| 1. |
- Strid, Karin, 1974, et al.
(författare)
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Infant recall memory and communication predicts later cognitive development
- 2006
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Ingår i: Infant Behavior and Development. - : Elsevier BV. - 0163-6383 .- 1879-0453. ; 29:4, s. 545-553
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication), they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice. © 2006 Elsevier Inc. All rights reserved.
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| 2. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Increasing reading and communication skills in children with autism through an interactive multimedia computer program.
- 1995
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Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 25:5, s. 459-80
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.
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| 3. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Attention in cognition and early learning
- 2010
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Ingår i: International Encyclopedia of Education. - Oxford : Elsevier. - 9780080448930 - 0080448933 ; , s. 165-171
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articlesDeveloped by an international panel of editors and authors drawn from senior academiaWeb-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further studyIncorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a fewOffers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
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| 4. |
- Tjus, Tomas, 1954, et al.
(författare)
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Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: observations from children with autism and mixed intellectual disabilities.
- 2001
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Ingår i: Autism : the international journal of research and practice. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 5:2, s. 175-87
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children's language level as well as to diagnostic group.
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| 5. |
- Fälth, Linda, et al.
(författare)
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Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
- 2013
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 19:1, s. 37-53
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention.
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| 6. |
- Linton, Ann-Charlotte, 1953-, et al.
(författare)
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The role of experience in teachers´social representation of students with autism spectrum diagnosis (Aspberger)
- 2015
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Ingår i: Cogent Education. - UK : Cogent OA. - 2331-186X. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- Support from teachers is a key strategy for accommodating students with Asperger syndrome (AS) diagnosis in the mainstream classroom. Teachers’ understanding and expectations of students, i.e. their social representations (SR), have a bearing on how they interact and accommodate, but little is known about why. Therefore, the current study examined the idea that teachers’ SR of these students are influenced by their previous experience with AS. To this end, Swedish mainstream teachers were invited to anonymously answer a web-based questionnaire (N = 153). An association task was used to obtain data on teachers’ SR and the content and structure of the SR were explored. Our results suggest that work-related experience of AS and/or private experience shape teachers’ SR of these students relative to teachers with no experience. Moreover, teachers with previous experience had more SR elements related to environment and learning factors while teachers without previous experience had more elements related to the individual’s behavior. Teachers with private experience produced fewer positive elements compared to those with work-related experience only. These results highlight the role of contextual factors and prior experience in forming SR. We conclude that contact with students with AS, e.g. during teacher training, could facilitate accommodation in mainstream schools.
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| 7. |
- Linton, Ann-Charlotte, 1953-, et al.
(författare)
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Teachers’ social representation of students with Asperger diagnosis
- 2013
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 28:4, s. 392-412
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Tidskriftsartikel (refereegranskat)abstract
- While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers’ perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid barriers to students’ learning and participation, there is a need to shed light on teachers’ perceptions and beliefs that bear on teachers educational provision for students with AS. The aim of the study was therefore to elucidate mainstream teachers’ representations of students with AS by using the theoretical framework of Social Representation Theory and particularly looking at the effects of the sex of the teacher, grade level being taught and when the teachers received training themselves. Teachers in mainstream schools in Sweden were invited to complete a web-based questionnaire (N = 170). Data were collected through an association task where the participants were asked to produce up to five words or phrases for the stimulus phrase ‘student with Asperger diagnosis’. The data were analysed through categorisation. We found that two-thirds of the macro-categories of mentions relate to ‘disabling aspects’, ‘individual needs’ and ‘individual characteristics’, while a third of the elements were tied to the environment and educational provision. Our results suggest that a medical approach dominates especially earlier trained teachers; however, there is a tendency to view the school environment as increasingly important. Representations about the disabling aspects decreased with the increase in the grades being taught, whereas the educational aspects increase with the increase in grades. Male teachers are more prone to relate to environmental aspects and educational provision while female teachers more often relate to needs and disability. We conclude that teachers tend to view AS from a medical approach but that the school environment is seen as increasingly important.
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| 8. |
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| 9. |
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| 10. |
- Tjus, Tomas, 1954, et al.
(författare)
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Reading acquisition by implementing a multimedia intervention strategy for fifty children with autism or other learning and communication disabilities
- 2004
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Ingår i: Journal of Cognitive and Behavioral Psychotherapies. ; 4:2, s. 203-221
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on the effect of teaching fifty children using a specially developed multimedia program for computers combined with verbal and social interactions with the children's teachers. Five groups of children (mean chronological age = 9:6 years, mental age = 7:10; and language age = 5:7) participated, children who had or were at risk for learning and language difficulties; autism, dyslexia, hearing impairment, children with deficits in attention, motor control and perception, and cerebral palsy with mental retardation. The aim was to maximise the opportunities for exploring literacy and language structures through different modes. All children used the program in addition to their ordinary reading and language training. A quasi-experimental design that included measures of reading during baseline, treatment, and follow-up periods was used throughout the study. Most children significantly increased their reading gain from baseline to treatment but the clearest gain was noted for the group of children with autism. It is concluded that a strategy that combines a motivating multimedia program with focused interactions with the teacher might improve the reading development in children with various learning disabilities.
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