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Yngve, M., Ekbladh, E., Lidström, H. & Hemmingsson, H. (2023). Information and communication technology to improve school participation among upper secondary school students with special educational needs. Scandinavian Journal of Occupational Therapy, 30(3), 311-321
Open this publication in new window or tab >>Information and communication technology to improve school participation among upper secondary school students with special educational needs
2023 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 30, no 3, p. 311-321Article in journal (Refereed) Published
Abstract [en]

Background Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required. Aim To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs. Materials and methods Data on 300 students assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students ordinal SSI ratings. Results In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline. Conclusion An ICT intervention is promising for improving school participation among upper secondary school students with SEN.

Place, publisher, year, edition, pages
Taylor & Francis Ltd, 2023
Keywords
Accommodations; adjustment; assistive technology; school activity; student-centred intervention
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-181191 (URN)10.1080/11038128.2021.1998610 (DOI)000716338300001 ()34751605 (PubMedID)2-s2.0-85118643170 (Scopus ID)
Note

Funding Agencies|Faculty of Medicine and Health Sciences at Linkoping University, Sweden

Available from: 2021-11-22 Created: 2021-11-22 Last updated: 2023-11-16Bibliographically approved
Alfredsson Ågren, K., Hemmingsson, H. & Kjellberg, A. (2020). Access to and Use of the Internet among Adolscents and Young Adults with Intellectual Disabilities in Everyday Settings.. Journal of Intellectual & Developmental Disability (1), 89-98
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.
2020 (English)In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532, no 1, p. 89-98Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
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)000510209300011 ()
Available from: 2018-10-12 Created: 2018-10-12 Last updated: 2023-10-18
Alfredsson Ågren, K., Kjellberg, A. & Hemmingsson, H. (2020). Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study. New Media and Society, 22(12), 2128-2145
Open this publication in new window or tab >>Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study
2020 (English)In: New Media and Society, ISSN 1461-4448, E-ISSN 1461-7315, Vol. 22, no 12, p. 2128-2145Article in journal (Refereed) Published
Abstract [en]

Internet use is an integrated part of everyday life, especially among young people. However, knowledge of this for young people with disabilities is scarce. This study investigates digital participation of adolescents with intellectual disabilities by comparing aspects of Internet use among adolescents with and without intellectual disabilities. Cross-sectional comparative design was used and a national survey from the Swedish Media Council was cognitively adapted for adolescents with intellectual disabilities aged 13-20 years. The results reveal that a significantly lower proportion of the 114 participating adolescents with intellectual disabilities had access to Internet-enabled devices and performed Internet activities, except for playing games, than the reference group (n = 1161). The greatest difference was found in searching for information. Analyses indicate that adolescents with intellectual disabilities are following a similar pattern of Internet use as the reference group, but a digital lag is prevalent, and a more cognitively accessible web could be beneficial.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS LTD, 2020
Keywords
Accessibility; digital divide; digital inequality; digital participation; intellectual disability; Internet use; online risks; questionnaire designs; survey method; youth
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:liu:diva-162754 (URN)10.1177/1461444819888398 (DOI)000498737100001 ()
Note

Funding Agencies|Linkoping University, Sweden; Foundation Solstickan, Stockholm, Sweden; Swedish Association of Occupational Therapy, Stockholm, Sweden

Available from: 2019-12-18 Created: 2019-12-18 Last updated: 2021-05-01
Lidström, H., Hemmingsson, H. & Ekbladh, E. (2020). Individual Adjustment Needs for Students in Regular Upper Secondary School. Scandinavian Journal of Educational Research, 64(4), 589-600
Open this publication in new window or tab >>Individual Adjustment Needs for Students in Regular Upper Secondary School
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, no 4, p. 589-600Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate student-environment fit and perceived need of adjustments for students in the regular upper secondary school, with and without a diagnosis. The students (n = 419) were interviewed with the assessment School Setting Interview. The results showed that for seven of the 16 items, 60% or more of the students experienced that the demands of the school environment were not consistent with their abilities. Girls had a greater need of adjustments in eight of nine SSI school activities. The findings put an emphasis on the importance of recognizing the students individuals need of adjustments, and on offering flexible support in order to enhance the student-environment-fit and well-being of students in need of special educational support.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
Keywords
Disability; school Setting interview; special educational needs; support
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-157253 (URN)10.1080/00313831.2019.1595714 (DOI)000464593900001 ()
Available from: 2019-06-04 Created: 2019-06-04 Last updated: 2021-12-28
Alfredsson Ågren, K., Kjellberg, A. & Hemmingsson, H. (2020). Internet opportunities and risks for adolescents with intellectual disabilities: a comparative study of parents' perceptions.. Scandinavian Journal of Occupational Therapy, 27(8), 601-613
Open this publication in new window or tab >>Internet opportunities and risks for adolescents with intellectual disabilities: a comparative study of parents' perceptions.
2020 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 27, no 8, p. 601-613Article in journal (Refereed) Published
Abstract [en]

Background: In contemporary society internet and digital competencies are used to perform activities.

Aim: The aim of this study is to investigate opportunities and risks of internet use as perceived by the parents of adolescents with intellectual disabilities (ID) in comparison with a national reference group of parents of adolescents.

Methods: This was a cross-sectional study with group comparisons using a national survey. Analyses were carried out using Fisher's exact test and logistic regression to control for confounding factors.

Results: A significantly higher proportion of parents of adolescents with ID perceive opportunities associated with internet use and playing games, and a lower proportion perceive risks with negative consequences, compared with the reference group. Significantly more parents of adolescents with ID perceive their adolescent never use smartphones and social media compared with the reference group. Fewer parents of adolescents with ID have concerns about online risks for their adolescents compared with the reference group.

Conclusion and Significance: The results provide new knowledge for occupational therapists to support positive risk-taking in internet-use for adolescents with ID, in collaboration with their parents, to enable the development of digital competencies and digital participation in everyday life in a digitalised society.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Digitalisation, digital competence, digital participation, intellectual disability, internet use, online risks, parents, participation, positive risk-taking, youths
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-168057 (URN)10.1080/11038128.2020.1770330 (DOI)000545335500001 ()32538241 (PubMedID)
Note

Funding: Faculty of Medicine and Health Sciences, Linköping University, Linköping, Sweden

Available from: 2020-08-13 Created: 2020-08-13 Last updated: 2021-03-22Bibliographically approved
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)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: 2024-01-02
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: 2021-12-28Bibliographically approved
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: 2020-08-13Bibliographically 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: 2020-08-13Bibliographically 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: 2024-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1281-6392

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