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- Gustafsson, Peik, et al.
(författare)
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Reliability and validity of the assessment of soft signs in children with and without Attention Deficit Hyperactivity Disorder
- 2010
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Ingår i: Developmental Medicine & Child Neurology. - : Wiley. - 0012-1622 .- 1469-8749. ; 52:4, s. 364-370
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Tidskriftsartikel (refereegranskat)abstract
- AIM: To study the value and reliability of an examination of neurological soft-signs, often used in Sweden, in the assessment of children with attention-deficit-hyperactivity disorder (ADHD), by examining children with and without ADHD, as diagnosed by an experienced clinician using the DSM-III-R. METHOD: We have examined interrater reliability (26 males, nine females; age range 5y 6mo-11y), internal consistency (94 males, 43 females; age range 5y 6mo-11y), test-retest reliability (12 males, eight females; age range 6-9y), and validity (79 males, 33 females; age range 5y 6mo-9y). RESULTS: The sum of the scores for the items on the examination had good interrater reliability (intraclass correlation [ICC] 0.95) and acceptable internal consistency (Cronbach's alpha 0.76). The test-retest study also showed good reliability (ICC 0.91). There were modest associations between the examination and the assessment of motor function made by the physical education teacher (ICC 0.37) as well as from the parents' description (ICC 0.39). The examination of neurological soft-signs had a sensitivity of 0.80 and a specificity of 0.76 in predicting motor problems as evaluated by the physical education teacher. INTERPRETATION: The reliability and validity of this examination seem to be good and can be recommended for clinical practice and research.
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| 2. |
- Söderman, Johan, et al.
(författare)
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Traditionsbärare och fostrare : samtal om lärande med två amerikanska rappare
- 2007
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Ingår i: Educare. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; :2, s. 7-37
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Tidskriftsartikel (refereegranskat)abstract
- Research about non-institutional musical environments, like hiphop, is important when education and learning are being discussed. The literature on aesthetic informal learning is limited. We need to know more about how learning is organised in autonomous and musical contexts. In this article two female rappers from New York City are in focus. The rapper Jean Grae is a Grammy nominated rapper who is well-known around the world. Toni Blackman is a hiphop ambassador, appointed by the U.S. Department of State. Her different social and educational projects on hiphop have been given a lot of attention in the press. The purpose of this article is to study what kinds of learning aspects appear in the rappers’ talk about their work in interviews, group conversations, magazines and selfproduced texts. The results show how the rappers stand out like fosterers, popular adult educators, jazz musicians, tradition-bearers, specialists and artists. Linguistic reformulations are used to analyze the complexity of the rappers' activities. Finally, the article discusses how school can be a fosterer and a tradition-bearer and at the same time positive and open to new forms of popular culture.
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