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  • 101.
    Petersson, Ingela
    et al.
    Karolinska Institute, Sweden.
    Fisher, Anne
    Umeå university, Umeå, Sweden.
    Hemmingsson, Helena
    Karolinska Institute, Sweden.
    Lilja, Margareta
    Karolinska Institute, Sweden.
    The Client Clinican Assesment Protocol (C-CAP): A first evaluation of its psycometric properties for use with older adults in need of home modifications2007Ingår i: OTJR (Thorofare, N.J.), ISSN 1539-4492, E-ISSN 1938-2383, Vol. 27, nr 4, s. 140-148Artikel i tidskrift (Refereegranskat)
  • 102.
    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.2007Ingår i: Disability and Rehabilitation: Assistive Technology, ISSN 1748-3107, E-ISSN 1748-3115, Vol. 2, nr 1, s. 23-33Artikel i tidskrift (Refereegranskat)
    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.

  • 103.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Egilson, Snaefridur
    Akureyri universitet, Island.
    Hoffman, Osharat
    University of Chicago.
    Kielhofner, Gary
    University of Chicago.
    A user's manual for the School Setting Interview (SSI) version 32005Bok (Övrigt vetenskapligt)
    Abstract [en]

    The School Setting Interview (SSI) was developed to examine the level of studentenvironment fit of students with physical disabilities and facilitate the planning of occupational therapy interventions in school. The SSI is specifically developed for students with physical disabilities who have some type of motor dysfunction, although it has relevance and can be used for students with other types of disabilities. It is a client-centred assessment intended for students from approximately 10 years of age and older. The SSI includes 16 items (i.e. questions) concerning everyday school activities where students with disabilities may need adjustments to be able to participate. Each item is scored using a four-step rating scale that enables the student and the therapist to jointly decide the level of studentenvironment fit.

  • 104.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Jonsson, Hans
    Karolinska Institutet, Stockholm.
    An occupational perspective on the concept of participation in the International Classification of Functioning, Disability and Health--some critical remarks2005Ingår i: American Journal of Occupational Therapy, ISSN 0272-9490, E-ISSN 1943-7676, Vol. 59, nr 5, s. 569-76Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The International Classification of Functioning, Disability and Health (ICF; World Health Organization, 2001) provides an international and interprofessional scientific basis for understanding and studying health. The concept of participation plays an important role in the classification and has become a central construct in health care, rehabilitation, and in occupational therapy. The aim of this paper is to provide a critical analysis of the concept of participation in the ICF. As background, the origins and current presentation of the ICF are presented. The use and function of the ICF and the contemporary discussions regarding the classification are reviewed. An occupational perspective on participation in the ICF reveals major shortcomings regarding the subjective experience of meaning and autonomy. Furthermore, the ICF has limitations in capturing different kinds of participation in a single life situation. Following these analyses we discuss the advantages and shortcomings of using the ICF, and how an occupational perspective can contribute to an ongoing discussion about the development of the ICF.

  • 105.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Egilson, S
    Akureyri universitet, Island.
    Hoffman, O
    University of Chicago.
    Kielhofner, G
    University of Chicago.
    Bedömning av anpassningar i skolmiljön (BAS), version 3.0 (20052005Bok (Övrig (populärvetenskap, debatt, mm))
  • 106.
    Stenhammar, Ann-Marie
    et al.
    Riksförbundet för rörelsehindrade barn och ungdomar, Stockholm.
    Holm, S
    Riksförbundet för rörelsehindrade barn och ungdomar, Stockholm.
    Sjöholm, M
    Riksförbundet för rörelsehindrade barn och ungdomar, Stockholm.
    Hemmingsson, Helena
    Riksförbundet för rörelsehindrade barn och ungdomar, Stockholm.
    När andra sover: Hur sömnsvårigheter hos barn med funktionshinder påverkar familjens liv2005Rapport (Övrigt vetenskapligt)
  • 107.
    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 environment2004Ingår i: Brain Injury, ISSN 0269-9052, E-ISSN 1362-301X, Vol. 18, nr 10, s. 985-995Artikel i tidskrift (Refereegranskat)
    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.

  • 108.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Filosofiska fakulteten.
    Editorial2004Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014Artikel i tidskrift (Refereegranskat)
  • 109.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Kottorp, Anders
    Umeå University.
    Bernspång, Birgitta
    Umeå University.
    Validity of the school Setting Interview: An Assessment of the Student - Envirement Fit2004Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 11, s. 171-178Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The School Setting Interview (SSI) is an internationally used client-centred interview assessment that specifically investigates the student - environment fit for students with physical disabilities. In this study the Rasch measurement model was used to examine validity of the SSI; specifically, whether or not the SSI measures a unidimensional construct. Data for analysis included SSI assessments of 87 Swedish students with physical disabilities aged between 8 and 19 years of age. The results of the Rasch analysis revealed that all items had acceptable infit MnSq and z values supporting evidence of construct validity of the SSI. The established order of the difficulty of the items was also shown to be in acceptable congruence with the theoretical basis for item development. In addition, the analysis revealed aspects of the SSI that need improvements, such as the need for more challenging items and refinements of the manual. Further investigations of validity in different cultural contexts are recommended.

  • 110.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Huddinge, Sweden.
    Borell, Lena
    Karolinska institutet, Stockholm.
    Gustavsson, Anders
    Stockholm University.
    Participation in school: School assistants creating opportunities and obstacles for pupils with disabilities2003Ingår i: OTJR (Thorofare, N.J.), ISSN 1539-4492, E-ISSN 1938-2383, Vol. 23, nr 3, s. 88-98Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study addresses how help is provided for pupils with physical disabilities and how school assistants influence their participation in school. Data were collected through field observations and interviews with seven pupils between 7 and 15 years old and with each pupil’s teacher and assistant. The analysis resulted in a description of features that influenced how help was provided and the consequences in school for the pupil with disabilities. A major finding was that the assistants could both facilitate and hinder participation. We concluded that an awareness of the priority the pupils place on social participation with their peers is needed to ensure effective and flexible support is made available to pupils with disabilities.

  • 111.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Borell, Lena
    Karolinska Institutet.
    Environmental barriers in mainstream schools2002Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 28, nr 1, s. 57-63Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

  • 112.
    Hemmingsson, Helena
    Karolinska Institutet, Institutionen Neurotec, sektionen för arbetsterapi.
    Student-environment fit for students with physical disabilities2002Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of the research presented here was to identify and explore aspects of the school environment that influence the participation of students with physical disabilities. The first study examined the reliability and validity of the School Setting Interview (SSI), which is a new assessment still under development. The results showed that the inter-rater reliability was good or very good and that the SSI was able to accurately identify those students who needed to have adjustments made for them. An examination of the content validity indicated that the items included were adequate for the assessment's intended purpose. In a continuation of this research, the SSI was used to identify adjustment needs for students with severe physical disabilities attending a specially adapted upper secondary school. The results showed that most unmet needs were connected to writing, examinations and reading. Overall, 39 % of the needs for adjustments that had been identified were unmet by the school. It is suggested that one describes adjustments at three different levels in relation to the students who have access to them: a general one, a group one, and an individual one.

    The SSI was then used to investigate environmental barriers in regular schools. Simultaneously, an investigation was made of how gender, diagnosis, academic grade, the availability of an assistant and the level of locomotion were related to how well the environment suited the students. It was demonstrated that the way in which activities are organised and carried out in school is the area in need of most improvement to promote the participation of students with physical disabilities. The findings also suggest that the older students with disabilities and those who do not have access to an assistant should be prioritised when adjustments are being made.

    The next stage of the study was to investigate how temporal structures in the school setting influenced the schoolwork of students with disabilities. It was found that the teaching style determined the pace and defined the temporal pattern in the classroom. Four teaching styles were identified with different influences on the students' opportunities to participate. An educational dilemma was discovered regarding how best to provide equal learning opportunities for students with physical disabilities; this is discussed. Finally, research was conducted to increase the understanding of how the presence of an assistant in school influences the participation of students with physical disabilities. It was revealed that assistance was arranged to promote participation in learning, while the students themselves often prioritised social participation with peers. The pupils had limited influence over the assistance provided and little control over when and how support was given. In turn, these diverging priorities and the lack of influence sometimes precluded appropriate assistance being given to the students with disabilities, thereby affecting their overall opportunities to participate in class.

    In summary, this thesis revealed that the organisation of activities, teaching styles and the provision of assistance were aspects of the social environment that especially influenced students' opportunities to participate. The ambiguity and complexity of facilitating participation also created dilemmas where the provision of support intended to facilitate participation might threaten another aspect of participation. On the basis of the results, a definition of participation is suggested that incorporates performance and the students' feeling of involvement and belonging, as well as the students' opportunities for decision-making.

  • 113.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Talking with clients: Assessment that collects information through interviews. In Model of Human Occupation: Theory and application (3tr ed.) Philadelphia: Lippincott, Williams & Wilkins2002Övrigt (Övrigt vetenskapligt)
  • 114.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hoffman, Oshrat Regev
    Kielhofner, Gary
    A user’s manual for the School Setting Interview (SSI). University of Illinois at Chicago2000Övrigt (Övrigt vetenskapligt)
  • 115.
    Hemmingsson, Helena
    et al.
    Karolinska Institutet, Stockholm.
    Borell, Lena
    Karolinska Institutet.
    Accommodation needs and student-environment fit in upper secondary schools for students with severe physical disabilities2000Ingår i: Canadian Journal of Occupational Therapy / Revue Canadienne d`Ergotèrapie, ISSN 0008-4174, Vol. 67, nr 3, s. 162-72Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to identify, from the personal perspective of students with disability, their needs for physical and social accommodations in upper secondary schools specially adapted for students with severe physical disabilities. The study also aimed to identify those areas of student-environment fit which were most often achieved. Forty-eight students in four schools in Sweden were assessed by occupational therapists using the School Setting Interview. Forty-seven students reported needs for accommodations in the school setting. The study indicates that schools generally were able to meet the students' accommodation needs in the physical environment. The schools also met students' accommodation needs for field trips, sport activities and assistance. Student-environment fit in occupations requiring reading, remembering and speaking was unsatisfactory. Accommodations on a general, group and individual level are highlighted and discussed. The study recommends that occupational therapists become more involved and offer society their expertise in barrier removal to a greater extent.

  • 116.
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    Går det att fråga barn?2000Ingår i: Tidskriften Vård, Vol. 1, s. 16-19Artikel i tidskrift (Övrigt vetenskapligt)
  • 117.
    Hemmingsson, Helena
    et al.
    Karolinska institutet, Stockholm.
    Borell, Lena
    Karolinska institutet, Stockholm.
    Gustavsson, Anders
    Stockholm's university.
    Temporal aspects of teaching and learning - implications for pupils wiyh physical disabilities1999Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 2, nr 2, s. 26-43Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to describe and try to understand how temporal structures in school setting influence the performance of daily school tasks for pupils with physical disabilities. Seven pupils between 7 and 15 years of age were included. Data were collected through field observations and semi‐structured interviews with pupils and each pupil's teacher. The findings show that pupils with disabilities often did not have the time to perform regular daily school activities such as reading and writing. The pupils’ time problems were to a large extent influenced by the teaching styles. Four teaching styles were identified. The number of pupils in the class seemed to influence the teacher's choice of teaching style. Variation in teaching styles also could be understood in relation to how teachers handled an educational dilemma that was discovered. Implications of the study on teaching and learning in relation to pupils with physical disabilities are discussed.

  • 118.
    Hemmingsson, Helena
    Karolinska Institutet, Stockholm.
    BAS-Bedömning av anpassningar i skolmiljön;intervjuinstrument och manual1998Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 119.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Bedömning av anpassningar i skolmiljön - behövs en systematisk metod. Handikappinstitutet, Stockholm1998Rapport (Övrigt vetenskapligt)
  • 120.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Filosofiska fakulteten.
    Borell, Lena
    Karolinska institutet, Stockholm.
    The development of an assessment of adjustment needs in the school setting for use with physically disabled students1996Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 3, nr 4, s. 156-162Artikel i tidskrift (Refereegranskat)
123 101 - 120 av 120
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
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Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf