liu.seSök publikationer i DiVA
Ändra sökning
Avgränsa sökresultatet
123 1 - 50 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
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    A comparartive study on internet usage in adolescents with intellectual disabilities and a reference group in Sweden.2019Ingår i: Journal of Intellectual Disability Research, JIDR: Future4All; Comparative Policy and Practice, John Wiley & Sons, 2019, Vol. 63, s. 710-726, artikel-id 7Konferensbidrag (Refereegranskat)
  • 2.
    Rytterström, Patrik
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Borgestig, Maria
    Orebro Univ, Sweden.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten. Stockholm Univ, Sweden.
    Hope and Technology: Other-Oriented Hope Related to Eye Gaze Technology for Children with Severe Disabilities2019Ingår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, nr 10, artikel-id 1667Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introducing advanced assistive technology such as eye gaze controlled computers can improve a persons quality of life and awaken hope for a childs future inclusion and opportunities in society. This article explores the meanings of parents and teachers other-oriented hope related to eye gaze technology for children with severe disabilities. A secondary analysis of six parents and five teachers interview transcripts was conducted in accordance with a phenomenological-hermeneutic research method. The eye gaze controlled computer creates new imaginations of a brighter future for the child, but also becomes a source for motivation and action in the present. The other-oriented hope occurs not just in the future; it is already there in the present and opens up new alternatives and possibilities to overcome the difficulties the child is encountering today. Both the present situation and the hope for the future influence each other, and both affect the motivation for using the technology. This emphasises the importance of clinicians giving people opportunities to express how they see the future and how technology could realise this hope.

  • 3.
    Lidström, Helene
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Ekbladh, Elin
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Individual Adjustment Needs for Students in Regular Upper Secondary School2019Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to investigate student-environment fit and perceived need of adjustments for students in the regular upper secondary school, with and without a diagnosis. The students (n = 419) were interviewed with the assessment School Setting Interview. The results showed that for seven of the 16 items, 60% or more of the students experienced that the demands of the school environment were not consistent with their abilities. Girls had a greater need of adjustments in eight of nine SSI school activities. The findings put an emphasis on the importance of recognizing the students individuals need of adjustments, and on offering flexible support in order to enhance the student-environment-fit and well-being of students in need of special educational support.

  • 4.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Andreassen, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Öhman, Annika
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten. Stockholm Univ, Sweden.
    Using an interactive digital calendar with mobile phone reminders by senior people - a focus group study2019Ingår i: BMC Geriatrics, ISSN 1471-2318, E-ISSN 1471-2318, Vol. 19, artikel-id 116Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BackgroundNew technologies such as mobile/smartphones have the potential to help senior people perform everyday activities. However, senior people may find it difficult using mobile/smartphones, especially the digital calendar and short text message features. Therefore, senior people might need user-friendly, flexible, and interactive digital calendars that provide them with active reminders about their everyday activities. This study focuses on community dwelling seniors experiences learning and using RemindMe, an interactive digital calendar with active reminders, as part of customizing an intervention appropriate for senior people with cognitive impairments.MethodsFour focus groups were conducted with 20 community dwelling seniors (11 men and 9 women) who all had used RemindMe for six weeks. The focus groups were tape recorded, transcribed verbatim, and analysed using content analysis.ResultsFor participants in this study, using a calendar was an essential part of their everyday lives, but only a few had experiences using a digital calendar. Although the participants described RemindMe as easy to use, they had a difficult time incorporating RemindMe into their daily routines. In part, these difficulties were the result of the participants needing to change their mobile/smartphone routines. Some participants felt that using an interactive digital calendar was a sign of modernity allowing them to take part in the society at large, but others felt that their inability to use the technology was due to their age, dependence, and loss of function. Participants found that receiving active reminders through short text messages followed by actively acknowledging the reminder helped them perform more everyday life activities. This feature gave them a higher sense of independence and control.ConclusionsCommunity dwelling seniors found that RemindMe was easy to learn and to use, although they also found it challenging to integrate into their everyday lives. For senior people to make the effort to develop new routines for mobile/smartphone use, a prerequisite for using a digital calendar, they need to be motivated and believe that the technology will make their lives better.

  • 5.
    Yngve, Moa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Ekbladh, Elin
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Which students need accommodations the most, and to what extent are their needs met by regular upper secondary school?: A cross-sectional study among students with special educational needs2019Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 34, nr 3, s. 327-341Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.

  • 6.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Access to and Use of the Internet among Adolscents and Young Adults with Intellectual Disabilities in Everyday Settings.2018Ingår i: Journal of Intellectual & Developmental Disability, ISSN 1366-8250, E-ISSN 1469-9532Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: The aim is to explore and describe access to the internet and how it is used among adolescents and young adults with mild and moderate intellectual disabilities in their everyday settings. Method: Data were collected through observations of and interviews with 15 participants with intellectual disabilities, aged 13-25, on access and use of the internet in school or work and at home or in their free time. A qualitative content analysis was used. Results: Main findings were categorised into: Access to the internet in different settings, Challenges when using the internet and Strategies to handle the digital environment and take part in internet activities.Conclusions: This study revealed that participants had access to internet connections and to a high number of internet-enabled devices. Participants use the internet through strategies when doing internet activities, for example using pictures and reducing the number of internet-enabled devices used in their everyday settings.

  • 7.
    Sernheim, Åsa-Sara
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten. Swedish National Rett Center, Östersund.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Witt Engerström, Ingegerd
    Swedish National Rett Center, Östersund.
    Liedberg, Gunilla
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Activities that girls and women with Rett syndrome liked or did ot like to do2018Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, nr 4, s. 267-277Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: Activities occur in all people’s lives. This study investigated over a period of time, 15 years, what activities were enjoyed or not enjoyed and what activities parents and staff liked to do with girls/women with Rett syndrome.

    Method: A descriptive study was conducted using secondary data from three earlier questionnaires at the Swedish National Rett Center. The first questionnaire provided data on 123 girls/women with Rett syndrome, the second on 52 and the third questionnaire, on 39. Informants were parents and/or staff, in total 365. Open-ended questions were analysed using a content analysis approach.

    Results: Three categories appeared: Being in motion, receiving impressions and having contact. Bathing/swimming, listening to music and being outdoors/walking were the most enjoyed activities over the years. Of the few activities that were reported as being unenjoyable, most were daily care activities. The activities that the parents/staff enjoyed doing with the girls/women were similar to those the girls/women themselves liked to do.

    Conclusion: A preliminary overview for both liked and disliked activities of girls/women with Rett syndrome was presented. This knowledge could facilitate the choice and use of activities.

  • 8.
    Kocher Stalder, Cornelia
    et al.
    Institute of Occupational Therapy at Zurich University of Applied Sciences , Winterthur , Switzerland.; b Neuropaediatrics , University Childrens Hospital Bern, Bern, Switzerland..
    Kottorp, Anders
    Karolinska Institutet, University Stockholm, Stockholm , Sweden.; Department of Occupational Therapy University of Illinois at Chicago, Chicago, USA..
    Steinlin, Maja
    Neuropaediatrics, University Childrens Hospital Bern, Bern, Switzerland..
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Children's and teachers' perspectives on adjustments needed in school settings after acquired brain injury.2018Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, nr 4, s. 233-242Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Children with acquired brain injury (ABI) often present with functional deficits that influence their societal participation and well-being. Successful reintegration into school calls for individual support to meet each child’s adjustment needs. The adjustment needs of children with ABI in school settings have not previously been explored.

    Aim: The objectives of the present study were (a) to describe adjustment needs in school settings for children with ABI and (b) to explore differences and similarities between reports from the children and their teachers.

    Methods: In this cross-sectional study, 20 children with ABI (mean age 12.8 ± 3.4 years; class grade 1–10) and their teachers were interviewed individually, using the School Setting Interview (SSI). Data were analyzed with descriptive and with non-parametric statistics.

    Results: (a) In the overall group, children rated that 55.6% of the 16 activities in the SSI needed no adjustment. The corresponding percentage for teachers was 48.4%. (b) In the child-teacher pairs, there was a positive relationship between teachers’ and children’s responses only in 3 out of 16 school activities and agreement varied strongly according to the activity in question.

    Conclusions and significance: It is important for occupational therapists and other professionals to specifically consider adjustment needs relating to school activities from various perspectives when aiming to provide individualized interventions.

  • 9.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hellberg, Kristina
    Linnaeus University, Växjö, Sweden .
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population2018Ingår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, nr 12, s. 1131-1139Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Internet use among adolescents with intellectual disabilities in Sweden2018Ingår i: 18th International WFOT18 Congress on Occupational Therapy Connected in Diversity, Positioned for Impact, Cape Town, South Africa, 21-25 May 2018, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Introduction: Internet is an integral part of everyday life today. In Sweden 98% of adolescents are reported using internet. However, adolescents with intellectual disabilities are often excluded in national surveys, since questions are not adapted for the target group. Statistics remain therefore limited regarding internet-use among adolescents with intellectual disabilities. Objectives: To investigate and describe internet-use among adolescents with intellectual disabilities through an adapted version of a nationwide survey in Sweden. Method: A cross-sectional study was conducted using an adapted version of a survey from the Swedish Media Council on media-use among adolescents. Cognitive adaptations were included and it was accessible through the web and in paper. The sample was drawn from three municipalities using a total-selection of pupils in secondary- and upper secondary special schools. 265 surveys were sent out and the response rate was approximately 32%. Data was analyzed through descriptive statistics. Results: The result gives demographic data on the participants and descriptive statistics on the access to devices for internet-connection. Further, data are provided on activities done in leisure time and whether internet is used or not, together with perceptions of doings on internet from the participants. Conclusion: Stepwise adaptations of the survey with different levels of cognitive support enabled the participation of adolescents with intellectual disabilities and the result gives increased knowledge of internet-use among adolescents with intellectual disabilities. Finally, future comparative analysis are possible due to the national survey being used implying the voices of adolescents with intellectual disabilities being heard.

  • 11.
    Yngve, Moa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Munkholm, Michaela
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Ekbladh, Elin
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Validity of the school setting interview for students with special educational needs in regular high school - a Rasch analysis2018Ingår i: Health and Quality of Life Outcomes, ISSN 1477-7525, E-ISSN 1477-7525, Vol. 16, artikel-id 12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Participation in education is a vital component of adolescents everyday life and a determinant of health and future opportunities in adult life. The School Setting Interview (SSI) is an instrument which assesses student-environment fit and reflects the potential needs for adjustments to enhance students participation in school activities. The aim of the study was to investigate the psychometric properties of the SSI for students with special educational needs in regular high school. Methods: A sample of 509 students with special educational needs was assessed with the SSI. The polytomous unrestricted Rasch model was used to analyze the psychometric properties of the SSI regarding targeting, model fit, differential item functioning (DIF), response category functioning and unidimensionality. Results: The SSI generally confirmed fit to assumptions of the Rasch model. Reliability was acceptable (0.73) and the SSI scale was able to separate students into three different levels of student-environment fit. DIF among gender was detected in item "Remember things" and in item "Homework" DIF was detected among students with or without diagnosis. All items had disordered thresholds. The SSI demonstrated unidimensionality and no response dependence was present among items. Conclusion: The results suggest that the SSI is valid for use among students with special educational needs in order to provide and evaluate environmental adjustments. However, the items with the detected DIF and the SSI rating scale with its disordered thresholds needs to be further scrutinized.

  • 12.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Björk Olafsdottir, Linda
    University of Iceland, Iceland.
    Thora Egilson, Snaefridur
    University of Iceland, Iceland.
    Agreements and disagreements between children and their parents in health-related assessments2017Ingår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 39, nr 11, s. 1059-1072Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Purpose: To systematically review research concerning parent-child agreement in health-related assessments to reveal overall agreement, directions of agreement, and the factors that affect agreement in ratings. Method: The Uni-Search and five additional databases were searched. Childrens health issues were grouped into psychosocial issues including autism and ADHD, and physical and performance issues including pain. Measures used for comparison were those addressing (a) psychosocial functioning, (b) physical and performance functioning, and (c) health-related quality of life. Results: Totally, 39 studies met the inclusion criteria, comprising 44 analyses in all since four studies contained more than one analyses. Moderate child-parent agreement was demonstrated in 23 analyses and poor agreement in 20 analyses. Several analyses found more agreement on observable/external than on non-observable/internal domains. Overall, parents considered their children had more difficulties than did the children themselves, although there were indications that for children with physical performance issues, parents may underreport their childrens difficulties in emotional functioning and pain. There were no consistencies in differences between childrens and parents ratings on levels of agreement with respect to the childrens health issue, age or gender. Conclusions: Discrepancies between child and parent reports seem to reflect their different perspectives and not merely inaccuracy or bias. IMPLICATIONS FOR REHABILITATION In general, parents consider their children to have more difficulties - or more extensive difficulties than the children themselves think they have. The perspectives of the child and his or her parents should be sought whenever possible since both constitute important information concerning the childs health and well-being. Children with physical and performance issues reported more difficulties than their parents concerning the childrens emotional functioning and pain. Clinicians should prioritize obtaining childrens views on subjective aspects such as emotional issues as well as on pain.

  • 13.
    Andreassen, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    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
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Digital Support for Persons with Cognitive Impairment2017Ingår i: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, s. 5-8Konferensbidrag (Refereegranskat)
    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.

  • 14.
    Glännfjord, Fredrik
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Larsson Ranada, Åsa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Elderly people’s perceptions of using Wii sports bowling – A qualitative study2017Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 24, nr 5, s. 329-338Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Nintendo Wii is a gaming console with motion-sensitive controls that is making inroads into health care and rehabilitation. However, there is still limited knowledge on how elderly people perceive the use of such a product. The aim of this study was to examine how the use of the Wii Sports Bowling in an activity group was perceived by elderly people. The data consisted of observations and interviews with participants who used Wii Sports Bowling and was analysed with content analysis. The findings are described in three themes; ‘The use of the Wii Sports game’, ‘Engagement in the game’ and ‘Social interaction around the activity’. Wii Sports Bowling was described as easier to play compared to real-life bowling and was enjoyable and a social activity. The opportunity to meet the group each week was important for the participants. Playing the game resulted in signs of immersion and a flow-like state. The Wii was perceived to be easy to use, to provide a way to socialize with peers and to give opportunities to participate in activities in a new way. More studies regarding elderly people’s experiences and apprehensions regarding new technology such as gaming consoles and virtual reality are needed.

  • 15.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Borgestig, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Gaze-Based Assistive Technology - Use in Everyday Life for Individuals with Impairments2017Ingår i: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, s. 1079-1081Konferensbidrag (Refereegranskat)
    Abstract [en]

    This session focuses on the latest developments of gaze-based assistive technology (AT) and the impact of gaze-based AT interventions in the home and at school. In particular, for play, communication, assessments and early intervention. The discussion focuses on how research findings can advance future developments.

  • 16.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Borgestig, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Gaze-Based Assistive Technology for a Toddler with Tetraplegia and Without Speech2017Ingår i: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., 2017, Vol. 242, s. 1109-1112Konferensbidrag (Refereegranskat)
    Abstract [en]

    This is a case study exploring gaze-based AT as early intervention, for a ten-month-old non-verbal child with severe physical impairments. Data was collected repeatedly over time through questionnaires, videos clips, and field observations until the child was three years old.

  • 17.
    Borgestig, Maria
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Sandqvist, Jan
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Ahlsten, Gunnar
    Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Falkmer, Torbjorn
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Sinnescentrum, Smärt och rehabiliteringscentrum. School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia; School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia.
    Hemmingsson, Helena
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Gaze-based assistive technology in daily activities in children with severe physical impairments: an intervention study2017Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, nr 3, s. 129-141Artikel i tidskrift (Refereegranskat)
    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.

  • 18.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Rytterström, Patrik
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Gaze-based assistive technology used in daily life by children with severe physical impairments: parents’ experiences2017Ingår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, nr 5, s. 301-308Artikel i tidskrift (Refereegranskat)
    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.

  • 19.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Forsyth, Kirsty
    Queen Margaret University, Edinburgh, UK.
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Keponen, Riita
    Metropolia University of Applied Health Sciences, Helsinki, Finland.
    Ekbladh, Elin
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Kielhofner, Gary
    Talking with Clients: Assessments that Collect Information through Interviews2017Ingår i: Kielhofner´s Model of Human Occupation: Theory and application / [ed] Renée R Taylor, Philadelphia: Lippincott Williams & Wilkins , 2017, 5, s. 275-290Kapitel i bok, del av antologi (Refereegranskat)
  • 20.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    The Benefits of Gaze-Based Assistive Technology in Daily Activities for Children with Disabilities2017Ingår i: Harnessing the Power of Technology to Improve Lives / [ed] Cudd P.,de Witte L., IOS Press, 2017, Vol. 242, s. 1082-1088Konferensbidrag (Refereegranskat)
    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.

  • 21.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten. Uppsala Univ, Sweden; Uppsala Univ, Sweden.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    The Benefits of Gaze-Based Assistive Technology in Daily Activities for Children with Disabilities2017Ingår i: HARNESSING THE POWER OF TECHNOLOGY TO IMPROVE LIVES, IOS PRESS , 2017, Vol. 242, s. 1082-1088Konferensbidrag (Refereegranskat)
    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.

  • 22.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Hemmingsson, Helena
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Hellberg, Kristina
    Linnaeus University, Växjö, Sweden .
    Kjellberg, Anette
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    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 Disorder2017Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, nr 3, s. 667-679Artikel i tidskrift (Refereegranskat)
    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.

  • 23.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Delaktighet i skolmiljön2016Ingår i: Arbetsterapi för barn och ungdom / [ed] Ann-Christin Eliasson, Helene Lidström, Marie Peny-Dahlstrand, Lund: Studentlitteratur AB, 2016, s. 179-191Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 24.
    Borgestig, Maria
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Folke Bernadotte Regional Habilitation Centre and Department of Women´s and Children´s Health, Uppsala University, Uppsala, Sweden.
    Sandqvist, Jan
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Parsons, Richard
    School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia.
    Falkmer, Torbjörn
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Sinnescentrum, Smärt och rehabiliteringscentrum. School of Occupational Therapy & Social Work, Curtin University, Perth, WA, Australia / School of Occupational Therapy, La Trobe University, Melbourne, Victoria, Australia.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Eye gaze performance for children with severe physical impairments using gaze-based assistive technology: a longitudinal study2016Ingår i: Assistive technology, ISSN 1040-0435, E-ISSN 1949-3614, Vol. 28, nr 2, s. 93-102Artikel i tidskrift (Refereegranskat)
    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.

  • 25.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Internet use among adolescents with intellectual disabilities at home and school2016Ingår i: Abstract book: International Conference on Cerebral Palsy and other Childhood-onset Disabilities Stockholm 1–4 June 2016, 2016Konferensbidrag (Övrigt vetenskapligt)
    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

  • 26.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hellberg, Kristina
    Specialpedagogiska institutionen, Stockholms universitet, Stockholm, Sweden.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Support for learning- goes beyond academic support: voices of students with Asperger’s disorder and ADHD2016Ingår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, nr 2, s. 183-195Artikel i tidskrift (Refereegranskat)
    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.

  • 27.
    Rytterström, Patrik
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Borgestig, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi. Linköpings universitet, Medicinska fakulteten.
    Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech2016Ingår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 31, nr 4, s. 506-519Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to explore teachers’ experiences of using eye gaze-controlled computers with pupils with severe disabilities. Technology to control a computer with eye gaze is a fast growing field and has promising implications for people with severe disabilities. This is a new assistive technology and a new learning situation for teachers. Using a reflective lifeworld approach, 11 teachers were interviewed twice. The essence of the phenomenon of teaching pupils who use an eye gaze-controlled computer is to understand what the pupil does with the computer and relate this to what the pupil wants to express through the computer. The pupils have emotions, wishes and knowledge that are trapped in their own bodies. The eye gaze computer creates opportunities to get a glimpse of these thoughts to others, and creates hope concerning the pupil’s future possibilities. The teacher’s responsibility to try to understand what is inside the pupil’s trapped body is a motivating factor to integrate the computer in everyday classroom activities. The results give directions for teaching and for implementation of eye gaze computers in the school system, and also suggest improvements that could be made to computers.

  • 28.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Bolic Baric, Vedrana
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    E-inclusion: Digital equality – young people with disabilities2015Ingår i: Studies in Health Technology and Informatics / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, 217, Vol. 217, s. 685 - 688s. 685-688Konferensbidrag (Refereegranskat)
    Abstract [en]

    The United Nations' position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. This study investigates digital equality in school and leisure between young people with and without disabilities. A cross-sectional design with group comparisons was applied. Participants were young people (10–18 years of age) with disabilities (n=389) and a reference group in about the same ages. Data were collected by a survey focusing on access to and engagement in ICT activities in school and during leisure time. The results demonstrated young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time young people with disabilities had a leading position compared to the reference group with respect to internet use in a variety of activities. Beneficial environmental conditions at home (and the reverse in schools) are discussed as parts of the explanation for the differing engagement levels at home and in school, and among young people with disabilities and young people in general.

    Conclusion: Schools need to prioritise use of ICT by young people with disabilities.

  • 29.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Trendsetters and Followers:: Disabled Young People’s Computer Use during Leisure Time2015Ingår i: Childhood and disability in the Nordic countries :: being, becoming, belonging / [ed] Rannveig Traustadóttir, Borgunn Ytterhus, Snæfrídur Thóra Egilson and Berit Berg, Sheffield: Palgrave Macmillan, 2015, s. 167-178Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    One of the biggest social changes of our time has been the digitizing of nearly all areas of everyday life — both in the privacy of our homes and outside in the world of work and commerce. The Internet’s advancement into all areas of people’s lives has been very rapid. The changes have been so dramatic and sweeping that some use the term ‘digital revolution’. The opportunity to work, interact, communicate, and be entertained wherever we are located is now taken for granted by many people. The digital revolution has influenced people’s leisure activities and the way they interact and socialize with each other; this is especially true of younger generations (Buckingham & Willett, 2006; Palfrey & Gasser, 2008; Tapscott, 2009). This chapter explores how disabled young people access and use digital technology during leisure time, in comparison with youngsters in general.

  • 30.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Tegelström, Valerie
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Ekblad, Erik
    Region Östergötland, Närsjukvården i östra Östergötland, Rehab öst.
    Hemmingsson, Helena
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Usability of RemindMe – An Interactive Web-Based Mobile Reminder Calendar:: A Professional's Perspective2015Ingår i: Studies in Health Technology and Informatics / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, 217, Vol. 217, s. 1083s. 247-254Konferensbidrag (Refereegranskat)
    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.

  • 31.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Egilson, Snaefridur
    School of Social Sciences, Faculty of Social and Human Sciences, University of Iceland.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Kielhofner, Gary
    University of Illinois at Chicago, USA.
    Bedömning av anpassningar i skolmiljön : BAS, version 3.12014Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Bedömning av anpassningar i skolmiljön (BAS) är ett bedömningsinstrument som utvecklats i Sverige för att användas inom skola. Det är avsett för barn från ungefär 7 år och äldre. Användare av instrumentet är arbetsterapeuter, speciallärare, specialpedagoger och andra professioner som fokuserar på elevens aktivitet och delaktighet i skolan.Instrumentet fokuserar på hur faktorer i omgivningen inverkar på elevens aktivitet och delaktighet i skolan. Instrumentet innehåller 16 frågeområden om vardagliga aktiviteter i skolan, där varje frågeområde bedöms utifrån en fyrgradig skala.

    De 16 frågeområdena är: 1. Skriva2. Läsa3. Tala4. Komma ihåg saker5. Räkna6. Göra läxor7. Göra prov8. Delta i sportaktiviteter9. Delta i praktiska/estetiska ämnen10. Delta i klassrummet11. Umgås/leka på rasten12. Delta i praktiska rastaktiviteter13. Åka på studiebesök14. Få assistans15. Ha tillgång till skolans lokaler16. Samarbeta med skolans personal

    Följande frågor ställs för varje frågeområde:

    • Hur ofta gör du/fungerar det när du ska ...........?
    • Har du några anpassningar? Vilka?
    • Är du nöjd med hur det fungerar nu?
    • Om inte, vad skulle kunna underlätta för dig?Efter diskussion med eleven avslutas varje frågeområde med skattning huruvida eleven
    • behöver nya anpassningar,
    • har vissa anpassningar men behöver kompletterande anpassningar,
    • har tillfredställande anpassningar, eller• inte behöver några anpassningar.

    Denna nya version av BAS har uppdaterats i de teoretiska avsnitten och kompletteras med en mappning av frågeområdena till ICF. Instrumentet innehåller nu även exempel på barn och ungdomar med neuropsykiatriska funktionsnedsättningar (såsom ADHD och Aspergers syndrom) och sociala begränsningar. Instrumentet har dessutom en ny grafisk form och är mer användarvänlig.

  • 32.
    Lidström, Helene
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet. Uppsala University, Sweden .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: a literature review2014Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, nr 4, s. 251-266Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    OBJECTIVE:

    Information and communication technology (ICT) has the potential to enhance participation in educational activities for students with physical disabilities. Even though incorporating ICTs into teaching and learning in education has become an important issue, it is unclear what evidence research has provided. The aim of this study was to investigate types of ICT items and how ICT is being used by students with physical disabilities, and describe the benefits of ICT use in school activities.

    METHODS:

    A systematic literature search, covering the period 2000-May 2012, was performed in the databases AMED, CINAHL, Eric, OTseeker, Psych Info, PubMed, and Scopus. Data analysis entailed extracting, editing, grouping, and abstracting findings.

    RESULTS:

    A total of 32 articles were included, 16 of which were intervention studies. More than half of the studies concerned students with motor impairments. Type of ICT used differed among impairment groups, and ICT seemed to be especially beneficial for writing, spelling, and communication.

    CONCLUSIONS:

    Even though the review found heterogeneity across the studies students seemed to benefit from ICT use regardless of the type. For future research it is important to highlight intervention studies, especially for students with visual, hearing, and communication impairments.

  • 33.
    Lidström, Helene
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Children and youths with disabilities – a part of the digital generation2014Ingår i: World Federation of Occupational Therapists Bulletin, ISSN 1447-3828, Vol. 69, s. 19-23Artikel, forskningsöversikt (Övrigt vetenskapligt)
    Abstract [en]

    Objective: The aim of this article is to report, compare and reflect on two studies as investigated ICT usage in children with physical disabilities compared with that of non-disabled children, and discuss the results in relation to occupational therapy. Method: A cross-sectional survey about ICT- activities in school and outside school among students with physical disabilities (n=287). Group comparisons were made with students from the general population. Results: Students with a physical disability used computers for less varied educational activities than students without disabilities. The environments; in school and outside school, provide different opportunities for developing and using the digital skills of children with physical disabilities. Conclusion: Digital skills developed outside school captivate children with physical disabilities, providing them with increased access to society and benefiting them educationally. The implications are that, in order to increase children's participation in computer activities in school, changes such as having access to their own

  • 34.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Filosofiska fakulteten.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Hemmingsson, Helena
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Computer use in educational activities by students with ADHD2014Ingår i: 16th International Congress of the World Federation of Occupational Therapists: Sharing Traditions, Creating Futures, 2014Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 35.
    Mörelius, Evalotte
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Parents of children with physical disabilities - perceived health in parents related to the child's sleep problems and need for attention at night2014Ingår i: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 40, nr 3, s. 412-418Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND:

    Approximately half of all children with moderate to severe physical disabilities have persistent sleep problems and many of these children need parental attention at night.

    AIM:

    To study whether sleep problems and need for night-time attention among children with physical disabilities are associated with perceived parental health, headache, psychological exhaustion, pain due to heavy lifting, night-time wakefulness and disrupted sleep.

    METHODS:

    We asked parents of 377 children with physical disabilities aged 1-16 years to complete a questionnaire about their own health. The children all lived at home with both parents.

    RESULTS:

    Both parents reported poor health, psychological exhaustion, more night-time wakefulness and disrupted sleep when the child had sleep problems (P < 0.05). Mothers also reported more headache when the child had sleep problems (P = 0.001). Both parents reported more night-time wakefulness and disrupted sleep when the child needed night-time attention (P < 0.01). In general, mothers reported significantly poorer health, more night-time wakefulness, disrupted sleep, headache and psychological exhaustion than fathers (P < 0.001).

    CONCLUSIONS:

    Sleep problems need to be acknowledged within the paediatric setting in order to prevent psychological exhaustion and poor health in mothers and fathers of children with physical disabilities.

     

  • 36.
    Borell, Lena
    et al.
    Karolinska Institute, Sweden .
    Nygard, Louise
    Karolinska Institute, Sweden .
    Asaba, Eric
    Karolinska Institute, Sweden .
    Gustavsson, Anders
    Stockholm University, Sweden .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Qualitative approaches in occupational therapy research2014Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, s. 80-88Artikel i tidskrift (Refereegranskat)
    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.

  • 37.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hellberg, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD2014Ingår i: 16th International Congress of the World Federation of Occupational: Sharing Traditions, Creating Futures, 2014Konferensbidrag (Övrigt vetenskapligt)
    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.

     

     

  • 38.
    Hemmingsson, Helena
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Egilson, Snaefridur
    School of Social Sciences - Faculty of Social and Human Sciences, University of Iceland.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Kielhofner, Gary
    University of Illinois at Chicago, USA.
    The school setting interview : SSI version 3.02014Bok (Övrigt vetenskapligt)
    Abstract [en]

    The SSI is a student-centred interview assessment intended for examing the level of student-environment fit of students from approx. 7 years of age and older. The assessment focus on how environmental factors influence students’ activity and participation in school. SSI includes 16 items, which are scored by using a four-step rating scale.

    The 16 items are:1. Write2. Read3. Speak4. Remember things5. Do mathematics6. Do homework7. Take exams8. Participate in sports activities9. Participate in practical subjects10. Participate in the classroom11. Participate in social activities during breaks12. Participate in practical activities during breaks13. Go on field trips14. Get assistance15. Access to school16. Interact with staffFor each item, the following questions are asked:

    • How do you act/manage in your class when you .......... (e.g. 1. Write)?
    • Do you have any supports or adjustments? If so, what type?
    • Are you satisfied with the present situation?
    • If not, what kind of change would help you the most?

    The theoretical foundation of SSI is MOHO (Kielhofner, 2008) and client-centred practice (Law, 1998).

    This new version now also includes examples of children with neuropsychiatric impairments and social limitations. It has been updated in the theoretical sections and supplemented with a linking/mapping of the SSI items to ICF concepts.

  • 39.
    Ekbladh, Elin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Fan, Chia-Wei
    University of Illinois at Chicago.
    Sandqvist, Jan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Taylor, Renée
    University of Illinois at Chicago.
    Work environment impact scale: Testing the psychometric properties of the Swedish version2014Ingår i: Work: A journal of Prevention, Assesment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 47, nr 2, s. 213-219Artikel i tidskrift (Refereegranskat)
    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.

  • 40.
    Kocher Stalder, C
    et al.
    Switzerland.
    Kottorp, A
    Sweden and Switzerland.
    Steinlin, M
    Switzerland.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Back at school: student-environment for children after acquired brain injuries out of children's and teachers'perspectives - a cross sectional study2013Ingår i: EACD, 2013, Developmental Medicine & Child Neurology , 2013, s. 35-Konferensbidrag (Övrigt vetenskapligt)
  • 41.
    Hemmingsson, Helena
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Barnperspektiv och barns perspektiv2013Konferensbidrag (Refereegranskat)
  • 42.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Falkmer, Torbjörn
    Linköpings universitet, Institutionen för medicin och hälsa, Rehabiliteringsmedicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Sinnescentrum, Smärt och rehabiliteringscentrum. Curtin University, Perth, WA, Australia.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Change in eye controlled performance over time with an eye tracker controlled system, used by children with severe physical disabilities2013Ingår i: Assistive Technology: From Research to Practice, IOS Press, 2013, Vol. 33, s. 473-477Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 43.
    Kjellberg, Anette
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Citizenship and Voting: Experiences of Persons With Intellectual Disabilities in Sweden2013Ingår i: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 10, nr 4, s. 326-333Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 44.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Thelin, Nils
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Computer use in educational activities by students with ADHD2013Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 5, s. 357-364Artikel i tidskrift (Refereegranskat)
    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.

  • 45.
    Fan, Chia-Wei
    et al.
    University of Illinois, IL USA .
    Taylor, Renee R.
    University of Illinois, IL USA .
    Ekbladh, Elin
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Sandqvist, Jan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Evaluating the Psychometric Properties of a Clinical Vocational Rehabilitation Outcome Measurement: The Assessment of Work Performance (AWP)2013Ingår i: OTJR (Thorofare, N.J.), ISSN 1539-4492, E-ISSN 1938-2383, Vol. 33, nr 3, s. 125-133Artikel i tidskrift (Refereegranskat)
    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.

  • 46.
    Breivik, Ingrid
    et al.
    Habilitation Centre, Östersund Hospital, Jämtland County Council, Sweden.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Experiences of handwriting and using a computerized ATD in school: Adolescents with Asperger's syndrome2013Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 5Artikel i tidskrift (Refereegranskat)
    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.

  • 47.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Falkmer, Torbjorn
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet. Curtin University, Australia .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study2013Ingår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 6, s. 463-470Artikel i tidskrift (Refereegranskat)
    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.

  • 48.
    Kocher Stalder, C.
    et al.
    Switzerland.
    Kottorp, A.
    Sweden and Switzerland.
    Steinlin, M
    Switzerland.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Influence of personal factors on student-environment fit of children after acquired brain injury: children's and teachers' perspectives - a cross sectional study2013Ingår i: EACD, 2013, Developmental Medicine & Child Neurology , 2013, s. 34-35Konferensbidrag (Övrigt vetenskapligt)
  • 49.
    Veetnisha Gunnarsson, Nina
    et al.
    Jönköping University, Sweden.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hydén, Lars-Christer
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för hälsa och samhälle. Linköpings universitet, Hälsouniversitetet.
    Borell, Lena
    Karolinska Institutet, Stockholm, Sweden.
    Managing Family Relations and Controlling Information While Supporting an Allergic Child2013Ingår i: Qualitative Sociology Review, ISSN 1733-8077, E-ISSN 1733-8077, Vol. 9, nr 3, s. 205-219Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores parental (particularly mothers’) support in the daily lives of children with allergies in a Swedish context. An ordinary life is established by making comparisons to what other children without allergies presumably can do (and eat). Although the parents’ goal is to support their child in managing allergies, neither their practical nor their interactional strategies work in a clear-cut direction to promote the child’s ordinary life and identity. On the contrary, parents’ accounts convey that they function just as much against an everyday life and the child’s identity. When managing family relations, parents expect immediate family members (specifically grandparents)to understand and accommodate the child’s needs.

    However, claims of family responsibility are made through moral tales about lack of support from “generalized others.” Family responsibility is also downplayed in parents’ accounts as demands of support may put parents’ moral self at risk. The strategy of information control in certain situations and (non-family) relations used to keep the child safe may risk stigmatizing the child, alternatively, making the child into a social threat. One of the conclusions that could be drawn from this study is that claims of family support may be contradictory to other cultural principles that ascribe responsibilities between families and individuals, as the principles of individual freedom and autonomy.

  • 50.
    Gunnarsson, Nina
    et al.
    Jönköping University, Sweden.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hydén, Lars-Christer
    Linköpings universitet, Institutionen för medicin och hälsa, Hälsa och samhälle. Linköpings universitet, Hälsouniversitetet.
    Mothers’ accounts of healthcare encounters: Negotiating culpability and fulfilling the active mother role2013Ingår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 24, nr 4, s. 1-15Artikel i tidskrift (Refereegranskat)
    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.

123 1 - 50 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
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf