Endre søk
Begrens søket
1 - 24 of 24
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Ala i´-Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    University Training for Behavior Analysts Specializing in Autism Interventions2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts.  There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB.  Even fewer of these programs have formal institutional course approval for classes in autism.  The purpose of this paper is to describe a training summit that was held in September of 2009.  The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.

  • 2.
    Bejnö, Hampus
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Using a competency based model to improve prerequisites for implementation of EIBI: Insights and perspectives from Sweden2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    A prerequisite for effective implementation of early intensive behavioral interventions is a high quality learning environment. However, research to date suggests that the learning environment in community based Swedish preschools is not optimal for children with ASD. A brief overview of the Swedish early intervention support system will be followed by a description of the cultural adaption of the Autism Program Environment Rating Scale (APERS-PE). Furthermore, an ongoing comparative study involving 17 preschools will be described. All participating preschools have children enrolled in EIBI preschool programs, entailing that paraprofessionals and parents obtain supervision at habilitation centers. In addition preschool staff in the study’s experimental group receive monthly on-site coaching, and in-service training on evidence based practices and autism. Outcome measures include pre-post APERS-PE assessments, child engagement and adaptive behavior, and staff knowledge and self-efficacy. Preliminary findings indicate increased learning environment quality in the study’s experimental group as rated by APERS-PE.

  • 3.
    Bejnö, Hampus
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Klintwall, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Långh, Ulrika
    Odom, Samuel L.
    Bölte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019Inngår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 49, nr 5, s. 1853-1862Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.

  • 4.
    Bejnö, Hampus
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise Renat
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Klintwall, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Långh, Ulrika
    Odom, Samuel L.
    Bolte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.

  • 5.
    Hampus, Bejnö
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Klintwall, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Långh, Ulrika
    Odom, Samuel L
    Bölte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019Inngår i: 12th Autism-Europe International Congress – September 13-15th 2019: Abstract book, 2019, s. 94-95Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: Increased diagnoses rates of autism and earlier identification pose new challenges to preschools and services delivering early intervention to children on the spectrum. A prerequisite for successful implementation of support is a high quality preschool learning environment. Here, we briefly describe the process of translating, culturally adapting and validating the contents of the Autism Program Environment Rating scale (APERS), originally designed for assessing the quality of the learning environment for children and adolescents with autism in the USA, to a European language and educational context.

    Methods: In an authorized step-wise procedure, the 59 item scale was translated by a PhD level clinician fluent in English with expertise in autism and psychometrics. Subsequently, following internal feedback from the research team, adaptions addressing translation and cultural adaption of the scale were made. Then, five Swedish external preschool and early intervention experts were invited to provide feedback on the cultural appropriateness of the adapted scale. Lastly, nine additional independent external experts within the field of autism, preschool and early intervention were invited to rate the content validity of the adapted scale. Relevance of subdomains and domains was assessed as well as clarity and comprehensiveness for all of the scale’s items. Experts also rated the practical relevance, need, usefulness, and feasibility of the scale as a whole, and provided anecdotal formative feedback.

    Results: All items, subdomains, and domains of the scale were estimated by the raters as showing sufficient content validity (Content validity index &#8805,.79). Several Swedish experts highlighted the need for such a scale, and the usefulness of the scale as a means to assess and then support preschool staff to improve learning environment for children with autism. However, some concerns were raised about the comprehensiveness of the scale and the challenges preschools will meet in improving their learning environment. 

    Discussion There seems to be a need for a rating scale to assess and improve the learning environment for children with autism in preschool settings. Although the usefulness and content validity of the translated and adapted scale was established, little is still known about other psychometric properties of the scale, and more work needs to be done to assess its usefulness as a tool for systematic improvement of preschool program quality.

  • 6.
    Heimdahl Mattson, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Fischbein, Siv
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Students with reading difficulties/dyslexia: a longitudinal Swedish example2010Inngår i: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 14, nr 8, s. 813-827Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest.  Retrospective  interviews  were  performed  with  students  and  parents.  Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof  environmental  adjustment.  Special  educational  support  was  according  tostudents  and  parents  organised  in  small  and  often  very  heterogeneous  groupswhere  the  students  sometimes  received  adequate  support  but  often  felt  deviantfrom friends in their regular classes. The responsibility for helping the childrenwith  their  schoolwork  was  allocated  to  the  parents.  Research  in  this  areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and  parental  involvement  indicate  that  competence  and  resources  at  schoolregarding children at risk for developing reading difficulties are often lacking in  the Swedish educational system.

  • 7. Keenan, Mickey
    et al.
    Dillenburger, Karola
    Röttgers, Hanns Rüdiger
    Dounavi, Katerina
    Jónsdóttir, Sigríður Lóa
    Moderato, Paolo
    Schenk, Jacqueline J. A. M.
    Virués-Ortega, Javier
    Roll Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Martin, Neil
    Autism and ABA: The Gulf between North America and Eurpe2015Inngår i: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 2, nr 2, s. 167-183Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Prevalence estimations for Autism Spectrum Disorder have been increasing over the past few years with rates now reported to be at 1:68. Interventions that are based on Applied Behaviour Analysis are significantly related to best outcomes and are widely considered ‘treatment as usual’ in North America. In Europe, this is not the case, instead a rather ill-defined ‘eclectic’ approach is widely promoted and in this paper we discuss some of the roots of this gulf between Europe and North America and correct some of the misconceptions that prevail about Applied Behaviour Analysis in Europe.

  • 8.
    Käck, Annika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Alai-Rosales, Shahla S.
    Høium, Kari
    Männikkö Barbutiu, Sirkku
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Fors, Uno G. H.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Intercultural Blended Design Considerations: a Case Study of a Nordic-Baltic Course in Autism Intervention2014Inngår i: European Journal of Open, Distance and E-Learning, ISSN 1027-5207, Vol. 17, nr 1, s. 93-107Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

  • 9.
    Olsson, Ingrid
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Flygare, Katarina
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Stöd och belastning – föräldrars erfarenheter av personlig assistans till barn med autism och utvecklingsstörning2012Inngår i: Barn, ISSN 0800-1669, Vol. 30, nr 4, s. 25-40Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Denna artikel beskriver en kvalitativ intervjustudie av föräldrars erfarenheter av stödinsatsen personlig assistans till barn. Deltagare är åtta föräldrar till sex barn med autism och/eller utvecklingsstörning i Sverige. Intervjuerna analyserades med tolkande fenomenologisk analys. Resultatet visar att föräldrar ser personlig assistans som viktig men också som förknippad med problem. Organisationen av personlig assistans är inte anpassad för den enskilda familjens förutsättningar, personliga assistenter uppfattas som okunniga och barnen har lite inflytande. Med hjälp av Bronfenbrenners (1979) ekologiska modell visas hur personlig assistans kan anpassas bättre till familjer. Studien tyder också på att det behövs ett större kunskapsutbyte mellan yrkesverksamma och familjer samt en ökad förståelse för förälderns ofta komplexa roll som assistent, expert, målsättare och genomdrivare.

  • 10.
    Olsson, Ingrid
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    "No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden2012Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, nr 1, s. 69-80Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.

  • 11.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Blended learning formats in higher education:   Focus on Autism and Applied Behavior Analysis2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

      The last decade has experienced an increase of children diagnosed with autism creating  a demand for behaviour analytic  supports. However many countries lack expertise and university based coursework in behaviour analysis. The purpose of this paper is to present two courses which utilized blended learning technologies. Blended learning has been found especially useful when expertise is geographically limited, and for culturally tailoring content. The first course was advanced level and adhered to BACB certification guidelines (BCBA), collaboration was between University of North Texas and Stockholm University. The second course introduced ABA as it relates to autism to students  in the Nordic-Baltic region. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held  at the University of North Texas which focused on issues  pertaining to designing, implementing, and supervising behaviour analytic interventions in autism

  • 12.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Conceptualization of early intensive behavioral intervention implementation across cultures2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research conducted in Sweden suggests contradictory findings regarding the outcome of EIBI. Such findings could be the result of many factors, some of which include difficulties implementing EIBI across cultures. This presentation will present an exploration of considerations related to EIBI, culture, and applied behavior analysis. Aspects to be discussed include how culture may affect the perception of applied behavior analysis and implentation of EIBI. In this paper we discuss culture from a behavioral perspective that includes shared and interlocking contingencies. This includes a broad range of "cultures": organisational, higher education, preschool, as well as parental ethinic and linquistic backgrounds. Our discussion is couched in an implementation science framework Thar underscores the relevance of researchers understanding possible effects of distal variables on implementation of EIBI in preschool settings and the importance of behavior analysts being aware of these issues.

  • 13.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Teacher's perceived efficacy and the inclusion of a pupil with dyslexia or mild mental retardation: Findings from Sweden2008Inngår i: EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, ISSN 1547-0350, Vol. 43, nr 2, s. 174-185Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study compared general educators' (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 4 7 % based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.

  • 14.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ala i´-Rosales, Shahla
    Department of Behavior Analysis, University of North Texas.
    Applied Behavior Analysis, autism and higher education: Curricula Content and instructional methodology2011Inngår i: / [ed] Carl Hughes, 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The growing number of children diagnosed with autism, in congruency with the expansion of research supporting the effectiveness of applied behaviour analysis has lead to a global demand for competent professionals with expertise in  applied behaviour analysis as it applies to autism.  There are to date only a handful of university programs internationally recognized as meeting content criteria for certification in BA. The purpose of this presentation is to describe the outcome of a summit held at The University of North Texas in which professionals with expertise in areas of significance to higher education met and produced a series of articles published in a special edition of  EOJBA. The relevance of the articles as a source for faculty and administration for developing effective courses in applied behaviour analysis and autism will be discussed in relation to curricula content, instructional methods, and issues pertinent for developing innovative, socially relevant programs.

  • 15.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ala i´-Rosales, Shahla
    University of North Texas.
    Using Blended and guided technologies in a unversity course for scientist practitioners: teaching applied behaviour analysis to autism professionals2009Inngår i: Journal of Intellectual Disabilities, ISSN 1744-6295, Vol. 13, nr 2, s. 113-142Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

  • 16.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    ala i-Rosales, Shahla
    Olsson, Ingrid
    Translating research to practice: An analysis of  factors influencing implementation of EIBI in Swedish preschools exemplified by through a case-study approach2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Access to early intervention for children with ASD in Sweden: Supports and barriers involving culture, staff competence and inter-organizational aspects.

    A prerequisite for positive development of children diagnosed with ASD is access to high quality early intervention. This symposium will describe supports and barriers inherent within the Swedish service system.  Study one presents and discusses perceptions of parents with diverse cultural, linguistic and ethnic backgrounds concerning early intervention and availability of resources. Study two presents’ case-study findings using participant observation in two preschools concerning staff competence, differing philosophical assumptions, inter-organizational and policy guidelines compromising EI.

  • 17.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ala'i-Rosales, Shahla
    University of North Texas.
    Käck, Annika
    Stockholms universitet, Universitetspedagogiskt centrum (UPC).
    International collaboration: Blended Learning as a means to design and implement higher education courses in applied behaviour analysis and autism2011Inngår i: / [ed] Carl Hughes, 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The last decade has experienced an increase of children diagnosed with autism creating a demand for behaviour analytic supports. However many countries lack expertise and university based coursework in behaviour analysis as it applies to autism. The purpose of this paper is to present two master level higher education courses which utilized blended learning technologies. The first course adhered to BACB certification guidelines, and was designed and implemented through collaboration between The University of North Texas and Stockholm University. The second course was subsidized by Nordplus Higher Education and introduced applied behaviour analysis and autism to a group of students enrolled in four Nordic-Baltic universities/colleges. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held at the University of North Texas which focused on issues pertaining to designing, implementing, and supervising behaviour analytic interventions in autism.

  • 18.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ek, Ulla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ramnerö, Jonas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Benefits of BACB Certification for Universities in Europe: A Case Study from Sweden2010Inngår i: Association of professional behavior analysts, nr 17Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB’s accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for professional development and identity from the perspective of European behaviour analysts. Countries within Europe have different ideological and philosophical assumptions concerning important conceptual and practical knowledge for professionals like licensed psychologists and special educators. The conceptual knowledge base in one country might differ from that of another country. Certification in behaviour analysis, however, would clearly indicate that an individual has knowledge and skills in applied behaviour analysis and can apply them in an ethical and accountable manner in practical settings, regardless of the country in which the individual was trained and the academic discipline in which the individual obtained degree or coursework. Thus BACB certification may promote collaboration among countries, and may come to serve as a tie that binds theory and practice across countries as well as disciplines.

  • 19.
    Roll-Pettersson, Lise
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Olsson, Ingrid
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ala'i-Rosales, Shahla
    Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools2016Inngår i: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 9, nr 2, s. 317-336Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study examined proximal and distal barriers and supports within the Swedish service system that may affect implementation of early and intensive behavioral intervention (EIBI) for children with autism. A case study approach with roots in ethnography was chosen to explore this issue. Two preschools exemplifying ‘high quality practice’ were studied and information was collected through multiple sources during a 12 month period, this included participant observations, direct observations, semi-structured interviews with key informants; paraprofessionals, parents, special educators, habilitation specialists and a focus group interview. Interview transcripts and field notes were combined and analyzed using an abductive grounded theory approach.  Findings highlight the relevance of researchers understanding and taking into consideration the effect that distal variables have on implementation within proximal settings. A theoretical model of factors affecting implementation was conceptualised to include: staff entry knowledge and competence, development through supervision, the role of the preschool administrator, as well as distal influences and inter-organizational tensions, values, and bridges. Findings are discussed within the context of implementation science. Implications for future research are discussed as well as areas in need of further development to bridge the gap between research and practice.

  • 20. Talme, Laura
    et al.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Karlsson, Peter
    von Rosen, Tatjana
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Statistiska institutionen.
    Ett skolövergripande samverkansprojekt: Att skapa studiero och en trygg lärandemiljö2018Inngår i: Norsk Tidsskrift for Atferdsanalyse, ISSN 0809-781X, Vol. 45, nr 1, s. 1-19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Skolövergripande positivt beteendestöd (School Wide Positive Behavior Support, SWPBS) är en förebyggande insats med vetenskaplig grund som syftar till att skapa förutsättningar för trygg-het, studiero och trivsel i skolan. Syftet med den här studien är att utvärdera implementering av skolövergripande positivt beteendestöd i en skola i ett socialt utsatt område och att jämföra utfallet med en kontrollskola. I studien undersöks lärarnas upplevelse av skolans klimat, stress, tilltro till egen förmåga att undervisa samt tillfredsställelse i arbetet. Resultatet visar att personalen vid experimentskolan efter genomförande av SWPBS skattade högre vad gäller skolans klimat och tilltro till egen förmåga att undervisa. Inga skillnader fanns mellan skolorna vid förmätning. Vid eftermätningen skattade dock personalen på experimentskolan högre vad gäller skolklimat, tilltro till egen förmåga, arbetstillfredsställelse och lägre vad gäller arbetsrelaterad stress jämfört med kontrollskolan. Vidare fanns några positiva samband för experimentskolan mellan pedagogernas skattning av implementeringstrohet och interventionens sociala validitet. Vikten av samverkan mellan akademin och fältet samt studiens metodologiska begränsningar diskuteras.

  • 21.
    Westling Allodi, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Lundqvist, Johanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Lundström, Elisabet
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Rosendahl, Jenny
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Zakirova Engstrand, Rano
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Play for Children with Disabilities: the Users’ Needs in the Swedish Context2019Inngår i: Users' Needs Report on Play for Children with Disabilities: Parents' and children's views / [ed] Mara Westling Allodi, Tamara Zappaterra, Warsaw, Poland: De Gruyter Open, 2019, s. 104-116Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The aim of this study is twofold: firstly the aim is to give a short description of the policy context of Sweden, which is relevant for the topic of “Play for children with disabilities”, through a presentation of the legislation and the policies of stakeholders, the national and local agencies and authorities with responsibilities in this field, and of other non-governmental organizations. Secondly, the aim is to perform a mapping of the users’ needs concerning play for children with disabilities, which are emerging from available research from relevant disciplines, reports and investigations made from the authorities and organizations that have responsibilities in this field, and other relevant stakeholders in Sweden. The content of the mapping effectuated are the users’ needs, the barriers and the facilitators that are described in the identified reports.

  • 22.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hirvikoski, Tatja
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Culturally diverse families of young children with ASD in Sweden: Parental explanatory modelsManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Background. Research suggests that families’ knowledge and cultural perceptions of autism spectrum disorder (ASD), beliefs about its etiology and prognosis can affect parents’ recognition of first signs of autism in their children, and influence help seeking and treatment decisions. 

    Objective. This study investigated explanatory models of autism among parents of young children with ASD in the multicultural context of Sweden.

    Method. Seventeen parents from diverse cultural, ethnic and linguistic backgrounds participated in semi-structured interviews. Deductive approach to qualitative content analysis was used to analyze data. Five domains of the Explanatory Model supplementary module of the Cultural Formulation Interview (CFI) were used as coding categories, operationalized as ‘Parents’ understanding of autism’; ‘Autism prototypes’; ‘Causal explanations’; ‘Course of autism’, and ‘Help seeking and treatment expectations’

    Results. Results showed that parents’ prior knowledge of autism and experience with young children’s typical developmental trajectories, as well as opinions of children’s grandparents and preschool teachers influence their symptoms recognition and help seeking. There were differences in parents’ explanatory models before and after diagnostic assessments for ASD: initial interpretations included child’s medical conditions and reaction to environmental influences, while genetic, supernatural/religious factors, and vaccinations were mentioned as definite causes after obtaining a clinical diagnosis. Parents also held multiple explanatory models influenced by views of family members and information obtained from media or healthcare professionals. Parents’ treatment decisions included use of available state-funded support services, and complementary and alternative treatments.

    Conclusion. Results demonstrated the utility of the CFI’s Explanatory Model supplementary module in autism research. Implications for clinical practice are discussed.

  • 23.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Klang, Nina
    Hirvikoski, Tatja
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist2018Inngår i: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 5, nr 4, s. 390-407Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants; none of the studies used the race variable; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.

  • 24.
    Zakirova Engstrand, Rano
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Roll-Pettersson, Lise
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Hirvikoski, Tatja
    Needs of Grandparents of Preschool-Aged Children with ASD in Sweden2019Inngår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Little is known about needs of grandparents of young children with autism in family and community settings. This study investigated perceived needs of grandparents of preschool-aged children diagnosed with ASD in the cultural context of Sweden. Participants were 120 grandparents of children enrolled into autism intervention programs provided by the public disability services in Stockholm. The Grandparents’ Needs Survey and the SDQ Impact supplement were used to collect data. Grandparents expressed most needs in topic areas of information and childcare. No significant relations were found between grandparents’ demographics and perceptions of needs; grandparents’ needs were predicted by their perceived burden. The findings provide insight into understanding of grandparents’ needs essential for planning and provision of quality family-centered early intervention services.

1 - 24 of 24
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf