| 51. |
- Sandgren, Olof, et al.
(författare)
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Using a word association task to investigate semantic depth in swedish-speaking children with developmental language disorder
- 2021
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 46:3, s. 134-140
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Tidskriftsartikel (refereegranskat)abstract
- We examined word associations in Swedish children with Developmental Language Disorder (DLD) compared to their typically developing (TD) peers. Furthermore, the study aimed to explore the dimensions of vocabulary knowledge (breadth, depth, and fluency) in these children. Fifty children (15 DLD and 35 TD) participated in the study, aged six to nine years. This age span is commonly associated with substantial lexical reorganisation, by some referred to as the syntagmatic-paradigmatic shift. Fifty items from the Kent-Rosanoff list were used to elicit word associations (say the first word that comes to mind). Word associations were coded as paradigmatic (lion-tiger), syntagmatic (chair-sit), phonological (moon-poon), and other/no answer (foot-hello/bed- -). A semantic depth score (paradigmatic and syntagmatic associations) was calculated and analysed. The children with DLD showed significantly lower semantic depth scores than their TD peers, in line with previous research in English-speaking children. However, the vocabulary dimensions were uniformly affected for the DLD group, contradicting previous findings of semantic depth as a particular area of weakness in this group.
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| 52. |
- Smith, Martine M, et al.
(författare)
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Constructing narratives to describe video events using aided communication.
- 2018
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Ingår i: Augmentative and alternative communication (Baltimore, Md. : 1985). - : Informa UK Limited. - 1477-3848 .- 0743-4618. ; 34:1, s. 40-53
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Tidskriftsartikel (refereegranskat)abstract
- Narratives are a pervasive form of discourse and a rich source for exploring a range of language and cognitive skills. The limited research base to date suggests that narratives generated using aided communication may be structurally simple, and that features of cohesion and reference may be lacking. This study reports on the analysis of narratives generated in interactions involving aided communication in response to short, silent, video vignettes depicting events with unintended or unexpected consequences. Two measures were applied to the data: the Narrative Scoring Scheme and the Narrative Analysis Profile. A total of 15 participants who used aided communication interacted with three different communication partners (peers, parents, professionals) relaying narratives about three video events. Their narratives were evaluated with reference to narratives of 15 peers with typical development in response to the same short videos and to the narratives that were interpreted by their communication partners. Overall, the narratives generated using aided communication were shorter and less complete than those of the speaking peers, but they incorporated many similar elements. Topic maintenance and inclusion of scene-setting elements were consistent strengths. Communication partners offered rich interpretations of aided narratives. Relative to the aided narratives, these interpreted narratives were typically structurally more complete and cohesive and many incorporated more elaborated semantic content. The data reinforce the robust value of narratives in interaction and their potential for showcasing language and communication achievements in aided communication.
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| 53. |
- Smith, Martine, et al.
(författare)
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Reading and spelling in children with severe speech and physical impairments: A comparative study.
- 2009
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Ingår i: International Journal of Language and Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 44:6, s. 864-882
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Tidskriftsartikel (refereegranskat)abstract
- Background: Effective literacy skills are crucial in supporting communication for children with severe speech and physical impairments (SSPI). Reading and spelling difficulties are reported to be over-represented in this group, even where language and cognitive skills are age appropriate. Aims: To compare the performance of children with SSPI on a range of language, reading and spelling tasks with that of their typically developing peers matched for receptive vocabulary and mental age. Methods & Procedures: A wide range of tasks was developed as part of a larger study exploring phonological awareness, reading and spelling skills. All tasks were accessible to children with severe physical impairments. Two groups of primary school-aged children were recruited, children with SSPI of average intelligence, and naturally speaking peers, matched for receptive vocabulary. Children were assessed individually on language, non-verbal cognition, phonological awareness, reading and spelling tasks. Outcomes & Results: Sixteen children with SSPI were recruited. Their performance was compared with that of 15 naturally speaking peers, matched for receptive vocabulary scores. The children with SSPI achieved significantly lower scores on reading and spelling measures relative to their naturally speaking peers. However, at least one participant with SSPI scored at ceiling on each task, indicating that SSPI do not preclude the development of reading and spelling, at least in the early stages of literacy development. Conclusions & Implications: This study indicates that some children with severe speech impairments can develop phonological awareness, reading and spelling skills. However, the data suggest that phonological awareness may not be as good a predictor of reading and spelling abilities in this group of children as in typically developing children. Further research is needed to track development of reading and spelling, as well as the instructional support needed to scaffold more effective skills in these areas.
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| 54. |
- Stadskleiv, K., et al.
(författare)
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Aided communication, mind understanding and co-construction of meaning
- 2022
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 25:8, s. 518-530
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Tidskriftsartikel (refereegranskat)abstract
- Mind understanding allows for the adaptation of expressive language to a listener and is a core element when communicating new information to a communication partner. There is limited knowledge about the relationship between aided language and mind understanding. This study investigates this relationship using a communication task. The participants were 71 aided communicators using graphic symbols or spelling for expression (38/33 girls/boys) and a reference group of 40 speaking children (21/19 girls/boys), aged 5;0-15;11 years. The task was to describe, but not name, drawings to a communication partner. The partner could not see the drawing and had to infer what was depicted from the child's explanation. Dyads with aided communicators solved fewer items than reference dyads (64% vs 93%). The aided spellers presented more precise details than the symbol users (46% vs 38%). In the aided group, number of correct items correlated with verbal comprehension and age.
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| 55. |
- Stadskleiv, K., et al.
(författare)
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Investigating executive functions in children with severe speech and movement disorders using structured tasks
- 2014
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Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 5:992
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Tidskriftsartikel (refereegranskat)abstract
- Executive functions are the basis for goal-directed activity and include planning, monitoring, and inhibition, and language seems to play a role in the development of these functions. There is a tradition of studying executive function in both typical and atypical populations, and the present study investigates executive functions in children with severe speech and motor impairments who are communicating using communication aids with graphic symbols, letters, and/or words. There are few neuropsychological studies of children in this group and little is known about their cognitive functioning, including executive functions. It was hypothesized that aided communication would tax executive functions more than speech. Twenty-nine children using communication aids and 27 naturally speaking children participated. Structured tasks resembling everyday activities, where the action goals had to be reached through communication with a partner, were used to get information about executive functions. The children (a) directed the partner to perform actions like building a Lego tower from a model the partner could not see and (b) gave information about an object without naming it to a person who had to guess what object it was. The executive functions of planning, monitoring, and impulse control were coded from the children's on-task behavior. Both groups solved most of the tasks correctly, indicating that aided communicators are able to use language to direct another person to do a complex set of actions. Planning and lack of impulsivity was positively related to task success in both groups. The aided group completed significantly fewer tasks, spent longer time and showed more variation in performance than the comparison group. The aided communicators scored lower on planning and showed more impulsivity than the comparison group, while both groups showed an equal degree of monitoring of the work progress. The results are consistent with the hypothesis that aided language tax executive functions more than speech. The results may also indicate that aided communicators have less experience with these kinds of play activities. The findings broaden the perspective on executive functions and have implications for interventions for motor-impaired children developing aided communication.
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| 56. |
- 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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| 57. |
- 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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| 58. |
- 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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| 59. |
- 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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| 60. |
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| 61. |
- Wentz, Kerstin, 1958, et al.
(författare)
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Women Developing and Maintaining Fibromyalgia: Qualitatively and Quantitatively Appearing Dissociative and Self-Loading Psychological Patterns
- 2008
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Ingår i: In F. Hu (Ed). Pain Research Progress:Migraine, Fibromyalgia and related pain. - New York : Nova Publishers. ; , s. 71-111
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Aims: The overall aim of this study was to describe psychological functioning in women developing and maintaining fibromyalgia. A further aim was to test if women with fibromyalgia and women with organically explained long-lasting pain differed on selected psychometrical instruments. In this study creation, selection and use of inventories were based on theoretical formulations from in depth interviews with 21 women diagnosed with fibromyalgia. These formulations included difficulties handling affects and stimulation in adult life before onset of fibromyalgia. Psychological vulnerability was compensated for through pronounced helpfulness and dissociation/repression including intense activity. The state of fibromyalgia meant continued high levels of mental load such as difficulties due to the self-structure, impaired cognitive functioning and somatic symptoms. Methods: From previously naturalistically generated theory the I Myself Scale (IMS) was constructed to mirror self-regulation in adult life prior to onset of fibromyalgia symptoms. The IMS was complemented with an instrument on current self-regulation: Structural Analysis of Social Behaviour (SASB). The result of the psychometrical testing was elucidated by a determination of sample characteristics regarding physical functioning, bodily pain and other dimensions of health related quality of life. A standardized instrument, SF-36 was employed. The groups were compared using analysis of variance, principal components analysis paired with discriminant analysis and profile analysis. Results: Psychometrical testing confirmed qualitative data patterns of self-regulation connected to development and maintenance of fibromyalgia. Prior to onset of symptoms women with fibromyalgia showed contrasting self-regulatory measures as a pattern of impaired self-reference/understanding of health needs. Strategies of dissociation or repression including intense activity and self-loading were used to avoid mental pain. Others were urgent objects of help and assistance but were not asked for help and advice. SF-36 indicated that the two groups experienced similar quality of life in the physical dimension but less psychological well being on behalf of the fibromyalgia group. The result from SASB showed that women with fibromyalgia experienced a higher level of mental “load” than the other pain group. Conclusion: Qualitative data indicated that life prior to onset of fibromyalgia and current fibromyalgia held qualities of impaired self-regulation in relation to mental load. Quantitative data patterns confirmed qualitative results on impaired self-protection before onset of fibromyalgia and a specifically high level of mental load during the state of fibromyalgia. Based on the result, relationships between self-regulation, development and maintenance of mental overload and generalized pain are discussed. Aspects of psychological and psychosomatic disregulation are discussed and hypothesized to cause but also later in the process to parallel alterations in somatic homeostatic functions. Consequences for treatment are suggested.
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| 62. |
- Åsberg, Jakob, 1978, et al.
(författare)
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Discourse comprehension intervention for high-functioning students with autism spectrum disorders: preliminary findings from a school-based study
- 2010
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Ingår i: Journal of Research in Special Educational Needs. ; 10:2, s. 91-98
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Tidskriftsartikel (refereegranskat)abstract
- Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high-functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom-based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child’s discourse comprehension under scaffolding and modelling from the teacher. In the pre-testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post-intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.
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| 63. |
- Åsberg, Jakob, 1978, et al.
(författare)
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Dyslexic, delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders.
- 2012
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Ingår i: Journal of Research in Reading. - : Wiley. - 0141-0423. ; 35:1, s. 20-31
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Tidskriftsartikel (refereegranskat)abstract
- Word reading skills and reading-related language and cognitive correlates were examined in Swedish 10–15-year-olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age-matched comparison group in word reading, but a poor-readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading-related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities.
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| 64. |
- Åsberg, Jakob, 1978, et al.
(författare)
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Social and individual aspects of classroom learning in students with Autism Spectrum Disorder: an action research pilot study on assessment.
- 2012
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Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 1469-591X .- 0885-6257. ; 27:1, s. 115-127
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Tidskriftsartikel (refereegranskat)abstract
- The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.
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