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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.
    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

  • 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.
    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)
  • 3.
    Andreassen, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Boman, I-L
    Department of Rehabilitation Medicine, Danderyd University Hospital, Karolinska Institutet Stockholm, Sweden; Department of Clinical Sciences, Danderyd University Hospital, Karolinska Institutet Stockholm, Sweden.
    Danielsson, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Digital Support for Persons with Cognitive Impairment2017In: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, p. 5-8Conference paper (Refereed)
    Abstract [en]

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

  • 4.
    Asbjornslett, M
    et al.
    Høgskolen i Oslo.
    Bråthen, N
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    Skole Situasjons Intervjuet på norsk - erfaringer fra norske ergoterapeuter2007In: Beste praksis  i ergoterapi / [ed] Sissel Horghagen, Unni Sveen, Jan Holm, Cathrine Hagby, Bente Hammervold, Solvår Reinsberg & Else Merete Thyness, Trondheim: Tapir Forlag , 2007, p. 119-131Chapter in book (Other academic)
    Abstract [no]

    I forbindelse med tidsskriftet Ergoterapeutens 50-års jubileum har redaksjonskomiteen valgt å hylle den ergoterapeutiske praksis gjennom å utgi boka Beste Praksis i ergoterapi. Ergoterapeuters praksis handler om å gjøre brukerne i stand til å erobre eller gjenerobre ønsket hverdagsliv til tross for funksjonshemning, uheldige livsforhold eller sykdom. Boka viser noe av bredden i faget i Norge pr. 2007. Forfatterne er mange og de deler kunnskap og erfaringer som kan være til gavn for studenter og ergoterapeuters kliniske hverdag relatert til dagens utfordringer. I denne boka finner du artikler som gir innspill til hva som er en kunnskapsbasert praksis samt artikler om beste praksis knyttet til ergoterapeuters ulike fagområder som for eksempel barns helse og eldres helse. Det som for oss i redaksjonen for denne boka trer tydelig fram fra bidragene, er at beste praksis i ergoterapi bygger på et ressursorientert syn på mennesket.

  • 5.
    Asbjørnslett, Mona
    et al.
    Oslo University .
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    Participation at school as experienced by teenagers with physical disabilities2008In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 15, no 3, p. 153-161Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to investigate the experiences that teenagers with physical disabilities have of their participation at school. Fourteen students from several locations in Norway aged between 13 and 18 years took part. Data were collected through focus-group interviews and individual interviews. The analysis revealed three main themes: Just like the others-but not quite; Participation in terms of being where things actually happen and; Participation as student-teacher cooperation. A major finding was the importance the students put on being where things actually happen, this being regarded as being even more important than doing the same activities as the other students. Opportunities to increase cooperation by holding short meetings with teachers on how to solve both practical and learning problems promoted participation. The need to include the individual's experience in the concept of participation is discussed.

  • 6.
    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.
    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.
    Hemmingsson, Helena
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population2015In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246Article 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.

  • 7.
    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.

  • 8.
    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.

  • 9.
    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.
    Tegelström, Valerie
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Ekblad, Erik
    Region Östergötland, Local Health Care Services in East Östergötland, Department of Rehabilitation in Norrköping.
    Hemmingsson, Helena
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Usability of RemindMe – An Interactive Web-Based Mobile Reminder Calendar:: A Professional's Perspective2015In: Studies in Health Technology and Informatics / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, 217, Vol. 217, p. 1083p. 247-254Conference paper (Refereed)
    Abstract [en]

    Aim: The aim of the study was to examine the usability of an interactive web-based mobile reminder calendar (RemindMe) developed for supporting individuals in organizing, planning and executing activities in everyday life, from the perspectives of professionals.

    Methods and material: Eleven professionals working in community services evaluated the usability of RemindMe in their clinical practice. Data were collected using semi-structured interviews and analysed with inductive qualitative analysis.

    Results: The professionals perceived that RemindMe was useful, easy to use, and intuitive. There was a need among professionals for a web-based reminder calendar that requires the active acknowledgement of reminders. RemindMe's feedback system offering self-monitored information based on the user's interaction with the system supported the professionals in discussions, evaluation, and follow-up based on the needs of the persons with cognitive impairments.

    Conclusion: The results indicate that RemindMe may be potentially useful to professionals who provide support to individuals with cognitive impairments. However, further research is needed to evaluate experience of using RemindMe from the perspective of individuals with cognitive impairments.

  • 10.
    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.

  • 11.
    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.

  • 12.
    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.

  • 13.
    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.

     

     

  • 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.
    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.

  • 15.
    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
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care.
    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 school - a comparison between students with neuropsychiatric disabilities and motor disabilities2012Conference paper (Refereed)
  • 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.
    Lidström, Helene
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Datoranvändning i skolan – en jämförelse mellan barn och ungdomar med neuropsykiatriska funktionsnedsättningar och barn och ungdomar med rörelsehinder2012Conference paper (Refereed)
  • 17.
    Boman, I L
    et al.
    Danderyd University Hospital, Stockholm.
    Tham, K
    Karolinska Institutet, Huddinge, Sweden.
    Granqvist, A
    Danderyd University Hospital, Stockholm.
    Bartfai, A
    Danderyd University Hospital, Stockholm.
    Hemmingsson, Helena
    Karolinska Institutet, Huddinge, Sweden.
    Using electronic aids to daily living after acquired brain injury: a study of the learning process and the usability.2007In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 2, no 1, p. 23-33Article in journal (Refereed)
    Abstract [en]

    PURPOSE: The purpose was to study the ability of persons with memory impairments after acquired brain injury to learn how to and use electronic aids to daily living (EADL) and to describe changes in function and quality of life.

    METHOD: Eight participants stayed in two apartments equipped with a set of basic and advanced EADL for either 4 or 6 months during an intervention time of 2 years. The teaching and learning method was influenced by certain principles of errorless learning. Ability to learn to use EADL was measured by structured observations. Function and quality of life were assessed with self-rating questionnaires.

    RESULTS: Results indicate that the participants learned to use EADL in their everyday activities. They perceived that EADL were very useful and easy to learn. Occupational performance and satisfaction with occupational performance and quality of life was improved.

    CONCLUSION: The results indicate that EADL may play an important role in facilitating everyday activities and improve satisfaction with occupational performance and quality of life for people with memory impairments. The study indicates the importance of adjusting technology to the user's needs and calls for more consideration for human-technology interaction factors.

  • 18.
    Boman, I-L
    et al.
    Danderyd Hospital, Stockholm.
    Lindstedt, M
    Karolinska University Hospital, Huddinge, Sweden.
    Hemmingsson, Helena
    Danderyd Hospital, Stockholm.
    Bartfai, A
    Danderyd Hospital, Stockholm.
    Cognitive training in home environment2004In: Brain Injury, ISSN 0269-9052, E-ISSN 1362-301X, Vol. 18, no 10, p. 985-995Article in journal (Refereed)
    Abstract [en]

    PRIMARY OBJECTIVE: To examine the efficacy of cognitive rehabilitation in the patient's home or vocational environment. Research design: Pre-post-follow-up design.

    METHODS AND PROCEDURES: Ten outpatients with acquired attention and memory problems received cognitive training three times weekly, for 3 weeks. They received individual attention training with Attention Process Training, training for generalization for everyday activities and education in compensatory strategies for self-selected cognitive problems. Treatment effects were evaluated with neuropsychological and occupational therapy instruments before and after the training and after 3 months on impairment, activity and participation levels.

    MAIN OUTCOMES AND RESULTS: The results indicated a positive effect on some measures on impairment level, but no differences on activity or participation levels at follow-up.

    CONCLUSIONS: The study indicates that home-based cognitive training improves some attentional and memory functions and facilitates learning of strategies. Future controlled studies are needed to confirm the results and analyse the efficacy of different aspects of home-based training.

  • 19.
    Boman, Inga-Lill
    et al.
    Danderyds Hospital, Stockholm.
    Bartfai, A
    Danderyds Hospital, Stockholm.
    Borell, L
    Karolinska Institute, Huddinge.
    Tham, K
    Karolinska Institute, Huddinge.
    Hemmingsson, Helena
    Karolinska Institute, Huddinge.
    Support in everyday activities by a home-based electronic memory aid for persons with memory impairments2010In: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, Vol. 5, no 5, p. 339-350Article in journal (Refereed)
    Abstract [en]

    PURPOSE: The purposes of this study was to examine the possibilities of a home-based electronic memory aid with sensors for persons with memory impairments, as support to carry out everyday activities in their own home environments.

    METHOD: The method involved a single-subject study with a multiple baseline AB design. Five participants identified three activities each that they usually forget to carry out. An electronic memory aid with individually spoken reminders was installed in the participant's home. There were automatic computer registrations of completed activities during the study phase of 12 weeks. Assessments of functioning and quality of life (QoL) were conducted before and after the intervention and at follow-up after 2 months.

    RESULTS: Four participants improved in completing most of the self-chosen activities when the electronic memory aid was used. Performance and satisfaction with performance and QoL improved, but there was no memory function improvement. There were technical problems with the aid, which had a negative effect for users.

    CONCLUSIONS: Electronic memory aids have a large potential for supporting persons with cognitive impairments. It is important to conduct follow-up afterwards, because the use of an aid and the need of support change over time and put high demands on technical reliability of the electronic memory aid.

  • 20.
    Boman, Inga-Lill
    et al.
    Danderyd Hospital.
    Lindberg Stenvall, Charlotte
    Danderyd Hospital.
    Hemmingsson, Helena
    Karolinska Institute.
    Bartfai, Aniko
    Danderyd Hospital.
    A training apartment with a set of electronic memory aids for patients with cognitive problems2010In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 17, no 2, p. 140-148Article in journal (Refereed)
    Abstract [en]

    The aims were to investigate whether patients with memory difficulties after acquired brain injury (ABI) are able to learn how to use a set of electronic memory aids integrated in a training apartment, and to use the same setting for identifying activities that these patients tend to forget among a predefined set of activities. This identification is done by using a computer system to register activities that are not performed, which the system is designed to act upon with reminders or alarms. During a stay of five days in the training apartment, 14 patients received training from an experienced occupational therapist to learn how to use the electronic memory aids. Significant improvements were found at group level in learning how to use the electronic memory aids. Computer registrations showed that the refrigerator and the stove were most challenging to remember. The total number of alarms and reminders as indication/measure of memory difficulties did not correlate with the Rivermead Behavioral Memory Test scores in the individuals. These findings indicate the importance of a stay in a training apartment to examine whether or not patients have difficulties in everyday activities and to try out electronic memory aids that might support these difficulties before they are discharged from the rehabilitation clinic.

  • 21.
    Borell, Lena
    et al.
    Karolinska Institute, Sweden .
    Nygard, Louise
    Karolinska Institute, Sweden .
    Asaba, Eric
    Karolinska Institute, Sweden .
    Gustavsson, Anders
    Stockholm University, Sweden .
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Qualitative approaches in occupational therapy research2014In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, p. 80-88Article in journal (Refereed)
    Abstract [en]

    Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding peoples experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 22.
    Borell, Lena
    et al.
    Karolinska Institutet, Sweden .
    Nygård, Louise
    Karolinska Institutet, Sweden .
    Asaba, Eric
    Karolinska Institutet, Sweden .
    Gustavsson, Anders
    Stockholm University, Sweden .
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Qualitative approaches in occupational therapy research.2012In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 19, no 6, p. 521-529Article in journal (Refereed)
    Abstract [en]

    Abstract Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding people's experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 23.
    Borgestig, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Falkmer, Torbjorn
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences. Curtin University, Australia .
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study2013In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, no 6, p. 463-470Article in journal (Refereed)
    Abstract [en]

    Objective: The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Methods: Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers opinions of goal setting were collected at follow-up. Results: The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. Discussion: The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

  • 24.
    Borgestig, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Falkmer, Torbjörn
    Linköping University, Department of Medical and Health Sciences, Rehabilitation Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center. Curtin University, Perth, WA, Australia.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Change in eye controlled performance over time with an eye tracker controlled system, used by children with severe physical disabilities2013In: Assistive Technology: From Research to Practice, IOS Press, 2013, Vol. 33, p. 473-477Chapter in book (Refereed)
    Abstract [en]

    The aim of this study was to describe how speed and accuracy in eye controlled computer performance changed over time for children with severe physical disabilities that used eye tracker controlled system (ETCS) in daily activities as an effect of assistive technology (AT) intervention. Data was collected with diaries and with Compass software. The preliminary results from this study from the first four children indicate that two children improved significantly in eye controlled performance up to 19 months since start of ETCS usage in daily activities.

  • 25.
    Borgestig, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Dator i skolarbetet: För elever med funktionsnedsättning2011Report (Other academic)
    Abstract [sv]

    Elever med rörelsehinder kan ha stor nytta av dator i skolarbetet, när datorn är integrerad i skolarbetet och får fungera som ett kompensatoriskt hjälpmedel för eleven. En del elever med rörelsehinder anser att de inte får möjlighet att använda dator i skolarbetet i den utsträckning de behöver. Den här skriften handlar om de eleverna.

    Bakgrunden är ett projekt som pågick läsåret 2008 - 2009. Den övergripande målsättningen var att öka möjligheterna för elever med rörelsehinder att använda dator på det sätt de önskar. Projektet utgick från elevernas önskemål och deras behov stod i centrum. Samarbetet mellan elev och lärare var en annan viktig utgångspunkt för projektets genomförande. I projektet deltog en grupp elever med rörelsehinder som huvudsakligen gick på högstadiet och gymnasiet.

    Projektet började med att 15 elever som önskade delta valde en lärare på sin skola som de ville skulle delta tillsammans med dem. Därefter erbjöds lärarna tillsammans med elevernas assistenter en kursdag om datorns möjligheter i skolarbetet. Kursdagen genomfördes i samarbete med Specialpedagogiska skolmyndigheten (SPSM). Efter kursdagen genomfördes planeringsmöten för varje elev. Mål formulerades för hur datorn skulle användas i skolarbetet. Efter två och fyra månader utvärderade eleverna sina mål.

    Innan projektstart ansåg en majoritet av lärarna att de inte fått tillräckligt med kompetensutveckling kring den aktuella eleven. Lärarna behövde stöd för att utnyttja datorn på bästa sätt för eleverna. De ansåg att datorn var ett viktigt pedagogiskt verktyg för eleven.

    Resultatet/utvärderingen visade att en majoritet av de uppsatta målen var uppfyllda vid elevernas utvärderingar och eleverna med uppfyllda mål tyckte att målen hade underlättat skolarbetet. Eleverna upplevde sig mindre beroende av andra när de använde dator. Samtidigt upplevde de sig mindre kompetenta efter projektets insatser jämfört med vid projektstart. Lärarna var överlag positiva till att sätta mål och nästan alla lärare ansåg att målformulering är en bra metod. De ansåg att målen underlättade skolarbetet för eleverna och kunde bidra till att eleven upptäcker nyttan med dator. Samtidigt ansåg lärarna att de saknade kunskap för att sätta mål själva och att de behövde stöd utifrån för att uppnå målen. De flesta lärarna kunde tänka sig att använda arbetssättet igen till andra elever som komplement till andra åtgärder.

    Med den här skriften vill vi försöka ge inspiration till lärare när det gäller datorns möjligheter för elever med funktionsnedsättning. Vi vill också visa på olika samarbetspartner som lärare kan ta hjälp av. Slutligen vill vi visa hur arbetet kan formaliseras och utvärderas genom att sätta mål. Skriften består av två delar, i första delen beskrivs projektets resultat och i andra delen beskrivs arbetssättet, som vi valt att kalla för Inspiration – Samarbete – Mål.

    Vår slutsats är att det beskrivna arbetssättet kan ge elever bättre möjligheter att använda dator i skolarbetet och att både elev och lärare behöver stöd för att lyckas. Det blev tydligt i projektet att eleverna var beroende av lärarnas engagemang i genomförandet av målen. Det blev också tydligt att lärare kan behöva stöd av andra med kunskap om elevens funktionsnedsättning och alternativa verktyg för att sätta mål. Arbetssättet kan behöva utvärderas för fler elever.

  • 26.
    Borgestig, Maria
    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.
    The Benefits of Gaze-Based Assistive Technology in Daily Activities for Children with Disabilities2017In: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, p. 1082-1088Conference paper (Refereed)
    Abstract [en]

    This article reports research findings on how gaze-based assistive technology contributed to performance of daily activities for a group of children with severe physical impairments and without speech.

  • 27.
    Borgestig, Maria
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Rytterström, Patrik
    Linköping University, Department of Social and Welfare Studies, Division of Nursing Science. 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.
    Gaze-based assistive technology used in daily life by children with severe physical impairments: parents’ experiences2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 5, p. 301-308Article in journal (Refereed)
    Abstract [en]

    This study aims to describe and explore parents’ experiences when their children with severe physical impairments receive gaze-based assistive technology (gaze-based AT) for use in daily life. Semi-structured interviews were conducted twice, with one year in between, with parents of eight children with cerebral palsy that used gaze-based AT in their daily activities. To understand the parents’ experiences, hermeneutical interpretations were used during data analysis. The results demonstrate that for parents, children’s gaze-based AT usage meant that children demonstrated agency, provided them with opportunities to show  personality and competencies, and gave children possibilities to develop. Overall, children’s gaze-based AT provides hope to parents for a better future for their children with severe physical impairments; a future in which the children can develop and gain influence in life. In conclusion, gaze-based AT provides children with new opportunities to perform activities and take initiatives to communicate, giving parents hope about the children’s future.

  • 28.
    Borgestig, Maria
    et al.
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Sandqvist, Jan
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Ahlsten, Gunnar
    Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Falkmer, Torbjorn
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center. School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia; School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia.
    Hemmingsson, Helena
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Gaze-based assistive technology in daily activities in children with severe physical impairments: an intervention study2017In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, no 3, p. 129-141Article in journal (Refereed)
    Abstract [en]

    Objective: To establish the impact of a gaze-based assistive technology (AT) intervention on activity repertoire, autonomous use, and goal attainment in children with severe physical impairments, and to examine parents’ satisfaction with the gaze-based AT and with services related to the gaze-based AT intervention.

    Methods: Non-experimental multiple case study with before, after, and follow-up design. Ten children with severe physical impairments without speaking ability (aged 1–15 years) participated in gaze-based AT intervention for 9–10 months, during which period the gaze-based AT was implemented in daily activities.

    Results: Repertoire of computer activities increased for seven children. All children had sustained usage of gaze-based AT in daily activities at follow-up, all had attained goals, and parents’ satisfaction with the AT and with services was high.

    Discussion: The gaze-based AT intervention was effective in guiding parents and teachers to continue supporting the children to perform activities with the AT after the intervention program.

  • 29.
    Borgestig, Maria
    et al.
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Sandqvist, Jan
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy.
    Parsons, Richard
    School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center. School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia / School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Occupational Therapy. Linköping University, Faculty of Medicine and Health Sciences.
    Eye gaze performance for children with severe physical impairments using gaze-based assistive technology: a longitudinal study2016In: Assistive technology, ISSN 1040-0435, E-ISSN 1949-3614, Vol. 28, no 2, p. 93-102Article in journal (Refereed)
    Abstract [en]

    Gaze-based assistive technology (gaze-based AT) has the potential to provide children affected by severe physical impairments with opportunities for communication and activities. This study aimed to examine changes in eye gaze performance over time (time on task and accuracy) in children with severe physical impairments, without speaking ability, using gaze-based AT. A longitudinal study with an AB design was conducted on ten children (aged 1–15 years) with severe physical impairments, who were beginners to gaze-based AT at baseline. Thereafter, all children used the gaze-based AT in daily activities over the course of the study. Compass computer software was used to measure time on task and accuracy with eye selection of targets on screen, and tests were performed with the children at baseline, after 5 months, 9–11 months, and after 15–20 months. Findings showed that the children improved in time on task after 5 months and became more accurate in selecting targets after 15–20 months. This study indicates that these children with severe physical impairments, who were unable to speak, could improve in eye gaze performance. However, the children needed time to practice on a long-term basis to acquire skills needed to develop fast and accurate eye gaze performance.

  • 30.
    Breivik, Ingrid
    et al.
    Habilitation Centre, Östersund Hospital, Jämtland County Council, Sweden.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Experiences of handwriting and using a computerized ATD in school: Adolescents with Asperger's syndrome2013In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, no 5Article in journal (Refereed)
    Abstract [en]

    Adolescents with Asperger's syndrome (AS), often have handwriting difficulties that affect their academic performance. The purpose of this descriptive multiple-case mixed-method study was to highlight how adolescents with AS experience writing in the school setting when writing by hand and when using a computerized Assistive Technology Device (ATD), for writing. A qualitative content analysis approach was used, including interviews with five adolescents, their parents, and their teachers. This was complemented by asking the adolescents to rate their perceived performance and satisfaction of writing with and without the ATD. All adolescents described handwriting difficulties, but a reduced ability to express oneself in writing was also common. Initiating and completing writing tasks was often so demanding that it caused resistance to the activity. Several advantages when using the ATD were described by the participants and the self-ratings showed higher scores for performance of and satisfaction with writing when the ATD was used. The results show that teachers' encouragement seemed to be important for the initiation and continuation of use of the ATD.

  • 31.
    Dolva, Anne-Stine
    et al.
    Lillehammer University College, Norway.
    Gustavsson, Anders
    Stockholm University.
    Borell, Lena
    Karolinska Institutet, Stockholm.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Facilitating peer interaction - support to children with Down syndrome in mainstream schools2011In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 26, no 2, p. 201-213Article in journal (Refereed)
    Abstract [en]

    This study addresses the support provided by class staff in order to facilitate social participation of pupils with Down syndrome and peers in regular classes, and how they experience the interaction between the pupils. Data were collected through field observations of six pupils with Down syndrome in their class in mainstream schools, their six teachers and teachers’ assistants. Qualitative interviews were conducted with the teachers and teachers’ assistants. The analysis showed different support strategies, implying both environmental adaptations and individual support in order to facilitate peer interaction. A major finding was the role of the ‘supported ego’, mainly provided by teachers’ assistants. This role accommodated to the differences between the pupils, by compensating for the cognitive difficulties (i.e., perceptions, understanding and agency) of the pupils with Down syndrome. We concluded that class staff strived to keep the class as one unit by creating opportunities for participation for all the pupils through different strategies depending on their role and responsibility.

  • 32.
    Dolva, Anne-Stine
    et al.
    Lillehammer University College.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Health Sciences.
    Gustavsson, Anders
    Stockholm University.
    Borell, Lena
    Karolinska Institute, Stockholm.
    Children with Down syndrome in mainstream schools: peer interaction in activities2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 3, p. 283-294Article in journal (Refereed)
    Abstract [en]

    The objective of this qualitative study was to explore peer interaction in the context of school activities in mainstream classes that included pupils with Down syndrome together with their peers without disabilities in order to identify enabling conditions. Six children with Down syndrome, each of whom was the only one with Down syndrome in a regular class, were observed and interviewed. Two main patterns of interaction were identified; equal and unequal interaction. Enabling conditions were found to be related to the pupils' shared understanding of the activities and the task demands in relation to the performance range of the participating pupils. When interaction was challenged by limited understanding of the activity or by too high task demands in relation to performance range, the findings revealed how peers applied diverse enabling strategies to include the pupil with Down syndrome. The results of this study highlight how activities form the basis for interaction and constitute an understudied and very important dimension for peer interaction. By looking more closely at this dimension, we can discover a fruitful approach with which to enable interaction between pupils with and without disability.

  • 33.
    Dolva, Anne-Stine
    et al.
    Lillehammer University College, Norway.
    Lilja, Margareta
    Karolinska Institutet.
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    Functional performance characteristics associated with postponing elementary school entry among children with Down syndrom2007In: American Journal of Occupational Therapy, ISSN 0272-9490, E-ISSN 1943-7676, Vol. 61, no 4, p. 414-20Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: This study investigated the relation between functional performance skills of children with Down syndrome and the age of entry into mainstream elementary education.

    METHOD: In a cross-sectional study of 70% of the 7-year-old children with Down syndrome in Norway (N = 43), we measured functional performance using the Pediatric Evaluation of Disability Inventory (PEDI). The study was a follow-up of a previous study of the same children at age 5 assessed using the same instrument. Data from both studies were used in the analysis.

    RESULTS: Forty percent of the sample of children with Down syndrome in Norway had entered elementary school after a 1-year postponement (i.e., at age 7). The functional performance skills of the children, as measured using the PEDI, were significantly lower at both age 5 and age 7 in self-care and social function compared with children with Down syndrome who entered elementary school at the usual time (i.e., at age 6). The main characteristics associated with postponed elementary school entry were found in communication skills and bladder and bowel management.

    CONCLUSION: A certain level of development and independence seems to be required for a child with Down syndrome to be viewed as ready to enter elementary school, and perceptions of readiness for school may be culturally dependent. In addition to the well-described challenges in language and communication skills, being viewed as ready for school includes having stopped using diapers, a topic not previously mentioned as a factor in postponing elementary school entry for children with Down syndrome. Awareness of culturally influenced performance skills may give direction to parents and professionals in targeting areas in the preschool years that might help promote these children's readiness for school.

  • 34.
    Egilson, Snaefridur
    et al.
    University of Akureyri, Akureyri, Iceland.
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm, Sweden.
    School participation of pupils with physical and psychosocial limitations:  a comparison2009In: British Journal of Occupational Therapy, ISSN 0308-0226, E-ISSN 1477-6006, Vol. 72, no 4, p. 144-152Article in journal (Refereed)
    Abstract [en]

    Several features in the school environment affect pupils with disabilities, serving as either supports or barriers to their school participation. The purpose of this study was to investigate and look for differences in the pupil-environment fit of students with physical and psychosocial limitations, using the School Setting Interview (SSI). The SSI is a client-centred instrument, which focuses on school activities where adjustments need to be made to accommodate pupils with disabilities and to enable their participation. Descriptive statistics and Mann-Whitney U tests were employed to compare the fit of the two groups and their school environment.

     The results reveal that, in order to participate actively, both groups of pupils required adjustments to many school settings. Pupils with physical limitations frequently need adjustments, but their needs were met by the schools to a more satisfactory extent than were the needs of pupils with psychosocial limitations.

     The findings support the usability of the SSI for pupils with various types of limitations. They also stress the importance of eliciting the perspectives of the pupils themselves in order to facilitate the planning and implementation of client-centred occupational therapy interventions in school.

  • 35.
    Ehrenfors, R
    et al.
    Division of Occupational Therapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.
    Borell, L
    Division of Occupational Therapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.
    Hemmingsson, Helena
    Division of Occupational Therapy, Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.
    Assessments used in school-aged children with acquired brain injury - Linking to the international classification of functioning, disability and health2009In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 31, no 17, p. 1392-1401Article in journal (Refereed)
    Abstract [en]

    PURPOSE: The aim was to examine widely used assessments within the rehabilitation of school-aged children with acquired brain injury (ABI) with the International Classification of Functioning, Disability and Health (ICF) as a framework.

    METHOD: A survey identified the assessments most widely used in the rehabilitation of school-aged children with ABI in Sweden. The aims of these assessments were linked to the ICF according to previously published linking rules for clinical assessments.

    RESULTS: Thirty out of 43 widely used assessments were linked to body functions. The remaining assessments were linked to activities and participation, with no assessments being linked to environmental factors. Many categories within activities and participation were missing, whereas some categories within body functions were covered by numerous assessments.

    CONCLUSIONS: The widely used assessments within paediatric brain injury rehabilitation do not cover essential aspects of functioning and disability. Specifically, assessments focussing on many crucial categories of activities and participation, and all categories within environmental factors were missing. A better understanding of school-aged children's health and disability might be achieved by using the ICF to identify a set of assessments, illuminating body functions, activities and participation and environmental factors.

  • 36.
    Ehrenfors, Rita
    et al.
    Karolinska Institutet, Huddinge, Sweden.
    Borell, Lena
    Karolinska Institutet, Huddinge, Sweden.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Assesments used in school-aged children with acquired brain injury - Linking to the international classification of functioning, disability and health2012In: Brain Injury, ISSN 0269-9052, E-ISSN 1362-301X, Vol. 26, no 4-5, p. 502-502Article in journal (Refereed)
    Abstract [en]

    Objectives: The aim was to examine widely used assessments within rehabilitation of school-aged children with acquired brain injury (ABI) with the International Classification of Functioning, Disability and Helath (ICF) as a framework.

    Methods: A multicentre survey identified the assessments most widely used in the rehabilitation of school-aged children with ABI in Sweden. The aims of these assessments were linked to the ICF according to previously published linking rules for clinical assessments.

    Results: Thirty out of 43 widely used assessments were linked to body functions. The remaining assessments were linked to activities and participation, with no assessments being linked to environmental factors. Many categories within activities and participation were missing, whereas some categories within body functions were covered by numerous assessments.

    Conclusions: The widely used assessments within paediatic brain injury rehabilítation do not cover essential aspects of functioning and disability. Specificially, assessments focusing on many crucial categories of activities and participation, and all categories within environmental factors were missing. A better understanding of school-aged children's health and disability might be achieved by using the ICF to identify a set of assessments, illuminating body functions, activities and participation and environmental factors.

     

  • 37.
    Ekbladh, Elin
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Fan, Chia-Wei
    University of Illinois at Chicago.
    Sandqvist, Jan
    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.
    Taylor, Renée
    University of Illinois at Chicago.
    Work environment impact scale: Testing the psychometric properties of the Swedish version2014In: Work: A journal of Prevention, Assesment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 47, no 2, p. 213-219Article in journal (Refereed)
    Abstract [en]

    The Work Environment Impact Scale (WEIS) is an assessment that focuses on the fit between a person and his or her work environment. It is based on Kielhofner’s Model of Human Occupation and designed to gather information on how clients experience their work environment.

    The aim of this study was to examine the psychometric properties of the Swedish version of the WEIS assessment instrument.

    In total, 95 ratings on the 17-item WEIS were obtained from a sample of clients with experience of sick leave due to different medical conditions. Rasch analysis was used to analyze the data. 

    Overall, the WEIS items together cohered to form a single construct of increasingly challenging work environmental factors. The hierarchical ordering of the items along the continuum followed a logical and expected pattern, and the participants were validly measured by the scale. The three occupational therapists serving as raters validly used the scale, but demonstrated a relatively high rater separation index, indicating differences in rater severity.  

    The findings provide evidence that the Swedish version of the WEIS is a psychometrically sound assessment across diagnoses and occupations, which can provide valuable information about experiences of work environment challenges.

  • 38.
    Fan, Chia-Wei
    et al.
    University of Illinois, IL USA .
    Taylor, Renee R.
    University of Illinois, IL USA .
    Ekbladh, Elin
    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.
    Sandqvist, Jan
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Evaluating the Psychometric Properties of a Clinical Vocational Rehabilitation Outcome Measurement: The Assessment of Work Performance (AWP)2013In: OTJR (Thorofare, N.J.), ISSN 1539-4492, E-ISSN 1938-2383, Vol. 33, no 3, p. 125-133Article in journal (Refereed)
    Abstract [en]

    This study examined the validity and reliability of the Assessment of Work Performance (AWP) using Rasch analysis. The AWP was administered to 365 clients with a variety of work-related problems. Rasch analysis and principal component analysis were used to examine the appropriateness of the rating scales and unidimensionality of AWP items. The person-response validity, internal consistency, targeting appropriateness, and differential item function were also analyzed. The Rasch analysis confirmed the 4-point rating scale, and the item set met the criteria of unidimensionality. The AWP exhibited satisfactory person-response validity and internal consistency. Among the three subdomains, the targeting of item-difficulty was sufficient in the motor skills and process skills subdomains. Differential item functioning was found across gender and diagnoses. This study presented evidence to support that the AWP functioned as a reliable and valid assessment in assessing work performance.

  • 39.
    Gantschning, Brigitte E.
    et al.
    Zurich University of Applied Sciences, Winterthur, Switzerland.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    La Cour, Karen
    University of Southern Denmark, Odense.
    Feeling and Being Involved?: Participation Experienced by Children with Disabilities at Regular Schools in Austria2011In: Journal of Occupational Therapy, Schools & Early Intervention, ISSN 1941-1251, Vol. 4, no 3-3, p. 260-275Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to gain an in-depth knowledge about children with disabilities’ lived experiences of participation in regular schools in Austria. Qualitative interviews were conducted with 5 children. Data were analyzed according to the descriptive phenomenological method. Children with disabilities appreciated attending regular schools. Being a part of school life was identified to include experiences of participation and nonparticipation. Different aspects of the environment influence experiences of participation and awareness of differences are facilitated through interaction with peers. Together, the findings complement empirical insights to the understanding of experienced and performed involvement combined with subjective dimensions of environmental features that influence participation.

  • 40.
    Gunnarsson, Nina
    et al.
    Jönköping University, Sweden.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hydén, Lars-Christer
    Linköping University, Department of Medical and Health Sciences, Health and Society. Linköping University, Faculty of Health Sciences.
    Mothers’ accounts of healthcare encounters: Negotiating culpability and fulfilling the active mother role2013In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 24, no 4, p. 1-15Article in journal (Refereed)
    Abstract [en]

    This article explores mothers’ accounts of initial interactions and encounters with healthcare professionals and the outcomes where questions about their children’s problems are concerned. A case-based storyline was reconstructed as part of the analysis, focusing on

    when and how mothers claimed to be responsible parents. The outcomes of these encounters were presented by the mothers in this study as a drawn-out process, with disagreement between mothers and healthcare providers, resulting in different performances of moral agency. Some mothers portrayed themselves as dependent on healthcare expertise and made moral claims by attributing and deflecting blame, negotiating back and forth about their own and the healthcare professionals’ culpability, restoring moral agency. Other mothers did not generally defend or justify their actions or place blame, but appealed instead to fulfilment of the active mother role where they controlled the interaction and claimed full responsibility for their child’s care, hence presenting their moral agency as indisputable.

  • 41.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    A cross sectional study: computer based assistive technology device for use by children with physical disabilities2011Conference paper (Other academic)
  • 42.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Assessments used in school-aged children with acquired brain injury – Linking to the ICF2011Conference paper (Other academic)
  • 43.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Barn vet andra saker än vuxna! Våga fråga barn om skola och habilitering2011Conference paper (Other academic)
  • 44.
    Hemmingsson, Helena
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care.
    Barnperspektiv och barns perspektiv2013Conference paper (Refereed)
  • 45.
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    BAS-Bedömning av anpassningar i skolmiljön;intervjuinstrument och manual1998Other (Other (popular science, discussion, etc.))
  • 46.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Bedömning av anpassningar i skolmiljön - behövs en systematisk metod. Handikappinstitutet, Stockholm1998Report (Other academic)
  • 47.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Delaktighet i skolan för barn med rörelsehinder2011In: Arbetsterapeuten, nr 3, ISSN 0345-0988, no 3Article in journal (Other academic)
    Abstract [sv]

    Barn med rörelsehinder ska vara delaktiga i skolan på lika villkor som andra barn när det gäller de förutsättningar som skolan erbjuder. Delaktighet i skolan är viktigt ur flera aspekter, bland annat ur ett hälsoperspektiv. Arbetsterapeuten bidrar till förutsättningarna för lärande och utveckling i skolan genom att främja elevens aktivitet och delaktighet. I allmänhet är inte skolor utformade med tanke på barn med funktionshinder och personalens beredskap och kompetens att möta barn med funktionshinder kan vara bristfällig. I artikeln beskrivs hinder för delaktighet när det gäller skolmiljön och skolans aktiviteter samt studier som handlar om delaktighet i skola från elevens perspektiv. Evidens för arbetsterapiinsatser i skolan tas upp samt annan forskning som kan bidra med kunskap om hur arbetsterapiinsatser kan utformas i skolan för att stödja elevens delaktighet.

    Varje år börjar cirka 100 0000 barn i skolan och några av dem har ett rörelsehinder. I Sverige är det självklart att barn med rörelsehinder ska erbjudas en likvärdig skolgång i meningen att de ska ha samma möjligheter som andra barn att utvecklas både kunskapsmässigt och socialt [1]. Med ett populärt begrepp kan det uttryckas som att de ska vara delaktiga i skolan på lika villkor som andra barn när det gäller de förutsättningar som skolan erbjuder.

    Delaktighet i skolan är viktigt ur flera aspekter, bland annat ett hälsoperspektiv. Hälsan hos barn och ungdomar med rörelsehinder kan vara mer sårbar än andra barns. Förekomsten av ett varaktigt funktionshinder innebär en ökad risk för sekundära problem (fysiska såväl som psykosociala) som i onödan kan försvåra barnets totala funktionshinder och få negativ inverkan på barnets framtida möjligheter i vuxenlivet [2, 3].  Att skapa de bästa förutsättningar för utveckling och lärande genom att främja aktivitet och delaktighet i skolan och på fritiden är av den anledningen också en viktig preventiv insats avseende barn och ungdomar med rörelsehinder.

  • 48.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Delaktighet i skolmiljön2016In: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, p. 179-191Chapter in book (Other academic)
  • 49.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Arts and Sciences.
    Editorial2004In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014Article in journal (Refereed)
  • 50.
    Hemmingsson, Helena
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Educational principles in occupational therapy2012Conference paper (Other academic)
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