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| 2. |
- Adolfsson, Margareta, 1950-, et al.
(författare)
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Applying the ICF to identify requirements for students with Asperger syndrome in higher education
- 2015
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 18:3, s. 190-202
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Tidskriftsartikel (refereegranskat)abstract
- Higher education requires more than academic skills and everyday student-life can be stressful. Students with Asperger Syndrome (AS) may need support to manage their education due to difficulties in social functioning.Objective: As preparation for the development of a structured tool to guide student and coordinator dialogues at Swedish universities, this study aimed to identify ICF categories that reflect requirements in everyday student-life for students with AS.Methods: Using descriptive qualitative approach; information in documents reflecting the perspectives of university students; international classifications; user/health organisations and education authorities were linked to ICF codes.Results: In total, 114 ICF categories were identified, most of which related to learning, tasks and demands, communication and interactions.Conclusion: Students with AS need varying accommodations to be successful in higher education. In the future, ICF based code sets, including demands on student roles, can be used as checklists to describe functioning and needs for support.
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| 3. |
- Almberg, Maria, et al.
(författare)
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Experiences of facilitators or barriers in driving education from learner and novice drivers with ADHD or ASD and their driving instructors
- 2017
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 20:2, s. 59-67
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Tidskriftsartikel (refereegranskat)abstract
- Background: Little is known about whether individuals with autism spectrum disorder (ASD) or attention deficit hyperactive disorder (ADHD) experience any specific facilitators or barriers to driving education.Objective: To explore the facilitators or barriers to driving education experienced by individuals with ASD or ADHD who obtained a learner’s permit, from the perspective of the learner drivers and their driving instructors.Methods: Data were collected from 33 participants with ASD or ADHD, and nine of their driving instructors.Results: Participants with ASD required twice as many driving lessons and more on-road tests than those with ADHD. Participants with ADHD repeated the written tests more than those with ASD. Driving license theory was more challenging for individuals with ADHD, whilst individuals with ASD found translating theory into practice and adjusting to “unfamiliar” driving situations to be the greatest challenges.Conclusion: Obtaining a driving license was associated with stressful training experience.
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| 4. |
- Berggren, Steve, et al.
(författare)
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Emotion recognition training in autism spectrum disorder : A systematic review of challenges related to generalizability.
- 2018
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 21:3, s. 141-154
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: To assess the generalizability of findings from randomized controlled trials (RCTs) evaluating emotion recognition (ER) training for children and adolescents with autism spectrum disorder (ASD).METHODS: We present a systematic review and narrative synthesis of the determinants of external validity in RCTs on ER training. Generalizability of the findings across situations, populations, settings, treatment delivery, and intervention formats was considered.RESULTS: We identified 13 eligible studies. Participants were predominantly boys with ASD in the normative IQ range (IQ > 70), with an age span from 4 to 18 years across studies. Interventions and outcome measures were highly variable. Several studies indicated that training may improve ER, but it is still largely unknown to what extent training effects are translated to daily social life.CONCLUSION: The generalizability of findings from currently available RCTs remains unclear. This underscores the importance of involving children with ASD and their caregivers in informed treatment decisions.
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| 5. |
- Borgestig, Maria, 1968-, et al.
(författare)
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Gaze-based assistive technology in daily activities in children with severe physical impairments : an intervention study
- 2017
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 20:3, s. 129-141
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To establish the impact of a gaze-based assistive technology (AT) intervention on activity repertoire, autonomous use, and goal attainment in children with severe physical impairments, and to examine parents’ satisfaction with the gaze-based AT and with services related to the gaze-based AT intervention.Methods: Non-experimental multiple case study with before, after, and follow-up design. Ten children with severe physical impairments without speaking ability (aged 1–15 years) participated in gaze-based AT intervention for 9–10 months, during which period the gaze-based AT was implemented in daily activities.Results: Repertoire of computer activities increased for seven children. All children had sustained usage of gaze-based AT in daily activities at follow-up, all had attained goals, and parents’ satisfaction with the AT and with services was high.Discussion: The gaze-based AT intervention was effective in guiding parents and teachers to continue supporting the children to perform activities with the AT after the intervention program.
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| 6. |
- Borgestig, Maria, 1968-, et al.
(författare)
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Gaze-based assistive technology used in daily life by children with severe physical impairments : parents’ experiences
- 2017
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 20:5, s. 301-308
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To describe and explore parents’ experiences when their children with severe physical impairments receive gaze-based assistive technology (gaze-based assistive technology (AT)) for use in daily life.Methods: Semi-structured interviews were conducted twice, with one year in between, with parents of eight children with cerebral palsy that used gaze-based AT in their daily activities. To understand the parents’ experiences, hermeneutical interpretations were used during data analysis.Results: The findings demonstrate that for parents, children’s gaze-based AT usage meant that children demonstrated agency, provided them with opportunities to show personality and competencies, and gave children possibilities to develop. Overall, children’s gaze-based AT provides hope for a better future for their children with severe physical impairments; a future in which the children can develop and gain influence in life.Conclusion: Gaze-based AT provides children with new opportunities to perform activities and take initiatives to communicate, giving parents hope about the children’s future.
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| 7. |
- Chee, Derserri Yan-Ting, et al.
(författare)
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Viewpoints on driving of individuals with and without autism spectrum disorder
- 2015
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 18:1, s. 26-36
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Understanding the viewpoints of drivers with autism spectrum disorder (ASD) is crucial in the development of mobility support and driver training that is responsive to their needs. Methods: Fifty young adults with ASD and fifty seven typically developed adults participated in the study to form a contrasting group. Q-methodology was used to understand viewpoints on driving as a main mode of transportation. Data were analysed using a PQ by-person varimax rotation factor analysis. Results: Although some ASD participants perceived themselves as confident and independent drivers, others preferred other modes of transportation such as public transport and walking. Anxiety was also found to be a barrier to driving. The contrast group revealed consistent viewpoints on their driving ability. They preferred driving as their main mode of transportation and believed that they were competent, safe and independent drivers. Conclusion: These results are important in the planning of transport policies and driver training for individuals with ASD. Driver training manuals can be developed to address anxiety issues, hazard perception and navigation problems in the ASD population. Their use of public transport could be further facilitated through more inclusive transport policies.
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| 8. |
- Cordier, Reinie, et al.
(författare)
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Piloting the use of experience sampling method to investigate the everyday social experiences of children with Asperger syndrome/high functioning autism.
- 2016
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 19:2, s. 103-110
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: This pilot study explored the nature and quality of social experiences of children with Asperger Syndrome/High Functioning Autism (AS/HFA) through experience sampling method (ESM) while participating in everyday activities.METHODS: ESM was used to identify the contexts and content of daily life experiences. Six children with AS/HFA (aged 8-12) wore an iPod Touch on seven consecutive days, while being signalled to complete a short survey.RESULTS: Participants were in the company of others 88.3% of their waking time, spent 69.0% of their time with family and 3.8% with friends, but only conversed with others 26.8% of the time. Participants had more positive experiences and emotions when they were with friends compared with other company. Participating in leisure activities was associated with enjoyment, interest in the occasion, and having positive emotions.CONCLUSIONS: ESM was found to be helpful in identifying the nature and quality of social experiences of children with AS/HFA from their perspective.
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| 9. |
- Donohue, Dana, et al.
(författare)
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Household size is associated with unintelligible speech in children who have intellectual disabilities: A South African study
- 2015
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 18:6, s. 402-406
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The purpose of this study was to examine whether four socioeconomic factors, namely caregiver age, caregiver education, family income and/or household size were related to the presence of motor delays or unintelligible speech in South African children with intellectual disabilities. Methods: Caregivers of children with intellectual disabilities completed a biographical questionnaire regarding their home environments. Other items on the questionnaire queried whether their children experienced co-occurring developmental impairments of motor delays or unintelligible speech. Results: A total of 145 caregivers were included in the analyses. Two logistic regressions were run with the set of four socioeconomic factors as predictors, and motor delays and intelligible speech as the outcome variables. Household size was a statistically significant predictor of whether children evidenced intelligible speech. Conclusion: Children living in dwellings with more people were less likely to have intelligible speech. The processes through which large household size might influence children’s language are discussed.
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| 10. |
- Falkmer, Marita, et al.
(författare)
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Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders
- 2015
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Ingår i: Developmental Neurorehabilitation. - : Informa UK Limited. - 1751-8423 .- 1751-8431. ; 18:6, s. 365-374
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored.Methods: Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51 516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings.Results: Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did.Conclusions: Observations alone do not capture the individuals’ perception of participation and are not sufficient if the subjective aspect of participation is to be measured.
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