| 1. |
- Dahlgren, Sven-Olof, 1956, et al.
(författare)
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Referential communication in children with autism spectrum disorder
- 2008
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 12:4, s. 335-348
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Tidskriftsartikel (refereegranskat)abstract
- Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations to the children’s communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder mirroring performance in everyday life in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity proved also to play a role for success in the task.
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| 2. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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A common ground. The ability of children with severe speech and physical impairments (SSPI) to share information.
- 2007
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Ingår i: Presentation at the symposium Understanding Referential communication, XIIIth European Conference on Developmental Psychology, 21-23 August 2007, Jena, Germany..
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Konferensbidrag (refereegranskat)abstract
- In daily life referential communication situations, nonvocal children who use augmentative and alternative communication (AAC) often have difficulties to convey information in a way that is adapted to the listener’s needs. One explanation to this could be that the children have difficulties to understand the relation between what the listener already knows, what can be inferred and what cannot. Their difficulties could also indicate problems to identify the qualities that characterize the target. The aim of this study was to examine referential communication in children with severe speech and physical impairments in a structured situation. Apart from the referential communication task assessment was also made of intellectual ability, both auditory and visual memory, verbal ability and mentalizing. Participants were twenty-two 5.5 – 18.9-year-old nonvocal children. The results from this study indicate that children with communicative impairments show specific problems in referential communication situations and that these problems are related to mental age, verbal ability and memory rather than to problems to take the listener’s perspective.
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| 3. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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Early linguistic experiences and development of theory of mind in children with severe speech and physical impairments
- 2006
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Ingår i: Developmental Medicine and Child Neurology.
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Konferensbidrag (refereegranskat)abstract
- Objective: Theory of mind (ToM) refers to our ability to attribute thoughts, beliefs and feelings to ourselves and to other people, and to our understanding that our actions are governed by these thoughts, beliefs and feelings. This ability is crucial in social interaction and communication. The question of how to explain the development of ToM is still unsettled. Early exposure to communication is one possible prerequisite. If this is the case, then one would expect development of ToM to be affected in children with different communicative impairments. In accordance with this expectation, recent studies have in fact shown that deaf children without early exposure to sign language (Peterson & Siegal, 1999) have difficulties in solving tasks requiring a ToM. Other examples are children with developmental language delay. From this perspective, the development of theory of mind in children with severe speech and physical impairments (SSPI) is most interesting, considering the problems experienced by children with SSPI within the area of early social experience and communication. Methods: In three studies 14, 6 and 16 participants with severe speech and physical impairments participated. Also participating was a group of children, matched to the focus group for mental and linguistic age. They were presented a range of tasks to track the development of ToM: pretend play, perceptual tasks, 1st and 2nd order false belief tasks (so called Change of location tasks) and an Unexpected content task. Results: Findings from our research suggest that the children have difficulties solving the ToM-tasks, but that they follow a normal pattern of development with severe delay compared to children without disability. Conclusions: There are different possible explanations to the childrens early failure to solve ToM-tasks: 1.Limited linguistic and conversational competence 2.Memory problems 3.Lack of experiences, e.g. pretend play 4.Lack of opportunities to take other persons perspectives The ability to take someone elses perspective is crucial in social interaction and communication. Interpersonal communication enhances this ability. It is therefore important not only to provide children with SSPI with appropriate and sufficient communication aids, such as Bliss for example, but also to provide experiences and the tools with which to use communication aids in an efficient manner. References: Peterson, C. C., & Siegal, M. (1999). Representing Inner Worlds: Theory of mind in Autistic, Deaf, and Normal Hearing Children. Psychological Science, 10, 126-129.
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| 4. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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Reading skills in Swedish children with autism spectrum disorders
- 2009
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Ingår i: Developmental Medicine and Child Neurology. ; 51:Suppl 3.
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Konferensbidrag (refereegranskat)abstract
- Research on reading in children with autism spectrum disorders (ASD) is up to now inconclusive. Some studies have pointed to good word decoding abilities and poor reading comprehension, while in other studies the children also vary considerably in word decoding skills. Most of the research has been done in English speaking populations. In this session we will contrast the different findings and give an example from a study on 37 Swedish speaking children with ASD who were of normal intelligence. In this study word decoding and sentence comprehensions skills were examined in relation to verbal ability, memory and performance on theory of mind (ToM) tasks. The ToM tasks were included because both mentalizing ability and reading are dependent on similar higher order skills, such as the ability to go "beyond the surface", metalinguistic and metacognitive awareness and also verbal comprehension. Main results showed that three distinct groups of readers could be discerned: proficient readers, poor sentence comprehenders and children who in addition to being poor comprehenders also were poor word decoders. The results will be discussed in terms of cognitive and linguistic variables.
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| 5. |
- Åsberg, Jakob, 1978, et al.
(författare)
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Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder
- 2008
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467. ; 2, s. 95-109
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Tidskriftsartikel (refereegranskat)abstract
- High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties.
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| 6. |
- Dahlgren Sandberg, Annika, 1946
(författare)
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Communication and development of theory of mind in children with SSPI (severe speech and physical impairments
- 2005
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Ingår i: Paper presented at XIIth European Conference on Developmental Psychology, 24-28 August 2005, Universidad de la Laguna, Tenerife, Spain.
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Konferensbidrag (refereegranskat)abstract
- Results from research on deaf children, who have acquired a sign language late in life, have revealed difficulties in the development of theory of mind, highlight-ing the role of communication in this development. From this perspective, the de-velopment of theory of mind in children with severe speech and physical impair-ments (SSPI) is most interesting. Findings from our research suggest that the children follow a normal pattern of development but with severe delay compared to children without disability. There are different possible explanations to the childrens failure to solve theory of mind-tasks that will be discussed in the pres-entation: the communicative impairment with negative influences on early social and communicative experiences; the overall dependence on others, not least for interpretation of communicative acts; low verbal competence; possible deficits in working memory and the severe motor dysfunction, prohibiting the children to move freely and interact with the physical environment
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| 7. |
- Dahlgren Sandberg, Annika, 1946, et al.
(författare)
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Patterns in early interaction between prelinguistic children with severe speech and physical impairments and their parents
- 2008
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Ingår i: Child Language Teaching and Therapy. ; 24, s. 9-30
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to examine whether the asymmetrical pattern of communication usually found between people who use augmentative and alternative communication and their partners using natural speech was also found in the interaction between non-vocal young preschool children with cerebral palsy and their parents. Three parent–child dyads (children’s age 2;5–3;4 and developmental age 18 months) were video-recorded during everyday activities. Three comparison dyads with children matched for developmental age and sex with the children in the focus dyads were studied in the same situations. There were only small differences between the two sets of children, while the parents in the focus dyads were more active than the parents in the comparison dyads. The results are discussed in relation to early intervention, aiming at enhancing development of functional patterns of interaction.
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| 8. |
- Dahlgren Sandberg, Annika, 1946
(författare)
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Reading and spelling abilities in children with severe speech and cerebral palsy at 6, 9 and 12 years of age in relation to cognitive development: a longitudinal study
- 2006
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Ingår i: Developmental Medicine and Child Neurology. ; 48:8, s. 629-634
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Tidskriftsartikel (refereegranskat)abstract
- Development of literacy skills was studied in six children (one male, five females) with severe speech impairments and cerebral palsy (CP). These skills were related to intellectual development, phonological abilities, and short-term memory (STM). Three of the children were diagnosed with dystonia, and three with diplegia. They had no or severely restricted independent mobility (Gross Motor Function Classification System [GMFCS] Level IV for four children and Level V for two), and severe fine motor problems, including difficulty with pointing. Since they had no intelligible speech, the Bliss system was the primary communication mode. Assessments were made at approximately 6, 9, and 12 years of age. The results revealed that the children had difficulties acquiring literacy skills, although intellectual level and phonological ability predicted otherwise. Positive development during the first 3 years was followed by an arrest. A conspicuous decrease in IQ points was also found. Thus, phonological ability does not seem to have the same predictive power for literacy development in children with severe speech impairments and CP as in children with speech. Further studies are needed to clarify the role of phonological abilities, working memory, and strategies used in literacy acquisition in these children. Such studies might also clarify the importance of articulatory abilities in early literacy acquisition.
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| 9. |
- Falkman, Kerstin, 1970, et al.
(författare)
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Theory of mind in Children with Severe Speech and Physical Impairment (SSPI): A longitudinal study
- 2005
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Ingår i: International journal of disability, development and education. ; 52:2, s. 139-157
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Tidskriftsartikel (refereegranskat)abstract
- Six children with cerebral palsy and severe speech impairment took part in a 2-phase longitudinal study of development of social cognition. Data was collected on two occasions. The children ranged in age from 5 to 7-years-old at data collection Time 1 and from 9 to 11-years-old at data collection Time 2. Using a model of normal development of theory of mind (ToM) suggested by Gopnik and Slaughter (1991), the children were tested on a number of tasks requiring ToM. The find-ings suggest that the speech-impaired children follow a normal pattern of devel-opment, but with a severe delay compared with children without disability. The results are discussed in relation to problems in early social and communicative experience for the group of children with cerebral palsy and severe speech im-pairment.
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| 10. |
- Ferreira, Janna, 1973-
(författare)
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Sounds of silence : Phonological awareness and written language in children with and without speech
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
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| 11. |
- Havstam, Christina, 1963, et al.
(författare)
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Speech and satisfaction with outcome of treatment in young adults with unilateral or bilateral complete clefts.
- 2008
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Ingår i: Scandinavian journal of plastic and reconstructive surgery and hand surgery / Nordisk plastikkirurgisk forening [and] Nordisk klubb for handkirurgi. - : Informa UK Limited. - 0284-4311. ; 42:4, s. 182-9
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Tidskriftsartikel (refereegranskat)abstract
- Thirty-five young adults (22-32 years old, mean 25) born with complete unilateral or bilateral clefts participated in a follow-up of speech, appearance, and teeth after treatment. They completed a questionnaire about their satisfaction with their speech, nose, lip, and teeth on visual analogue scales, and indicated on two overall questions how often they thought about their cleft, and how often they were asked questions about their speech, nose, or lip. Their speech was recorded and assessed blindly and independently by two speech and language pathologists. Participants' satisfaction with their speech did not correlate significantly with the speech assessments. Satisfaction with the nose had the highest correlation with the overall questions. No participant indicated more dissatisfaction with speech than the midpoint of the scale, making conclusions about covariance between satisfaction with speech and the overall questions difficult.
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| 12. |
- Hjelmquist, Erland, 1948, et al.
(författare)
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Development of mentalizing: access to communication and language
- 2007
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Ingår i: Presentation at the symposium Communication, language and mentalizing in typical and atypical children the 13th European Conference on Developmental Psychology, August 21-23, 2007, Jena, Germany.
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Konferensbidrag (refereegranskat)abstract
- We report results from deaf children and children with cerebral palsy. Groups of deaf children and children with cerebral palsy were presented with tests of mentalizing in longitudinal and experimental studies. The children were 6-7 years old when the first tests were made. In the longitudinal study, deaf children of hearing parents were followed for two years. In an experimental study, deaf children of deaf parents were included, and the same was the case for the group of children with cerebral palsy. As expected, deaf children of deaf parents performed well on the tests, whereas deaf children of hearing parents showed low results. One new observation is that deaf children of hearing parents, where the children are offered sign language in a preschool environment at a very early age, two years, are still delayed. Another new result is that the longitudinal study showed very little change among the deaf children over the two years. The experimental study wíth children with cerebral palsy also showed low results on a mentalizing task. It is suggested that the delayed performance observed is a result of an interaction between the disability, deafness and motor restriction respectively, and the communicative/linguistic experience resulting from these disabilities. Deaf children of deaf parents lack a common language from the very start of communication, and children with cerebral palsy are very restricted in their possibilities for communicative initiatives. In both conditions, communication about mental states are hypothesized to be limited, reflected in low results on mentalizing tasks
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| 13. |
- Holck, Pernille, et al.
(författare)
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Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability
- 2009
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Ingår i: Research in developmental disabilities. - : Elsevier BV. - 1873-3379 .- 0891-4222. ; 30, s. 942-951
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Tidskriftsartikel (refereegranskat)abstract
- Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n = 10), children with spina bifida and hydrocephalus (SBH; n = 10) and children with pragmatic language impairment (PLI; n = 10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were performed, and comparisons between the groups were made. In addition, connections between variables were studied. The most salient result was the many similarities and the lack of clear boundaries between the groups. The only significant differences found concerned short-term memory and inference ability, where all three groups experienced problems but to varying extent. Different patterns of variance were found in the groups, indicating that different underlying abilities such as reception of grammar, inferential comprehension and lexical comprehension seem to affect pragmatic ability in somewhat different ways. The results suggest that the children with CP and SBH in this study shared a number of pragmatically related traits, being more similar than would be expected according to earlier research. Finally, it is suggested that pragmatic assessment is further subdivided into a socially versus a linguistically related assessment.
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| 14. |
- Holck, Pernille, et al.
(författare)
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Interaction during intervention: conversations between professionals and children with cerebral palsy.
- 2009
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Ingår i: Communication & Medicine. An Interdisciplinary Journal of Healthcare, Ethics and Society. - 1613-3625. ; 6:1, s. 49-60
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Tidskriftsartikel (refereegranskat)abstract
- To develop interactional ability, conversation with both peers and adults is vital. However, for children with physical impairments, like cerebral palsy, interactions with adults often dominate. In this study, interaction between eight Swedish children with cerebral palsy, mean age 8.6 years, and their physiotherapists (PTs) and speech-language therapists (SLTs) was analysed during intervention across 16 dyads. The analysis of data focused on how quantitative, interactional and topical dominance was manifested by the PTs and the SLTs. In addition, mitigating strategies and use of feedback was investigated. Surprisingly, the only significant finding was in topic maintenance, where the PTs' conversations were more directed towards topics unrelated to the intervention context when compared to the conversations of the SLTs. Although not significant, the PTs tended to dominate by having a greater amount of talk, and the SLTs by asking many questions. It is discussed how the two professions may contribute to the development of interactional skills and pragmatic ability among children with cerebral palsy, given their professional training and focus of intervention.
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| 15. |
- Larsson, Maria, 1969, et al.
(författare)
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Early reading and spelling abilities in children with severe speech and physical impairment: A cross-linguistic comparison.
- 2009
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Ingår i: Research in developmental disabilities. - : Elsevier BV. - 0891-4222. ; 30, s. 70-95
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Tidskriftsartikel (refereegranskat)abstract
- Early reading and spelling abilities in children from Ireland and Sweden with severe speech and physical impairment (SSPI) were studied and compared. The aim was to look for similarities as well as for differences that could be related to the different linguistic environments. Both group consisted of 15 children, and were matched on linguistic age. Reading and spelling as well as phonological awareness and memory were tested. Both groups performed fairly well on the phonological awareness tasks, but the Swedish children did not seem to manage to use this ability successfully for reading and spelling. Overall the Irish children showed a slightly stronger performance, and were significantly better at the reading tasks. There were some signs that children were affected by the structure of their individual languages. The Irish children revealed the greatest problems with pseudoword spelling which is in line with results from speaking children with English as their mother tongue and could be a result of using a strategy based on larger linguistic units. The Swedish children had particular problems with tasks presented without oral support, which may be an effect of memory problems due to their lack of articulatory ability.
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| 16. |
- Larsson, Maria, 1969, et al.
(författare)
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Memory ability in children with complex communication needs.
- 2008
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Ingår i: Augmentative and Alternative Communication. ; 24:2, s. 139-148
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Tidskriftsartikel (refereegranskat)abstract
- Phonological memory is central to language and reading and writing skills. Many children with complex communication needs (CCN) experience problems with reading and writing acquisition. The reason could be because of the absence of articulatory ability, which might have a negative affect on phonological memory. Phonological and visuo-spatial short-term memory and working memory were tested in 15 children with CCN, aged 5 – 12 years, and compared to children with natural speech matched for gender, and mental and linguistic age. Results indicated weaker phonological STM and visuo-spatial STM and WM in children with CCN. The lack of articulatory ability could be assumed to affect subvocal rehearsal and, therefore, phonological memory which, in turn, may affect reading and writing acquisition. Weak visuo-spatial memory could also complicate the use of Bliss symbols and other types of augmentative and alternative communication.
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| 17. |
- Larsson, Maria, 1969, et al.
(författare)
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Phonological awareness in “Swedish-speaking” children with complex communication needs
- 2008
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Ingår i: Jourmal of Intellectual and Developmental Disability. ; 33:1, s. 22-35
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Tidskriftsartikel (refereegranskat)abstract
- Background Children with complex communication needs (CCN) often experience problems achieving literacy. The aim of this project was to study phonological awareness, a central predictor for literacy achievement, in children with CCN, and to compare their performance to a group of children with natural speech. Method One group of 15 Swedish children with CCN and cerebral palsy (CP), and one group of 15 children with natural speech, matched for gender, linguistic age and mental age, were administered nine phonological awareness tasks, testing onset/rime and phonemic awareness. Results Overall, children with CCN showed good levels of phonological awareness. However, on the one task that did not include any verbal support from the experimenter, the children with CCN performed at a significantly lower level. Conclusion Phonological awareness does not seem to depend on overt articulation, although the lack of speech might affect the children’s ability to manipulate linguistic material that is not verbally presented.
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| 18. |
- Larsson, Maria, 1969, et al.
(författare)
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Reading and Spelling in Children with Severe Speech and Physical Impairments
- 2009
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Ingår i: Journal of Developmental and Physical Disabilities. ; 21:5, s. 369-392
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present paper was to study literacy skills in children with severe speech and physical impairment (SSPI), and compare their performance to typically developing children. The children with SSPI and the comparison group, both groups with 28 children, were matched on receptive vocabulary and assessed on measures of reading, spelling, rhyming, phoneme awareness and memory. The comparison group achieved significantly higher scores on reading, spelling, and rhyme awareness, but no differences were found on phoneme awareness or memory. Regression analyses, with reading and spelling as dependent variables and phoneme awareness, rhyming, and memory as independent variables, revealed that phoneme awareness was the strongest predictor of both reading and spelling in both groups. Rhyming seemed more important to reading and spelling for the children with SSPI than for their speaking peers. The children with SSPI were at an earlier literacy stage and therefore more dependent on rhyming ability than children in the comparison group who drew on their phoneme awareness. Although both groups performed similarly on phoneme awareness, the comparison group showed stronger reading and spelling abilities, suggesting a different relationship between phoneme awareness and reading and spelling in children with SPPI.
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| 19. |
- Levén, Anna, 1976-
(författare)
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Postponed Plans : Prospective Memory and Intellectual Disability
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen handlar om prospektivt minne (PM) hos personer med utvecklingsstörning. PM syftar på att formulera intentioner och genomföra dessa någon gång i framtiden, antingen inom en definierad tidsram eller i samband med en specifik händelse.Frågeställningar:1. Finns det en kvalitativ och kvantitativ skillnad mellan prospektivt minne hos personer med utvecklingsstörning och en kontrollgrupp? (Artikel I – II)2. Hur ser sambandet mellan prospektivt minne, arbetsminne och episodiskt minne ut hos personer med utvecklingsstörning och, skiljer sig detta åt jämfört med kontrollgruppen? (Artikel II)3. Vilka förutsättningar vid inkodning och hågkomst är kompatibla? (Artikel III)4. På vilket sätt kan svag association mellan olika delar av information bidra till prospektiva minnesfel? (Artikel IV)5. Går det att särskilja en hög- respektive lågpresterande grupp personer med utvecklingsstörning med avseende på prospektiv minnesprestation? (Artikel II)Personer med utvecklingsstörning begår fler prospektiva minnesfel än personer i kontrollgruppen. Motsvarande gruppskillnad finns inte för självskattat minne. Prospektiv minnesprestation är bättre med bilder jämfört med ord som prospektiva ledtrådar, mest tydligt för personer med utvecklingsstörning. Arbetsminneskapacitet visade ett samband med både prospektivt minne och antalet falska minnen i kognitivt krävande situationer, till exempel, situationer med flera parallella prospektiva minnesuppgifter. Falska minnen och prospektivt minne hade ett samband hos personer med utvecklingsstörning. Att felaktigt känna igen bilder med bara delvis bekanta delar och att känna igen prospektiva ledtrådar utan att komma ihåg själva intentionen hade ett samband hos personer med utvecklingsstörning. Personer med utvecklingsstörning var också sämre än kontrollgruppen på att upprepa tidsintervall. Detta kan till exempel bero på bristande episodiskt minne och begränsade strategier för att lösa den här typen av uppgifter. Resultaten diskuteras i relation till träning av prospektivt minne och val av hjälpmedel.
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| 20. |
- Pennington, Lindsay, et al.
(författare)
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Literacy difficulties of children with cerebral palsy
- 2009
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Ingår i: Developmental Medicine and Child Neurology. ; 51:Suppl 3
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Konferensbidrag (refereegranskat)abstract
- Children with cerebral palsy often have difficulties learning to read and spell. These difficulties significantly reduce children’s access to education; their leisure opportunities; their ability to communicate with a modern, technological world that relies on the written word; and their chances of finding employment when reaching adulthood. This session aims to help clinicians to consider the possible reasons for children’s failure to develop literacy skills, to plan assessments to identify children’s particular strengths and weakness, and to consider the teaching of visual or phonic routes to reading. We will describe the cognitive, linguistic, sensory and motor processes involved in reading and spelling, and the skills children need to become fluent readers. Using evidence from previous research into the impairments and activity limitations of children with cerebral palsy, we will discuss which processes used in reading and spelling might be impaired for children with this heterogeneous condition. We will summarise current literacy research, which highlights problems in working memory, speech production and phonological awareness and suggest areas of future research. We will also discuss methods of assessment for use in clinical practice.
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| 21. |
- 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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| 22. |
- 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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| 23. |
- 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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| 24. |
- 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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| 25. |
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| 26. |
- 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
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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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