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Kjellberg, Anette
Publications (10 of 63) Show all publications
Holstein, J., Liedberg, G. M., Öhman, A. & Kjellberg, A. (2019). Validity and utility of the Swedish version of the Cultural Competence Assessment Instrument. British Journal of Occupational Therapy
Open this publication in new window or tab >>Validity and utility of the Swedish version of the Cultural Competence Assessment Instrument
2019 (English)In: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006Article in journal (Refereed) Epub ahead of print
Abstract [en]

Introduction: Global migration as well as migration to Sweden has increased during the last few decades. A self-rating instrument that measures cultural competence could support occupational therapists' professional knowledge when they encounterclients from different cultural backgrounds. The purpose of this study was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument among occupational therapists. Nineteen occupational therapists participated in four focus groups.

Method: Qualitative analysis was used to evaluate content validity and utility.

Results: The results revealed that all 24 items of the Cultural Competence Assessment Instrument were valid, even though six of the items were in need of reformulations and exemplifications. The category Interactions with clients showed that the Cultural Competence Assessment Instrument – Swedish version could be utilised individually to raise awareness on cultural issues inpractice. The category Workplace and its organisational support showed that the Cultural Competence Assessment Instrument – Swedish version had potential for use in different workplaces, and indicated the importance of organisational support in the development of communications and cultural competence.

Conclusion: The evaluation indicated positive content validity for the Cultural Competence Assessment Instrument – Swedish version, and that it had the potential to be utilised in the Swedish context.

Keywords
Instrument development, occupational therapy, qualitative research, ethnicity, cultural competence
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-156137 (URN)10.1177/0308022619825813 (DOI)
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2019-04-05
Alfredsson Ågren, K., Hemmingsson, H. & Kjellberg, A. (2018). Access to and Use of the Internet among Adolscents and Young Adults with Intellectual Disabilities in Everyday Settings.. Journal of Intellectual & Developmental Disability
Open this publication in new window or tab >>Access to and Use of the Internet among Adolscents and Young Adults with Intellectual Disabilities in Everyday Settings.
2018 (English)In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: The aim is to explore and describe access to the internet and how it is used among adolescents and young adults with mild and moderate intellectual disabilities in their everyday settings. Method: Data were collected through observations of and interviews with 15 participants with intellectual disabilities, aged 13-25, on access and use of the internet in school or work and at home or in their free time. A qualitative content analysis was used. Results: Main findings were categorised into: Access to the internet in different settings, Challenges when using the internet and Strategies to handle the digital environment and take part in internet activities.Conclusions: This study revealed that participants had access to internet connections and to a high number of internet-enabled devices. Participants use the internet through strategies when doing internet activities, for example using pictures and reducing the number of internet-enabled devices used in their everyday settings.

Keywords
Intellectual disability, accessibility, internet use, digital divide, youth, developmental disabilities
National Category
Occupational Therapy Other Medical Sciences
Identifiers
urn:nbn:se:liu:diva-151985 (URN)10.3109/13668250.2018.1518898 (DOI)
Available from: 2018-10-12 Created: 2018-10-12 Last updated: 2019-04-11
Wennberg, B., Janeslätt, G., Kjellberg, A. & Gustafsson, P. A. (2018). Effectiveness of time-related interventions in children with ADHD aged 9-15 years: a randomized contolled study. European Child and Adolescent Psychiatry, 27(3), 329-342
Open this publication in new window or tab >>Effectiveness of time-related interventions in children with ADHD aged 9-15 years: a randomized contolled study
2018 (English)In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, no 3, p. 329-342Article in journal (Refereed) Published
Abstract [en]

Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9–15-year age range were randomly allocated to an intervention or a control group. The children’s TPA was measured with a structured assessment (KaTid), and the children’s DTM was rated by a parent questionnaire (Time-Parent scale) and by children’s self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children’s DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9–15 years.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
Children, ADHD, Time perception, Time-assistive devices, Intervention
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-142298 (URN)10.1007/s00787-017-1052-5 (DOI)000427592600009 ()2-s2.0-85030099032 (Scopus ID)
Note

Funding agencies: Stiftelsen Sunnerdahls Handikappfond; Medical Research Council of Southeast Sweden Stiftelsen Probilia [FORSS-305331, FORSS-565411]; Habilitering Halsa, SLSO; Riksforbundet for Rorelsehindrade Barn och Ungdomar (RBU); Vardalstiftelsen Ideprovningsprojekt 

Available from: 2017-10-25 Created: 2017-10-25 Last updated: 2018-04-12Bibliographically approved
Bolic Baric, V., Hellberg, K., Kjellberg, A. & Hemmingsson, H. (2018). Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population. Journal of Attention Disorders, 22(12), 1131-1139
Open this publication in new window or tab >>Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population
2018 (English)In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, no 12, p. 1131-1139Article in journal (Refereed) Published
Abstract [en]

Objective: Adolescents’ leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. 

Method: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use. 

Results: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. 

Conclusion: Internet activities may provide adolescents with ADHD accessible means of social interaction.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
adolescent ADHD, computer games, principal components analysis, peer relationships
National Category
Public Health, Global Health, Social Medicine and Epidemiology Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-123871 (URN)10.1177/1087054715613436 (DOI)000444488700005 ()26610742 (PubMedID)
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-09-27Bibliographically approved
Alfredsson Ågren, K., Kjellberg, A. & Hemmingsson, H. (2018). Internet use among adolescents with intellectual disabilities in Sweden. In: 18th International WFOT18 Congress on Occupational Therapy Connected in Diversity, Positioned for Impact, Cape Town, South Africa, 21-25 May 2018: . Paper presented at WFOT18 World Federation of Occupational Therapists congress 2018 Cape Town, South Africa, 21-25 May..
Open this publication in new window or tab >>Internet use among adolescents with intellectual disabilities in Sweden
2018 (English)In: 18th International WFOT18 Congress on Occupational Therapy Connected in Diversity, Positioned for Impact, Cape Town, South Africa, 21-25 May 2018, 2018Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Introduction: Internet is an integral part of everyday life today. In Sweden 98% of adolescents are reported using internet. However, adolescents with intellectual disabilities are often excluded in national surveys, since questions are not adapted for the target group. Statistics remain therefore limited regarding internet-use among adolescents with intellectual disabilities. Objectives: To investigate and describe internet-use among adolescents with intellectual disabilities through an adapted version of a nationwide survey in Sweden. Method: A cross-sectional study was conducted using an adapted version of a survey from the Swedish Media Council on media-use among adolescents. Cognitive adaptations were included and it was accessible through the web and in paper. The sample was drawn from three municipalities using a total-selection of pupils in secondary- and upper secondary special schools. 265 surveys were sent out and the response rate was approximately 32%. Data was analyzed through descriptive statistics. Results: The result gives demographic data on the participants and descriptive statistics on the access to devices for internet-connection. Further, data are provided on activities done in leisure time and whether internet is used or not, together with perceptions of doings on internet from the participants. Conclusion: Stepwise adaptations of the survey with different levels of cognitive support enabled the participation of adolescents with intellectual disabilities and the result gives increased knowledge of internet-use among adolescents with intellectual disabilities. Finally, future comparative analysis are possible due to the national survey being used implying the voices of adolescents with intellectual disabilities being heard.

National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-148183 (URN)
Conference
WFOT18 World Federation of Occupational Therapists congress 2018 Cape Town, South Africa, 21-25 May.
Available from: 2018-06-01 Created: 2018-06-01 Last updated: 2018-10-12
Svensson, E., Kåhlin, I. & Kjellberg, A. (2018). Residential environment impact scale: Utilization of the Swedish version. Scandinavian Journal of Occupational Therapy, 25(6), 419-427
Open this publication in new window or tab >>Residential environment impact scale: Utilization of the Swedish version
2018 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, no 6, p. 419-427Article in journal (Refereed) Published
Abstract [en]

Background: The Residential Environment Impact Scale (REIS) is an assessment and consulting instrument designed to examine the impact of the residential environment on its residents and to develop recommendations for adapting this environment. Since REIS is new for occupational therapists in Sweden it is important to evaluate its utilization potential.

Aim: The aim was to examine the utility of the Swedish version of the Residential Environment Impact Scale (REIS-S) for adults living in residential settings.

Material and methods: Twenty-two occupational therapists conducted 28 REIS-S assessments in residential settings including 92 older persons and persons with disabilities. In total, 44 questionnaires were answered before and after conduction of the assessment. The data was analyzed using qualitative methods of analysis.

Results: The REIS-S showed both positive and negative dimensions of utility among occupational therapists working in residential settings. It provided support for making recommendations and contributed to effective assessments but was found time-consuming. The clinical relevance with REIS-S was positive since it met the needs expressed by the occupational therapists.

Conclusions: REIS-S seems promising according to utility in Swedish residential settings for adults. However, psychometrically testing is required for further establishing the utilization of the instrument.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Adults, assessment, residential environment, utility, participation
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-142015 (URN)10.1080/11038128.2017.1369158 (DOI)000458235400002 ()2-s2.0-85028555994 (Scopus ID)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2019-05-03Bibliographically approved
(2017). Bedömning av kommunikations- och interaktionsfärdigheter (ACIS-S). Svensk användarmanual. Nacka: Förbundet Sveriges Arbetsterapeuter (FSA)
Open this publication in new window or tab >>Bedömning av kommunikations- och interaktionsfärdigheter (ACIS-S). Svensk användarmanual
2017 (Swedish)Book (Other academic)
Alternative title[en]
The Assessment of Communication & Interaction Skills (ACIS)
Abstract [sv]

Bedömning av kommunikations- och interaktionsfärdigheter (ACIS-S) är ett observationsinstrumentsom bedömer en persons kommunikations- och interaktionsfärdigheter vid samspel med andra personer i någon form av aktivitet och/eller socialt samspel.

Detta är en svensk översättning av det amerikanska originalet The Assessment of Communication & Interaction Skills (ACIS).

ACIS-S bedömer inte underliggande orsaker till brister i kommunikations- och interaktionsfärdigheter. Med stöd av instrumentet bedöms personens utförande i ett socialt sammanhang och hur detta påverkar samspelet.

Kommunikations- och interaktionsfärdigheterna betraktas ur två perspektiv:

1. Fullföljande av målet eller syftet med aktiviteten. Har man beslutat att laga en lunch eller spela ett spel måste man samspela tills lunchen är klar eller spelet avslutats.

2. Samspelet med andra människor. Vid samspel måste man kunna beakta motpartens reaktion, visa hänsyn för andras åsikter och kunna skapa en positiv atmosfär.

Instrumentet innehåller 20 bedömningskomponenter uppdelat i tre domäner:

  • fysisk kontakt
  • informationsutbyte
  • relationer

Under varje domän skattas olika variabler på en 4-gradig skala, där 4:an representerar "kompetent utförandet" och 1:an representerar "brister i utförandet".

Teoretisk grund: Model of Human Occupation (MOHO).

Avsedda användare: ACIS-S är utvecklat av arbetsterapeuter och används främst av den professionen. Men även andra som i sitt yrkesutövande har behov av att förstå och bedöma en persons kommunikations- och interaktionsfärdigheter i aktivitet kan finna värde i att använda instrumentet.

Målgrupp/verksamhetsområde: ACIS-S är inte bundet till någon specifik diagnosgrupp utan kan användas när en person uppvisar svårigheter vad gäller kommunikations- och interaktionsfärdigheter oavsett om dessa svårigheter beror på en stroke, en psykiatrisk diagnos eller en utvecklingsstörning. Instrumentet är dock endast prövat på personer som är över 18 år.

Place, publisher, year, edition, pages
Nacka: Förbundet Sveriges Arbetsterapeuter (FSA), 2017. p. 44
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-140194 (URN)
Note

Översättning och barbetning av The Assessment of Communication & Interaction Skills (ACIS), version 4.0 (1998), K. Forsyth, M. Salamy, S. Simon och G. Kielhofner.

Available from: 2017-09-04 Created: 2017-09-04 Last updated: 2017-09-19Bibliographically approved
Bolic Baric, V., Hemmingsson, H., Hellberg, K. & Kjellberg, A. (2017). The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder. Journal of autism and developmental disorders, 47(3), 667-679
Open this publication in new window or tab >>The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
2017 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, no 3, p. 667-679Article in journal (Refereed) Published
Abstract [en]

The aim of the study was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger’s disorder (AS) or attention deficit/hyperactivity disorder (ADHD). This qualitative study comprised semi-structured interviews with 15 young adults with AS or ADHD, eight men and seven women (aged 20 to 29 years). Most of the participants were attending community-based day centres at local businesses. Analysis identified three different occupational transition pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults with AS and ADHD obtained and were able to remain in employment or further education. Support from community-based day centres was described both as an important step towards finding employment in the regular labour market in which participants could develop practical work experience, and as being too far away from the regular labour market.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Attention deficit hyperactivity disorder/attention deficit disorder, autism spectrum disorders, employment, education, qualitative research, services
National Category
Other Health Sciences Neurosciences
Identifiers
urn:nbn:se:liu:diva-123872 (URN)10.1007/s10803-016-2986-z (DOI)000396815400014 ()
Available from: 2016-01-12 Created: 2016-01-12 Last updated: 2018-01-15Bibliographically approved
Kåhlin, I., Kjellberg, A., Nord, C. & Hagberg, J.-E. (2016). Ageing in people with intellectual disability as it is understood by group home staff. Journal of Intellectual & Developmental Disability, 41(1)
Open this publication in new window or tab >>Ageing in people with intellectual disability as it is understood by group home staff
2016 (English)In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, Vol. 41, no 1Article in journal (Refereed) Published
Abstract [en]

The number of older residents in group homes for people with intellectual disability (ID) is increasing. This interview study was focused on how group home staff addresses issues of ageing and being old among people with ID. Twelve members of staff at four different group homes in Sweden were interviewed. Findings revealed old age as something unarticulated in the group home. Group home staff felt unprepared to meet age-related changes in residents. The study also revealed that group home staff had a one-tracked way of describing the process of ageing among people with ID, seemingly rooted in a medical paradigm of disability. This study suggests that there is a need to raise issues and give guidance related to ageing and ID in disability policy documents in order to support the development of a formal culture that addresses old age and ID in disability services.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
Intellectual disability; ageing; later life; staff; group home
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-113338 (URN)10.3109/13668250.2015.1094038 (DOI)000369497300001 ()
Note

Vid tiden för disputation förelåg publikationen som manuskript

Available from: 2015-01-16 Created: 2015-01-16 Last updated: 2017-04-21Bibliographically approved
Kåhlin, I., Kjellberg, A. & Hagberg, J.-E. (2016). Choice and control for people ageing with intellectual disability in group homes. Scandinavian Journal of Occupational Therapy, 23(2), 127-137
Open this publication in new window or tab >>Choice and control for people ageing with intellectual disability in group homes
2016 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 23, no 2, p. 127-137Article in journal (Refereed) Published
Abstract [en]

Background: Many people ageing with intellectual disabilities (ID) age in place in group homes. Participation is a central concept in support and service to people with ID, but age is often a determining factor for participation among this group. Choice and control are dimensions of participation.

Aim: The aim of this article is to explore how choice and control in the everyday life of people ageing with ID is expressed and performed in the group home’s semi-private spaces.

Material and methods: Participant observations and interviews with residents and staff were conducted in four different group homes in Sweden that had older residents.

Results: Four categories were found that can be understood as aspects of choice and control in the group home’s semi-private spaces in the everyday life of people ageing with ID. These categories included aspects such as space and object, time and routines, privacy, and a person-centred approach.

Conclusion and significance: People ageing with ID are vulnerable when it comes to maintaining choice and control in various situations in the home’s semi-private spaces. It is argued that occupational therapists should include this occupational arena in their evaluations and interventions for people ageing with ID.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
Autonomy, decision-making, developmental disabilities, empowerment, group accommodation, later life, older adults, participation, occupational justice
National Category
Health Sciences Social Sciences Interdisciplinary Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-113335 (URN)10.3109/11038128.2015.1095235 (DOI)26452592 (PubMedID)
Note

At the time for thesis presentation publication was in status: Manuscript

Available from: 2015-01-16 Created: 2015-01-16 Last updated: 2018-01-11Bibliographically approved
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