| 1. |
- Persson, Christina, 1959, et al.
(författare)
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Longitudinal Speech Outcome at 5 and 10 Years in UCLP: Influence of Speech Therapy and Secondary Velopharyngeal Surgery
- 2024
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Ingår i: CLEFT PALATE CRANIOFACIAL JOURNAL. - : SAGE PUBLICATIONS INC. - 1055-6656 .- 1545-1569.
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To investigate speech development of children aged 5 and 10 years with repaired unilateral cleft lip and palate (UCLP) and identify speech characteristics when speech proficiency is not at 'peer level' at 10 years. Estimate how the number of speech therapy visits are related to speech proficiency at 10 years, and what factors are predictive of whether a child's speech proficiency at 10 years is at 'peer level' or not. Design: Longitudinal complete datasets from the Scandcleft project Participants: 320 children from nine cleft palate teams in five countries, operated on with one out of four surgical methods. Interventions: Secondary velopharyngeal surgery (VP-surgery) and number of speech therapy visits (ST-visits), a proxy for speech intervention. Main Outcome Measures: 'Peer level' of percentage of consonants correct (PCC, > 91%) and the composite score of velopharyngeal competence (VPC-Sum, 0-1). Results: Speech proficiency improved, with only 23% of the participants at 'peer level' at 5 years, compared to 56% at 10 years. A poorer PCC score was the most sensitive marker for the 44% below 'peer level' at 10-year-of-age. The best predictor of 'peer level' speech proficiency at 10 years was speech proficiency at 5 years. A high number of ST-visits received did not improve the probability of achieving 'peer level' speech, and many children seemed to have received excessive amounts of ST-visits without substantial improvement. Conclusions: It is important to strive for speech at 'peer level' before age 5. Criteria for speech therapy intervention and for methods used needs to be evidence-based.
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| 2. |
- Felix, Christina Bertholds, et al.
(författare)
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Feasibility and Efficacy of Intensive Dialectical Behavior Therapy Skills Training in An Outpatient Setting for A Group of Patients with Extensive Care Needs - A Transdiagnostic Approach.
- 2023
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Ingår i: The Psychiatric quarterly. - 1573-6709. ; 94:4, s. 691-704
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Tidskriftsartikel (refereegranskat)abstract
- Dialectical behavior therapy (DBT) is a treatment originally developed för chronically suicidal adults. It is common to adapt it by using one specific component, the DBT skills training (DBT-ST) and apply it in a group therapy setting for a variety of mental disorders. The primary aim of the study was to explore whether patients with extended care needs would report improved mental health after participating in an intensive form of DBT-ST. The secondary aim was to explore whether the use of psychiatric inpatient care for the group would decrease.Thirty-seven participants completed the Clinical Outcomes in Routine Evaluation - Outcome Measure (CORE-OM), and visual analogue scale (VAS) at three time points: pre-intervention, post-intervention and at 6-month follow-up after intensive DBT-ST.One-way ANOVA showed a significant effect for time on the CORE-OM: F (2,35)=7.93, p=.001, η2=0.312 (large effect size). Post hoc tests indicated a significant difference between pre-intervention and post-intervention (p=.001) and between pre-intervention and follow-up (p=.01). A Friedman test indicated a statistically significant difference in the VAS scale scores across the three time points, with p-values between 0.00 and 0.05. There was no difference in psychiatric healthcare consumption.These study results confirm to some extent the feasibility and effectiveness of the intensive DBT-ST in a transdiagnostic clinical setting. The participants had a positive outcome from the skills training program, but psychiatric healthcare consumption did not decrease.
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| 3. |
- Fälth, Linda, 1973-, et al.
(författare)
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Decoding intervention for young students with mild intellectual disabilities : A single-subject design study
- 2023
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Ingår i: Journal of Intellectual Disabilities. - : Sage Publications. - 1744-6295 .- 1744-6309.
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Tidskriftsartikel (refereegranskat)abstract
- Students with intellectual disabilities need more time and explicit instruction to develop word decoding. Most previous research on interventions among these students is performed in English. Therefore, the current study examined the impact of a word-decoding intervention in Swedish on individual students with intellectual disabilities. A single-subject-design study was conducted with five students with mild intellectual disability in the fourth grade. They needed to enhance decoding, and Swedish was their first language. Their word and non-word decoding was measured during the baseline and intervention phases. The intervention with the Wolff Intensive Program was delivered by special education teachers supporting phonemic decoding and reading fluency training during 25 sessions. All five students developed their decoding as they decoded more words in a given time (NAP=0.84-1.00) and decreased their decoding errors in both word and nonword decoding (NAP=0.72-1.00). The results are promising but need to be confirmed in additional studies.
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| 4. |
- Mogren, A., et al.
(författare)
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Children and adolescents with speech sound disorders are more likely to have orofacial dysfunction and malocclusion
- 2022
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Ingår i: Clinical and Experimental Dental Research. - : Wiley. - 2057-4347. ; 8:5, s. 1130-1141
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Tidskriftsartikel (refereegranskat)abstract
- Background: Children with speech sound disorders (SSD) form a heterogeneous group that differs in terms of underlying cause and severity of speech difficulties. Orofacial dysfunction and malocclusions have been reported in children with SSD. However, the association is not fully explored. Objectives: Our aims were to describe differences in orofacial function and malocclusion between a group of children and adolescents with compared to without SSD and to explore associations between those parameters among the group with SSD. Methods: A total of 105 participants were included, 61 children with SSD (6.0-16.7 years, mean age 8.5 +/- 2.8, 14 girls and 47 boys) and 44 children with typical speech development (TSD) (6.0-12.2 years, mean age 8.8 +/- 1.6, 19 girls and 25 boys). Assessments of orofacial function included an orofacial screening test and assessment of bite force, jaw stability, chewing efficiency, and intraoral sensory-motor function. Possible malocclusions were also assessed. Result: Children with SSD had both poorer orofacial function and a greater prevalence of malocclusion than children with TSD. Furthermore, children with SSD and poorer orofacial function had a greater risk of malocclusion. Conclusion: Our result suggests that children with SSD are more prone to having poorer orofacial function and malocclusion than children with TSD. This illustrates the importance of assessing coexisting orofacial characteristics in children with SSD, especially since orofacial dysfunction may be linked to an increased risk of malocclusion. This result highlights the need for a multiprofessional approach.
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| 5. |
- Sand, Christina
(författare)
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Assisterande teknik - att ta till sig och producera text : Ett stöd för elever i anpassad grund- ochgymnasieskola
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Many students with intellectual disability experience significant difficulties in assimilating written text through reading and even more struggle with writing. This dissertation aims to investigate whether assistive technologies such as text-to-speech and speech-to-text contribute to providing more opportunities for students with intellectual disability to assimilate and produce text. The first study in the dissertation was a crosssectional study that examined reading and listening comprehension abilities among 70 students with mild or moderate intellectual disability in the age group of 16 to 22 years. The results showed that the students had weak decoding and reading comprehension skills and better listening comprehension. This was particularly evident for students with moderate intellectual disability. In the second study, five fourth-grade students with mild intellectual disability received a decoding intervention. Using a single-subject design, the study demonstrated that all students increased the number of decoded words after the intervention, albeit to varying degrees. For some students, additional decoding training could prove beneficial, while others require alternative approaches. The third study employed a quasi-experimental wait-list control group design involving 41 students with mild or moderate intellectual disability in upper secondary school for pupils with intellectual disability. The purpose was to investigate whether the students further increased their listening comprehension abilities after a period of intervention with text-to-speech. Additionally, there was an interest in monitoring the development of decoding skills during the intervention. The results confirmed that the students assimilated text better through listening and improved even further with listening comprehension training, but no significant differences were found. The students also improved in decoding despite not specifically training for it. The fourth study utilized a single-subject design with four students with mild intellectual disability aged 10 to 14 years. The students were trained to use speech-to-text to produce words and sentences in writing. Three of the students could hardly produce anything in writing via handwriting, while one student could read and write traditionally. However, the results showed that all students increased the number of produced words and sentences and their text quality compared to writing by hand or keyboard. In summary, the results of the four studies demonstrate that many students with intellectual disability have significant difficulties assimilating and producing text through reading and writing traditionally. Most of the students also demonstrated better listening comprehension than reading comprehension. When alternatives such as text-to-speech and speech-to-text were provided, the conditions for understanding the content of written text and the opportunities for producing written text improved. An important conclusion that can be drawn from the studies is also that students with moderate intellectual disabilities may be assumed to face greater difficulties than they actually do if they are only offered traditional reading and writing methods.
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| 6. |
- Sand, Christina, et al.
(författare)
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Reading Ability and a Comparison of Reading and Listening Comprehension for Students Aged 16–22 with Intellectual Disability
- 2024
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Ingår i: International journal of disability, development and education. - : Taylor & Francis Group. - 1034-912X .- 1465-346X. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Many studies have examined students with reading and writing difficulties. However, relatively little research has examined reading difficulties in students with intellectual disabilities (ID). The present study included 70 students, 46 with mild and 24 with moderate ID, from six different upper secondary schools for students with ID in southern Sweden. The study had the following aims: first to investigate the students’ reading ability, and second to compare students’ reading and listening abilities. The results revealed that few of the students reached the average decoding and reading comprehension levels for grade 3 students in compulsory school. Furthermore, students generally performed better on listening comprehension than reading comprehension, and this benefit was particularly prominent for students with moderate ID. These findings suggest that systematically practicing listening comprehension may help students with ID increase text assimilation. However, more research is needed to confirm this possibility.
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| 7. |
- Sand, Christina, et al.
(författare)
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Speech-to-text intervention to support text production for students with intellectual disabilities
- 2024
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Ingår i: Disability and Rehabilitation. - 1748-3107 .- 1748-3115. ; , s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Writing is a multifaceted skill involving planning, transcription, and revision that is challenging for students with intellectual disabilities. Some studies have examined reading abilities. However, there needs to be more research on writing proficiency in this population. Especially concerning writing with the assistance of technologies such as speech-to-text (STT). To contribute to filling the research gap, this study aimed to investigate whether tailored speech-to-text interventions enhance text production for students with intellectual disabilities.Methods: The research utilised a single-subject design involving the participation of four students (three girls and one boy) aged 10–13 years with mild intellectual disabilities in a rural municipality in Sweden.Results: The results of this study revealed significant improvement post-intervention for all four students in word, sentence and text qualities.ConclusionsThe findings suggest that STT offers a valuable tool for students with intellectual disabilities struggling with handwriting, providing new opportunities for self-expression. Pedagogical implications are discussed.
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| 8. |
- Svensson, Idor, 1957-, et al.
(författare)
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Effects of assistive technology for students with reading and writing disabilities
- 2021
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Ingår i: Disability and Rehabilitation. - : Taylor & Francis Group. - 1748-3107 .- 1748-3115. ; 16:2, s. 196-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Assistive technology has been used to mitigate reading disabilities for almost three decades, and tablets with text-to-speech and speech-to-text apps have been introduced in recent years to scaffold reading and writing. Few scientifically rigorous studies, however, have investigated the benefits of this technology.Purpose: The aim was to explore the effects of assistive technology for students with severe reading disabilities.Method: This study included 149 participants. The intervention group received 24 sessions of assistive technology training, and the control group received treatment as usual.Results: Both the intervention and control groups improved as much in 1 year as the normed population did. However, gains did not differ between the groups directly after the intervention or at 1 year of follow-up.Conclusions: The use of assistive technology seems to have transfer effects on reading ability and to be supportive, especially for students with the most severe difficulties. In addition, it increases motivation for overall schoolwork. Our experience also highlights the obstacles involved in measuring the ability to assimilate and communicate text.
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