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- Johnels, Linn, 1978-, et al.
(författare)
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Children with PIMD : Intervention study targeting school staffs’ responsive strategies using interactive music activities and multisensory storytelling
- 2019
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Konferensbidrag (refereegranskat)abstract
- Since children with profound intellectual (and multiple) disabilities (PI(M)D) are highly dependent on others for social interaction and learning, it is pivotal to gain insight into communicative and pedagogical strategies that enhance alertness, engagement and contingency awareness. In this poster, I will present the outline and preliminary results of my PhD-project. Method: Three sub-studies are outlined. In all studies, student alertness, engagement and social attention are key outcome measures. In a first systematic literature review of the existent literature, I will evaluate the effects of teaching personnel’s responsive strategies and contingency raising activities. Study 2 and 3 are a case-study and an experimental single subject design, where interactive music and multi-sensory storytelling are systematically entered as elements in pedagogical practice for students with PI(M)D. To evaluate effects, behavior will be filmed and coded using established observation schedules, complemented with teacher interviews in order to better understand the perceived meaning of this type of intervention. Results: Preliminary studies from the study 1 will be presented, alongside a description of the project in its totality. Implications: This project will contribute to the knowledge of how to support learning and development in schoolchildren with PI(M)D.
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| 2. |
- Johnels, Linn, 1978-, et al.
(författare)
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Interactive Music with Children and Youths with Severe or Profound Intellectual and Multiple Disabilities : Preliminary findings from a Systematic Literature Review
- 2020
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Konferensbidrag (refereegranskat)abstract
- Introduction: It has been proposed that interactive music and music therapy not only develops musical abilities but also more general developmental abilities such as social and communicative abilities in children and youths with intellectual disabilities. However, previous research on music with children with disabilities is rather scarce, particularly when it comes to children with severe or profound intellectual and multiple disabilities. Method: The aim of the current study is to identify and systematically review research on interactive music with children and youths with severe or profound intellectual and multiple disabilities (S/PIMD) in peer-reviewed articles written in English during the years 2000-2020. Research questions focuses on participant characteristics; research purposes, methodologies, findings and effectiveness of interventions. The searches in the databases will be performed through various combinations of search terms. Given the heterogeneity of the included studies’ methods and data, the included studies will be summarized using text and tables to compare and contrast findings across studies. The quality of the evidence (risk of bias) will be assessed. Discussion/Conclusions: Preliminary findings will be presented which may reveal implications for practice and research concerning effectiveness of interactive music interventions and research designs together with children with S/PIMD. It will potentially contribute to the evidence based knowledge of how to support development and education for the target group.
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| 3. |
- Johnels, Linn, 1978-
(författare)
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Multisensoriskt musikdrama - Ett pedagogiskt arbetssätt för personer med flerfunktionsnedsättning
- 2022
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Ingår i: Socialmedicinsk Tidskrift. - Stockholm. - 0037-833X. ; :5-6, s. 733-743
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Tidskriftsartikel (refereegranskat)abstract
- Multisensoriskt musikdrama (MSMD) är ett pedagogiskt arbetssätt där element från musikterapi, så som lyhördhet, musikaliskt samspel och utforskande, kombineras i en berättelse som förstärks med multisensoriska föremål. Arbetssättet är utvecklat för elever med flerfunktionsnedsättning, dvs. den elevgruppen som har de största svårigheterna och där såväl internationell forskning som svenska skolmyndigheter har pekat på behovet av kunskapsutveckling och mer pedagogiskt material. Motivation och engagemang är en viktig förutsättning för utveckling och lärande, och detta gäller inte minst den här elevgruppen, där stunder av vakenheten och engagemang förekommer mer sällan än hos typiskt utvecklade elever. Arbetssättet utvärderas för närvarande i två forskningsstudier inom grundsärskolan med lovande resultat. I den här artikeln beskrivs bakgrund och syfte med arbetssättet, samt hur man kan skapa ett MSMD för individer med omfattande funktionsnedsättningar i alla åldrar.
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| 4. |
- Johnels, Linn, 1978-, et al.
(författare)
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The effect of MultiSensory Music Drama on the interactive engagement of students with severe/profound intellectual and multiple disabilities
- 2024
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Ingår i: British Journal of Learning Disabilities. - 1354-4187 .- 1468-3156. ; 52:1, s. 150-165
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Tidskriftsartikel (refereegranskat)abstract
- Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting interactive engagement in this population. However, there are no known/published studies that have investigated the effect of combining relevant elements from musical interaction and multisensory storytelling for this group of students. This study aims to determine the effect of a novel educational approach—MultiSensory Music Drama (MSMD)—on the interactive engagement of students with severe/profound intellectual and multiple disabilities.Methods: A single-case experimental design, specifically an ABAB design across three participants, was used to describe the effect of MSMD on interactive engagement when compared with a control activity. School staff members' perceptions of student interactive engagement and social validity were obtained.Findings: Coded video observations showed significantly higher levels of interactive engagement during MSMD for all three participants when compared to the control activity. Furthermore, the ratings on the interactive engagement from school staff members improved for two of the three participants. Finally, school staff members scored the social validity and perceived educational usefulness of the MSMD as very high.Conclusions: The findings provide initial evidence that MSMD may be effective in supporting the interactive engagement of some students with severe/profound intellectual and multiple disabilities.
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| 5. |
- Wandin, Helena, et al.
(författare)
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A Scoping Review of Aided AAC Modeling for Individuals With Developmental Disabilities and Emergent Communication
- 2023
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Ingår i: Current Developmental Disorders Reports. - : Springer Science and Business Media Deutschland GmbH. - 2196-2987. ; 10:2, s. 123-131
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Forskningsöversikt (refereegranskat)abstract
- Purpose of Review Aided AAC modeling is an umbrella term for when communication partners model language on an aided AAC system to support an individual’s comprehension and/or communication development. This scoping review aims to provide an overview of aided AAC modeling studies targeting individuals with emergent communication and describing features and findings from these studies.Recent Findings Research on interventions that includes aided AAC modeling is growing. Recent studies cover interventions for individuals that previously were excluded, such as individuals who use alternative access methods to select symbols.Summary A search yielded 29 studies that encompassed a total of 237 participants using emergent communication. Positive outcomes from the aided AAC modeling interventions were reported in the majority of the studies. In future research, a clear description of the different components of the interventions and their expected effect on the outcome may assist in comparing the effect of different types of aided AAC modeling interventions.
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