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| 2. |
- Fischl, Caroline, et al.
(author)
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Kontinuitet i uppgifter inom år 3 arbetsterapeutprogrammet
- 2015
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In: Universitetspedagogiska konferensen 2015. ; , s. 66-66
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Conference paper (other academic/artistic)abstract
- Syftet med vår poster är att illustrera kontinuitet i examinationsuppgifterna och progression i lärandet under kurserna i år 3 arbetsterapeutprogrammet.Under höstterminen 2014 till och med vårterminen 2015 genomfördes för första gången kurser i det tredje och sista året inom det reviderade arbetsterapeutprogrammet. Dessa kurser handlar om praktiska tillämpningar av kunskaper om projektledning och förändringsarbete, vetenskaplig metod samt arbetsterapeutiska teorier och modeller inom traditionella och nya arenor. Studenterna förväntas utveckla ett reflekterande förhållningssätt och arbetsterapeutisk professionalitet i samverkan med andra samt beredskap att uppfylla olika roller i arbetslivet.Kontinuitet uppnås när studenten under den första kursen skriver en plan för examensarbete (kurs 2) och/eller förändringsarbete (kurs 4). Studenten kan också välja att skriva en plan för verksamhetsutveckling (kurs 3) och implementera planen i den sista kursen. Under examensarbete får studenten välja kvantitativ eller kvalitativ metod, eller litteraturstudie efter intresseområde och koppla arbetet mot innovationskursen. Att kunna arbeta vidare med en idé genom uppgifterna i olika kurser kan göra studenten mer engagerad i sitt lärande. Studenten genomgår också en process genom att utveckla och testa idéer under ett antal iterationer.Progression i lärandet sker även vid upprepning av pedagogiska metoder. Till exempel, har lärandekontraktet under verksamhetsförlagd utbildning (kurs 3) fokus på identifiering och formulering av lärandemål, medan under innovationskursen (kurs 4) har uppgiften fokus på identifiering av handlingar och stöd som behövs för att uppnå lärandemålen.
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| 3. |
- Fisher, Anne G., et al.
(author)
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Evaluating domains of everyday functioning in people with developmental disabilities
- 2017
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In: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis. - 1103-8128 .- 1651-2014. ; 24:1, s. 1-9
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Journal article (peer-reviewed)abstract
- Objective: To examine the relationship among (a) quality of activities of daily living (ADL) task performance, (b) quality of social interaction, and (c) the extent of discrepancy between the person's and the occupational therapist's perspectives; and explore patterns of strengths and challenges among people with developmental disabilities (DD). Methods: Fifty-eight adults with different types of DD, living in northern Sweden, were evaluated using the Assessment of Motor and Process Skills (AMPS), the Evaluation of Social Interaction (ESI) and the Assessment of Compared Qualities -Occupational Performance (ACQ-OP) and Assessment of Compared Qualities -Social Interaction (ACQ-SI). The relationships among assessments were analysed using Pearson correlation analyses. Cluster analysis was used to group participants based on their evaluation results. Results The quality of ADL task performance and the quality of social interaction demonstrated weak to moderate positive relationships while the ACQ-OP and ACQ-SI demonstrated a strong positive relationship. The cluster analysis resulted in identifying three distinct groups that differed significantly from one another. Conclusion: The findings support the clinical use of multiple assessment tools, including observation and self-report, to evaluate different aspects of occupational performance. Comprehensive and relevant evaluation supports collaborative goal setting and intervention planning.
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- Munkholm, Michaela, 1967-, et al.
(author)
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Cross-regional validation of the school version of the assessment of motor and process skills
- 2010
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In: American journal of occupational therapy. - Bethesda, MD : The American Occupational Therapy Association. - 0272-9490 .- 1943-7676. ; 64:5, s. 768-775
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Journal article (peer-reviewed)abstract
- OBJECTIVE.: The objective was to determine whether the School Version of the Assessment of Motor and Process Skills (School AMPS) is valid when used to evaluate students in different world regions. METHOD.: Participants were 984 students, ages 3–13 yr, from North America, Australia and New Zealand, United Kingdom, and the Nordic countries, matched for age and diagnoses. We used FACETS many-faceted Rasch analyses to generate item difficulty calibrations by region and evaluate for significant differential item functioning (DIF) and differential test functioning (DTF). RESULTS.: Four School AMPS items demonstrated DIF but resulted in no DTF. CONCLUSION.: This study provided support for occupational therapists using the School AMPS to evaluate students' quality of schoolwork task performances across regions because the School AMPS measures are free of bias associated with world region.
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| 5. |
- Munkholm, Michaela, 1967-, et al.
(author)
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Differences in schoolwork performance between typcally-developing students and students with mild disabilities
- 2008
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In: OTJR (Thorofare, N.J.). - Thorofare, NJ : SLACK. - 1539-4492 .- 1938-2383. ; 28:3, s. 121-132
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Journal article (peer-reviewed)abstract
- The purpose of this study was to examine whether students with mild disabilities differed from typically developing students in their ability to perform schoolwork tasks. The participants, selected from the School Assessment of Motor and Process Skills (School AMPS) database, comprised 175 students in each group. Their data were subjected to many-faceted Rasch analyses and then analyzed for statistically significant differences in mean school motor and school process abilities between groups. The relative and actual item difficulty calibration values were then compared to identify meaningful differences between groups. The results revealed a statistically significant mean difference in school motor and school process ability between groups (large effect sizes), essentially stable relative skill item hierarchies between groups, and actual hierarchies that differed such that some school motor and almost all school process skill items (occupational performance skills) were more difficult to perform for the mild disabilities group. The results of this study also provided evidence of validity for the use of the School AMPS measures to assist in identifying lower than expected schoolwork performance of students with mild disabilities.
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| 7. |
- Munkholm, Michaela, 1967-
(author)
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Occupational performance in school settings : evaluation and intervention using the school AMPS
- 2010
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Doctoral thesis (other academic/artistic)abstract
- Background: This thesis is was designed to evaluate aspects of reliability and validity of the School Version of the Assessment of Motor and Process Skills (School AMPS) (Fisher, Bryze, Hume, & Griswold, 2007), an observation-based evaluation of quality of occupational performance when children perform schoolwork tasks in school settings. The long term goal was to contribute to knowledge about children at risk or with mild disabilities who experience difficulties with occupational performance in school settings, and describe how the School AMPS can be used when a true top−down process of planning and implementing school-based occupational therapy services is implemented in a Swedish context. Methods: In Study I, two different split-half methods and were used to estimate reliability of the School AMPS measures. These were cross-validated using Rasch equivalent of Cronbach’s alpha. The standard error of measurement (m) was also calculated. In Studies II and III, many-facet Rasch analyses and/or relevant inferential statistics (e.g., ANOVA, tests) were used to examine for evidence of validity based on (1) internal structure related to differential item functioning (DIF), (2) relations to other variables (sensitivity) in terms of comparing groups (typically-developing children vs. children with mild disabilities), and (3) consequences of testing (benefits of testing) in terms of test fairness. In Study IV, ANOVA and tests were used to examine relations to other variables in terms of sensitivity of the School AMPS measures for detecting change based on repeated School AMPS evaluations pre- and post-interventions. Results: The three methods for estimating reliability of the School AMPS measures yielded high reliability coefficient estimates (≥0.73) and low ms. Minimal DIF was identified, and despite minimal DIF, the School AMPS measures were found to be free of differential test functioning. The School AMPS measures were sensitive enough to detect differences between groups as well as changes following consultative occupational therapy services provided in natural school settings. Conclusions: The results support the reliability and validity of the School AMPS scales and measures when used to evaluate quality of occupational performance in school settings. The results are also of clinical importance as they provide evidence that occupational therapists can have confidence in the School AMPS measures when they are used in the process of making decisions about individual students, planning interventions, and later perform follow-up evaluations to measure the outcomes. We also have objective evidence that children with mild disabilities demonstrate diminished quality of "doing" when performing schoolwork tasks. The potential long term benefits of such evidence may be to support or justify the need for children with mild disabilities to receive occupational therapy services within school settings in Sweden; and through collaboration with teachers, plan and implement better targeted and more effective interventions.
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| 8. |
- Munkholm, Michaela, 1967-, et al.
(author)
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Reliability of the School AMPS measures
- 2012
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In: Scandinavian Journal of Occupational Therapy. - London, UK : Informa Healthcare. - 1103-8128 .- 1651-2014. ; 19:1, s. 2-8
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Journal article (peer-reviewed)abstract
- Aim: The purpose of this study was to use a variety of methods to evaluate and cross-validate the reliability estimates of the quality of schoolwork performance measures in the School Version of the Assessment of Motor and Process Skills (School AMPS)(1).Methods: Split-half reliability was estimated based on School AMPS data from 6 194 students who had performed at least two school AMPS tasks. Two different split-half methods were used: splitting the School AMPS items vertically and splitting them horizontally. The Rasch equivalent of Cronbach’s alpha for the full School AMPS evaluation and standard error of measurement (SEm) were also considered.Results: All three methods yielded high reliability coefficient estimates (r ≤ 0.70) and overall SEm was low.Conclusions: From a practice perspective, the results of this study are of clinical importance as they provide evidence that occupational therapists can have confidence in the consistency of the School AMPS measures when they are used in the process of making decisions about individual students, planning interventions, and later performing followup evaluations to measure the outcome.
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| 9. |
- Sperens, Maria, et al.
(author)
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Gender differences in quality of schoolwork task performance among typically developing students and students at risk for or with mild disabilities
- 2012
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In: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 19:1, s. 9-16
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Journal article (peer-reviewed)abstract
- Aim: As no studies have examined for gender differences in quality of schoolwork task performance, the purpose of this study was to examine whether there is a gender difference in quality of schoolwork task performance among students at risk of or with mild disabilities, and to compare any identified differences to those that might exist among their typically developing peers. Methods: The participants were 2510 students (typically developing = 412 girls, 422 boys; at risk = 147 girls, 379 boys; mild = 242 girls, 901 boys), 4-10 years of age. Schoolwork task performance was measured using the School Version of the Assessment of Motor and Process Skills (School AMPS). Results: Regression analyses revealed no significant gender or age-by-gender interaction effects for any of the three groups (typically developing, at risk, mild). Interpretation: The results, focused on occupational performance, complement prior research that has focused on examining for gender differences in behaviour, academic achievement, and coordination among students with mild disabilities. These results also suggest that current School AMPS normative values, based on combined gender means, are valid.
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| 10. |
- Wahlberg, Martina, et al.
(author)
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Rasch analysis of the EQ-5D-3L and the EQ-5D-5L in persons with back and neck pain receiving physiotherapy in a primary care context
- 2021
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In: European Journal of Physiotherapy. - : Taylor & Francis. - 2167-9169 .- 2167-9177. ; 23:2, s. 102-109
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Journal article (peer-reviewed)abstract
- Aim: The purpose of this study was to investigate the psychometric properties of the EQ-5D-3L and the EQ-5D-5L in patients with back and neck pain.Materials and methods: Participants from two independent clinical survey studies was included in this study. In total 164 participants were answering either the EQ-5D-3L or the EQ-5D-5L after their visit to a physiotherapist in primary care for back and neck pain. Rasch analysis was performed to measure the psychometric properties of the two instruments.Main findings: Overall, the EQ-5D-5L showed preliminary evidence of good psychometric properties. The items in both the EQ-5D-5L and the EQ-5D-3L showed acceptable goodness-of-fit indicating unidimensionality for both instruments measuring the concept health-related quality of life. All test persons fit the model, but the person separation reliability and person separation index were only barely acceptable for the EQ-5D-5L.Conclusions: The results indicate that the EQ-5D-5L should be the preferred option when evaluating health-related quality of life with the EQ-5D, especially for patients with back and neck pain.
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| 11. |
- Yngve, Moa, et al.
(author)
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Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis
- 2018
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In: Health and Quality of Life Outcomes. - : BIOMED CENTRAL LTD. - 1477-7525. ; 16
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Journal article (peer-reviewed)abstract
- Background: Participation in education is a vital component of adolescents everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. Methods: A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. Results: The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. Conclusion: The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.
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