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  • 1.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Access to and Use of the Internet among Adolscents and Young Adults with Intellectual Disabilities in Everyday Settings.2018In: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Article in journal (Refereed)
    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.

  • 2.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Internet use among adolescents with intellectual disabilities at home and school2016In: Abstract book: International Conference on Cerebral Palsy and other Childhood-onset Disabilities Stockholm 1–4 June 2016, 2016Conference paper (Other academic)
    Abstract [en]

    Background: Today everyday life depends on having access to, understand and use internet inorder to participate and take part in societal resources. This understanding can be complex forpersons with intellectual disabilities (ID) due to their cognitive impairments. It is even statedthat internet-use can be yet another part of daily life activities they are excluded from. Internet-use is claimed to involve risks, but also benefits for persons with ID, but there is a shortage inempirical studies with the target group ́s own opinion regarding this. Broader knowledge isacquired of internet-use in everyday life for adolescents with ID, as a precondition toparticipation. 

    Aim: This study aims to explore and describe internet-use and doing internet activities at homeand at school among adolescents with mild and moderate intellectual disabilities. Method: The study has a qualitative inductive design using observations and interviews in thetwo settings; at home and at school. Participants are six adolescents with mild and moderate ID,from special schools in the middle-region of Sweden, between the ages 13-20, that use internetto some extent. Data was collected at 2 occasions/participant for about 2hours/participant/setting. The analysis was done using a qualitative content analysis.

    Result: Preliminary results show that adolescents with mild and moderate ID use internet both athome and in school, to a greater extent than was expected, but the doings of internet-activitiesvaries in the different settings. Both facilitating and hindering aspects are described by theparticipants. Pictures on the internet seem to be of support when using and navigating theinternet.

    Conclusion: Deeper knowledge regarding internet-use from the target groups own perspectivehas been gained. The results can be used in the different occupational settings and in furtherresearch to survey internet use and participation in internet-activities

  • 3.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Focus on professional development in the occupational therapy programme2010Conference paper (Refereed)
  • 4.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Går det att utveckla sitt professionella förhållningssätt gentemot klient?2009In: / [ed] Förbundet Sveriges Arbetsterapeuter, 2009Conference paper (Refereed)
    Abstract [sv]

    Bakgrund: Utifrån de nationella målen för Arbetsterapeutexamen skall studenter efter erlagd examen bl.a. visa förmåga till professionellt förhållningssätt gentemot klient, närstående eller andra grupper. Arbetsterapeutprogrammet, HU, LiU, består av totalt 12 kurser. Vid den senaste kursplaneförändringen infördes bl.a. tre kurser med stark fokus på arbetsterapeutens yrkesutövning och professionellt förhållningssätt. The Intentional Relationship Model (IRM) (Taylor, 2008) används som ett sätt att medvetet arbeta för att utveckla förmåga till ett professionellt förhållningssätt.

    Syftet är att undersöka hur studenter under sin studietid vid Arbetsterapeutprogrammet, HU, LiU, utvecklar sitt professionella förhållningssätt i mötet med klienter.

    Metod: Vid tre tillfällen under utbildningen, initialt, i mitten och i slutet, fyller studenter i ett självskattningsformulär (Taylor, 2008) angående förhållningssätt de skulle kunna använda i olika exemplifierade klientkontakter. IRM presenteras samt sex förhållningssätt enligt IRM, och studenterna arbetar vidare med dessa förhållningssätt genom olika lärmoment, som basgrupp och praktiska moment.

    Förväntat resultat: Att studenterna har utvecklat och reflekterat över sitt professionella förhållningssätt under utbildningen och därmed kan visa en förmåga till professionellt förhållningssätt.

    Konklusion: Användandet av IRM kan vara ett sätt att medvetet utveckla professionellt förhållningssätt hos såväl arbetsterapeutstudenter som yrkesverksamma arbetsterapeuter.

  • 5.
    Alfredsson Ågren, Kristin
    et al.
    ISV HAV.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Går det att utveckla sitt professionella förhållningssätt gentemot klienten?2009In: AT Forum,2009, Stockholm: FSA , 2009Conference paper (Refereed)
    Abstract [sv]

      

  • 6.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Medvetna relationer skapar bra interventioner2012In: Arbetsterapeuten, ISSN 0345-0988, no 3, p. 32-33Article in journal (Other academic)
    Abstract [sv]

    IRM är utvecklad av professor Renée Taylor, som är doktor i klinisk psykologi och professor i arbetsterapi vid University of Illinois i Chicago. Modellen beskrivs i hennes bok från 2008 The Intentional Relationship – Occupational Therapy and Use of Self. Syftet med modellen är att erbjuda en specifik begreppsapparat för ett medvetet användande av sig själv som arbetsterapeut och den behandlar händelser som förekommer i relationer mellan personer i en interventionsprocess. Dessa händelser påverkar såväl aktivitetsengagemang som utfall av intervention.

  • 7.
    Alfredsson Ågren, Kristin
    et al.
    ISV HAV.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care.
    Utilization and content validity of the Swedish version of the Volitional Questionnaire (VQ-S)2008In: Occupational Therapy in Health Care, ISSN 0738-0577, E-ISSN 1541-3098, Vol. 22, no 2-3, p. 163-176Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine the utility and content validity of the Swedish version of the Volitional Questionnaire (VQ-S). The participants in this study were thirteen occupational therapists selected because they worked with clients for whom the VQ-S is appropriate (in this case, adults with intellectual impairments) and because they had knowledge of the Model of Human Occupation. These participants completed a demographic questionnaire at the beginning of the study. Each therapist then used the VQ-S a total of six times and after each time they completed a questionnaire concerning the utility and content validity of the instrument. After having administered the instrument six times they completed a third questionnaire that assessed their perceptions of the VQ-S based on their total experience. Data from these questionnaires and the six assessment forms with the actual client ratings were analyzed using both quantitative and qualitative procedures. The findings indicate that the VQ-S has clinical relevance and potential for implementation with adults with intellectual impairments. They also support the content validity of the VQ-S.

  • 8.
    Alfredsson Ågren, Kristin
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Internet use among adolescents with intellectual disabilities in Sweden2018In: 18th International WFOT18 Congress on Occupational Therapy Connected in Diversity, Positioned for Impact, Cape Town, South Africa, 21-25 May 2018, 2018Conference paper (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.

  • 9.
    Barns, Angela
    et al.
    Curtin University, Perth, Western Australia, Australia.
    Svanholm, Frida
    Linköping University, Department of Medical and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Thyberg, Ingrid
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Östergötlands Läns Landsting, Heart and Medicine Center, Department of Rheumatology.
    Falkmer, Torbjörn
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center. Curtin University, Perth, Western Australia, Australia.
    Living in the present: Women's everyday experiences of living with rheumatoid arthritis2015In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 5, no 4, p. 1-13Article in journal (Refereed)
    Abstract [en]

    This article presents the findings from a qualitative research project exploring eight women’s experiences of living with rheumatoid arthritis (RA). Through semistructured interviews, the women provided insights into the physical, emotional, and social impacts of RA and the “work” involved in negotiating its influence in the everyday life. In narrating their experiences of adapting to RA, the women express a common desire for “normalcy,” to return to a time and space before the disruption of RA. The women’s accounts also emphasized the interrelatedness between bodily experience and constructions of self, highlighting the corporeal nature of RA and the constant shaping and reshaping of personal meanings and values.

  • 10.
    Bolic Baric, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hellberg, Kristina
    Linnaeus University, Växjö, Sweden .
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population2018In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, no 12, p. 1131-1139Article in journal (Refereed)
    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.

  • 11.
    Bolic Baric, Vedrana
    et al.
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Hemmingsson, Helena
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Hellberg, Kristina
    Linnaeus University, Växjö, Sweden .
    Kjellberg, Anette
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    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 Disorder2017In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, no 3, p. 667-679Article in journal (Refereed)
    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.

  • 12.
    Bolic Baric, Vedrana
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Lidström, Helene
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Arts and Sciences.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Hemmingsson, Helena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Computer use in educational activities by students with ADHD2014In: 16th International Congress of the World Federation of Occupational Therapists: Sharing Traditions, Creating Futures, 2014Conference paper (Other academic)
    Abstract [en]

    Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.Methods: The design of the study was cross-sectional with group comparison. Students with a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.Results: Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.

  • 13.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Utilization of an ICF-based assessment from occupational therapists' perspectives2012Conference paper (Refereed)
  • 14.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Stöd för lärande – mer än bara pedagogiskt stöd: Elever med neuropsykiatrisk funktionsnedsättning2013In: AT-forum 2013: Nationell konferens i arbetsterapi, 2013Conference paper (Other academic)
    Abstract [sv]

    Stöd i skolan och övergång till vidare studier och arbetsliv-personer med neuropsykiatriska diagnoser

    Bakgrund

    Att lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.

    Syfte

    Syftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.

    Tillvägagångssätt och analys

    I studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.

    Resultat/förväntat resultat

    Analysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.

    Slutsats

    I samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.

  • 15.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hellberg, Kristina
    Specialpedagogiska institutionen, Stockholms universitet, Stockholm, Sweden.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Support for learning- goes beyond academic support: voices of students with Asperger’s disorder and ADHD2016In: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, no 2, p. 183-195Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder (AS) and attention-deficit/hyperactivity disorder (ADHD), and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with thirteen young adults aged between 20-29 years. A qualitative analysis, based on interpreting people’s experiences was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with AS and ADHD.

  • 16.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Support in school and the transition to further education and work - individuals with neuropsychiatric disorders2013In: 12th NNDR conference, 2013Conference paper (Other academic)
    Abstract [en]

    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD

    Introduction

    Research indicates that students with Asperger’s Disorder and ADHD face a number of barriers to participation in school which may affect learning, social relations and the transition to work and/or further education. Individuals with Asperger’s Disorder and ADHD may need support in order to participate in school and to make progress toward graduating from school, in order to qualify to attend and pursue institutes of further education, work and participation in community life.

    Objectives

    The objective of the study was to describe and explore young adults’ with Asperger syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

    Methods

    Interviews have been performed with 13 young adults between the age of 20 to 29 years, diagnosed with Asperger syndrome and Attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  

    Results

    Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance, social interaction and emotional wellbeing. Three types of support were identified during the analysis: “academic accommodations”, “social support” and “emotional support”.  Despite being evident in the students stories the support was perceived as inappropriate in relation to their individual needs, which in turn together confirmed the theme described as “Support affecting the students’ wellbeing”.  

    Conclusion

    The students’ experience of support in school, based on their current experiences, knowledge and understanding highlights the need for support that target academic performance, social relationships and emotional wellbeing, important for learning in school.

    Contribution to the practice/evidence base of occupational therapy

    Collaboration between educators, health care and occupational therapy services in school are important for developing and implementing support in school that will promote students learning and participation in school.

  • 17.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD2014In: 16th International Congress of the World Federation of Occupational: Sharing Traditions, Creating Futures, 2014Conference paper (Other academic)
    Abstract [en]

    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD

    Introduction

    Individuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.

    Objectives

    The aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

    Methods

    Semi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  A qualitative data analysis was used. 

    Results

    Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school.  Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.

    Conclusion

    The experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation.  

    Contribution to the practice/evidence base of occupational therapy

    Based on the students’ perspectives this study showed that different forms of support in school are important for learning and participation.  Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.

     

     

  • 18.
    Bolic, Vedrana
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Lidström, Helene
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Thelin, Nils
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Computer use in educational activities by students with ADHD2013In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, no 5, p. 357-364Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.

    Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.

    Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities.

    Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

  • 19.
    Daremo, Åsa
    et al.
    Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Psychiatry. Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Occupational performance and affective symptoms for patients withdepression disorder2015In: Advances in Psychiatry, ISSN 2356-685X, E-ISSN 2314-7768, p. 1-6, article id 438149Article in journal (Refereed)
    Abstract [en]

    The aimof this study was to describe recovering over time in occupational performance and in affective symptoms for patients with depression disorder by using different assessments and methods for collecting data. A longitudinal design with data collections on repeated occasions was used. The Occupational Circumstances Assessment Interview and Rating Scale and Occupational Self- Assessment were used formeasuring occupational performance, and for affective symptoms, a Comprehensive Psychopathological Rating Scale Self-Assessment was used. Fourteen patients with depression disorder were included in the study. The result indicates that affective symptoms improve earlier than occupational performance. Furthermore, self-assessment seems to reflect more improvement to the patient than interview-based assessment. Different kinds of assessment and different kinds of data collection methods seem to facilitate the understanding of the patients recovering. In addition habituationwas themost important item for the patients to manage.One implication for practice is that patients may need an extended period of treatment supporting occupational performance.

  • 20.
    Daremo, Åsa
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Values of different assessments when measuring occupational performance in mental healthManuscript (preprint) (Other academic)
    Abstract [en]

    The aims of this study were to investigate if there was harmony between assessments for medical symptoms and assessments for occupational performance, and if they could replace each other when the occupational therapist collected information for patients with depressive disorders. Another aim was to investigate how the collected information was used in the treatment plan. The study showed that even if the symptoms of the disease have improved at the end of the treatment, the patient still has problems with occupational performance. Using both interview and self-assessments is important, and it is also very urgent to formulate goals based around the patient´s social environment.

  • 21.
    Haglund, Lena
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    A critical analysis of the Model of Human Occupation.1999In: Canadian Journal of Occupational Therapy / Revue Canadienne d`Ergotèrapie, ISSN 0008-4174, no 2, p. 102-1089Article in journal (Refereed)
    Abstract [en]

    Examination of the applicability of the Model of Human Occupation in Swedish occupational therapy concludes that the environment is a central factor in understanding occupational behavior, but the model does not accurately or adequately depict the relationship between individuals and the environment. Volition is also an important factor in occupational-therapy intervention

  • 22.
    Haglund, Lena
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Linking MOHO-based assessments to ICF2012Conference paper (Other academic)
  • 23.
    Hellberg, Kristina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Övergångsprocessen från skola till vidare studier och arbete: Intervjuer med unga vuxna med ADHD och Aspergers syndrom2012Report (Other academic)
    Abstract [sv]

    Det övergripande syftet med studien var att få en fördjupad förståelse av övergångsprocessen från skola till vidare studier och arbete för unga vuxna med ADHD och Aspergers syndrom. Utifrån syftet har studien tre frågeställningar som är följande:

    1. Vilka strategier använder deltagarna för att hantera övergångsprocessen?
    2. Hur förhåller sig deltagarna till diagnosen och dess betydelse förövergångsprocessen?
    3. Vilka faktorer stödjer respektive hindrar övergångsprocessen?

    Bakgrunden i rapporten innefattar en presentation av funktionshinderpolitiken i Sverige. Vidare återfinns en forskningsöversikt över studier som belyser utbildning och arbete för personer med ADHD och Aspergers syndrom och som är relevanta för studien. Semistrukturerade intervjuer har genomförts med nio kvinnor och elva män i åldrarna 19–30 år som har ADHD eller Aspergers syndrom. Samtliga utom en deltagare har avslutat grundskolan med fullständiga betyg. Åtta har avslutat gymnasiet med fullständiga betyg och endast en person har genomgått universitetsutbildning. Sex deltagare har arbete varav två på öppna marknaden och fyra i daglig verksamhet enligt lagen om stöd och service till vissa funktionshindrade. Av övriga deltagare är sex arbetslösa och uppbärande av arbetsmarknadspolitiska åtgärder.

    Kvalitativ analys har använts för att bearbeta data. Resultatet är indelat i tre delar. Resultatet i del ett innefattar två idealtyper ”pådrivarna” och ”accepterarna” som beskrivs som två olika strategier som deltagarna använder för att hantera övergångsprocessen. Del två beskriver hur deltagarna förhåller sig till sin diagnos och dess betydelse för övergångsprocessen. Den tredje delen visar faktorer som stödjer och hindrar övergångprocessen från skola till vidare studier och arbete. Fyra av faktorerna; socialt stöd, lärsituation, institutionella förutsättningar och samhälleligt stöd har såväl främjat som hindrat övergångsprocessen för deltagarna. Förekomsten av kognitivt stöd är en stödjande faktor, medan individuella förutsättningar visar sig vara en hindrande faktor.

    I diskussionen tas upp att övergångsprocessen består av faktorer på såväl individ som på samhällsnivå, vilket leder till att det krävs en mångfald av aktörer som samverka för att underlätta övergångsprocessen för unga vuxna med ADHD och Aspergers syndrom.

    Fortsatt forskning inom området är nödvändigt med tanke på att  forskningsområdet är under utveckling.

  • 24.
    Holstein, Jane
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Design for all - a challenge for occupational therapy students.2012Conference paper (Refereed)
    Abstract [en]

    Introduction: The Swedish nationalgoals for people with disabilities acknowledge diversity. Implying that actionssuch as "design for all" should be directed towards identifying andeliminating obstacles to full participation in society.

    Aim: The aim was to explore occupational therapy students' perceptions of theinter-professional course "Design for all". Methods: 150 occupational therapy students answered an evaluation questionnairewith open-ended questions directly after finishing the course. After threemonths, half of the students answered a follow-up questionnaire.

    Results: The majority of the students described the inter-professionalintegration as positive. The concrete application of the design process and therelevance in relation to real-life situations was highly evaluated. However,logistics problems such as coordinating schedules between the medical andtechnological faculties need to be further developed.

    Conclusion: It is important to gain professional competence about "Designfor all"in products, environments and services since this enable diversityin society

  • 25.
    Holstein, Jane
    et al.
    ISV HAV.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Design för alla2009In: AT forum,2009, Stockholm: FSA , 2009Conference paper (Refereed)
    Abstract [sv]

        

  • 26.
    Holstein, Jane
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Liedberg, Gunilla M.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Öhman, Annika
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Validity and utility of the Swedish version of the Cultural Competence Assessment Instrument2019In: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006Article in journal (Refereed)
    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.

  • 27.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Being a citizen2002In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 17, no 2, p. 187-203Article in journal (Refereed)
    Abstract [en]

    There has been a striving in Sweden, ideologically and legally, since the 1960s to develop and extend citizenship to persons with learning disabilities. This article had the purpose to capture and describe how persons with learning disabilities conceive citizenship and opportunities to participate in the societal arena. Twenty-three persons with learning disabilities were interviewed two times. Qualitative analysis focused on three themes: areas of interest, voting and significant persons. The analysis displayed that the informants' conceptions about citizenship differed in relation to environmental contexts. Significant persons are discussed as having considerable importance when exercising citizenship.

  • 28.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    From patient to participatory citizen: Literature review of disability policy on participation and access in relation to occupational therapy practice2010In: WFOT Bulletin, ISSN 1447-3828, Vol. 61, p. 32-38Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to analyse Swedish laws and steering documents concerning disability policy on participation and accessibility in relation to occupational therapy practice. An analysis of documents that have influenced Swedish disability policy was performed based mainly on Swedish documents but also including key international documents. These documents can be used to support and guide the occupational therapists’ work. People with disabilities have the right to have an accessible and participatory life but an evaluation of the national goals for people with disabilities in Sweden showed that the goals had not been fully reached. Occupational therapists have knowledge and an obligation to work with participation and accessibility issues and need to expand their interventions from the level of direct patient treatment to a societal level to better enable people with disabilities to be participatory citizens. This paper may inform occupational therapists in other countries the value of analyzing their government’s laws and documents to evaluate their stance on access and participation and how that effects the work of occupational therapy.

  • 29.
    Kjellberg, Anette
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    More or less independent2002In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 24, no 16, p. 828-840Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this study was to describe how persons with learning disabilities conceived their opportunities to participate in decisions in different environmental settings. Further, the study focused on factors that persons with learning disabilities conceived what facilitated or hindered their participation in decisions in everyday life. Method: Qualitative interviews were performed with 23 persons with mild to moderate learning disabilities. The youngest was 22 years and the oldest 63. Data were categorized in three levels of decision making, described as independent, interdependent and dependent. Results: The participants were presented in five profiles depending on level of decision and in relation to the environmental arenas work and leisure. Most conceptions were categorized as dependent or interdependent regardless of arena. Few examples of independence were given. Factors that facilitated or hindered participation in decisions varied: national legislation, attitudes, and forms of daily routines and activities. Conclusions: This study showed a gap between official ideologies of every citizen's rights and the studied participants' conceptions of how they participate in decisions in everyday life. As a consequence of this, professionals have to develop methods promoting decision-making as conceived by the clients.

  • 30.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Transition to higher education and work for young adults with neuropsychiatric disabilities2012Conference paper (Other academic)
  • 31.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Övergång till högre studier och arbetsliv för unga vuxna med neuropsykiatriska diagnoser2012Conference paper (Other academic)
  • 32.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Bolic, Vedrana
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Utilization of an ICF-based assessment from occupational therapists' perspectives2012In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 19, no 3, p. 274-281Article in journal (Refereed)
    Abstract [en]

    The International Classification of Functioning, Disability and Health (ICF) is intended to provide a framework for practitioners. A client-centred ICF-based assessment (ICF-A) was developed to be used by occupational therapists in problem identification. The aim was to evaluate the ICF-based assessment (ICF-A) focusing on the examination of its utility on the basis of occupational therapists' perspectives regarding clinical relevance and potential for implementation. Eleven occupational therapists, most of whom worked in hospitals, performed in total 99 ICF-A based assessments and completed three self-reported questionnaires related to the utility of the ICF-A, resulting in a total of 121 questionnaires. Data were analysed using descriptive statistics and directed content analysis. The results from this initial testing of ICF-A showed that its clinical relevance was considered low since ICF-A included too many categories. In addition, the time needed to perform the assessments decreased during the 10 assessment occasions. Furthermore, concerning its implementation potential, the client-centred approach in the ICF-A was rated as weak. The target group did not benefit from using ICF-A in a hospital context. Hence, an investigation of its utility among occupational therapists in community and primary care will be the next step in the development of the ICF-A.

  • 33.
    Kjellberg, Anette
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care.
    Bringzén, KennethIKP .Eklöf, DavidIKP .Nåbo, MatsIKP .
    Design for all: Inter-professional integration among students from two faculties. I Celebrating the Past by Expanding the Future 1986-2006.2006Collection (editor) (Other academic)
    Abstract [en]

      

  • 34.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Utilization of the Swedish version of the Assessment of Communication and Interaction Skills2016In: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006, Vol. 79, no 4, p. 228-234Article in journal (Refereed)
    Abstract [en]

    Introduction The Assessment of Communication and Interaction Skills, which is based on the Model of Human Occupation, is used when observing a client’s skills to communicate and interact with others while performing an occupation. The utility and psychometric status of an assessment is critical for treatment planning in occupational therapy. The aim of the current study was to examine the utility of the Swedish version of the Assessment of Communication and Interaction Skills from the perspective of occupational therapists working in the field of mental health, considering its clinical relevance and potential for implementation.

    Method Eight occupational therapists performed 116 assessments. Most of the 58 clients had affective or anxiety disorders. Descriptive and qualitative analysis were performed.

    Results In 76% of the assessments, the occupational therapists perceived that they had obtained a deeper knowledge of the client’s communication and interaction skills. This supports the clinical relevance of the assessment. Concerning the implementation potential and time required for using the assessment, all occupational therapists considered it reasonable.

    Conclusion The Swedish version of the Assessment of Communication and Interaction Skills is appropriate to use in the field of mental health for supporting occupational therapists in the treatment planning process.

  • 35.
    Kjellberg, Anette
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Hälsa - utbildning - välfärdsinstitutioner (HUV) .
    Haglund, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Hälsa - utbildning - välfärdsinstitutioner (HUV) .
    Värdet av klassifikation av funktionstillstånd, funktionshinder och hälsa (ICF) inom arbetsterapi2007In: AT Forum,2007, Stockholm: Förbundet Sveriges Arbetsterapeuter , 2007Conference paper (Refereed)
  • 36.
    Kjellberg, Anette
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Occupational Therapy.
    Haglund, Lena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Occupational Therapy.
    Forsyth, Kirsty
    Chicago.
    Kielhofner, Gary
    Chicago.
    The measurement properties of the Swedish version of the assessment of communication and interaction skills2003In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 17, no 3, p. 271-277Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to validate the Swedish translation of the Assessment of Communication and Interaction Skills (ACIS-S) and its applicability in Sweden. The ACIS is an observational rating scale designed to capture, in detail, a person's social interactional ability, while he/she is participating in meaningful occupations. Eighteen occupational therapists trained in administering the ACIS-S, completed 157 ACIS-S assessments of 67 subjects with psychosocial and learning disabilities. Many-faceted Rasch analysis was used to analyse the data. The results supported internal, construct and person response validity of the ACIS-S, and rater validity and reliability. The scale effectively categorized subjects according to the levels of communication and interaction ability.

  • 37.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Hellberg, Kristina
    Linnéuniversitetet, Inst. för pedagogik, Speciallärar- specialprogrammen.
    Transition till vuxenlivet2016In: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, 1, p. 93-104Chapter in book (Other academic)
  • 38.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences.
    Övergångsprocessen från skola till vidare studier och arbete. Intervjuer med unga vuxna med ADHD och Aspergers syndrom2012Conference paper (Other academic)
  • 39.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Citizenship and Voting: Experiences of Persons With Intellectual Disabilities in Sweden2013In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 10, no 4, p. 326-333Article in journal (Refereed)
    Abstract [en]

    In Sweden, citizenship and participation in society have been emphasized as important for persons with intellectual disabilities for over four decades. The aim of the study was to describe, from a longitudinal perspective, how persons with intellectual disabilities experience citizenship and voting. The characteristics of becoming and being a voter were also identified. Thirteen women and seven men, aged 22-55 years on the first interview occasion in 1998, were interviewed three times more in regard to general elections in Sweden during the period 1998-2006. A constant comparative method was used in the data analysis. Two-thirds of the participants voted in at least one of the three elections and a group of seven people did not vote at all. Age and significant persons were the most crucial factors for voting. The characteristics of a voter were having the idea and belief that one should vote as a citizen and having experience of voting so that one knew how to do it. In both these cases, significant persons and age were of importance. The authors suggest that the development of Swedish social policy may have influenced the voting behavior as people born during the 1940s and 1950s voted more often than people born during the 1960s and 1970s. Additionally, their social networks may enable persons with intellectual disabilities to make full use of their right to exercise political citizenship and to vote.

  • 40.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Kåhlin, Ida
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity . Linköping University, Faculty of Arts and Sciences.
    Alfredsson Ågren, Kristin
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Arbetsterapi för vuxna personer med utvecklingsstörning en litteraturgenomgång: Tidskriften arbetsterapeuten2010Other (Other academic)
  • 41.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Kåhlin, Ida
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Taylor, Renée
    Department of Occupational Therapy, University of Illinois at Chicago, Chicago, Illinois, USA.
    The myth of participation in occupational therapy: reconceptualizing a client-centred approach2012In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 19, no 5, p. 421-427Article in journal (Refereed)
    Abstract [en]

    Participation is often the comprehensive objective of treatment but also an indication of the extent to which the process of occupational therapy is client-centred. The purpose of this study was to explore levels of participation during occupational therapy among clients in the area of mental health from the occupational therapists' perspectives. Additionally the authors sought to identify factors that might hinder client participation. Postal questionnaires were sent out to 670 Swedish occupational therapists working with persons with mental illness and learning disabilities. The questionnaire required therapists to rate clients' levels of participation during occupational therapy. Findings indicated that the most common level of participation for the clients was interdependent, meaning that problems, goals, and plans were identified jointly and collaboratively with the occupational therapist. However, more than 20% of the clients were described as being dependent. Almost 90% of the occupational therapists rated client participation in therapy to be very important and nearly 70% claimed that client participation in general needed to be increased. Occupational therapists rated the primary barriers to participation as being clients' inability to participate and organizational and financial problems. Implications of these findings for education in client-centred practice approaches are discussed.

  • 42.
    Kjellberg, Anette
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Taylor, Renee
    Dep. of Occcupational Therapy, University of Illinois, Chicago, USA.
    Sandell, Caroline
    Östergötlands Läns Landsting.
    Increasing participation in occupational therapy: Findings from a neuropsychiatric program2012Conference paper (Other academic)
  • 43.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Ageing at home as experienced by older people with intellectual disabilities2012Conference paper (Other academic)
  • 44.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Upplevelsen av äldre och åldrande hos personer med utvecklingsstörning2012Conference paper (Other academic)
    Abstract [sv]

    Bakgrund: Att fler personer med utvecklingsstörning blir äldre är ett nytt fenomen som hittills har fått ett begränsat utrymme inom såväl den funktionshinderpolitiska debatten som i forskningen. Det finns studier som visar att omgivningen ofta inte uppmärksammar åldersrelaterade förändringar hos personer med en utvecklingsstörning.  Detta påverkar utförandet och resultatet av de stödinsatser som ges i syfte att möjliggöra aktivitet och delaktighet.  En betydande utgångspunkt för att kunna ge ett kvalificerat stöd är att utgå från hur personerna själva ser på sin livssituation. Det finns dock få studier kring hur personer med utvecklingsstörning ser på äldre och åldrande och de som finns ger en tvetydig bild. Dels beskrivs äldre personer med utvecklingsstörning generellt ha en positiv inställning till sitt eget åldrande. Åldrandet ses som en ny fas av livet som ska fyllas med nya erfarenheter och aktiviteter tillsammans med andra personer. Andra bilder som ges visar att det kan vara svårt för personer med utvecklingsstörning att reflektera kring negativa aspekter av åldrandet om detta inte upplevts av personen själv. När människor åldras uppstår fysiska, psykologiska och socialt konstruerade fenomen som kan resultera i negativa upplevelser. Dessa upplevelser kan i högre grad vara svåra att handskas med för äldre personer med utvecklingsstörning. En anledning till detta kan vara en nedsatt förmåga att förstå sin åldrandeprocess och därmed kunna förbereda sig på och hantera dess konsekvenser.  

    Syfte: Denna studie syftar till att beskriva hur äldre personer med utvecklingsstörning upplever äldre och åldrande.

    Metod: Individuella intervjuer har genomförts med personer med utvecklingsstörning som är äldre än 45 år och bor i bostad med särskild service enligt LSS. Intervjuerna har analyserats kvalitativt.

    Resultat: Vid konferensen kommer preliminära teman att presenteras. Dessa kommer ge en mångfacetterad bild av hur personer med utvecklingsstörning upplever äldre och åldrande. De kommer även ge en inblick i åldrandeprocessen och dess konsekvenser för aktivitet och delaktighet i det dagliga livet för personer med utvecklingsstörning.

    Slutsats: Genom hela livet behöver personer med utvecklingsstörning stöd för att kunna vara delaktiga. För att kunna ge detta stöd behövs kunskap om hur de äldre själva upplever sitt åldrande och dess påverkan på det dagliga livet, om hur sociala kategorier som ålder och funktionsförmåga samverkar och vilka konsekvenser detta medför för individens möjlighet till aktivitet och delaktighet.  Ett kvalificerat stöd till äldre personer med utvecklingsstörning bör också innehålla stöd att förstå sin åldrandeprocess.

  • 45.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Äldre och åldrande - upplevelser beskrivna av äldre personer med utvecklingsstörning2013Conference paper (Other academic)
    Abstract [sv]

    Bakgrund: När människor åldras uppstår fysiska, psykologiska och sociala förändringar. Dessa kan resultera i upplevelser som i högre grad kan vara utmanande för personer med utvecklingsstörning. En anledning till detta kan vara en nedsatt förmåga att förstå sin åldrandeprocess och därmed kunna förbereda sig på och hantera dess konsekvenser.  Studier har visat att omgivningen ofta inte uppmärksammar åldersrelaterade förändringar hos personer med utvecklingsstörning.  Detta påverkar utförandet och resultatet av de arbetsterapeutiska insatserna.  En betydande utgångspunkt för att kunna ge kvalificerade insatser är att utgå från hur personen själv ser på sin livssituation.

    Syfte: Denna studie syftar till att beskriva hur en grupp äldre personer med utvecklingsstörning upplever äldre och åldrande.

    Tillvägagångssätt och analys: Studien har en fenomenologisk utgångpunkt. Individuella intervjuer har genomförts med stöd av en semistrukturerad intervjuguide. De 12 informanterna var mellan 48 och 71 år (m= 64) och bodde i fyra olika särskilda boenden. Intervjuerna har analyserats med stöd av en deskriptiva fenomenologisk metod.

    Resultat: Vid analysen framkom två kategorier och sex subkategorier som kan relateras till hur informanterna beskriver sina upplevelser av äldre och åldrande. Kategorin ”åldrandets förändringsprocesser” beskriver förändringar som informanterna relaterar till sitt eget åldrande, men också förändringar som utgår från andras åldrande och samhällets stereotypa föreställningar. Kategorin ”åldrandets existentiella aspekter” beskriver den ambivalens som finns i informanternas beskrivningar gällande deras roll som äldre och hur de upplever att den påverkar deras dagliga liv nu och i framtiden.

    Slutsats: Genom hela livet behöver personer med utvecklingsstörning stöd för att kunna vara delaktiga. Kvalificerade insatser bör också innehålla stöd att förstå sin åldrandeprocess och dess konsekvenser i det dagliga livet.

  • 46.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Alfredsson Ågren, Kristin
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Evidensbaserad arbetsterapi - en rättighet för vuxna personer med utvecklingsstörning2011Conference paper (Refereed)
  • 47.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Alfredsson Ågren, Kristin
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Occupational Therapy for adults with intellectual disability2012Conference paper (Other academic)
    Abstract [en]

    The aim of this study was to perform a literature review in order to present an overview of evaluations and interventions in occupational therapy for adults with intellectual disabilities.

    The search was conducted through the following data bases AMED, CINAHL, ERIC, OT Seeker, PsycINFO, PubMed and Scopus covering the period between 2000 (January) - 2010 (March). The search was limited to empirical studies in occupational therapy written in English and published in peer-reviewed journals. The search terms “developmental disability”

    “intellectual disability” learning disability” “mental retardation” “adults” and “occupational therapy”. The final sample that was examined was 22 papers. The result showed that eight of the papers focused on evaluation and three of these included assessments based on Model of Human Occupation (MOHO); Assessment of Communication and Interaction Skills, Assessment of Motor and Process Skills and Volitional Questionnaire. Interventions were described in 14 papers and these were categorized as focusing on function, occupation or environment. Nine of the 22 included papers were written by Swedish occupational therapists. In total six papers were related to MOHO. This shows that the model is a potential support in the implementation of evidence based occupational therapy practise for adults with intellectual disabilities.

  • 48.
    Kåhlin, Ida
    et al.
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Alfredsson Ågren, Kristin
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Haglund, Lena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Delaktighet som mål och medel i arbetsterapi2013Conference paper (Other academic)
  • 49.
    Kåhlin, Ida
    et al.
    Linköping University, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Hagberg, Jan-Erik
    Linköping University, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Choice and control for people ageing with intellectual disability in group homes2016In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 23, no 2, p. 127-137Article in journal (Refereed)
    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.

  • 50.
    Kåhlin, Ida
    et al.
    Linköping University, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hagberg, Jan-Erik
    Linköping University, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Staff experiences of participation in everyday life of older people with intellectual disability who live in group homes2015In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 17, no 4, p. 335-352Article in journal (Refereed)
    Abstract [en]

    This article aims to explore ways in which members of staff in group homes for people with intellectual disability experience participation, and what participation means for older people with intellectual disability. Qualitative interviews were performed with 15 members of staff at group homes in Sweden. The findings of this study are illustrated by considering two interacting themes and six subthemes. These involve staff experiences of the meaning of participation and factors which facilitate or inhibit it. The meaning of participation was expressed as doing and feeling. Staff described that participation for older people with intellectual disability was influenced by the individual characteristics of the residents, such as the relationship between age and disability. They also expressed the view that participation was influenced by organizational and physical contextual factors such as economics, time and space as well as the social environment. The latter included staff knowledge and skills, family and peers.

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