liu.seSearch for publications in DiVA
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Children's and teachers' perspectives on adjustments needed in school settings after acquired brain injury.
Institute of Occupational Therapy at Zurich University of Applied Sciences , Winterthur , Switzerland.; b Neuropaediatrics , University Childrens Hospital Bern, Bern, Switzerland..
Karolinska Institutet, University Stockholm, Stockholm , Sweden.; Department of Occupational Therapy University of Illinois at Chicago, Chicago, USA..
Neuropaediatrics, University Childrens Hospital Bern, Bern, Switzerland..
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
2018 (engelsk)Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, nr 4, s. 233-242Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
John Wiley & Sons, 2018. Vol. 25, nr 4, s. 233-242
Emneord [en]
Adjustments, school participation, self-report, School-Setting Interview, student-environment fit
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-139169DOI: 10.1080/11038128.2017.1325932ISI: 000436878200001PubMedID: 28494632Scopus ID: 2-s2.0-85019234678OAI: oai:DiVA.org:liu-139169DiVA, id: diva2:1119425
Tilgjengelig fra: 2017-07-04 Laget: 2017-07-04 Sist oppdatert: 2018-07-23bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekstPubMedScopus

Personposter BETA

Hemmingsson, Helena

Søk i DiVA

Av forfatter/redaktør
Hemmingsson, Helena
Av organisasjonen
I samme tidsskrift
Scandinavian Journal of Occupational Therapy

Søk utenfor DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric

doi
pubmed
urn-nbn
Totalt: 233 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf