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Hemmingsson, Helena
Publications (10 of 112) Show all publications
Alfredsson Ågren, K., Kjellberg, A. & Hemmingsson, H. (2019). A comparartive study on internet usage in adolescents with intellectual disabilities and a reference group in Sweden.. In: Journal of Intellectual Disability Research, JIDR: Future4All; Comparative Policy and Practice. Paper presented at IASSIDD 2019 The World Congress of the INterantional Association for the Scientific Study of Intellectual and Developmental Disabilities (pp. 710-726). John Wiley & Sons, 63, Article ID 7.
Open this publication in new window or tab >>A comparartive study on internet usage in adolescents with intellectual disabilities and a reference group in Sweden.
2019 (English)In: Journal of Intellectual Disability Research, JIDR: Future4All; Comparative Policy and Practice, John Wiley & Sons, 2019, Vol. 63, p. 710-726, article id 7Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
John Wiley & Sons, 2019
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-159695 (URN)onlinelibrary.wiley.com/doi/abs/10.1111/jir.12654 (DOI)
Conference
IASSIDD 2019 The World Congress of the INterantional Association for the Scientific Study of Intellectual and Developmental Disabilities
Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-08-19
Yngve, M., Lidström, H., Ekbladh, E. & Hemmingsson, H. (2019). Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school?: A cross-sectional study among students with special educational needs. European Journal of Special Needs Education, 34(3), 327-341
Open this publication in new window or tab >>Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school?: A cross-sectional study among students with special educational needs
2019 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, no 3, p. 327-341Article in journal (Refereed) Published
Abstract [en]

The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Student-environment fit, arbetsterapi, delaktighet, stöd i skolan, neuropsykiatrisk funktionsnedsättning, dyslexi
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150424 (URN)10.1080/08856257.2018.1501966 (DOI)000469004000006 ()
Note

Funding agencies:  Swedish Institute of Assistive Technology (SIAT); Jerringfonden (the Jerring Foundation); Stiftelsen Kempe-Carlgrenska Fonden

Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-07-01Bibliographically approved
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
Sernheim, Å.-S., Hemmingsson, H., Witt Engerström, I. & Liedberg, G. (2018). Activities that girls and women with Rett syndrome liked or did ot like to do. Scandinavian Journal of Occupational Therapy, 25(4), 267-277
Open this publication in new window or tab >>Activities that girls and women with Rett syndrome liked or did ot like to do
2018 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, no 4, p. 267-277Article in journal (Refereed) Published
Abstract [en]

Objective: Activities occur in all people’s lives. This study investigated over a period of time, 15 years, what activities were enjoyed or not enjoyed and what activities parents and staff liked to do with girls/women with Rett syndrome.

Method: A descriptive study was conducted using secondary data from three earlier questionnaires at the Swedish National Rett Center. The first questionnaire provided data on 123 girls/women with Rett syndrome, the second on 52 and the third questionnaire, on 39. Informants were parents and/or staff, in total 365. Open-ended questions were analysed using a content analysis approach.

Results: Three categories appeared: Being in motion, receiving impressions and having contact. Bathing/swimming, listening to music and being outdoors/walking were the most enjoyed activities over the years. Of the few activities that were reported as being unenjoyable, most were daily care activities. The activities that the parents/staff enjoyed doing with the girls/women were similar to those the girls/women themselves liked to do.

Conclusion: A preliminary overview for both liked and disliked activities of girls/women with Rett syndrome was presented. This knowledge could facilitate the choice and use of activities.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Activities of daily living, human activities, human development, neurodevelopmental disorders, qualitative research
National Category
Health Sciences
Identifiers
urn:nbn:se:liu:diva-136247 (URN)10.1080/11038128.2016.1250812 (DOI)000436878200005 ()27817243 (PubMedID)2-s2.0-84994304785 (Scopus ID)
Available from: 2017-04-03 Created: 2017-04-03 Last updated: 2018-07-26Bibliographically approved
Kocher Stalder, C., Kottorp, A., Steinlin, M. & Hemmingsson, H. (2018). Children's and teachers' perspectives on adjustments needed in school settings after acquired brain injury.. Scandinavian Journal of Occupational Therapy, 25(4), 233-242
Open this publication in new window or tab >>Children's and teachers' perspectives on adjustments needed in school settings after acquired brain injury.
2018 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, no 4, p. 233-242Article in journal (Refereed) Published
Abstract [en]

Background: Children with acquired brain injury (ABI) often present with functional deficits that influence their societal participation and well-being. Successful reintegration into school calls for individual support to meet each child’s adjustment needs. The adjustment needs of children with ABI in school settings have not previously been explored.

Aim: The objectives of the present study were (a) to describe adjustment needs in school settings for children with ABI and (b) to explore differences and similarities between reports from the children and their teachers.

Methods: In this cross-sectional study, 20 children with ABI (mean age 12.8 ± 3.4 years; class grade 1–10) and their teachers were interviewed individually, using the School Setting Interview (SSI). Data were analyzed with descriptive and with non-parametric statistics.

Results: (a) In the overall group, children rated that 55.6% of the 16 activities in the SSI needed no adjustment. The corresponding percentage for teachers was 48.4%. (b) In the child-teacher pairs, there was a positive relationship between teachers’ and children’s responses only in 3 out of 16 school activities and agreement varied strongly according to the activity in question.

Conclusions and significance: It is important for occupational therapists and other professionals to specifically consider adjustment needs relating to school activities from various perspectives when aiming to provide individualized interventions.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
Keywords
Adjustments, school participation, self-report, School-Setting Interview, student-environment fit
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-139169 (URN)10.1080/11038128.2017.1325932 (DOI)000436878200001 ()28494632 (PubMedID)2-s2.0-85019234678 (Scopus ID)
Available from: 2017-07-04 Created: 2017-07-04 Last updated: 2018-07-23Bibliographically 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
Andreassen, M., Boman, I.-L., Danielsson, H. & Hemmingsson, H. (2017). Digital Support for Persons with Cognitive Impairment. In: Cudd P.,de Witte L. (Ed.), Harnessing the Power of Technology to Improve Lives: . Paper presented at Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017 (pp. 5-8). IOS Press, 242
Open this publication in new window or tab >>Digital Support for Persons with Cognitive Impairment
2017 (English)In: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, p. 5-8Conference paper, Published paper (Refereed)
Abstract [en]

Cognitive impairment may cause difficulties in planning and initiating daily activities, as well as remembering to do what is scheduled. This study investigates the effectiveness of an interactive web-based mobile reminder calendar that sends text messages to the users mobile phone as support in everyday life, for persons with cognitive impairment due to neurological injury/diagnoses. The study has a randomised controlled trail design with data collection at baseline and at follow-up sessions after two and four months. Data collection started in August 2016 and continues until December 2017. The interactive web-based mobile reminder calendar may give the needed support to remind the person and thus increase the ability to perform activities and to be independence in everyday life. Preliminary results will be presented regarding what effect the interactive web-based mobile reminder calendar have for the participants performance of everyday life activities as well as perceived quality of life.

Place, publisher, year, edition, pages
IOS Press, 2017
Series
Studies in Health Technology and Informatics, ISSN 0926-9630
Keywords
Reminder calendar; activities of daily living; feedback mechanisms; mobile technology; text message
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-145046 (URN)10.3233/978-1-61499-798-6-5 (DOI)000439629000002 ()28873768 (PubMedID)978-1-61499-797-9 (ISBN)978-1-61499-798-6 (ISBN)
Conference
Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2018-08-16
Hemmingsson, H. & Borgestig, M. (2017). Gaze-Based Assistive Technology - Use in Everyday Life for Individuals with Impairments. In: Cudd P.,de Witte L. (Ed.), Harnessing the Power of Technology to Improve Lives: . Paper presented at Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017 (pp. 1079-1081). IOS Press, 242
Open this publication in new window or tab >>Gaze-Based Assistive Technology - Use in Everyday Life for Individuals with Impairments
2017 (English)In: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, p. 1079-1081Conference paper, Published paper (Refereed)
Abstract [en]

This session focuses on the latest developments of gaze-based assistive technology (AT) and the impact of gaze-based AT interventions in the home and at school. In particular, for play, communication, assessments and early intervention. The discussion focuses on how research findings can advance future developments.

Place, publisher, year, edition, pages
IOS Press, 2017
Series
Studies in Health Technology and Informatics, ISSN 0926-9630 ; 242
Keywords
applications; early intervention; eye-gaze texhnology
National Category
Occupational Therapy Electrical Engineering, Electronic Engineering, Information Engineering
Identifiers
urn:nbn:se:liu:diva-145045 (URN)10.3233/978-1-61499-798-6-1079 (DOI)000439629000167 ()28873933 (PubMedID)978-1-61499-797-9 (ISBN)978-1-61499-798-6 (ISBN)
Conference
Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2018-08-16
Hemmingsson, H. & Borgestig, M. (2017). Gaze-Based Assistive Technology for a Toddler with Tetraplegia and Without Speech. In: Cudd P.,de Witte L. (Ed.), Harnessing the Power of Technology to Improve Lives: . Paper presented at Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017 (pp. 1109-1112). , 242
Open this publication in new window or tab >>Gaze-Based Assistive Technology for a Toddler with Tetraplegia and Without Speech
2017 (English)In: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., 2017, Vol. 242, p. 1109-1112Conference paper, Published paper (Refereed)
Abstract [en]

This is a case study exploring gaze-based AT as early intervention, for a ten-month-old non-verbal child with severe physical impairments. Data was collected repeatedly over time through questionnaires, videos clips, and field observations until the child was three years old.

Series
Studies in Health Technology and Informatics, ISSN 0926-9630 ; 242
Keywords
Early intervention; activity repertoire; case study; choice making
National Category
Occupational Therapy
Identifiers
urn:nbn:se:liu:diva-145042 (URN)10.3233/978-1-61499-798-6-1109 (DOI)000439629000172 ()28873938 (PubMedID)978-1-61499-797-9 (ISBN)978-1-61499-798-6 (ISBN)
Conference
Advancement of Assistive Technology in Europe (AAATE 2017), Sheffield, UK, September 2017
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2018-08-16
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