| 1. |
- Ibragimova, Nina, et al.
(author)
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The utility of ICF for describing interaction in non-speaking children with disabilities : caregiver ratings and perceptions
- 2007
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In: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 29:22, s. 1689-1700
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Journal article (peer-reviewed)abstract
- PURPOSE: The purpose of the study is to explore the utility of the International Classification of Functioning, Disability and Health (ICF) when assessing caregivers' perceptions of interaction and factors related to interaction in non-speaking children with disability.METHOD: A questionnaire with focus on interaction and related factors was constructed by linking questions in existing instruments to ICF and was completed by 208 professionals and parents of 195 non-speaking children with disabilities in Russia. Caregivers' descriptions of interaction in open-ended questions were qualitatively analysed and compared to selected caregivers' ratings of children's functioning and environment in the questionnaire based on ICF.RESULTS: In the open-ended questions about interaction the caregivers described modes of communication children used, situations in which interactions took place, positive and negative aspects of interactions. Thirty eight respondents described interaction with children negatively, 66 neutrally, and 76 positively. Statistical analyses revealed significant differences among the three groups of respondents concerning their ratings of children's functioning and environment in the ICF-based questionnaire.CONCLUSIONS: The ICF-related items in the questionnaire corresponded to caregivers' perceptions of interaction, which shows their relevance for the description of interactions. ICF is feasible in describing of interaction and interaction-related factors in non-speaking children with disabilities in Russia.
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| 2. |
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| 3. |
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| 4. |
- Adolfsson, Margareta, 1950-
(author)
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Applying the ICF-CY to identify everyday life situations of children and youth with disabilities
- 2011
-
Doctoral thesis (other academic/artistic)abstract
- Four studies were included in this doctoral dissertation aiming to investigatehow habilitation professionals perceive the ICF-CY in clinical work and to identify everyday life situations specific for children and youth aged 0-17 years. The ICF-CY was the conceptual framework and since the research was conducted on as well as with the ICF-CY, the use of the classification runs like a thread through all the work. The design was primarily qualitative and included descriptive and comparative content analyses. Study I was longitudinal, aiming to explore how an implementation of the ICF-CY in Swedish habilitation services was perceived. Studies II-IV were interrelated, aiming to explore children’s most common everyday life situations. Content in measures of participation, professionals’ perspectives, and external data on parents’ perspectives were linked to the ICF-CY and compared. Mixed methods design bridged the Studies III-IV. Results in Study I indicated that knowledge on the ICF-CY enhanced professionals’ awareness of families’ views of child functioning and pointed to the need for ICF-CY based assessment and intervention methods focusing on child participation in life situations. A first important issue in this respect was to identify everyday life situations. Two sets of ten everyday life situations related to the ICF-CY component Activities and Participation, chapters d3-d9, were compiled and adopted for younger and older children respectively, establishing a difference in context specificity depending on maturity and growing autonomy. Furthermore, key constructs in the ICFCY model were discussed, additional ICF-CY linking rules were presented and suggestions for revisions of the ICF linking rules and the ICF-CY were listed. As the sample of everyday life situations reflects the perspectives of adults, further research has to add the perspective of children and youth. The identified everyday life situations will be the basis for the development of code sets included in a screening tool intended for self- or proxy- report of participation from early childhood through adolescence.
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| 5. |
- Adolfsson, Margareta, 1950-, et al.
(author)
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Everyday Life Situations for Child Participation
- 2011
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In: Third ISEI Conference.
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Conference paper (peer-reviewed)abstract
- Child Participation is defined by the International Classification of Functioning, Disability and Health forChildren and Youth (ICF-CY) as involvement in life situations but knowledge on children´s specific everydaylife situations (EDLs) is lacking. Professionals in early intervention services need a structured tool to identifyand assess child participation in everyday life situations. It should support children with disabilities indescribing what matters most for them in intervention planning. With the long term goal to create ICF-CY codesets, EDLs were identified by a systematic literature search for measures of performance or participation andby collecting professional opinions on EDL and participation. Information was linked to the ICF-CY andtriangulated with research exploring family opinions. Most items in measures were linked to moving around,play, and recreation and leisure. The six measures of performance and six of participation differed regardingcontent and content dependent on age group.Descriptions on EDLs from 297 professionals were linked to ICF-CY codes. Frequent linkages were Self-care,such as eating and hygiene; Major life areas, such as play and education; and Relationships, but also sleep. Byrelating EDLs directly to predefined ICF-CY categories in the ICF-CY component Activities and Participation,five EDLs across categories were identified based on responses from 207 professionals. These concernedsleep, communication, dressing, family relationships and play. Some differences emerged dependent onparticipants’ culture and on age group. A triangulation between professional and family opinions concerningEDL’s revealed relatively high agreement. As a final result, a set of approximately 12-15 everyday lifesituations is expected to be identified in this study to be used for development of code sets.
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| 6. |
- Adolfsson, Margareta, 1950-, et al.
(author)
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Exploring changes over time in habilitation professionals' perceptions and applications of the International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY).
- 2010
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In: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 42:7, s. 670-678
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Journal article (peer-reviewed)abstract
- OBJECTIVE This study explored how professionals in inter-disciplinary teams perceived the implementation of the World Health Organization's International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY) in Swedish habilitation services. DESIGN Descriptive longitudinal mixed-methods design. METHODS Following participation in a 2-day in-service training on the ICF-CY, 113 professionals from 14 interdisciplinary teams described their perceptions of the implementation of the ICF-CY at 3 consecutive time-points: during in-service training, after 1 year, and after 2.5 years. RESULTS Implementation of the ICF-CY in daily work focused on assessment and habilitation planning and required adaptations of routines and materials. The ICF-CY was perceived as useful in supporting analyses and in communication about children's needs. Professionals also perceived it as contributing to new perspectives on problems and a sharpened focus on participation. CONCLUSION Professionals indicated that the ICF-CY enhanced their awareness of families' views of child participation, which corresponded to organizational goals for habilitation services. An implementation finding was a lack of tools fitting the comprehensive ICF-CY perspective. The study points to the need for ICF-CY-based assessment and intervention methods focusing on child participation
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| 7. |
- Adolfsson, Margareta, 1950-, et al.
(author)
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Identifying child functioning from an ICF-CY perspective : everyday life situations explored in measures of participation
- 2011
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In: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 33:13-14, s. 1230-1244
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Journal article (peer-reviewed)abstract
- Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation. Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures. Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure. Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.
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| 8. |
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| 9. |
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| 10. |
- Adolfsson, Margareta, 1950-, et al.
(author)
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Professionals' views of children's everyday life situations and the relation to participation
- 2012
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In: Disability and Rehabilitation. - : Informa UK Limited. - 0963-8288 .- 1464-5165. ; 34:7, s. 581-592
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Journal article (peer-reviewed)abstract
- Purpose: The aim was to determine professionals' views of everyday life situations (ELS) of importance for children and to explore how ELS correlate with the construct "Participation". This study was part of a larger work to develop a structured tool with code sets to identify child participation and support children with disabilities to describe what matters most for them in intervention planning. Method: The study had a concurrent mixed methods design. Information from one open-ended question and questionnaires were linked to the ICF-CY component Activities and Participation. Two concurrent data sets were compared. Results: Proposed ELS were distributed across ICF-CY categories from low to high level of complexity and context specificity. The correlation with participation became stronger for the later chapters of the component (d7-d9). Differences between respondents due to working field, country, and children's ages were explored. Acts and tasks seemed most important for the youngest children, whereas ELS shifted towards societal involvement for adolescents. Conclusion: Eleven categories related to ICF-CY chapters d3-d9 emerged as ELS. Two age groups (infants/preschoolers and adolescents) are required to develop code sets for the new tool. The results need triangulation with other concurrent studies to provide corroborating evidence and add a family perspective.
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| 11. |
- Björck-Åkesson, Eva, 1952-, et al.
(author)
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The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention - feasibility and usefulness as a common language and frame of reference for practice
- 2010
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In: Disability and Rehabilitation. - London : Taylor & Francis. - 0963-8288 .- 1464-5165. ; 32:S1, s. S125-S138
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Journal article (peer-reviewed)abstract
- Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project.
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| 12. |
- Granlund, Mats, et al.
(author)
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Differentiating activity and participation of children and youth with disability in Sweden : a third qualifier in the International Classification of Functioning, Disability, and Health for Children and Youth?
- 2012
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In: American Journal of Physical Medicine & Rehabilitation. - 0894-9115 .- 1537-7385. ; 91:13:S1, s. S84-S96
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Journal article (peer-reviewed)abstract
- OBJECTIVE:This article discusses the use of a third qualifier, subjective experience of involvement, as a supplement to the qualifiers of capacity and performance, to anchor activity and participation as separate endpoints on a continuum of actions.DESIGN:Empirical data from correlational studies were used for secondary analyses. The analyses were focused on the conceptual roots of the participation construct as indicated by the focus of policy documents, the support for a third qualifier as indicated by correlational data, differences between self-ratings and ratings by others in measuring subjective experience of involvement, and the empirical support for a split between activity and participation in different domains of the activity and participation component.RESULTS:Participation seems to have two conceptual roots, one sociologic and one psychologic. The correlational pattern between the qualifiers of capacity, performance, and subjective experience of involvement indicates a possible split between activity and participation. Self-ratings of participation provide information not obtained through ratings by others, and later domains in the activities and participation component fit better with measures of experienced involvement than earlier domains did.CONCLUSIONS:The results from secondary analyses provide preliminary support for the use of a third qualifier measuring subjective experience of involvement to facilitate the split between activity and participation in the International Classification of Functioning, Disability and Health, Children and Youth version, activity and participation domain.
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| 13. |
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Handbok i att använda ICF och ICF-CY :
- 2011
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Editorial collection (other academic/artistic)abstract
- Det har hittills saknats en bok för alla som vill lära sig mer om ICF (International Classification of Functioning, Disability and Health) och dess barn och ungdomsversion ICF-CY. Boken vänder sig til olika grupper av läsare och är däför indelad i tre nivåer beroende på vilket djup av information man söker. En grupp läsare är de som vill ha en introduktion till vad ICF är för att sen kanske använda den som en tankemodell. En annan grupp är de som beslutat sig för att verkligen förstå ICF som klassifikation med struktur och språk. En tredje grupp läsare är de som vill lära sig att "koda information enligt ICF" i exempelvis forskning. Oavsett vilken grupp man tillhör så behöver man veta hur ICF är uppbyggd och hur den kan användas i olika situationer. Vi hoppas att denna handbok ska möta alla dessa behov. I boken har läsaren möjlighet att själv pröva ICF och läsa hur andra gjort. Läsarens befattning, förkunskaper, yrke och verksamhet kan variera, liksom vad man studerar. Tillsammans har bokens elva författare gedigen praktisk erfarenhet av att använda ICF och ICF-CY samt specialiserad erfarenhet av att utveckla och pröva användbarheten av ICF och ICF-CY, bland annat på uppdrag av Världshälsoorganisationen, WHO.
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| 14. |
- Klang Ibragimova, Nina, 1978-, et al.
(author)
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Using content analysis to link texts of assessment and intervention to International Classification of Functioning, Disability and Health - version for children and youth (ICF-CY)
- 2011
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In: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 43:8, s. 728-733
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Journal article (peer-reviewed)abstract
- Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY).Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories.Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.
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| 15. |
- Klang, Nina, 1978-
(author)
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Applicability of the ICF-CY to describe functioning and environment of children with disabilities
- 2012
-
Doctoral thesis (other academic/artistic)abstract
- The aim of the thesis, with four empirical studies, was to explore the applicability of the International Classification of Functioning, Disability and Health, version for children and youth (ICF-CY) to describe functioning and environment of children with disabilities. The components and categories in the ICF-CY were explored by studying items in ICF-CY based questionnaires in studies I and II and by linking texts of individual habilitation plans to the ICF-CY in studies III and IV. Professionals’ perceptions of the applicability of the ICF-CY and the ICFCY questionnaire were investigated in study II. In study IV changes in focus on ICF-CY components in documentation of individual habilitation plans were explored after in-service training in the ICF-CY. Studies I and II found variations in ratings of questionnaire items based on the performance qualifier in component Activities and participation. The variations may be explained by the context in which ratings were made and by expectations and perceptions of those who made ratings. The results indicated challenges in constructing universal measures of the performance qualifier. The studies also indicated limitations in the use of items based on Environmental factors, when used separately from items in Activities and participation. Studies II and III found that the categories in the components Body functions and Activities and participation were interrelated. Study III indicated challenges in describing family situation and children’s psychosocial environment in the Environmental factors. In study II the professionals described advantages and challenges in the use of the ICFCY and suggested necessary changes to the ICF-CY questionnaire. Study IV found that the professionals in child and youth habilitation described children’s functioning more precisely and in more detail after in-service training. Overall, the results suggest both advantages and challenges of the ICFCY when used to describe functioning and environment of children with disabilities. The results call for a need of a combined use of the categories from all the ICF-CY the components.
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| 16. |
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| 17. |
- Pless, Mia
(author)
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Att implementera ICF
- 2011. - 1.uppl.
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In: Handbok i att använda ICF. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 91-110
-
Book chapter (pop. science, debate, etc.)abstract
- Många ser värdet i ICF och vill därför gärna använda tankemodellen och klassifikationen. Men trots att man verkligen vill så är det en utmaning. Syftet med kapitlet är att tydliggöra vad implementering innebär, samt hur man förbereder och praktiskt genomför den. Utmaningen ligger i att utgå från användarnas behov och att organisera användning av ICF och utbildning i ICF så att de sker parallellt och fortlöpande. För att leda till användning i dagligt arbete behöver man tänka igenom vad som underlättar och vad som hindrar. Tre faktorer är då viktiga, dels ICF i sig, dels ledarskapet och organisationen och slutligen mottagaren av idén. Samordning av aktiviteter för att hantera de tre faktorerna ökar sannolikheten att ICF förstås och används. I kapitlet visas exempel på användning och exempel på utbildning och kapitlet avslutas med några moduler för utbildning som WHO rekommenderar.
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| 18. |
- Pless, Mia, et al.
(author)
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Att koda enligt ICF
- 2011
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In: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 111-128
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Book chapter (other academic/artistic)
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| 19. |
- Pless, Mia, et al.
(author)
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Att koda enligt ICF
- 2011. - 1.uppl.
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In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 111-127
-
Book chapter (pop. science, debate, etc.)abstract
- Syftet med kapitlet är ge grunderna för hur kodning enligt ICF som klassifikation kan ske t ex i forskningssammanhang. Först beskrivs kodning av information i enstaka meningar. För det behöver man känna till ICF:s kodningsregler, som utvecklats för kodning av information i mätmetoder och metoder för åtgärder. Sen beskrivs kodning av information i löpande text. Även då är ICF:s kodningsregler till stor hjälp, men man behöver också ha kännedom om innehållsanalys av texter. Att lära sig att koda enligt ICF innebär en repetition av klassifikationens delar, komponenter, kapitel och kategorier. Efter det här kapitlet ska man känna till ICF:s kodningsregler och centrala begrepp inom innehållsanalys. Genom exempel ska man också ha förstått hur det går till att koda och hur kodning enligt ICF kan användas i den egna forskningen eller verksamheten.
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| 20. |
- Pless, Mia
(author)
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Developmental co-ordination disorder in pre-school children : Effects of motor skill intervention, parents' descriptions, and short-term follow-up of motor status
- 2001
-
Doctoral thesis (other academic/artistic)abstract
- This investigation was undertaken to examine effects of motor skill intervention in children with motor difficulties consistent with developmental co-ordination disorder (DCD) diagnosed in child health care before school entrance, to analyse the parents' descriptions of their children, and to follow up the children's motor status in a short-term perspective. Thirteen studies on the effects of motor skill intervention were submitted to a meta-analysis (Study I). Thirty-seven children who at age 5 to 6 years were diagnosed as having motor difficulties consistent with DCD were enrolled in an experimental investigation of effects of group motor skill intervention on motor skills (Study II) and on self-perceived competence (Study III). The parents' descriptions of their children were obtained at an interview (Study IV). The children's motor status was re-examined when they were 7 to 8 years old (Study V). Motor skill intervention, using the Specific Skills approach, in a group setting or in a home programme, 3 to 5 times per week, was found beneficial for children with DCD who were older than 5 years of age. The non-specific group motor skill intervention influenced the number of children with borderline motor difficulties who changed to having no motor difficulties, and seemed to enhance awareness of motor competence. Parents whose children had definite motor difficulties were more inclined to support their children in physical activity, and reported worry and uncertainty. The children had not changed their motor status at the age of 7 to 8 years. The children with definite motor difficulties, in particular, continued to have these difficulties. Children who when 5 to 6 years old have motor difficulties and who score at the 5th percentile or below at the Movement ABC motor test, seem to need active support in joyful motor learning situations to reduce unwillingness and displeasure.
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| 21. |
- Pless, Mia, et al.
(author)
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Effects of group motor skill intervention on five- to six-year-old children with developmental coordination disorder.
- 2000
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In: Pediatric Physical Therapy. - 0898-5669 .- 1538-005X. ; 12:4, s. 183-189
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Journal article (peer-reviewed)abstract
- The purpose of this study was to determine whether group motor skill intervention is an effective form of treatment when added to consultative services in 5- to 6-year-old children with developmental coordination disorder (DCD). An experimental group of DCD children (n = 17) was compared with a DCD control group without intervention (n = 20). The intervention was conducted once a week for 10 weeks. No significant differences between the groups in either Movement ABC motor test or the Movement ABC checklist were found before or after this intervention. When subgroups with different categories of motor difficulties were compared, significantly more children with borderline motor difficulties in the experimental group than in the control group had changed (improved) their category after intervention. It is concluded that children with definite motor difficulties do not benefit from this type of intervention. Future research should include comparison of well-defined subgroups of children with DCD.
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| 22. |
- Pless, Mia, et al.
(author)
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Effects of motor skill intervention on developmental coordination disorder : a meta-anlysis.
- 2000
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In: Adapted Physical Activity Quarterly. - 0736-5829 .- 1543-2777. ; 17:4, s. 381-401
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Journal article (peer-reviewed)abstract
- The purpose was to determine whether evidence exists in published research from 1970 to 1996 to support motor skill intervention for children with developmental coordination disorder (DCD) or equivalent conditions. The following questions were addressed: (a) Which (if any) of three theoretical approaches to motor skill interventions is supported by evidence? (b) How do age of participants, research design, intervention setting, and intervention duration affect motor outcomes? (c) What are the results of meta-analysis? Twenty-one relevant studies were identified, and 13 (all that reported means and standard deviations) were subjected to meta-analysis. Findings indicated that motor skill intervention is most effective when applied with (a) children with DCD over age 5, (b) the specific skill theoretical approach, (c) intervention conducted in a group setting or as a home program, and (d) intervention frequency of at least 3 to 5 times per week. No clear findings emerged in regard to other variables.
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| 23. |
- Pless, Mia, et al.
(author)
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Evaluation of in-service training in using the ICF and ICF version for children and youth
- 2009
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In: Journal of Rehabilitation Medicine. - : Medical Journals Sweden AB. - 1650-1977 .- 1651-2081. ; 41:6, s. 451-458
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Journal article (peer-reviewed)abstract
- OBJECTIVE: To study the effects of in-service training on staff's self-reported knowledge, understanding use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY). DESIGN: Quasi-experimental with a questionnaire prior to training and another one year after training. METHODS: Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (ii) subjects who had not used these frameworks. RESULTS: The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework. CONCLUSION: It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.
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| 24. |
- Pless, Mia, et al.
(author)
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Evidence-based practice : Evidence-based practice
- 2013
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In: Evidence-based practice. - Linköping.
-
Conference paper (other academic/artistic)abstract
- IntroductionThe overall aim was to investigate how the Habilitation and Assistive Technology services in Uppsala County council in Sweden during 2009 to 2011 has worked with in-service training and other support to implement ways to work in evidence-based practice (EBP) for all staff. A specific aim was to investigate the staffs' knowledge, skills, attitudes and use of EBP.MethodsInvited were all staff (n=260), no matter which profession or position. Those participating did so in courses in EBP, a one-day-training in EBP, information about EBP in work-place meetings, tutoring in ways to work in EBP, and they answered a webbased questionnaire about EBP 2009 and/or 2011. There were four courses in EBP: EBP I - Introduction for leaders, EBP II - Why, how, when?, EBP III - Studycircle, and EBP IV - From idea to projectplan. Data was collected in attendance lists, number of fulfilled reports about evidence in interventions, number of fulfilled projectplans, and answers to questions in the webbased questionnaire.Results and DiscussionThe results of the project on in-service training and other support showed: that the number of participants in all in-service training was satisfying that those participating in the courses, the reports on evidence in interventions and the projectplans were all directed by what is the participants' tasks in daily work. that at the end of the project more used both secondary sources and primary sources in their search for information and more felt certain about the meaning of terms used for critical appraisal of articles that one should keep track of the fact that more at the end of the project answered that EBP is a buzz-word, at the same time more answered that they usually use the ways to work in EBP that many commented time as a factor that is both a facilitator and a barrier to learn and use EBP and this makes time an important factor to further investigated.
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| 25. |
- Pless, Mia, et al.
(author)
-
Evidence-based practice. : Inservice training and support to staff
- 2013
-
Conference paper (other academic/artistic)abstract
- The overall aim was to investigate how the Habilitation and Assistive Technology services in UppsalaCounty council in Sweden during 2009 to 2011 has worked with in-service training and other support to implement ways to work in evidence-based practice (EBP) for all staff. A specific aim was to investigate the staffs' knowledge, skills, attitudes and use of EBP.Invited were all staff (n=260), no matter which profession or position. Those participating did so in courses in EBP, a one-day-training in EBP, information about EBP in work-place meetings, tutoring in ways to work in EBP, and they answered a webbased questionnaire about EBP 2009 and/or 2011. There were four courses in EBP: EBP I - Introduction for leaders, EBP II - Why, how, when?, EBP III - Studycircle, and EBP IV - From idea to projectplan. Data was collected in attendance lists, number of fulfilled reports about evidence in interventions, number of fulfilled projectplans, and answers to questions in the webbased questionnaire.The results of the project on in-service training and other support showed:that the number of participants in all in-service training was satisfyingthat those participating in the courses, the reports on evidence in interventions and the projectplans were all directed by what is the participants' tasks in daily work.that at the end of the project more used both secondary sources and primary sources in their search for information and more felt certain about the meaning of terms used for critical appraisal of articlesthat one should keep track of the fact that more at the end of the project answered that EBP is a buzz-word, at the same time more answered that they usually use the ways to work in EBPthat many commented time as a factor that is both a facilitator and a barrier to learn and use EBP and makes time an important factor to further investigated.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Pless, Mia, et al.
(author)
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Hälsoklassifikationen ICF : varför, när och hur?
- 2008
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In: Fysioterapi. - 1653-5804. ; 1, s. 38-46
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Journal article (peer-reviewed)abstract
- För att kommunicera om och jämföra individers hälsostatus behövs gemensamma språk. WHO har utarbetat en familj av språk som tillsammans ger en god bild av individers hälsa. Ett av språken finns i diagnosklassifikationen ICD-10. Ett annat finns i hälsoklassifikationen International Classification of Functioning, Disability and Health (ICF), som de senaste åren fått ökad betydelse i samhället. ICF utgör en struktur med begrepp, som kan förstås och användas av många − inte bara personal inom hälsooch sjukvård. Att komplettera ICD-10 med ICF gör att bilden av individers hälsotillstånd blir allsidig och att både individer och yrkespersoner kan se sammanhang mellan olika faktorer. Användandet av ICF understöder också att man prioriterar mål som har fokus på att individer ska kunna vara delaktiga i för dem viktiga livsområden. Artikeln ger en introduktion till ICF och exempel på användning i kliniskt arbete och forskning.
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| 30. |
- Pless, Mia, et al.
(author)
-
ICF som klassifikation
- 2011
-
In: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 53-70
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Book chapter (other academic/artistic)
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| 31. |
- Pless, Mia, et al.
(author)
-
ICF som klassifikation
- 2011. - 1.uppl.
-
In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 53-70
-
Book chapter (pop. science, debate, etc.)abstract
- Syftet med kapitlet är att lära sig hitta i ICF som klassifikation när man ska sortera information om individers fysiska, psykiska och sociala fungerande i sin miljö enligt dess struktur och språk. Först beskrivs klassifikationens kapitel och kategorier. Sen presenteras samma exempel som i handbokens kapitel 1, ICF som tankemodell, men nu gäller det att även sortera informationen enligt de kapitel och kategorier som finns i varje komponent. Efter det här kapitlet ska man känna sig hemmastadd i hur ICF som klassifikation är uppbyggd. I de sista exemplen sorteras informationen dessutom utifrån om den handlar om att identifiera hälsotillstånd eller att åtgärda hälsoproblem. I kapitlet presenteras den grund som behövs för att kunna sortera information till ICF:s kapitel och kategorier på olika nivåer och sortera information i att identifiera eller att åtgärda.
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| 32. |
- Pless, Mia, et al.
(author)
-
ICF som tankemodell.
- 2011. - 1
-
In: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 19-36
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Book chapter (other academic/artistic)
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| 33. |
- Pless, Mia, et al.
(author)
-
ICF som tankemodell
- 2011. - 1.uppl.
-
In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 12-35
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Book chapter (pop. science, debate, etc.)abstract
- Syftet med kapitlet är att förstå ICF som en övergripande tankemodell. Ett bra sätt att förstå något nytt är att praktisera det. Alltså bygger detta första kapitel på att genom exempel tänka efter vad modellen innebär när man ska sortera information som rör individers fysiska, psykiska och sociala fungerande i sin miljö. Först sorteras information enligt ICF:s delar och komponenter. Sen sorteras information i några exempel också utifrån om den handlar om att identifiera hälsotillstånd eller om att åtgärda hälsoproblem. Information om fungerande samlas för att med flera perspektiv beskriva individens situation, om det finns behov av åtgärder, samt om åtgärderna givit önskat resultat. I kapitlet presenteras den grund man behöver för att förstå och kunna använda ICF som tankemodell.
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| 34. |
- Pless, Mia, et al.
(author)
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Implementation of the International Classification of Functioning, Disability and Health (ICF) and the ICF Children and Youth Version (ICF-CY) Within the Context of Augmentative and Alternative Communication
- 2012
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In: Augmentative and Alternative Communication. - : Informa UK Limited. - 0743-4618 .- 1477-3848. ; 28:1, s. 11-20
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Journal article (peer-reviewed)abstract
- The purpose of this article is to discuss the implementation of the International Classification of Functioning, Disability and Health (ICF), and the ICF version for Children and Youth (ICF-CY), within the context of augmentative and alternative communication (AAC). First, the use of the ICF and the ICF-CY in AAC research is analyzed. Second, examples of training and implementation of ICF from other contexts besides AAC are provided. Finally, we synthesize data to provide directions for future implementation of the ICF and ICF-CY in the field of AAC. We conclude that, within AAC, organizational routines and intervention documents need to be adapted to the universal language and classification framework of the ICF and ICF-CY. Furthermore, examples are needed to demonstrate how factors affect implementation at organizational and individual levels.
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| 35. |
- Pless, Mia
(author)
-
Inledning
- 2011. - 1.uppl.
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In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 11-17
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Book chapter (pop. science, debate, etc.)
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| 36. |
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| 37. |
- Pless, Mia, et al.
(author)
-
Om evidens för ICF
- 2011. - 1:1
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In: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 185-195
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Book chapter (other academic/artistic)
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| 38. |
- Pless, Mia, et al.
(author)
-
Om evidens för ICF
- 2011. - 1.uppl.
-
In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 185-195
-
Book chapter (pop. science, debate, etc.)abstract
- Då det tar tid och innebär en ansträngning att lära sig ICF är det befogat att fråga efter evidens för att ICF fungerar som den är tänkt. Ger ICF en vetenskaplig grund för att förstå och studera hälsa och hälsorelaterade tillstånd? Skapar den ett gemensamt språk för att beskriva hälsa och hälsorelaterade tillstånd i syfte att förbättra kommunikation mellan olika användare? Möjliggör ICF jämförelser av data mellan olika länder och olika verksamheter och över tid? Skapar den ett systematiskt kodschema för hälsoinformationssystem? I kapitlet beskrivs hur man genom frågor och sökord söker evidens om ICF:s validitet och användbarhet i sekundära och primära källor. Kapitlets syfte är att visa hur man fortlöpande kan följa den evidens som finns för ICF och ICF-CY.
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| 39. |
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| 40. |
- Pless, Mia, et al.
(author)
-
Översikt över ICF
- 2011
-
In: Handbok i att använda ICF och ICF-CY. - Lund : Studentlitteratur. - 9789144056371 ; , s. 37-52
-
Book chapter (other academic/artistic)
|
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| 41. |
- Pless, Mia, et al.
(author)
-
Översikt över ICF
- 2011. - 1.uppl.
-
In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 37-51
-
Book chapter (pop. science, debate, etc.)abstract
- Syftet med kapitlet är att ge en översikt av ICF och beskriva varför den utvecklats, vad en klassifikation är, ICF:s uppbyggnad, anpassningar som gjorts, samt exempel på vad ICF kan användas till. Tillsammans ska det ge en bild av att ICF kan användas på många olika sätt för att kommunicera och jämföra information om individers fungerande och hälsa i sin miljö. Förhoppningen är att intresset att lära mer om ICF ska öka när man ser att språket bidrar till att individers funktionstillstånd ses ur flera perspektiv, att information från olika källor kan jämföras och att fokus kan ligga på individens delaktighet i för dem viktiga livsområden. I kapitlet presenteras det man behöver för att fundera över vad ICF och ICF-CY kan användas till i den egna verksamheten, antingen som tankemodell eller som klassifikation.
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| 42. |
- Pless, Mia
(author)
-
Övningar
- 2011. - 1.uppl.
-
In: Handbok i att använda ICF och ICF-CY. - Stockholm : Studentlitteratur. - 9789144056371 ; , s. 197-205
-
Book chapter (pop. science, debate, etc.)abstract
- Syftet med kapitlet är att läsare på egen hand ska kunna öva sig i att använda ICF och ICF-CY som tankemodell och klassifikation. Övningarna i kapitlet motsvarar exemplen i Kapitel 1 - ICF som tankemodell, Kapitel 3 - ICF som klassifikation, samt Kapitel 6 - Att koda enligt ICF. Det är totalt sex övningar. Det kan vara en bra början att påminna sig om vad ICF som tankemodell och klassifikation innebär, samt vilka nivåerna i ICF:s struktur och språk är. Läs sen varje mening i en övning och skriv svaret i parentesen. I slutet av kapitlet finns facit. Lycka till!
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| 43. |
- Tegler, Helena, et al.
(author)
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Caregivers', teachers', and assistants' use and learning of partner strategies in communication using high-tech speech-generating devices with children with severe cerebral palsy
- 2021
-
In: Assistive technology. - : Informa UK Limited. - 1040-0435 .- 1949-3614. ; 33:1, s. 17-25
-
Journal article (peer-reviewed)abstract
- Communication with speech generating devices (SGDs) with children with severe physical, communicative and cognitive impairments, such as children with cerebral palsy (CP), can be difficult. Use of partner strategies facilitates the communication and instructional approaches such as feedback and role play facilitate communication partners’ learning in how to use partner strategies. To describe communication partners’ use and learning about partner strategies in SGD-mediated communication with children with severe CP. Questionnaires (n = 65) were sent to caregivers (n = 30), teachers (n = 17), and teaching or personal assistants (n = 18) of children with severe CP. Response rate was 80%. To ask open-ended questions was the most frequently used partner strategy and aided augmented input the least frequently used partner strategy. Most commonly, participants learned partner strategies from speech and language pathologists (SLPs) who used verbal instructions when teaching partner strategies but seldom or never feedback, role play or video examples. Communication partners’ learning about partner strategies in SGD-mediated communication is inadequate and needs to be improved. SLPs, who are the main prescribers of SGDs and responsible for training and support in using them, should consider using instructional approaches when teaching communication partners about partner strategies in communication with an SGD.
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| 44. |
- Tegler, Helena, et al.
(author)
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Speech and language pathologists' perceptions and practises of communication partner training to support children's communication with high-tech speech generating devices
- 2019
-
In: Disability and Rehabilitation. - : Informa UK Limited. - 1748-3107 .- 1748-3115. ; 14:6, s. 581-589
-
Journal article (peer-reviewed)abstract
- Purpose: This study examined speech and language pathologists' (SLPs') perceptions and practices of communication partner training with high-tech speech generating devices (SGDs).Method: Fifteen SLPs were recruited throughout Sweden. The SLPs answered a study-specific questionnaire on communication partner training in relation to communication partners to children with severe cerebral palsy and intellectual disability. The results were analysed with descriptive statistics (closed-ended questions, responses on Likert scales) and content analysis (open-ended question) using ICF-CY.Results: Twelve SLPs completed the survey. Half had no or one training session with communication partners in the last year. One-third never used documents for goal-setting. Half seldom or never taught communication partner strategies. Three quarters only used verbal instructions. The main obstacles were environmental factors.Conclusions: This study contributes valuable knowledge about high-tech SGD interventions targeting communication partners. The high-tech SGD intervention may benefit from goal-setting, extended number of training sessions and a range of instructional approaches.
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| 45. |
- Terner, Annika, 1960-, et al.
(author)
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A Retrospective Analysis of Health, Health Care, and Legal Requirements as Reflected in Predefined Headings in an EHR
- 2015
-
In: Electronic Journal of Health Informatics. - 1446-4381. ; 9:1
-
Journal article (peer-reviewed)abstract
- ObjectivesTo study health, health care, and legal requirements as reflected in predefined headings that were applied by users in a Swedish multi-professional electronic health record (EHR).MethodsPredefined headings (n = 3 596) applied to 20 398 104 occasions by health care professionals in a module for care documentation in an EHR were analysed. A conventional qualitative content analysis was used to explore health and health care as reflected in the predefined headings. Furthermore, a comparison was made between the health and health care aspects and the Swedish Patient Data Act (PDA) to examine whether the aspects corresponded to legal requirements.ResultsThe analysis yielded a meaningful structure that included five categories and 23 subcategories. The categories were Description of the patient, Health care process, Resources employed, Administrative documentation, and Development and research. Of the 23 subcategories, 15 corresponded to four of the seven legal requirements in the PDA. No corresponding subcategories were observed for three of the legal requirements.ConclusionsThe predefined headings of the multi-professional EHR were possible to analyse and categorise. The analysis showed that the headings reflected a wide range of health and health care and that synonyms or similar terms occurred as headings. The majority of the subcategories corresponded to the legal requirements of the PDA. The legal requirements that referred to patient rights did not have any corresponding subcategory. Subcategories that were found and that concerned goals to be attained and intervention outcomes were not explicitly expressed as legal requirements in the PDA
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