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  • 1.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Imms, Christine
    Apex Australia Chair Neurodev & Disabil, Australia; Univ Melbourne, Australia.
    Ivarsson, Magnus
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Almqvist, Lena
    Malardalen Univ, Sweden; Jonkoping Univ, Sweden.
    Lundqvist, Lars-Olov
    Orebro Univ, Sweden.
    King, Gillian
    Bloorview Res Inst, Canada; Univ Toronto, Canada.
    Lyngback, Liz Adams
    Stockholm Univ, Sweden; FUB Swedish Natl Assoc People Intellectual Disabil, Sweden.
    Andersson, Anna Karin
    Jonkoping Univ, Sweden.
    Arnell, Susann
    Orebro Univ, Sweden.
    Arvidsson, Patrik
    Ctr Res & Dev Reg Gavleborg, Sweden; Univ Pretoria, South Africa.
    Augustine, Lilly
    Jonkoping Univ, Sweden.
    Brooks, Rob
    Univ Bradford, England.
    Eldh, Maria
    Region Östergötland, Närsjukvården i östra Östergötland, Rehab Öst.
    Engde, Lisa
    Region Östergötland, Närsjukvården i västra Östergötland, Habiliteringen.
    Engkvist, Helena
    Jonkoping Univ, Sweden.
    Berglund, Ingalill Gimbler
    Jonkoping Univ, Sweden.
    Green, Dido
    Jonkoping Univ, Sweden; Brunel Univ London, England.
    Huus, Karina
    Jonkoping Univ, Sweden.
    Karlsson, Charlotte
    Jonkoping Univ, Sweden.
    Lygnegard, Frida
    Jonkoping Univ, Sweden.
    Sjodin, Linda
    Jonkoping Univ, Sweden; Jonkoping Habilitat Ctr, Sweden.
    Granlund, Mats
    Jonkoping Univ, Sweden; Norwegian Univ Nat Sci & Technol, Norway.
    A Systematic Review of Longitudinal Trajectories of Mental Health Problems in Children with Neurodevelopmental Disabilities2023Ingår i: Journal of Developmental and Physical Disabilities, ISSN 1056-263X, E-ISSN 1573-3580Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    To review the longitudinal trajectories - and the factors influencing their development - of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.

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  • 2.
    Ivarsson, Magnus
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Anna Karin
    Division of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden; CHILD, Jönköping University, Jönköping, Sweden.
    Almqvist, Lena
    CHILD, Jönköping University, Jönköping, Sweden; Division of Psychology, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Self-rating via video communication in children with disability – a feasibility study2023Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Different barriers may hinder children with developmental disabilities (DD) from having a voice in research and clinical interventions concerning fundamentally subjective phenomena, such as participation. It is not well-investigated if video communication tools have the potential to reduce these barriers. Aim: This study investigated the feasibility of administering a self-rating instrument measuring participation, Picture My Participation (PmP), via a video communication tool (Zoom), to children with DD. Materials and methods: PmP was administered to 17 children with DD (mean age 13 years). The pictorial representations of activities and response options in PmP were displayed in a shared PowerPoint presentation, enabling nonverbal responses with the annotate function in Zoom. Child and interviewer perceptions of the interview were measured through questionnaires developed for the purpose. Results: All the children completed the interview. Most PmP questions were answered, and no adverse events were registered. Technical issues could generally be solved. No special training or expensive equipment was needed for the interviews. Conclusion: Interviewer-guided self-ratings of participation and related constructs through video communication may be  a feasible procedure to use with children with DD from age 11. Significance: Offering video communication may increase children’s chances to contribute subjective experiences in research and clinical practice.

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  • 3.
    Ivarsson, Magnus
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Danielsson, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Anna Karin
    School of Health and Welfare, Jönköping University, Jönköping, Sweden; School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Gothilander, Jennifer
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Granlund, Mats
    School of Health and Welfare, Jönköping University, Jönköping, Sweden; Department of Mental Health, Norwegian University of Science and Technology, Trondheim, Norway.
    Structural validity and internal consistency of the Strengths and Stressors in Parenting (SSF) Questionnaire in parents of children with developmental disabilities.2023Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 64, nr 4, s. 486-494Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study investigated the structural validity and internal consistency of the Strengths and Stressors (SSF) questionnaire. The SSF is used in Swedish habilitation services to measure the positive and negative consequences that the fostering of a child with a developmental disability can have on family functioning in six domains: parent's feelings and attitudes, social life, family finances, relationship to the other parent, siblings, and professional support. The proposed six-factor model was tested with confirmatory factor analysis with data collected from 291 parents of children with developmental disabilities. The six-factor model had an acceptable fit according to most fit indices, but two items were non-significant. Overall, the internal consistency was acceptable or good. The SSF, with the proposed six-factor solution, can be a useful tool when assessing parental perspectives on the impacts of having a child with a developmental disability in clinical settings and research.

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  • 4.
    Granlund, Mats
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Jonkoping Univ, Sweden.
    Imms, Christine
    Univ Melbourne, Australia.
    King, Gillian
    Bloorview Res Inst, Canada.
    Andersson, Anna Karin
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Jonkoping Univ, Sweden.
    Augustine, Lilly
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Jonkoping Univ, Sweden.
    Brooks, Rob
    Leeds Beckett Univ, England.
    Danielsson, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Gothilander, Jennifer
    Malardalen Univ, Sweden.
    Ivarsson, Magnus
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lundqvist, Lars-Olov
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Orebro Univ, Sweden.
    Lygnegard, Frida
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Jonkoping Univ, Sweden.
    Almqvist, Lena
    Malardalen Univ, Sweden.
    Definitions and Operationalization of Mental Health Problems, Wellbeing and Participation Constructs in Children with NDD: Distinctions and Clarifications2021Ingår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, nr 4, artikel-id 1656Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children with impairments are known to experience more restricted participation than other children. It also appears that low levels of participation are related to a higher prevalence of mental health problems in children with neurodevelopmental disorders (NDD). The purpose of this conceptual paper is to describe and define the constructs mental health problems, mental health, and participation to ensure that future research investigating participation as a means to mental health in children and adolescents with NDD is founded on conceptual clarity. We first discuss the difference between two aspects of mental health problems, namely mental disorder and mental illness. This discussion serves to highlight three areas of conceptual difficulty and their consequences for understanding the mental health of children with NDD that we then consider in the article: (1) how to define mental health problems, (2) how to define and assess mental health problems and mental health, i.e., wellbeing as separate constructs, and (3) how to describe the relationship between participation and wellbeing. We then discuss the implications of our propositions for measurement and the use of participation interventions as a means to enhance mental health (defined as wellbeing). Conclusions: Mental disorders include both diagnoses related to impairments in the developmental period, i.e., NDD and diagnoses related to mental illness. These two types of mental disorders must be separated. Children with NDD, just like other people, may exhibit aspects of both mental health problems and wellbeing simultaneously. Measures of wellbeing defined as a continuum from flourishing to languishing for children with NDD need to be designed and evaluated. Wellbeing can lead to further participation and act to protect from mental health problems.

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  • 5.
    Nilsson, Karin
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Palmqvist, Lisa
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    ivarsson, Magnus
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Levén, Anna
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Danielsson, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Annell, Marie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Schöld, Daniel
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Socher, Michaela
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Structural Differences of the Semantic Network in Adolescents with Intellectual Disability2021Ingår i: Big data and cognitive computing, E-ISSN 2504-2289, Vol. 5, nr 2, artikel-id 25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The semantic network structure is a core aspect of the mental lexicon and is, therefore, a key to understanding language development processes. This study investigated the structure of the semantic network of adolescents with intellectual disability (ID) and children with typical development (TD) using network analysis. The semantic networks of the participants (nID = 66; nTD = 49) were estimated from the semantic verbal fluency task with the pathfinder method. The groups were matched on the number of produced words. The average shortest path length (ASPL), the clustering coefficient (CC), and the network’s modularity (Q) of the two groups were compared. A significantly smaller ASPL and Q and a significantly higher CC were found for the adolescents with ID in comparison with the children with TD. Reasons for this might be differences in the language environment and differences in cognitive skills. The quality and quantity of the language input might differ for adolescents with ID due to differences in school curricula and because persons with ID tend to engage in different out-of-school activities compared to TD peers. Future studies should investigate the influence of different language environments on the language development of persons with ID

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