, interact and perform activities independently, as long as conditions are right.
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| 10. |
- Ljunglöf, Peter, 1971, et al.
(författare)
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TRIK: A talking and drawing robot for children with communication disabilities
- 2009
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Ingår i: Proceedings of the 17th Nordic Conference of Computational Linguistics NODALIDA 2009. - 1736-6305. ; 4
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Konferensbidrag (refereegranskat)abstract
- This paper describes an ongoing project where we develop and evaluate setup involving a communication board (for manual sign communication) and a drawing robot, which can communicate with each other via spoken language. The purpose is to help children with severe communication disabilities to learn language, language use and cooperation, in a playful and inspiring way. The communication board speaks and the robot is able to understand and talk back. This encourages the child to use the language and learn to cooperate to reach a common goal, which in this case is to get the robot to draw figures on a paper.
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| 11. |
- Ljunglöf, Peter, 1971, et al.
(författare)
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TRIK: A talking and drawing robot for children with communication disabilities
- 2008
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Ingår i: NordiCHI-08 Workshop: Designing Robotic Artefacts With User- and Experience Centred perspectives.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes an ongoing project where we develop and evaluate setup involving a communication board (e.g., for Blissymbolics or manual sign communication) and a drawing robot, which can communicate with each other via spoken language. The purpose is to help children with severe communication disabilities to learn language, language use and cooperation, in a playful and inspiring way. The communication board speaks and the robot is able to understand and talk back. This encourages the child to use the language and learn to cooperate to reach a common goal, which in this case is to get the robot to draw figures on a paper.
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| 12. |
- Nilsson, Stefan, 1972, et al.
(författare)
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Children's Perceptions of Pictures Intended to Measure Anxiety During Hospitalization
- 2019
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Ingår i: Journal of Pediatric Nursing : Nursing Care of Children and Families. - : Elsevier BV. - 0882-5963. ; 44, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- Many children experience anxiety during a hospital stay, which can have an adverse impact on their recovery and response to future hospital care. To facilitate assessment of anxiety in young children and children with communicative disabilities, the short S-STAI (short version of the State scale of the State-Trait Anxiety Inventory), has previously been adapted to a visual format. The aims of the present study were (a) to validate the pictures used to represent emotions and the steps of a quantitative scale (‘a lot’ – ‘some’ – ‘a little’), including to determine whether any of them should be replaced, and (b) to assess different pictures to be used for a qualitative scale (‘good/like’ – ‘in between/so-so’ –‘bad/dislike’) in the same instrument. A total of 103 children aged 5–8 years were asked to choose verbal labels for pictures of facial expressions intended to represent emotions, match those pictures with the emotional categories used in the short S-STAI (Tense/Nervous, Worried/Afraid, Calm/Relaxed, and Happy/Content) and indicate their preferences for pictures intended to represent the steps of a quantitative scale and a qualitative one. The children understood both scales and the differences between positive and negative emotions in the short S-STAI. The older children (aged 7 and 8) significantly more often chose a picture for each step of the scales that was intended to represent that particular step. The article discusses implications for the choice of pictures representing emotional states in the short S-STAI and presents recommended pictures.
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| 13. |
- 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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| 14. |
- 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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| 15. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists' clinical practices and reasoning
- 2024
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Ingår i: Disability and Rehabilitation-Assistive Technology. - : Informa UK Limited. - 1748-3107 .- 1748-3115. ; 19:3, s. 962-974
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Augmentative and alternative communication (AAC) is recommended to be included in communication interventions directed at children/youth with severe/profound intellectual and multiple disabilities (S/PIMD). Even so, the evidence base for AAC practices with children with S/PIMD is limited. Also, little is known about how frequently AAC is implemented with this target group, which AAC tools and methods are applied, and the related clinical reasoning of speech-language pathologists (SLPs). This study aimed to explore SLPs' beliefs, clinical reasoning and practices in relation to AAC implementation with children/youth with S/PIMD. Materials and methods In this sequential, mixed-methods study, 90 SLPs working with children with disabilities within habilitation services in Sweden participated in an online survey. The survey answers were statistically analysed. Subsequently, focus group data were collected from seven SLPs and analysed using thematic analysis. Results and conclusions Despite AAC being highly prioritized, SLPs found it challenging and complex to implement with this target group. A wide variety of AAC methods and tools were considered and implemented. Clinical decision-making was a balancing act between competing considerations and was mainly guided by the SLPs' individual, clinical experiences. The resources, engagement and wishes of the social network surrounding the child were considered crucial for clinical decision-making on AAC. Implications for research and practice are discussed.
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| 16. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities
- 2022
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Ingår i: International Journal of Developmental Disabilities. - : Informa UK Limited. - 2047-3869 .- 2047-3877. ; 68:2, s. 156-167
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim was to examine participants’ perceptions of a communication course as held for parents of children with profound intellectual and multiple disabilities. The course curriculum included responsive strategies and augmentative and alternative communication. The research questions addressed the favourability, changes in parents’ or children’s communication and appreciated or unappreciated course features. Twenty-two written course evaluations were analysed. The mean scores for ratings were compared with ratings in a previous study, including those of parents of children with generally milder disabilities. Comments and answers to open-ended questions were analysed using thematic analysis. Participants were slightly more satisfied with the course as compared with parents who had children with milder disabilities. The thematic analysis suggested increased parental responsiveness after the course. Perceptions of augmentative and alternative communication varied. It was unclear whether the course altered the children’s communication or not. The supportive social milieu offered by the course was highly appreciated. Although generalisation beyond this course and setting is to be determined, the results suggest that parents of children with profound intellectual and multiple disabilities can appreciate a communication course and find it useful. An individual approach within the group setting and practical learning opportunities seem important.
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| 17. |
- Rensfeldt Flink, Anna, 1978, et al.
(författare)
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Following children with severe or profound intellectual and multiple disabilities and their mothers through a communication intervention: single-case mixed-methods findings
- 2023
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Ingår i: International Journal of Developmental Disabilities. - : Informa UK Limited. - 2047-3869 .- 2047-3877. ; 69:6, s. 869-887
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Tidskriftsartikel (refereegranskat)abstract
- There is limited research targeting communication interventions for children with severe/profound intellectual and multiple disabilities. This study addressed outcomes from a communication course for parents of children with severe/profound intellectual and multiple disabilities and follows up on a previous publication by Rensfeldt Flink et al. (2020). Potential observable changes in the children’s and parents’ communicative behavior were studied as well as the parents’ experiences of the intervention process and the effect of the course on parent–child communication. A mixed-methods design with a case-study framework was used. Two mother–child dyads participated. Data were collected before, during, and after the course. Video-recorded repeated play interactions by the dyads were coded and analyzed for the mothers’ responsivity and use of augmentative and alternative communication and the children’s interactive engagement. Longitudinal interview data from the mothers were analyzed thematically. No clear signs of behavioral change were observed in the coded video data. However, thematic analyses showed that the mothers experienced changes to communicative behaviors. Moreover, the course affected both mothers’ reasoning about communication with their child and their child’s communicative needs. The mothers’ narratives contributed insights into how reflective processes might guide action in parent-mediated communication interventions. Implications were discussed.
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| 18. |
- 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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| 19. |
- 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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| 20. |
- 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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| 21. |
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| 22. |
- Swärd, Ann-Katrin, et al.
(författare)
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Bokstäver, ljud och text
- 2016
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Ingår i: Läs- och skrivportalen, Skolverket, Stockholm. ; :tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I artikeln beskrivs vad som är viktigt för en framgångsrik läs- och skrivundervisning och hur den kan stödjas både genom bottom-up- och top-down-processer.
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| 23. |
- Swärd, Ann-Katrin, et al.
(författare)
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Kommunikation, språk och text
- 2016
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Ingår i: Läs- och skrivportalen, Skolverket, Stockholm. ; :Tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan läs- och skrivundervisningen anpassas till elever som har kommunikativ och kognitiv funktionsnedsättning så att flera kan lära sig läsa och skriva. Huvudfokus i artikeln belyser stöd i den tidiga läs- och skrivutvecklingen s k emergent literacy.
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| 24. |
- Swärd, Ann-Katrin, et al.
(författare)
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Ord, bild och text
- 2016
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Ingår i: Läs- och skrivportalen, Skolverket, Stockholm. ; :Tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Forskning har visat att läs- och skrivundervisning blir mest effektiv då fonologisk medvetenhet och avkodning kombineras med helordsigenkänning och förståelse.
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| 25. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Autism, communication and use of a speech-generating device in different environments – a case study
- 2011
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Ingår i: Journal of Assistive Technologies. - : Emerald. - 1754-9450. ; 5:4, s. 181-198
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This paper aims to examine interaction patterns in two activities at home and one activity at school when a seven-year-old boy with autism and learning disabilities was supplied with a speech-generating device (SGD). Design/methodology/approach – Activity-based communication analysis (ACA) was used as the basis for analysing and discussing of communicative behaviours in video recordings made before and during SGD intervention. The coded communicative behaviours were engagement in activity, role in turn-taking and communicative form, function and effectiveness. Conversational topics were also analysed. Findings – Activity characteristics seemed important for the outcome. In the two more structured activities (story reading at home and morning circle at school), the child could use the SGD to communicate more effectively within the given frames. During mealtime at home, topic length increased and the instruction to the parents to also use the SGD resulted in positive changes in this activity. ACA highlighted some important issues related to SGD intervention, such as use for expression of communicative needs and access to suitable vocabulary. There also seems to be a need for more guidance to communication partners with respect to the use of communicative strategies to support communication and machine-mediated interaction. Originality/value – Research of the effects of augmentative and alternative communication techniques used in natural interaction is almost non-existent. This case study, therefore, is an important contribution to the field and provides some insights into the challenge of using an electronic device in natural interaction.
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| 26. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Being heard - Supporting person-centred communication in paediatric care using augmentative and alternative communication as universal design: A position paper.
- 2022
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Ingår i: Nursing Inquiry. - : Wiley. - 1440-1800 .- 1320-7881. ; 29:2
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Tidskriftsartikel (refereegranskat)abstract
- Person-centred care, with its central focus on the patient in partnership with healthcare practitioners, is considered to be the contemporary gold standard of care. This type of care implies effective communication from and by both the patient and the healthcare practitioner. This is often problematic in the case of the paediatric population, because of the many communicative challenges that may arise due to the child's developmental level, illness and distress, linguistic competency and disabilities. The principle of universal design put forth in conventions and legislation means that the design of products and services should be usable by all people, to the greatest extent possible. Augmentative and alternative communication encompasses strategies, for example pictures and apps, that are typically used with people with communication disability. In this position paper, we argue for the universal use of augmentative and alternative communication to support person-centred communication and care for children, regardless of age or potential disability. Clinical examples are shared from three different paediatric care settings where pictorial supports were applied universally. Interviews were conducted with children and adolescents (with and without disabilities), parents and healthcare practitioners, and the principles of universal design were used as a framework to demonstrate how person-centred communication is supported in paediatric care.
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| 27. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Children with autistic spectrum disorders and speech‐generating devices: Communication in different activities at home
- 2007
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Ingår i: Clinical Linguistics and Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 21:6, s. 457-479
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Tidskriftsartikel (refereegranskat)abstract
- The communication of four children with autistic spectrum disorder was investigated when they were supplied with a speech‐generating device (SGD) in three different activities in their home environment: mealtime, story reading and “sharing experiences of the preschool day”. An activity based communication analysis, in which collective and individual background factors for the activities were outlined, was used as a basis for the discussion of linguistic coding data derived from video‐recordings made before and during SGD intervention. The coded communicative behaviours were engagement in activity, role in turn‐taking, communicative form, function and effectiveness. An increase in communicative effectiveness was more noticeable when the SGDs could be used to fulfil goals and roles within the activity. The instruction to the parents to use the SGDs in their communication with the child had an important influence on the activities.
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| 28. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Implementation of pictorial support for communication with people who have been forced to flee: Experiences from neonatal care
- 2019
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Ingår i: Journal of Child Health Care. - : SAGE Publications. - 1367-4935 .- 1741-2889. ; 23:2, s. 311-336
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Tidskriftsartikel (refereegranskat)abstract
- A first attempt was made to introduce picture-based communication at a Swedish neonatal ward to facilitate communication with immigrant patients having fled their country of origin. Six members of staff were interviewed about their experiences using semi-structured dyadic interviews. Their answers were analysed using inductive content analysis, and the results were related to a theoretical framework called Promoting Action on Research Implementation in Health Services. The staff found the pictures to be helpful in communication with refugees. They were motivated to use the pictorial support and experienced a great need for it. Two key prerequisites for successful implementation were identified: receiving training and having a person formally in charge of the implementation process.
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| 29. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Interaction and Use of Speech-Generating Devices in the Homes of Children with Autism Spectrum Disorders–An Analysis of Conversational Topics
- 2009
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Ingår i: Journal of Special Education Technology. - : Council for Exceptional Children. - 0162-6434. ; 24:2, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This project investigated the communication of four children with autism spectrum disorders, who used a speech-generating device (SGD) in one or two selected activities in their home environment. The children were between five and seven years of age. The conversational topics introduced by the children and their parents were analyzed. The introduction of the SGD increased conversational interaction, as measured by topic length, for all children in five of the six activities studied. The analysis of topics showed that conversation within the “ongoing activity” increased and that the irrelevant speech used by the two more verbal children was reduced with access to the SGD.
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| 30. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Läsa och skriva med digitala verktyg.
- 2016
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Ingår i: LÄs- och skrivportalen, Skolverket, Stockholm. ; :Tematiska arbetssätt och digitala verktyg
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Förutom effektiv läs- och skrivundervisning är det betydelsefullt att elever som har intellektuell funktionsnedsättning får tillgång till de hjälpmedel och digitala verktyg som behövs för att de ska kunna bli kompetenta läsare och skribenter.
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| 31. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders : A Preliminary Assessment
- 2009
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Ingår i: Focus on Autism and other developmental disabilities. - : Sage Publications, Inc.. - 1088-3576 .- 1538-4829. ; 24:2, s. 104-114
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Tidskriftsartikel (refereegranskat)abstract
- Three children diagnosed within the autism spectrum between the ages of 5 and 7 years at different stages of communication development were supplied with speech-generating devices (SGDs) in their homes. The parents were taught to introduce the SGDs into home routines and the effects were evaluated naturalistically. Videotapes recorded by the parents before and during SGD use were coded with respect to communication effectiveness, mode, role in turn taking, and engagement in activity. Findings varied among the children and activities, but an increased level of communication effectiveness was seen during SGD use for all children. Variations of outcome among the three children and factors of importance for effective SGD use in the homes of children with autism spectrum disorders are discussed.
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| 32. |
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| 33. |
- Wiljén, Angelica, et al.
(författare)
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The development of a mHealth tool for children with long-term illness to enable person-centred communication : a co-design approach
- 2021
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Ingår i: Quality of Life Research. - : SPRINGER. - 0962-9343 .- 1573-2649. ; 30:SUPPL 1, 1, SI
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Tidskriftsartikel (refereegranskat)abstract
- Background:Children with long-term illnesses frequently experience symptoms that could negatively affect their daily lives. These symptoms are often underreported in health care. Despite a large number of mobile health (mHealth) tools, few are based on a theoretical framework or supported by scientific knowledge. Incorporating universal design when developing a product can promote accessibility and facilitate person-centered communication.Objective: The aim of this study is to identify the symptom-reporting needs of children with cancer and congenital heart defects that could be satisfied by using a mobile app. Another aim is to evaluate how the child might interact with the app by considering universal design principles and to identify parents’ views and health care professionals’ expectations and requirements for an mHealth tool.Methods: User-centered design is an iterative process that focuses on an understanding of the users. The adapted user-centered design process includes 2 phases with 4 stages. Phase 1 involved interviews with 7 children with long-term illnesses, 8 parents, and 19 health care professionals to determine their needs and wishes for support; a workshop with 19 researchers to deepen our understanding of the needs; and a workshop with developers to establish a preliminary tool to further investigate needs and behaviors. Phase 2 involved interviews with 10 children with long-term illnesses, 9 parents, and 21 health care professionals to evaluate the mock-up (prototype) of the mHealth tool. Data were synthesized using the interpretive description technique.Results:A total of 4 aspects of needs emerged from the synthesis of the data, as follows: different perspectives on provided and perceived support; the need for an easy-to-use, non–clinic-based tool to self-report symptoms and to facilitate communication; the need for safety by being in control and reaching the child’s voice; and a way of mapping the illness journey to facilitate recall and improve diagnostics. The children with long-term illnesses expressed a need to not only communicate about pain but also communicate about anxiety, fatigue, fear, and nausea.Conclusions: The findings of this study indicated that the PicPecc (Pictorial Support in Person-Centered Care for Children) app is a potential solution for providing communicative support to children with long-term illnesses dealing with multiple symptoms and conditions. The interview data also highlighted symptoms that are at risk of being overlooked if they are not included in the mobile app. Further studies are needed to include usability testing and evaluation in hospitals and home care settings.
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