2024-03-28T19:10:30Z
https://www.duo.uio.no/oai/request
oai:www.duo.uio.no:10852/31236
2015-02-06T05:04:49Z
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ICF brukt i utredning av afasi.
Theie, Steinar
Qvenild, Eli
International Classification of Functioning, Disability and Health (ICF) er et internasjonalt rammeverk for beskrivelser av helserelaterte tilstander (herunder også funksjonshemming). På norsk har ICF fått navnet Internasjonal Klassifikasjon av Funksjon, Funksjonshemming og Helse . I denne artikkelen presenteres analyser av hvordan ICF kan brukes i kartlegging og utredning av afasi. Utredningsrapporter av personer med afasi er analysert med basis i ICF fire emneområder, Kroppsfunksjoner, Kroppsstrukturer, Aktiviteter og Deltakelse og Miljøfaktorer. Analysen fokuserer på i hvor stor grad det er beskrivelser knyttet til disse områdene i rapportene. Prosjektet er gjennomført ved Bredtvet kompetansesenter og er et samarbeid mellom kompetansesenteret og Institutt for Spesialpedagogikk ved Universitetet i Oslo. Det er tidligere publisert to artikkel om hvordan ICF kan brukes i kartlegging og utredning av stemmevansker og dysleksi.
2013-03-12T13:06:14Z
2013-03-12T13:06:14Z
2013-03-12T13:06:14Z
2010
Journal article
Theie, Steinar, Qvenild, Eli, . ICF brukt i utredning av afasi.. Norsk tidsskrift for logopedi. 2010, 56, 10
http://hdl.handle.net/10852/31236
516693
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=56&rft.spage=10&rft.date=2010
Norsk tidsskrift for logopedi
56
4
10
18
URN:NBN:no-28276
111512
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31236/1/afasixtheiexqvenild.pdf
nob
oai:www.duo.uio.no:10852/31237
2015-02-06T05:04:09Z
com_10852_238
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ICF i speisialpedagogisk arbeid - eksemplifisert gjennom det logopediske fagområdet.
Theie, Steinar
2013-03-12T13:06:16Z
2013-03-12T13:06:16Z
2013-03-12T13:06:16Z
2008
Journal article
Theie, Steinar. ICF i speisialpedagogisk arbeid - eksemplifisert gjennom det logopediske fagområdet.. Norsk tidsskrift for logopedi. 2008, 54, 5
http://hdl.handle.net/10852/31237
516710
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=54&rft.spage=5&rft.date=2008
Norsk tidsskrift for logopedi
54
2
5
12
URN:NBN:no-28277
111513
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31237/1/icfxixspesialpedxtheiex2008.pdf
nob
oai:www.duo.uio.no:10852/31231
2017-12-07T09:09:29Z
com_10852_238
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ICF brukt i utredning av stemmevansker
Theie, Steinar
Ericson, Pål
International Classification of Functioning, Disability and Health (ICF) er et internasjonalt rammeverk for beskrivelser av helserelaterte tilstander (herunder også funksjonshemming). På norsk har ICF fått navnet Internasjonal Klassifikasjon av Funksjon, Funksjonshemming og Helse . I denne artikkelen presenteres analyser av hvordan ICF kan brukes i kartlegging og utredning av stemmevansker. Utredningsrapporter av personer med stemmevansker er analysert med basis i ICF fire emneområder, Kroppsfunksjoner, Kroppsstrukturer, Aktiviteter og Deltakelse og Miljøfaktorer. Analysen fokuserer på i hvor stor grad det er beskrivelser knyttet til disse områdene i rapportene. Prosjektet er gjennomført ved Bredtvet kompetansesenter og er et samarbeid mellom kompetansesenteret og Institutt for Spesialpedagogikk ved Universitetet i Oslo.
2013-03-12T13:06:24Z
2013-03-12T13:06:24Z
2013-03-12T13:06:24Z
2010
Journal article
Theie, Steinar, Ericson, Pål, . ICF brukt i utredning av stemmevansker. Norsk tidsskrift for logopedi
http://hdl.handle.net/10852/31231
349094
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi
Norsk tidsskrift for logopedi
56
2
28
37
URN:NBN:no-26166
105831
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31231/1/artikkel-stemmevansker-Steinar-og-Paal.pdf
nob
oai:www.duo.uio.no:10852/31239
2015-02-13T05:03:50Z
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The relationship between self-esteem and problem behaviour, social and academic competence
Theie, Steinar
This study analyses the relationship between low self-esteem and problem behaviour, social competence and academic achievement among students in lower secondary schools in Norway. 2164 students in 11 lower secondary schools filled in a self-evaluation scale on self-esteem (Harter 1999). Teachers evaluated the same students using the problem-behaviour-scale, social competence scale and academic achievement scale developed by Gresham and Elliott (1990). Correlations were computed between each factor from the scales. This study provides further knowledge to the evidence of the relationship between self-esteem and problem behaviour and social and academic competence. It is discussed whether there are differences between the strength of the relationships in Norway and US.
Presented at:
American Educational Research Association Annual Meeting 2007
9. - 13. april 2007, Chicago
2013-03-12T13:06:50Z
2013-03-12T13:06:50Z
2013-03-12T13:06:50Z
2007
Conference object
http://hdl.handle.net/10852/31239
213858
URN:NBN:no-28177
115546
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31239/1/PaperxaeraxST2007.pdf
eng
oai:www.duo.uio.no:10852/31230
2017-12-07T09:09:30Z
com_10852_238
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ICF i spesialpedagogisk rapportering hvor anvendelig er ICF som klassifikasjons og rapporteringssystem for afasi, stemmevansker og dysleksi
Theie, Steinar
International Classification of Functioning, Disability and Health (ICF) er et internasjonalt rammeverk for beskrivelser av helseralterte tilstander (herunder også funkjsonshemming). På norsk har ICF fått navnet Internasjonal Klassifikasjon av Funkjson, Funksjonshemming og Helse . I denne artikkelen presenteres analyser og konklusjoner fra prosjektet ICF i spesialpedagogisk rapportering om anvendbarheten av ICF er i spesialpedagogisk kartlegging og rapportering. Prosjektet er gjennomført ved Bredtvet kompetansesenter og består av analyse av utredningsrapporter innenfor de logopediske fagområdene afasi, stemmevansker og dysleksi.
2013-03-12T13:06:55Z
2013-03-12T13:06:55Z
2013-03-12T13:06:55Z
2009
Journal article
Theie, Steinar. ICF i spesialpedagogisk rapportering hvor anvendelig er ICF som klassifikasjons og rapporteringssystem for afasi, stemmevansker og dysleksi. Norsk tidsskrift for logopedi
http://hdl.handle.net/10852/31230
344854
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=55&rft.spage=12
Norsk tidsskrift for logopedi
55
4
12
19
URN:NBN:no-24838
103427
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31230/2/103427-theie.pdf
nor
oai:www.duo.uio.no:10852/31235
2015-02-06T05:04:09Z
com_10852_238
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ICF brukt i utredning av dysleksi
Theie, Steinar
Andreassen, Anne Berit
International Classification of Functioning, Disability and Health (ICF) er et internasjonalt rammeverk for beskrivelser av helserelaterte tilstander (herunder også funksjonshemming). På norsk har ICF fått navnet Internasjonal Klassifikasjon av Funksjon, Funksjonshemming og Helse . I denne artikkelen presenteres analyser av hvordan ICF kan brukes i kartlegging og utredning av dysleksi. Utredningsrapporter av personer med dysleksi er analysert med basis i ICF fire emneområder, Kroppsfunksjoner, Kroppsstrukturer, Aktiviteter og Deltakelse og Miljøfaktorer. Analysen fokuserer på i hvor stor grad det er beskrivelser knyttet til disse områdene i rapportene. Prosjektet er gjennomført ved Bredtvet kompetansesenter og er et samarbeid mellom kompetansesenteret og Institutt for Spesialpedagogikk ved Universitetet i Oslo.
2013-03-12T13:06:56Z
2013-03-12T13:06:56Z
2013-03-12T13:06:56Z
2010
Journal article
Theie, Steinar, Andreassen, Anne Berit, . ICF brukt i utredning av dysleksi. Norsk tidsskrift for logopedi. 2010, 56, 5
http://hdl.handle.net/10852/31235
339801
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=56&rft.spage=5&rft.date=2010
Norsk tidsskrift for logopedi
56
3
5
13
URN:NBN:no-28456
111478
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31235/1/icfxdysleksixtheiexandreassen.pdf
nor
oai:www.duo.uio.no:10852/31246
2017-12-07T09:09:29Z
com_10852_238
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Hearing loss in the elderly : Consequences of hearing loss and considerations for audiological rehabilitation
Solheim, Jorunn
Presbyacusis is the most common cause of hearing loss and is considered to be among the three most commonly reported chronic health problems of the elderly. In future years, the problem is predicted to be aggravated as the expected life span of the population increases. The psychological and social consequences of hearing impairment have been the subject of several texts. Numerous articles have been published expressing concerns involving the considerable number of hearing aids that are not being put to use and are permanently ending up in drawers. However, several unresolved issues regarding the practical implications of hearing loss, including the expectations and motivational factors regarding hearing aid use, still remain. These issues concern the elderly population, who represent the primary hearing aid users in society, in particular. Declining health, varying conditions of life, increased age and the considerable number of individuals living alone may influence the experience of hearing loss. Such knowledge could be of substantial importance to treatment and potentially be beneficial to the development of rehabilitation programmes. <br><br>
Objective and aims.<br>
The overall objective of this thesis was to obtain understanding and knowledge regarding hearing loss and hearing aid use among the elderly, in order to develop suitable audiological rehabilitation programmes.
The specific aims:<br>
- To assess daily life consequences of hearing loss in older adults and to explore the influence of hearing loss through a subjective assessment of health and general life satisfaction, gender, age and marital status.<br>
- To describe preconceptions and expectations of older adults about getting hearing aids and to explore the influences of hearing loss, hearing aid experience, gender, age and marital status on these preconceptions and expectations. <br>
- To describe hearing aid use among older adults and to identify motivational factors associated with their use. <br><br>
Subjective and methods. <br>
This thesis is based on data from 174 men and women randomly selected from a waiting list for hearing aid fittings. The participants were all clients of the Department of Otolaryngology at the Lovisenberg Diakonale Hospital, a community hospital in Oslo. The inclusion criteria were that the participants were aged 65 years and above and that they expressed a need for hearing aids. Exclusion criteria were serious illness, senility and not being able to communicate in Norwegian. The study sample consisted of 174 individuals: 113 women (65%) and 61 men (35%) with an age range of 65–93 years. The mean age was 79.7 years. All participants were examined by an ear, nose and throat specialist and were given a hearing test at their initial appointment at the hospital. Hearing loss was measured using pure tone audiometry according to recommended procedures. The Hearing Disability and Handicap Scale (HDHS) was used to measure perceived activity limitation and perceived participation restriction. The hearing aid scale, a 35-item questionnaire in three sections, was constructed with specific focus on preconceptions and expectations regarding obtaining hearing aids and experiences regarding previous use. Demographic data were gathered to describe the study sample. <br><br>
Main findings. <br>
Perceived activity limitation was significantly associated with increased hearing loss and decreased health, and participation restriction significantly was associated with decreased life satisfaction. Gender, age and marital status did not appear to be determinant factors for perceived activity limitation and participation restriction. (Article I). <br>
Preconceptions and expectations of older adults regarding obtaining hearing aids revealed three factors: positive expectations, barriers and social pressure. Participants with moderate to severe hearing loss and hearing aid experience had significantly higher expectations towards hearing aids than participants with mild hearing loss and no hearing aid experience. The male gender was associated with fewer barriers toward hearing aids. Age and marital status had no influence on the three factors (Article II). <br>
The use of hearing aids was positively and significantly associated with follow-up support and acceptance of need. Twenty-two per cent had used their previously fitted hearing aids less than one hour a day. The degree of hearing loss, gender, age and marital status demographics were all not significantly associated with hearing aid use (Article III). <br><br>
Conclusions and implications for practice.<br>
The findings suggest that daily life consequences of hearing loss, health conditions and life satisfaction are closely related. The findings are also enlightening regarding the considerable impact on the individual experiencing hearing loss, whose life is affected and activities in daily life are limited. Health factors and psychosocial aspects should be considered as a part of the overall situation during the process of hearing aid fitting and rehabilitation. There are also indications of considerably varied preconceptions and expectations towards hearing aids among elderly hearing-impaired individuals. Less positive expectations and more problemoriented preconceptions among subjects with mild hearing loss may explain why hearing aids are scarcely used. The subjective acceptance of hearing loss, assessed need for hearing aids and experiences with follow-up support seem to be equally important to the benefits and use of hearing aids. Follow-up support, including individual rehabilitation programmes, may be of great importance to hearing aids being used, especially among individuals with a slight loss of hearing. <br>
Hearing aid fitting must be considered a long-term process that includes sufficient time for information, education and training as well as easy access to professionals when problems arise. The individual should be well informed regarding what the hearing rehabilitation process involves and what is required as far as individual achievements and patience. Our findings indicate an unmet need for audiological rehabilitation and follow-up support among elderly hearing aid users, which, at least to some extent, is verified by the vast number of fitted hearing aids that are seldom or never used. Audiological rehabilitation, including psychosocial aspects and educational aspects of hearing aids and communication, may well constitute an important contribution to increased social activity and participation rates by the elderly population with hearing impairments.
2013-05-16T10:48:13Z
2013-05-16T10:48:13Z
2013-05-16T10:48:13Z
2011
Doctoral thesis
Solheim, Jorunn. Hearing loss in the elderly. Doktoravhandling, University of Oslo, 2011
http://hdl.handle.net/10852/31246
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.au=Solheim, Jorunn&rft.title=Hearing loss in the elderly&rft.inst=University of Oslo&rft.date=2011&rft.degree=Doktoravhandling
URN:NBN:no-30621
149896
131816012
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31246/3/dravhandling-solheim.pdf
eng
Paper I Jorunn Solheim, Kari J.Kværner and Eva-Signe Falkenberg. Daily life consequences of hearing loss among the elderly. Accepted verison. Disability and Rehabilitation 2011:33 2179-2185. The published version of this paper is available at: https://doi.org/10.3109/09638288.2011.563815
Paper II Jorunn Solheim. Preconceptions and expectations of older adults about getting hearing aids. Journal of Multidisciplinary Healthcare. 2011:4 1-8 Dove Medical Press Ltd. The published version of this paper is available at: https://doi.org/10.2147/JMDH.S14949
Paper III Jorunn Solheim, Kari Jorunn Kværner, Leiv Sandvik and Eva-Signe Falkenberg. Factors affecting older adults’ use of hearing aids. Scandinavian Journal of Disability Research. Vol. 33, No. 23-24 , Pages 2179-218. This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Scandinavian Journal of Disability Research Copyright Taylor & Francis. The published version of this paper is available at: https://doi.org/10.1080/15017419.2011.640411
https://doi.org/10.3109/09638288.2011.563815
https://doi.org/10.2147/JMDH.S14949
https://doi.org/10.1080/15017419.2011.640411
oai:www.duo.uio.no:10852/31244
2017-12-07T09:09:29Z
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The Applicability and Outcome of Constraint Induced Language Therapy (CILT) in Early Aphasia Rehabilitation
Kirmess, Melanie
The purpose of this doctoral study was to explore the applicability and outcome of constraint induced language therapy (CILT) on verbal expressive speech in early aphasia rehabilitation, that is, one to four months post stroke. CILT is a behavioural approach based on the theories of neurological rehabilitation and experience-dependent brain plasticity. CILT-treatment emphasises expressive speech production for three hours a day for ten days with constraints to spoken language, and was carried out by speech and language pathologists. Ten persons with aphasia participated in a pre- and post-test intervention study with follow-up in local rehabilitation hospitals.
The results of the study are presented in three papers. In the first paper, the first cases participating in an early aphasia rehabilitation CILT-study were described, and results revealed positive improvement on the treated language measures. The second paper explored and demonstrated treatment outcome generalisation to more complex oral text production (i.e. conversational interview) for three cases. The final paper presented statistical significant outcome changes post intervention on the individual and group level on several language tests, as well as continued statistical significant improvement at the follow-up. Consistent with the treatment focus, expressive tasks showed greater improvement than receptive tasks or reading/writing. Participant evaluation revealed positive experiences with CILT, thereby supporting the clinical relevance of CILT.<br>
In conclusion, the application and clinical relevance of CILT to early aphasia rehabilitation is supported with individual modification of the treatment schedule.<br>
The doctoral study was conducted at the Department of Special Needs Education, Faculty of Education, University of Oslo, 2006-2010.
2013-05-16T10:48:15Z
2013-05-16T10:48:15Z
2013-05-16T10:48:15Z
2011
Doctoral thesis
Kirmess, Melanie. The Applicability and Outcome of Constraint Induced Language Therapy (CILT) in Early Aphasia Rehabilitation. Doktoravhandling, University of Oslo, 2011
http://hdl.handle.net/10852/31244
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.au=Kirmess, Melanie&rft.title=The Applicability and Outcome of Constraint Induced Language Therapy (CILT) in Early Aphasia Rehabilitation&rft.inst=University of Oslo&rft.date=2011&rft.degree=Doktoravhandling
URN:NBN:no-27838
127417
131815261
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31244/4/dravh--Kirmess.pdf
eng
Paper I: Kirmess, M., & Maher, L. M. (2010). Constraint induced language therapy in early aphasia rehabilitation. Aphasiology, 24(6), 725 - 736. The published version of this paper is available at: https://doi.org/10.1080/02687030903437682
Paper II: Kirmess, M., & Lind, M. (2011). Spoken language production as outcome measurement following constraint induced language therapy. Aphasiology, 1-32. The published version of this paper is available at: https://doi.org/10.1080/02687038.2011.589986
Paper III: Kirmess, M. (Submitted). “I like to come here and do a job” - Participant experience and long-term outcomes of CILT in early aphasia rehabilitation. International Journal of Speech-Language Pathology. Manuscript ID TASL-2010-0104b.
https://doi.org/10.1080/02687030903437682
https://doi.org/10.1080/02687038.2011.589986
oai:www.duo.uio.no:10852/37296
2017-12-07T09:00:13Z
com_10852_235
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col_10852_34689
Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners
Melby-Lervåg, Monica
Lervåg, Arne
We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = –0.08) and decoding (pooled effect size d = –0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.<br><br>
Published Open Access, Copyright 2013 American Psychological Association
2013-10-18T07:18:05Z
2013-10-18T07:18:05Z
2013-10-18T07:18:05Z
2013
Journal article
Melby-Lervåg, Monica Lervåg, Arne . Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners. Psychological bulletin. 2013
http://hdl.handle.net/10852/37296
1028627
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Psychological bulletin&rft.volume=&rft.spage=&rft.date=2013
Psychological bulletin
http://dx.doi.org/10.1037/a0033890
URN:NBN:no-38801
Fulltext https://www.duo.uio.no/bitstream/handle/10852/37296/2/Reading+Comprehension+and+Its+Underlying+Components.pdf
0033-2909
oai:www.duo.uio.no:10852/37149
2017-12-07T09:09:27Z
com_10852_238
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com_10852_34688
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col_10852_34689
Utenlandsadopterte barns tidlige utvikling i sine nye familier. Rapport fra et longitudinelt forskningsprosjekt
Dalen, Monica
Denne rapporten presenterer resultater fra forskningsprosjektet ”Utenlandsadopterte barns tidlige utvikling i sine nye familier” som gjennomføres ved Institutt for spesialpedagogikk, Universitetet i Oslo. Prosjektet startet opp i 2007 og har fulgt 119 utenlandsadopterte barn fra de kom til Norge og frem til fylte 4 år. Dette longitudinelle forskningsprosjektet gjennomføres parallelt med en større studie ved Atferdssenteret i Oslo hvor en har fulgt opp norskfødte barn i samme tidsperiode. Dette gir unike muligheter til å sammenholde adoptivbarns og norskfødte barns utvikling i tidlige leveår.<br>
Barn som adopteres fra utlandet har en spesiell bakgrunn. De fleste av dem har tilbrakt første levetid på institusjon, og det er en kjensgjerning at mange ikke har fått dekket sine behov for trygg omsorg og fysisk stimulering. Ved adopsjon vil barna i tillegg gjennomleve en omstillingsprosess som betyr skifte av omsorgspersoner og miljø.<br>
I den foreliggende rapporten presenteres barnas utvikling på følgende områder; kommunikasjon, grov motorikk, temperament, utagerende atferd, sosial kompetanse og psykisk helse. Resultatene bygger på personlige intervjuer med foreldre som har vurdert barnas utvikling på de nevnte områdene ved følgende alderstidspunkter: kort tid etter at barnet kom til Norge (rundt 12 måneder), ved 24, 36 og 48 måneder.<br>
Samtlige barn som inngår i prosjektet var under 24 måneder da de kom til Norge, og halvparten var rundt 12 måneder. De fleste av barna var adoptert fra Kina, Sør Korea, Colombia, Sør Afrika og Etiopia. Ingen barn var adoptert fra land i Øst Europa og ingen fra Russland. Utvalget av adoptivbarn er imidlertid representativt for barn som ble adoptert til Norge i årene 2007 og 2008.<br>
Sammenholdt med norskfødte barn, ligger de utenlandsadopterte barna etter i kommunikasjon og grovmotorisk utvikling ved ankomsten til Norge og også ved 24 måneder. Fra 36 måneder nærmer adoptivbarna seg de norskfødte barna i grov motorisk utvikling, men ligger fremdeles etter i kommunikasjon. Det er ikke vesentlige forskjeller mellom adoptivbarnas og de norskfødte barnas utvikling på områdene temperament og utfordrende atferd. Forskjellene er heller ikke store på områdene sosial kompetanse og psykisk helse. Adoptivbarna skårer imidlertid lavere på området prososial atferd og noe høyere på utagerende atferd.<br>
Resultatene må oppfattes som meget positive særlig når en tar i betraktning adoptivbarnas noe vanskelige start på livet og den omstillingsprosessen en adopsjon alltid medfører.<br>
Rapporten inneholder også noen sammenlikninger mellom biologiske foreldre og adoptivforeldre. Både mor og far i adoptivfamiliene er nærmere 10 år eldre enn foreldrene til de norskfødte barna. De er alle gift og har et mer stabilt parforhold sammenholdt med de biologiske foreldrene. Adoptivforeldrene gir også uttrykk for å ha noe bedre psykisk helse og er mer tilfreds i livet. Disse forholdene kan ha sammenheng med at adoptivforeldre har en lang fortid sammen ofte preget av ufrivillig barnløshet som de ved adopsjonstidspunktet, har funnet en løsning på. Alle har dessuten vært i gjennom en godkjenningsprosedyre før de kan adoptere et barn. Foreldrene får også tilbud om adopsjonsforberedende kurs, og mange tar i mot tilbudet og har stort utbytte av kurset.<br>
Adoptivfamilier skulle derfor ha gode forutsetninger for å tilby barna trygge og stimulerende oppvekstmiljøer. Dette er nok medvirkende faktorer til adoptivbarnas positive utvikling etter at de er kommet til sine nye familier. Den vanskelige første levetiden og selve adopsjonsprosessen kan imidlertid by på store og uventede utfordringer både for barna og foreldrene. Resultatene fra prosjektet indikerer at tidlig tilknytning og kommunikasjon utgjør sårbare områder for adoptivbarna. Dette må adoptivforeldrene være spesielt oppmerksomme på med tanke på å kunne forebygge eventuelle psykiske vansker senere i livet.
2013-10-02T08:27:31Z
2013-10-02T08:27:31Z
2013-10-02T08:27:31Z
2013
Research report
http://hdl.handle.net/10852/37149
1052957
71
URN:NBN:no-38664
Fulltext https://www.duo.uio.no/bitstream/handle/10852/37149/2/Rapport+adopsjon+oktober+2013.pdf
978-82-8075-100-3
oai:www.duo.uio.no:10852/37762
2017-12-05T10:25:06Z
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Tidlig samspill i familier med utenlandsadopterte barn. En observasjonsstudie av foreldre-barn samspill når adoptivbarna er to og tre år.
Vonheim, Kristin
Formålet med undersøkelsen er å utvikle kunnskap om hva som karakteriserer det
tidlige samspillet i adoptivfamilier. Etablering av samspill i adoptivfamilier har et
annet utgangspunkt enn samspillet i biologiske familier. Der hvor biologiske familier
er knyttet sammen gjennom genetiske bånd må adoptivfamilier etablere psykologiske
bånd. I tillegg har adoptivbarn en start på livet som gjør dem sårbare i møtet med nye
foreldre.<br>
Undersøkelsen er basert på videoobserverte strukturerte samspillssituasjoner mellom
mor og barn når adoptivbarna var 2 år, og far og barn når adoptivbarna var 3 år.
Observasjonene inneholdt tre ulike oppgaver som reflekterer aktiviteter foreldre og
barn vanligvis gjør sammen. Til sammen 95 familier deltok i videoobservasjonene.
Alle barna var yngre enn 2 år på adopsjonstidspunktet. Observasjonene ble skåret i
henhold til to skåremanualer med retningslinjer for vurdering av foreldre-barn
samspill.<br>
På grunnlag av eksplorerende faktoranalyser utviklet det seg et sett faktorvariabler
som reflekterer dimensjoner i foreldre-barn-samspillet på hvert alderstrinn.
Dimensjonene bidrar til å belyse hva som karakteriserer samspillet i adoptivfamiliers
etableringsfase. Resultatene viser at adoptivmødrenes grad av positiv inntoning har
stor betydning for samspillskvalitet i alle observasjonssekvenser. Adoptivfedrene er
oppgavefokuserte og engasjerte, men viser en tendens til å dominere samspillet på
bekostning av et barnesentrert samspill. Både adoptivmødre og adoptivfedre viser stor
grad av aksept og toleranse overfor barna sine, og utålmodighet og negativ
oppmerksomhet er nærmest fraværende. Undersøkelsen viser at adoptivforeldrene
samlet sett er middels gode samspillspartnere, noe som indikerer at det kan være
utfordrende å finne balansen mellom et barnesentrert og et voksensentret samspill
preget av positiv inntoning og emosjonelle tilstedeværelse.<br>
Det mest fremtredende ved adoptivbarnas samspillsstil ved toårs alder er fraværet av
positiv og negativ affekt. Dette skaper inntrykk av alvorlige og ”flate” barn, som i
varierende grad er involvert i samspill med mor. Adoptivbarna viser samlet sett
middels grad av engasjement og interesse for leker og aktiviteter. Adoptivbarna er
mest ulike når det gjelder grad av medgjørlighet. De viser få tegn til trass, sinne eller
frustrasjon. Protester mot mors instrukser vises først og fremst gjennom passiv
motstand ved å ignorere de krav og oppfordringer som gis. Ved treårs alder gir
adoptivbarna samlet sett inntrykk av å tilpasse seg fedrenes krav og forventninger. De
fremstår som er svært føyelige og ”lette å ha med å gjøre”. Barna er engasjerte og
oppgavefokuserte, uten å vise sterke tegn på positiv affekt. De fremstår derfor som
noe passive, men interesserte. Dette kan indikere at barna fremdeles er i en
tilknytningsfase preget av utrygghet. Undersøkelsen viser at det er områder i
adoptivforeldres samspillsstil som kan bestyrkes for å fremme positive
samspillsprosesser. Intervensjoner med fokus på bevisstgjøring og kunnskap om
adoptivbarns preadopsjonerfaringer og behov, kan bidra til å etablere en realistisk og
omsorgsfull plattform for samspill.<br>
Studien ble gjennomført i perioden 2008-2013 ved Det utdanningsvitenskapelige
fakultet, Institutt for Spesialpedagogikk, Universitet i Oslo.
2013-11-21T15:26:40Z
2013-11-21T15:26:40Z
2013-11-21T15:26:40Z
2013
Doctoral thesis
http://hdl.handle.net/10852/37762
1065017
252
URN:NBN:no-39671
Fulltext https://www.duo.uio.no/bitstream/handle/10852/37762/2/Vonheim_avhandling_23.08.13.pdf
oai:www.duo.uio.no:10852/31274
2017-12-07T09:09:30Z
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Normalitetssentrisme og integrering av mennesker med funksjonshemning.
Morken, Ivar
2014-03-13T12:57:08Z
2014-03-13T12:57:08Z
2014-03-13T12:57:08Z
2007
Chapter
http://hdl.handle.net/10852/31274
50986
79
94
URN:NBN:no-21924
86073
140701117
Fulltext https://www.duo.uio.no/bitstream/handle/10852/31274/2/86073_Normalitetssentrisme.pdf
nob
oai:www.duo.uio.no:10852/39185
2017-12-07T09:09:30Z
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The ethics of neuromodulation for anorexia nervosa: a focus on rTMS
Coman, Alina
Skårderud, Finn
Reas, Deborah
Hofmann, Bjørn
Objective: Recently there has been emerging clinical and research interest in the application of deep brain stimulation (DBS) and repetitive transcranial magnetic stimulation (rTMS) to the treatment of anorexia nervosa (AN). To our knowledge, few studies have discussed ethical aspects associated with the increased use of neuromodulation in AN, some of which are quite specific to AN, despite the rapid development and dissemination of these new technologies.
Method: We provide a brief overview of three published rTMS studies for AN and discuss ethical issues involved in the use of neuromodulation for AN.
Results: In contrast to neurosurgery or DBS, rTMS is a less invasive technique, with less associated risk, and thus has greater potential to become a more widespread augmentation or add-on therapy for AN. New therapeutic procedures are promising, yet they raise ethical questions regarding informed consent and patient selection. Illness-specific issues surrounding authenticity and autonomy are important to consider, ensuring an ethical approach to treatment for patients with AN.
Discussion: We argue that ethical investigations for neuromodulation techniques are timely and important, and discussions should go beyond the immediate goals of patient safety, consent, and risk and benefit, to consider broader ethical concepts such as authenticity and autonomy.
2014-05-14T12:22:35Z
2014-05-14T12:22:35Z
2014-05-14T12:22:35Z
2014
Journal article
Coman, Alina Skårderud, Finn Reas, Deborah Hofmann, Bjørn . The ethics of neuromodulation for anorexia nervosa: a focus on rTMS. Journal of Eating Disorders. 2014
http://hdl.handle.net/10852/39185
1127093
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Eating Disorders&rft.volume=&rft.spage=&rft.date=2014
Journal of Eating Disorders
2
http://dx.doi.org/10.1186/2050-2974-2-10
URN:NBN:no-44087
Fulltext https://www.duo.uio.no/bitstream/handle/10852/39185/1/2050-2974-2-10.pdf
en
http://creativecommons.org/licenses/by/2.0/
Attribution 2.0 Generic
2050-2974
oai:www.duo.uio.no:10852/39348
2017-12-07T09:09:30Z
com_10852_238
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Sentence repetition is a measure of children’s language skills rather than working memory limitations
Klem, Marianne
Melby-Lervåg, Monica
Hagtvet, Bente Eriksen
Lyster, Solveig-Alma Halaas
Gustafsson, Jan-Eric
Hulme, Charles
Sentence repetition tasks are widely used in the diagnosis and assessment of children with language difficulties. This paper seeks to clarify the nature of sentence repetition tasks and their relationship to other language skills. We present the results from a 2-year longitudinal study of 216 children. Children were assessed on measures of sentence repetition, vocabulary knowledge and grammatical skills three times at approximately yearly intervals starting at age 4. Sentence repetition was not a unique longitudinal predictor of the growth of language skills. A unidimensional language latent factor (defined by sentence repetition, vocabulary knowledge and grammatical skills) provided an excellent fit to the data, and language abilities showed a high degree of longitudinal stability. Sentence repetition is best seen as a reflection of an underlying language ability factor rather than as a measure of a separate construct with a specific role in language processing. Sentence repetition appears to be a valuable tool for language assessment because it draws upon a wide range of language processing skills.
2014-07-10T13:39:26Z
2014-07-10T13:39:26Z
2014-07-10T13:39:26Z
2014
Journal article
Klem, Marianne Melby-Lervåg, Monica Hagtvet, Bente Eriksen Lyster, Solveig-Alma Halaas Gustafsson, Jan-Eric Hulme, Charles . Sentence repetition is a measure of children’s language skills rather than working memory limitations. Developmental Science. 2014
http://hdl.handle.net/10852/39348
1142185
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Developmental Science&rft.volume=&rft.spage=&rft.date=2014
Developmental Science
18
1
146
154
http://dx.doi.org/10.1111/desc.12202
URN:NBN:no-44182
Fulltext https://www.duo.uio.no/bitstream/handle/10852/39348/2/Klem-sentence-repetition.pdf
en
http://creativecommons.org/licenses/by-nc-nd/3.0/
Attribution-NonCommercial-NoDerivs 3.0 Unported
1363-755X
oai:www.duo.uio.no:10852/39356
2017-12-07T09:09:28Z
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Statistical learning under incidental versus intentional conditions
Arciuli, Joanne
Torkildsen, Janne Von Koss
Stevens, David
Simpson, Ian
Statistical learning (SL) studies have shown that participants are able to extract regularities in input they are exposed to without any instruction to do so. This and other findings, such as the fact that participants are often unable to verbalize their acquired knowledge, suggest that SL can occur implicitly or incidentally. Interestingly, several studies using the related paradigms of artificial grammar learning and serial response time tasks have shown that explicit instructions can aid learning under certain conditions. Within the SL literature, however, very few studies have contrasted incidental and intentional learning conditions. The aim of the present study was to investigate the effect of having prior knowledge of the statistical regularities in the input when undertaking a task of visual sequential SL. Specifically, we compared the degree of SL exhibited by participants who were informed (intentional group) versus those who were uninformed (incidental group) about the presence of embedded triplets within a familiarization stream. Somewhat surprisingly, our results revealed that there were no statistically significant differences (and only a small effect size) in the amount of SL exhibited between the intentional versus the incidental groups. We discuss the ways in which this result can be interpreted and suggest that short presentation times for stimuli in the familiarization stream in our study may have limited the opportunity for explicit learning. This suggestion is in line with recent research revealing a statistically significant difference (and a large effect size) between intentional versus incidental groups using a very similar visual sequential SL task, but with longer presentation times. Finally, we outline a number of directions for future research.
2014-07-14T13:20:45Z
2014-07-14T13:20:45Z
2014-07-14T13:20:45Z
2014
Journal article
Arciuli, Joanne Torkildsen, Janne Von Koss Stevens, David Simpson, Ian . Statistical learning under incidental versus intentional conditions. Frontiers in Psychology. 2014, 5
http://hdl.handle.net/10852/39356
1141002
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Frontiers in Psychology&rft.volume=5&rft.spage=&rft.date=2014
Frontiers in Psychology
5
8
http://dx.doi.org/10.3389/fpsyg.2014.00747
URN:NBN:no-44186
Fulltext https://www.duo.uio.no/bitstream/handle/10852/39356/1/Arciuli_Torkildsen_Stevens_Simpson_2014.pdf
en
http://creativecommons.org/licenses/by/3.0/
Attribution 3.0 Unported
1664-1078
oai:www.duo.uio.no:10852/41175
2015-03-06T05:01:41Z
com_10852_238
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Friluftsliv som sosialt læringslandskap for ungdom i risiko. Eit fenomenologisk-inspirert kasusstudium.
Sølvik, Randi Myklebust
Friluftsliv er i denne undersøkinga plassert innafor eit spesialpedagogisk felt, med eit læringsorientert fokus. Det generelle formålet med undersøkinga er å auke kunnskapen om og forståinga av friluftsliv som sosialt læringslandskap, i lys av opplevingane til ungdom i sosial risiko. Undersøkinga er konkretisert ved hjelp av to spørsmålsstillingar: (i) Kva kjenneteiknar sosial læring i friluftsliv? (ii) Kva kjenneteiknar læringsressursane i friluftsliv?
Det teoretiske grunnlaget for avhandlinga framhevar relasjonen mellom læringsoppleving og læringskontekst. Eit kroppsfenomenologisk perspektiv er valt for å klargjere kroppslege trekk ved læring, medan eit situert læringsperspektiv i særleg grad framhevar sosiale aspekt ved læring. Omgrepet «læringslandskap» rettar blikket mot læringsressursane som ligg i friluftsliv, og framhevar deltaking og relasjonar innafor læringskonteksten.
Studien er gjennomført som eit fenomenologisk-inspirert kasusstudium. To alternative ungdomsskular og deira pedagogiske tilrettelegging av friluftsliv utgjer kasusa i undersøkinga. Elevane ved dei utvalde skulane er informantar, og representerer ungdom i sosial risiko. Deltakande observasjon og intervju er brukt for å samle data om ungdommane si deltaking, samhandling og læringsoppleving i friluftsliv, gjennom eitt skuleår. Datamaterialet er analysert med ei fenomenologisk, hermeneutisk tilnærming. Dataprogrammet NVivo8 er nytta for å bearbeide, organisere og tematisere datamaterialet. Gjennom ei samankopling av ulike metodiske tilnærmingar og ei veksling mellom datainnsamling og analyse, søkjer eg å ivareta relasjonane og heilskapen i undersøkinga.
Resultata indikerer at sosial læring i friluftsliv er prega av ei sanseleg og erfaringsnær deltaking og samhandling. Sosiale dugleikar og vurderingar blir gjenkjent, praktisert og utfordra i erfarande fellesskap, på tvers av alder. Både ungdommane sin kompetanse og manglande kompetanse blir synleggjort i det erfarande fellesskapet, og opnar for varierte læringsbanar og læringsopplevingar. Læringsressursane i friluftsliv er framheva som kroppslege og sosiale. Naturen opnar for aktiv deltaking og samhandling gjennom auka rørsle, sanselege konsekvensar og risiko, og kontrastfulle opplevingar. Relasjonar med medelevar og vaksne framstår tydelege, då friluftsliv kan gje tid og rom for sanseleg samhandling og gode samtalar på tvers av alder. Friluftsliv som sosialt læringslandskap må forståast som ein heilskap, der det er ei gjensidig påverking mellom ungdommane si deltaking og samhandling, og dei nemnte læringsressursane. Forskingsbidraget gjev grunnlag for ei nyansert tilnærming til pedagogisk bruk av friluftsliv i arbeid med born og unge. Auka innsikt i læringsressursane og varierte læringserfaringar kan bevisstgjere pedagogen i møte med ungdommane og i tilpassing av læringssituasjonane. Undersøkinga framhevar likeeins nytten av erfaringsnær og induktiv tilnærming til læring i spesialpedagogisk arbeid.
2014-09-18T10:32:51Z
2014-09-18T10:32:51Z
2014-09-18T10:32:51Z
2013
Doctoral thesis
http://hdl.handle.net/10852/41175
URN:NBN:no-45756
Fulltext https://www.duo.uio.no/bitstream/handle/10852/41175/1/PhD-Soelvik.pdf
nn
oai:www.duo.uio.no:10852/46221
2024-01-30T14:11:06Z
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Educating teachers of the deaf : experiences and perspectives from teachers on facilitating academic and social participation in Uganda
Eron, Lawrence
Deaf education has evolved at a rapid rate world over. Reasons for the evolution are several and include reforms in and expanded roles in primary education, special needs education and teacher education, research, technological and legislative provisions. To catch up with these reforms and developments teacher education has to take on new initiatives that should be partly informed by research on experiences in the schools.
Based on a sample of eleven teachers from two schools of the deaf, this dissertation investigates the experiences and perspectives of teachers of the deaf. The understanding is that these experiences and perspectives should inform teacher education preparation programmes that incorporate deaf education. There are positive and challenging experiences that focus on how academic and social participation of deaf learners should be facilitated.
Using qualitative case study design, data from individual interviews, focus group discussions and observations are analysed and used to describe the experiences and perspectives of teachers of the deaf. The analysis and interpretation of findings generated themes that are discussed guided by the activity system theory. The assumption is that activity system theory is a useful tool for extracting meaningful information from the massive and complex situation to conceptualise how real world phenomena are entrenched within the situation being examined.
The findings bring out three main implications. The first implication is that although the teacher education programme is being conducted in line with the curriculum guideline, it may not be assumed that the training automatically translates to best practices in facilitating academic and social participation. Many factors including teachers’ experiences - exposure with the learners, theoretical content covered and practical training components should be considered as there is continuously changing and complex environment under which academic and social participation is facilitated. The second implication is that approaches to teacher education and time allocation for some content areas needs to be reviewed taking into consideration the knowledge bases and skills required. There is need for multi-sectoral planning particularly in the mode of assessment and because some courses require more time and resources than others. The third implication is that considering the fast rate of growth and a rapidly changing political, social and technological environment in deaf education, further research is needed to inform teacher education on how to develop programmes that respond and correspond to the policy and practice needs in the current inclusive education dispensation.
2015-10-08T13:35:06Z
2015-10-08T13:35:06Z
2015-10-08T13:35:06Z
2015
Doctoral thesis
http://hdl.handle.net/10852/46221
URN:NBN:no-50401
Fulltext https://www.duo.uio.no/bitstream/handle/10852/46221/1/224_Eron_materie.pdf
en
oai:www.duo.uio.no:10852/47629
2018-08-20T10:59:10Z
com_10852_238
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Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers
Brinchmann, Ellen Iren
Hjetland, Hanne Næss
Lyster, Solveig-Alma Halaas
The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- and fourth-grade students from 12 Norwegian elementary schools. A quasi-experimental approach was employed with students in the treatment and control groups matched on grade and reading comprehension level. The intervention was delivered by teachers in small groups for 60 minutes three times per week over a period of 10 weeks. At the end of the intervention, the treatment group showed significantly greater gains than the control group on researcher-created and transfer measures of language and a transfer measure of reading comprehension. There were no statistically significant effects of the intervention on two measures of decoding. The results support the hypothesis that comprehensive word knowledge instruction is effective in improving language abilities underpinning reading comprehension. The utility of this approach for improving decoding abilities remains unclear.
This is the peer reviewed version of the following article: Ellen Irén Brinchmann, Hanne Næss Hjetland, Solveig-Alma Halaas Lyster (2015). Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Reading Research Quarterly, which has been published in final form at http://dx.doi.org/10.1002/rrq.128. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving
2017-10-12T22:30:49Z
2017-10-12T22:30:49Z
2017-10-12T22:30:49Z
2016
Journal article
Brinchmann, Ellen Iren Hjetland, Hanne Næss Lyster, Solveig-Alma Halaas . Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers. Reading Research Quarterly. 2016
http://hdl.handle.net/10852/47629
1283902
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Reading Research Quarterly&rft.volume=&rft.spage=&rft.date=2015
Reading Research Quarterly
51
2
165
180
http://dx.doi.org/10.1002/rrq.128
URN:NBN:no-51677
Fulltext https://www.duo.uio.no/bitstream/handle/10852/47629/1/Lexical%2Bquality%2Bmatters.pdf
en
Brinchmann, Ellen Irén (2016) Betydningen av ordkunnskap for utviklingen av leseforståelse. Doctoral thesis. http://urn.nb.no/URN:NBN:no-54015
Hjetland, Hanne Næss (2018) Predicting and improving reading comprehension. A quantitative multimethod approach. Doctoral thesis. http://hdl.handle.net/10852/63230
http://urn.nb.no/URN:NBN:no-54015
http://hdl.handle.net/10852/63230
0034-0553
oai:www.duo.uio.no:10852/48867
2017-12-07T09:09:32Z
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Parental comparison of the prosodic and paralinguistic ability of children with cochlear implants and their normal hearing siblings
Morris, David
Christiansen, Lærke
Uglebjerg, Cathrine
Brännström, K. Jonas
Falkenberg, Eva-Signe
The everyday communication of children is commonly observed by their parents. This paper examines the responses of parents (n = 18) who had both a Cochlear Implant (CI) and a Normal Hearing (NH) child. Through an online questionnaire, parents rated the ability of their children on a gamut of speech communication competencies encountered in everyday settings. Comparative parental ratings of the CI children were significantly poorer than those of their NH siblings in speaker recognition, happy and sad emotion, and question versus statement identification. Parents also reported that they changed the vocal effort and the enunciation of their speech when they addressed their CI child and that their CI child consistently responded when their name was called in normal, but not in noisy backgrounds. Demographic factors were not found to be linked to the parental impressions.
Published Open Access with Taylor & Francis
2016-02-01T15:07:41Z
2016-02-01T15:07:41Z
2016-02-01T15:07:41Z
2015
Journal article
Morris, David Christiansen, Lærke Uglebjerg, Cathrine Brännström, K. Jonas Falkenberg, Eva-Signe . Parental comparison of the prosodic and paralinguistic ability of children with cochlear implants and their normal hearing siblings. Clinical Linguistics & Phonetics. 2015
http://hdl.handle.net/10852/48867
1275767
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Clinical Linguistics & Phonetics&rft.volume=&rft.spage=&rft.date=2015
Clinical Linguistics & Phonetics
29
11
840
851
12
http://dx.doi.org/10.3109/02699206.2015.1055803
URN:NBN:no-52706
Fulltext https://www.duo.uio.no/bitstream/handle/10852/48867/1/02699206.2015.pdf
en
Taylor & Francis
0269-9206
oai:www.duo.uio.no:10852/47928
2015-11-27T23:07:28Z
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A cross-sectional population-based survey of migraine and headache in 21,177 Norwegians: the Akershus sleep apnea project
Russell, Michael B
Kristiansen, Håvard A
Šaltytė-Benth, Jūratė
Kværner, Kari J
The objective was to investigate the prevalence and interrelation of migraine and headache in the general population. Forty thousand men and women aged 20–80 years from the Norwegian general population received a mailed questionnaire with questions about migraine and headache. The questionnaire response rate was 54.5%. The lifetime prevalence of migraine was 26.5% (95% CI 25.9–27.1%), i.e., 18.1% (95% CI 17.3–18.9%) in men and 34.1% (95% CI 33.2–35.0%) in women. The prevalence of migraine decreased slightly in both men and women after an age of 45. The 1 year prevalence of headache was 77.2%, i.e., 69.6% (95% CI 68.7–70.6%) in men and 84.0% (95% CI 83.3–84.7%) in women. The frequency of headache decreased with age, but some of the elders aged 70 or above experienced more frequent headache. The prevalence of being headache free increased from 19.1% (95% CI 14.2–25.6%) to 74.7% (95% CI 70.0–78.8%) in 20 and 80 years old men without co-occurrence of migraine, and from 5.1% (95% CI 2.9–8.8%) to 61.4% (95% CI 54.9–67.6%) in 20 and 80 years old women without co-occurrence of migraine. Co-occurrence of migraine significantly increased the frequency of headache and decreased the prevalence of being headache free.
Published Open Access with SpringerOpen
2015-11-27T13:03:03Z
2015-11-27T13:03:03Z
2015-11-27T13:03:03Z
2008
Journal article
http://hdl.handle.net/10852/47928
The Journal of Headache and Pain
9
6
339
347
http://dx.doi.org/10.1007/s10194-008-0077-z
URN:NBN:no-51955
Fulltext https://www.duo.uio.no/bitstream/handle/10852/47928/1/10194_2008_Article_77.pdf
eng
Springer-Verlag
oai:www.duo.uio.no:10852/48495
2017-12-07T09:09:31Z
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The dynamics of narrative writing in primary grade children: Writing process factors predict story quality
Torkildsen, Janne von Koss
Morken, Frøydis
Helland, Wenche A
Helland, Turid
In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more online revisions than their peers. Two process factors, transcription fluency and online revision activity, contributed to explaining variance in narrative macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers’ ability to make online revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.
2016-01-08T10:05:45Z
2016-01-08T10:05:45Z
2016-01-08T10:05:45Z
2015
Journal article
Torkildsen, Janne von Koss Morken, Frøydis Helland, Wenche A Helland, Turid . The dynamics of narrative writing in primary grade children: Writing process factors predict story quality. Reading and writing. 2015
http://hdl.handle.net/10852/48495
1303842
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Reading and writing&rft.volume=&rft.spage=&rft.date=2015
Reading and writing
http://dx.doi.org/10.1007/s11145-015-9618-4
URN:NBN:no-52385
Fulltext https://www.duo.uio.no/bitstream/handle/10852/48495/1/Torkildsenetal_2015_Reading_and_writing.pdf
en
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Kluwer Academic/Plenum Publishers
0922-4777
oai:www.duo.uio.no:10852/48863
2017-12-07T09:09:31Z
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Re-conceptualizing "directiveness" in educational dialogues: A contrastive study of interactions in preschool and special education
Engevik, Liv Inger
Hølland, Silje
Hagtvet, Bente Eriksen
This study investigated the role of teacher directiveness in educational dialogues as it relates to several types of dyads and child engagement. The effect of directive teacher behavior, such as the use of instructions and commands, on children's engagement and learning is a controversial matter in the field of educational research. Two types of dyads were examined: typically developing children and their preschool teachers (PreschDyads) and children with Down syndrome and their special education teachers (SpecEdDyads). Fourteen Norwegian dyads participated in the study and were videotaped while solving a construction task. The results indicated higher levels of teacher directiveness in the SpecEdDyads. Children with Down syndrome showed lower levels of engagement with the task than the typically developing children did. However, closer examination of the results of the SpecEdDyads with the highest scores in teacher directiveness revealed that these children scored above their group average on engagement. The pattern differed in the PreschDyads, in which the least directive teachers interacted with the most engaged children. A qualitative analysis of dialogue excerpts suggested that in educational contexts in which a child struggles with goal-oriented engagement, emotionally supportive teacher directives may generate joint problem solving, thereby enabling children to successfully complete cognitively demanding tasks that they may not be able to complete independently. In the PreschDyads, the children appeared to be more self-motivated and less dependent on directive support. These findings extend our knowledge of the qualities and functions of teacher directiveness in educational dialogues by illuminating how the individually adapted use of directives may enhance child engagement and learning.
2016-10-18T22:31:07Z
2016-10-18T22:31:07Z
2016-10-18T22:31:07Z
2015
Journal article
Engevik, Liv Inger Hølland, Silje Hagtvet, Bente Eriksen . Re-conceptualizing "directiveness" in educational dialogues: A contrastive study of interactions in preschool and special education. Early Childhood Research Quarterly. 2015, 30, 140-151
http://hdl.handle.net/10852/48863
1171364
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Early Childhood Research Quarterly&rft.volume=30&rft.spage=140&rft.date=2015
Early Childhood Research Quarterly
30
140
151
http://dx.doi.org/10.1016/j.ecresq.2014.10.004
URN:NBN:no-52705
Fulltext https://www.duo.uio.no/bitstream/handle/10852/48863/4/Engevik_postprint.pdf
en
http://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
0885-2006
oai:www.duo.uio.no:10852/49821
2017-12-07T09:09:32Z
com_10852_238
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ILLNESS IS WORK: Revisiting the concept of illness careers and recognizing the identity work of patients with ME/CFS
Grue, Jan
2016-03-14T11:52:06Z
2016-03-14T11:52:06Z
2016-03-14T11:52:06Z
2016
Journal article
Grue, Jan . ILLNESS IS WORK: Revisiting the concept of illness careers and recognizing the identity work of patients with ME/CFS. Health. 2016, 1-12
http://hdl.handle.net/10852/49821
1342866
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Health&rft.volume=&rft.spage=1&rft.date=2016
Health
http://dx.doi.org/10.1177/1363459315628044
URN:NBN:no-53571
Fulltext https://www.duo.uio.no/bitstream/handle/10852/49821/4/Illness-is-work-revised-version.pdf
Sage Publications
1363-4593
oai:www.duo.uio.no:10852/49867
2022-12-09T14:52:26Z
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Spesialundervisningens tiltakskjede – lokal praksis sett i forhold til regelverk og retningslinjer. En kvalitativ dokumentanalyse av elevsaker
Herlofsen, Camilla
Hovedtema for denne avhandlingen er spesialundervisningens tiltakskjede i grunnskolen. Det dreier seg om en sammenhengende kjede av tiltak som tar sikte på å oppdage og gi en sakkyndig vurdering av behovet for spesialundervisning, videre å fatte vedtak om, planlegge, gjennomføre og vurdere et slikt undervisningstilbud. Formålet med dette forskningsarbeidet er å få mer kunnskap om praksisen som utføres i spesialundervisningens tiltakskjede.
Dette arbeidet har følgende hovedproblemstilling: Hvordan fungerer tiltakskjeden for spesialundervisning i praksis sett i forhold til regelverk og retningslinjer?
Hovedproblemstillingen er nærmere konkretisert i to delproblemstillinger.
1. Hvordan samsvarer de enkelte dokumentenes innhold og utforming i spesialundervisningens tiltakskjede med regelverk og retningslinjer?
2. Hvordan er sammenhengen mellom dokumentene i tiltakskjedens ulike faser sett i forhold til regelverk og retningslinjer?
For å vurdere og besvare problemstillingene er det gjennomført en kvalitativ dokumentanalyse av åtte elevsaker. Disse åtte elevsakene er fordelt på to kommuner og to skoler i hver kommune. Det dreier seg om en undersøkelse om saksgangen og innholdet i dokumentene som tilhører fire sentrale faser i tiltakskjeden. Disse dokumentene er skolens tilmeldingsdokumenter, PPT sin sakkyndige vurdering, skoleeiers/rektors enkeltvedtak om spesialundervisning og skolens individuelle opplæringsplan (IOP).
Funnene i undersøkelsen viser at det er varierende samsvar mellom regelverk/retningslinjer og praksis i de ulike fasene av tiltakskjeden. På noen områder er regelverket fulgt opp på en god måte, på andre områder er det en uklar og mangelfull oppfølging av regelverk og retningslinjer. Helhetsinntrykket indikerer at det er behov for kvalitetsutvikling i hvert enkelt ledd i tiltakskjeden, men i særlig grad mellom leddene. Utfordringen blir at tiltakskjeden i praksis skal fungere bedre sett i forhold til hva regelverk/retningslinjer krever.
Arbeidet er utført innenfor doktorgradsprogrammet ved Institutt for spesialpedagogikk, Universitetet i Oslo.
2016-03-17T13:33:41Z
2016-03-17T13:33:41Z
2016-03-17T13:33:41Z
2014
Doctoral thesis
http://hdl.handle.net/10852/49867
1145374
URN:NBN:no-53578
Fulltext https://www.duo.uio.no/bitstream/handle/10852/49867/1/PhD-Herlofsen.pdf
no
oai:www.duo.uio.no:10852/50042
2018-04-03T06:41:12Z
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The social meaning of disability: a reflection on categorisation, stigma and identity
Grue, Jan
As disability becomes an ever more salient concept in international political and legal discourse, its social meaning must be better understood. Traditionally defined in medical terms and as an individual problem, it has for the last several decades increasingly become a socio-politically defined phenomenon. Disability pride has emerged as a social movement patterned after ethnic minority and sexual orientation movements. The one billion people who count as disabled nevertheless have illnesses and impairments that are largely understood as medical problems. Medicine continues to exert great influence on the social meaning of disability in general and the social valuation of various illnesses and impairments in particular. Whereas specific conditions may be socially valued, the overall category and label of disability connotes marginality and stigma. Under these conditions, disability policy, which ought to be a universal concern, risks being construed as a marginal and special-interest issue rather than a broadly relevant topic; this has potentially negative consequences for the majority of disabled people.
This is the peer reviewed version of the following article: Grue, J. (2016), The social meaning of disability: a reflection on categorisation, stigma and identity. Sociology of Health & Illness, which has been published in final form at http://dx.doi.org/10.1111/1467-9566.12417. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
2018-03-28T22:30:54Z
2018-03-28T22:30:54Z
2018-03-28T22:30:54Z
2016
Journal article
Grue, Jan . The social meaning of disability: a reflection on categorisation, stigma and identity. Sociology of Health and Illnes. 2016
http://hdl.handle.net/10852/50042
1347095
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Sociology of Health and Illnes&rft.volume=&rft.spage=&rft.date=2016
Sociology of Health and Illnes
38
6
957
964
http://dx.doi.org/10.1111/1467-9566.12417
URN:NBN:no-53735
Fulltext https://www.duo.uio.no/bitstream/handle/10852/50042/4/Grue-The-Social-Meaning-of-Disability-Final.pdf
en
Blackwell Science Ltd.
0141-9889
oai:www.duo.uio.no:10852/50100
2017-12-07T09:01:56Z
com_10852_235
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Preschool morphological training produces long-term improvements in reading comprehension
Lyster, Solveig-Alma Halaas
Lervåg, Arne
Hulme, Charles
Abstract We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.
2016-04-18T12:57:02Z
2016-04-18T12:57:02Z
2016-04-18T12:57:02Z
2016
Journal article
Lyster, Solveig-Alma Halaas Lervåg, Arne Hulme, Charles . Preschool morphological training produces long-term improvements in reading comprehension. Reading and writing. 2016
http://hdl.handle.net/10852/50100
1348943
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Reading and writing&rft.volume=&rft.spage=&rft.date=2016
Reading and writing
DOI 10.1007/s11145-016-9636-x
URN:NBN:no-53770
Fulltext https://www.duo.uio.no/bitstream/handle/10852/50100/1/Lyster-Lervag-Hulme-2016.pdf
en
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Kluwer Academic/Plenum Publishers
0922-4777
oai:www.duo.uio.no:10852/50379
2017-12-07T09:09:33Z
com_10852_238
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Deltakelse i barnefellesskap mellom barn med og uten sammensatte vansker, der hørselsnedsettelse inngår
Eilertsen, Lill-Johanne
2016-05-30T08:30:03Z
2016-05-30T08:30:03Z
2016-05-30T08:30:03Z
2016
Doctoral thesis
http://hdl.handle.net/10852/50379
URN:NBN:no-53995
Fulltext https://www.duo.uio.no/bitstream/handle/10852/50379/1/PhD-Eilertsen-DUO.pdf
no
Artikkel 1: Eilertsen, L.-J. (2014). Maintaining Intersubjectivity When Communication Is Challenging: Hearing Impairment and Complex Needs. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research on Language and Social Interaction, 47(4), 353-379. http://dx.doi.org/10.1080/08351813.2014.958278
Artikkel 2: Eilertsen, L.-J. (2014). Gjennom samhandlingsformater dannes betingelser for deltakelse: Om interaksjon mellom barn med og uten funksjonsnedsettelser. Spesialpedagogikk, 2014(8), 53-70.
Artikkel 3: Eilertsen, L.-J. (under review). Thinking in Opposites or in Unities? Inclusive Education and Dialogism. International Journal of Inclusive Education. To be published. The paper is removed from the thesis in DUO awaiting publishing.
http://dx.doi.org/10.1080/08351813.2014.958278
oai:www.duo.uio.no:10852/50407
2017-12-07T09:09:33Z
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Betydningen av ordkunnskap for utviklingen av leseforståelse
Brinchmann, Ellen Irén
I denne avhandlingen utforskes betydningen av ordkunnskap for utviklingen av leseforståelse. Temaet belyses gjennom tre empiriske studier:
I den første studien, en metaanalyse, ble relasjonen mellom vokabular i førskolealder og senere leseforståelses- og ordavkodingsferdigheter undersøkt. Resultatene fra studien viste en moderat sammenheng mellom tidlige vokabularferdigheter og leseforståelse i skolealder, mens den prediktive relasjonen mellom vokabular og ordavkoding var noe svakere. Samlet sett framstår imidlertid vokabular som en robust prediktor av leseforståelse. Dette funnet har flere praktiske implikasjoner. For det første vil man med utgangspunkt i førskolebarns vokabularferdigheter kunne identifisere individer i risiko for å utvikle lesevansker. Resultatene antyder dessuten at det kan være nyttig å arbeide med barns ordkunnskap for å forhindre at slike vansker oppstår.
Den andre studien i avhandlingen baseres også på longitudinelle observasjonsdata, men er i motsetning til metaanalysen en primærstudie. I studien utforsket vi selve utviklingen av ordkunnskap ved å undersøke forholdet mellom grammatisk og leksikalsk vekst i en kohort av barn i førskolealder. I studien ble det identifisert gjensidige forbindelser mellom barns grammatiske og leksikalske utvikling, og funnene understreker således at ordkunnskapens bidrag til leseforståelse må ses i en større språklig sammenheng. Resultatene indikerer for øvrig at ulike området av språket kan samhandle og forsterke hverandre, noe som kan være hensiktsmessig å dra nytte av i arbeidet med barns ordkunnskap.
I likhet med studie I og II har den siste studien i avhandlingen en kvantitativ metodisk tilnærming. Fra et metodologisk perspektiv skiller likevel studien seg fra de to andre ved å bygge på data fra et kvasi-eksperiment. Mer spesifikt ble effekten av en intervensjon designet for å stimulere svake leseres ordkunnskap undersøkt. Intervensjonen hadde en bred tilnærming til undervisning i ordkunnskap, hvor forbindelsen mellom ordkunnskap og andre språkområder ble vektlagt. Etter intervensjonens slutt ble det funnet statistisk signifikante effekter av undervisningen på flere ulike språklige mål samt et standardisert mål på leseforståelse. Resultatene tyder med andre ord at arbeid med ordkunnskap kan være en god metode for å fremme elevers leseforståelsesferdigheter.
2016-06-06T12:07:13Z
2016-06-06T12:07:13Z
2016-06-06T12:07:13Z
2016
Doctoral thesis
http://hdl.handle.net/10852/50407
URN:NBN:no-54015
Fulltext https://www.duo.uio.no/bitstream/handle/10852/50407/1/PhD-Brinchmann-DUO.pdf
no
Artikkel I: Hjetland, H.N., Brinchmann, E.I., & Lyster, S.A.H. (2015). The Role of Vocabulary Knowledge in the Development of Reading Comprehension. Manuskript. To be published. The paper is not available in DUO awaiting publishing.
Artikkel II: Brinchmann, E.I., Braeken, J., & Lyster, S.A.H. (2015). The Relationship between Grammar and the Lexicon Revisited. Manuskript. To be published. The paper is not available in DUO awaiting publishing.
Artikkel III: Brinchmann, E.I., Hjetland, H.N., & Lyster, S.A.H. (2015). Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third-and Fourth-Grade Poor Readers. Reading Research Quarterly. 2016, 51 (2), 165-180. The accepted version is available in DUO. http://urn.nb.no/URN:NBN:no-51677
http://urn.nb.no/URN:NBN:no-51677
oai:www.duo.uio.no:10852/51058
2018-01-18T23:31:17Z
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The problem with inspiration porn: a tentative definition and a provisional critique
Grue, Jan
The term ‘inspiration porn’ is associated with disability advocacy in general and the late activist and comedian Stella Young in particular. It has come into widespread usage over the last few years. I propose the following definition: ‘Inspiration porn is the representation of disability as a desirable but undesired characteristic, usually by showing impairment as a visually or symbolically distinct biophysical deficit in one person, a deficit that can and must be overcome through the display of physical prowess.’ Inspiration porn superficially appears linked only to medical model/personal tragedy framings of disability, but on closer inspection resonates strongly with the disability movement’s advocacy of empowerment and affirmation.
This is an Accepted Manuscript of an article published by Taylor & Francis in Disability & Society on 18 Jul 2016, available online: http://www.tandfonline.com/10.1080/09687599.2016.1205473
2018-01-18T23:31:17Z
2018-01-18T23:31:17Z
2018-01-18T23:31:17Z
2016
Journal article
Grue, Jan . The problem with inspiration porn: a tentative definition and a provisional critique. Disability & Society. 2016
http://hdl.handle.net/10852/51058
1368563
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Disability & Society&rft.volume=&rft.spage=&rft.date=2016
Disability & Society
31
6
838
849
http://dx.doi.org/10.1080/09687599.2016.1205473
URN:NBN:no-54537
Fulltext https://www.duo.uio.no/bitstream/handle/10852/51058/1/Inspiration%2Bporn%2Bpostprint.pdf
en
Carfax Publishing
0968-7599
oai:www.duo.uio.no:10852/51758
2018-03-29T22:12:05Z
com_10852_238
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col_10852_55851
Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5
Arnesen, Anne
Braeken, Johan
Baker, Scott
Meek-Hansen, Wilhelm
Ogden, Terje
Melby-Lervåg, Monica
This study investigated an adaptation of the Oral Reading Fluency (ORF) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second-order latent growth curve modeling was used to examine the longitudinal measurement invariance of the ORF measure, the growth in oral reading fluency within and across grades 2–5, the relative stability of the ORF measure, and the relationship between the ORF measure and high-stakes national tests of reading proficiency. Results showed that the ORF passages measured the same underlying construct, but some passages stood out regarding the invariance pattern. The oral reading fluency growth curve models demonstrated a linear growth in grades 2 and 3 and a nonlinear growth in grades 4 and 5. Initial individual differences varied more than growth rates, which for all were positive but largest in grades 3 and 4. High relative stability in the ORF measure was found across grades. The concurrent and predictive relations of the ORF measure on the Norwegian national reading tests were moderate to strong (range = .44–.75). Findings indicated that the ORF is a reliable and valid measure of reading in Norwegian grades 2–5 and easy and fast to administer. The ORF measure might contribute to early identification of students at risk for reading difficulties in an orthography more transparent than English. Implications for school practice and future research are discussed.
2016-08-29T13:51:41Z
2016-08-29T13:51:41Z
2016-08-29T13:51:41Z
2016
Journal article
Arnesen, Anne Braeken, Johan Baker, Scott Meek-Hansen, Wilhelm Ogden, Terje Melby-Lervåg, Monica . Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2–5. Reading Research Quarterly. 2016
http://hdl.handle.net/10852/51758
1373499
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Reading Research Quarterly&rft.volume=&rft.spage=&rft.date=2016
Reading Research Quarterly
25
http://dx.doi.org/10.1002/rrq.159
URN:NBN:no-55166
Fulltext https://www.duo.uio.no/bitstream/handle/10852/51758/1/Arnesen_et_al-2016-Reading_Research_Quarterly.pdf
en
Anne Arnesen (2018) Social Functioning and Reading Proficiency: Validity of Educational Assessments Used in Norwegian Elementary Schools. Doctoral thesis http://hdl.handle.net/10852/61333
http://hdl.handle.net/10852/61333
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
0034-0553
oai:www.duo.uio.no:10852/52718
2017-12-07T09:09:34Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_239
col_10852_34689
Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children
Klem, Marianne
Hagtvet, Bente Eriksen
Hulme, Charles
Gustafsson, Jan-Eric
Purpose This study investigated the stability and growth of preschool language skills and explores latent class analysis as an approach for identifying children at risk of language impairment.
Method The authors present data from a large-scale 2-year longitudinal study, in which 600 children were assessed with a language-screening tool (LANGUAGE4) at age 4 years. A subsample (n = 206) was assessed on measures of sentence repetition, vocabulary, and grammatical knowledge at ages 4, 5, and 6 years.
Results A global latent language factor showed a high degree of longitudinal stability in children between the ages of 4 to 6 years. A low-performing group showing a language deficit compared to their age peers at age 4 was identified on the basis of the LANGUAGE4. The growth-rates during this 2-year time period were parallel for the low-performing and 3 higher performing groups of children.
Conclusions There is strong stability in children's language skills between the ages of 4 and 6 years. The results demonstrate that a simple language screening measure can successfully identify a low-performing group of children who show persistent language weaknesses between the ages of 4 and 6 years.
2016-09-23T09:24:41Z
2016-09-23T09:24:41Z
2016-09-23T09:24:41Z
2016
Journal article
Klem, Marianne Hagtvet, Bente Eriksen Hulme, Charles Gustafsson, Jan-Eric . Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children. Journal of Speech, Language and Hearing Research. 2016, 1-11
http://hdl.handle.net/10852/52718
1378033
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Speech, Language and Hearing Research&rft.volume=&rft.spage=1&rft.date=2016
Journal of Speech, Language and Hearing Research
1
11
http://dx.doi.org/10.1044/2016_JSLHR-L-15-0289
URN:NBN:no-56107
Fulltext https://www.duo.uio.no/bitstream/handle/10852/52718/4/KlemGCurve-JSLHR-Rev-21nov-resubmittet-2015.pdf
en
American Speech-Language-Hearing Association
1092-4388
oai:www.duo.uio.no:10852/52957
2017-12-07T09:09:34Z
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Parent-Endorsed Sex Differences in Toddlers with and Without ASD: Utilizing the M-CHAT
Øien, Roald A
Hart, Logan
Schjølberg, Synnve
Wall, Carla A.
Kim, Elizabeth S.
Nordahl-Hansen, Anders
Eisemann, Martin
Chawarska, Katarzyna
Volkmar, Fred R.
Shic, Frederick
Sex differences in typical development can provide context for understanding ASD. Baron-Cohen (Trends Cogn Sci 6(6):248–254, 2002) suggested ASD could be considered an extreme expression of normal male, compared to female, phenotypic profiles. In this paper, sex-specific M-CHAT scores from N = 53,728 18-month-old toddlers, including n = 185 (32 females) with ASD, were examined. Results suggest a nuanced view of the “extreme male brain theory of autism”. At an item level, almost every male versus female disadvantage in the broader population was consistent with M-CHAT vulnerabilities in ASD. However, controlling for total M-CHAT failures, this male disadvantage was more equivocal and many classically ASD-associated features were found more common in non-ASD. Within ASD, females showed relative strengths in joint attention, but impairments in imitation.
The final publication is available at Springer via http://dx.doi.org/10.1007/s10803-016-2945-8
2016-10-27T07:19:01Z
2016-10-27T07:19:01Z
2016-10-27T07:19:01Z
2016
Journal article
Øien, Roald A Hart, Logan Schjølberg, Synnve Wall, Carla A. Kim, Elizabeth S. Nordahl-Hansen, Anders Eisemann, Martin Chawarska, Katarzyna Volkmar, Fred R. Shic, Frederick . Parent-Endorsed Sex Differences in Toddlers with and Without ASD: Utilizing the M-CHAT. Journal of Autism and Developmental Disorders. 2016
http://hdl.handle.net/10852/52957
1392741
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Autism and Developmental Disorders&rft.volume=&rft.spage=&rft.date=2016
Journal of Autism and Developmental Disorders
http://dx.doi.org/10.1007/s10803-016-2945-8
URN:NBN:no-56292
Fulltext https://www.duo.uio.no/bitstream/handle/10852/52957/4/oien-at-al-submitted.pdf
en
0162-3257
oai:www.duo.uio.no:10852/52970
2017-12-07T09:09:34Z
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Erfaringer og forhandlinger om foreldreskap: en kvalitativ undersøkelse blant fedre og mødre med barnevernserfaring og alvorlige atferdsvansker som ungdom
Herland, Mari Dalen
Formålet med undersøkelsen er å utvikle kunnskap om foreldreskapserfaringer blant fedre og mødre som hadde alvorlige atferdsvansker og barnevernserfaringer tidligere i livet. Undersøkelsen bygger på og er et delprosjekt av en 30 år longitudinell studie, og er hovedsakelig basert på kvalitative, semistrukturerte intervjuer med 30 informanter ved 40-45 års alder, 15 menn og 15 kvinner. Det er deres virkelighet som er analysert og deres historier som har fått plass i avhandlingen. Studien er utført i samarbeid med Høgskolen i Oslo og Akershus.
Studien gir et viktig kunnskapsbidrag til fagfeltet sosialt arbeid og barnevernpedagogikk i forståelsen av hvordan ungdom med problematferd og barnevernserfaring opplever sin rolle som foreldre senere i livet. Funnene viser hvordan det å vokse opp med grov omsorgssvikt, vold, overgrep og mye uforutsigbarhet i egen barndom, får betydning for informantenes fortellinger om foreldreskapet. En vanskelig bakgrunn behøver imidlertid ikke alltid å få konsekvenser for foreldreskapet, noe denne studien også har belyst. Analysene av intervjuene illustrerer variasjonene knyttet til informantenes fortellinger om deres opplevelser av farskap og morskap.
Informantene formidler gjennomgående at de er opptatt av barna sine. De ønsker at barna skal få en annen oppvekst enn den de selv hadde. Gruppen formidler i større eller mindre grad en sårhet over de problemene de hadde i egen oppvekst. Noen opplever imidlertid at deres egen barndom har gitt dem erfaringer som de definerer som ressurser i forhold til det å være foreldre. Andre har fått en erfaring at det er mulig å søke hjelp og støtte i forhold til det å være foreldre, for eksempel gjennom barnevernet eller fra venner og familie. Enkelte viser en tendens til tilbaketrekning og har et distansert forhold til egne barn. Studien viser for øvrig at det å være gift eller samboende foreldre, gir en styrke i forhold til foreldreskapet.
Ser en farskapet og morskapet opp mot hverandre, fremstår kvinnene som mer dedikerte i sin rolle som mor enn fedrene. Dette kan tolkes i tråd med samfunnets forventninger til dem som mødre. I motsetning viser funnene at fedrene noen ganger opptrer mer distanserte. Resultatene fra denne studien gjenspeiler samlet sett, at barndommen «setter sine spor» også i forhold opplevelser og erfaringer med foreldrerollen.
2016-10-31T12:09:02Z
2016-10-31T12:09:02Z
2016-10-31T12:09:02Z
2016
Doctoral thesis
http://hdl.handle.net/10852/52970
URN:NBN:no-56302
Fulltext https://www.duo.uio.no/bitstream/handle/10852/52970/1/Herland-PhD-DUO.pdf
no
Artikkel 1: Balancing Fatherhood: experiences of fatherhood among men with a difficult past. Mari Dalen Herland, Mona-Iren Hauge and Ingeborg Marie Helgeland. Accepted for publication, published online April 2014, Qualitative Social Work (March 2015
Vol. 14, No. 2). The article is not available in DUO due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1177/1473325014528737
Artikkel 2: Negotiating motherhood: Women with troubled upbringings and their self-conceptions as mothers. Mari Dalen Herland and Ingeborg Marie Helgeland. Accepted for publication, published online October 2014, Child and Family Social Work. The article is not available in DUO due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1111/cfs.12193
Artikkel 3: Reflexive research: stages of emotionality in the interview enterprise.Mari Dalen Herland. Submitted December 2014, accepted November 2015, Qualitative Social Work. (Published online before print March 17, 2016.) The article is not available in DUO due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1177/1473325016634453
http://dx.doi.org/10.1177/1473325014528737
http://dx.doi.org/10.1111/cfs.12193
http://dx.doi.org/10.1177/1473325016634453
oai:www.duo.uio.no:10852/53003
2017-12-07T09:09:35Z
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Lærersamarbeid om tilpasset opplæring i matematikk. En kvalitativ intervjuundersøkelse av faglæreres og spesiallæreres opplevelse av samarbeid om elever med spesialundervisning i matematikk på 9. trinn
Gillespie, Astrid
Denne avhandlingen handler om hvordan faglærere og spesiallærere i matematikk på 9. trinn opplever at de samarbeider om elever som har enkeltvedtak om spesialundervisning i matematikkfaget.
Det har de siste 50 år vært bred politisk og pedagogikkfaglig enighet om at opplæringen til elever med spesialundervisning må koordineres og samordnes med den ordinære opplæringen, og at et samarbeid mellom faglærer og spesiallærer er en forutsetning for å få til en vellykket samordning. Samtidig foreligger det en betydelig andel forskning som antyder at et godt samarbeid mellom spesiallærer og faglærer har effekt på elevenes utbytte av undervisningen.
Avhandlingen bygger på en kvalitativ intervjustudie av 10 lærerpar fra 10 forskjellige skoler. Et lærerpar består av én faglærer i matematikk på 9. trinn og spesiallæreren som har ansvaret for spesialundervisningen til elever med enkeltvedtak om spesialundervisning i matematikk fra samme klasse. Til sammen består utvalget av 20 informanter.
Resultatene antyder at informantene i liten grad opplever at de har et samarbeid med sin kollega om denne elevgruppen verken i planleggings-, gjennomførings- eller vurderingsfasen. Informantene oppfatter at elevene i liten grad får et matematikkfaglig utbytte av deltakelse i ordinær undervisning, som i sin tur mangler tydelige forbindelser til spesialundervisningen. Videre oppfatter informantene at den lave graden av samarbeid delvis kan skyldes manglende struktur, liten tid og utydelige forventninger fra ledelseshold. Informantene opplever en rekke dilemmaer, særlig i tilknytning til vurdering av elever med spesialundervisning og hvordan vurderingen faktisk står i forhold til innholdet i opplæringen og målene opplæringen har tatt sikte på å nå.
Avhandlingen konkluderer med at det er grunn til å tro at matematikkfaget for elever som deltar både i spesialundervisning og ordinær undervisning fremstår som to atskilte enheter uten jevnlige møtepunkter. Videre er det behov for mer innsyn i prosesskvaliteten med tanke på situasjonen til elever med spesialundervisning i grunnopplæringen.
2016-11-08T16:40:38Z
2016-11-08T16:40:38Z
2016-11-08T16:40:38Z
2016
Doctoral thesis
http://hdl.handle.net/10852/53003
URN:NBN:no-56324
Fulltext https://www.duo.uio.no/bitstream/handle/10852/53003/1/PhD-Astrid-Gillespie.pdf
en
oai:www.duo.uio.no:10852/53202
2018-11-27T23:31:02Z
com_10852_238
com_10852_234
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Derivational suffixes as cues to stress position in reading Greek
Grimani, Aikaterini
Protopapas, Athanassios
Background In languages with lexical stress, reading aloud must include stress assignment. Stress information sources across languages include word-final letter sequences. Here, we examine whether such sequences account for stress assignment in Greek and whether this is attributable to absolute rules involving accenting morphemes or to probabilistic lexical information.
Methods Pseudowords were constructed to not resemble particular words and were suffixed with derivational morphemes associated with specific stress patterns, to be read aloud, presented either without a stress diacritic or with a diacritic congruent or incongruent with the suffix. Morphemes differed in whether or not there were stress competitors ending in the same letter sequences.
Results Stress was assigned consistent with the suffix in the absence of the diacritic, more so when there were no stress competitors in the lexicon.
Conclusions Results suggest a lexically based probabilistic mechanism taking into account pattern distributions rather than absolute rules based on the morphological accenting.
This is the peer reviewed version of the following article: Derivational suffixes as cues to stress position in reading Greek, which has been published in final form at http://dx.doi.org/10.1111/1467-9817.12092. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
2018-11-27T23:31:02Z
2018-11-27T23:31:02Z
2018-11-27T23:31:02Z
2016
Journal article
Grimani, Aikaterini Protopapas, Athanassios . Derivational suffixes as cues to stress position in reading Greek. Journal of research in reading (Print). 2016
http://hdl.handle.net/10852/53202
1407136
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of research in reading (Print)&rft.volume=&rft.spage=&rft.date=2016
Journal of research in reading (Print)
http://dx.doi.org/10.1111/1467-9817.12092
URN:NBN:no-56483
Fulltext https://www.duo.uio.no/bitstream/handle/10852/53202/1/draft5_acceptedg.pdf
en
0141-0423
oai:www.duo.uio.no:10852/53481
2017-12-07T09:09:35Z
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Løvetannbarn i det kreative rom. Kunstneres erfaringer i forhold til kreativitet som mestringsstrategi
Meltzer, Cecilie
2017-01-09T11:56:35Z
2017-01-09T11:56:35Z
2017-01-09T11:56:35Z
1998
Master thesis
http://hdl.handle.net/10852/53481
URN:NBN:no-56679
Fulltext https://www.duo.uio.no/bitstream/handle/10852/53481/3/Hovedfag-Meltzer.pdf
no
oai:www.duo.uio.no:10852/55339
2017-12-07T09:09:36Z
com_10852_238
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Early numeracy performance of South African school beginners.
Aunio, Pirjo Annika
Mononen, Riikka
Ragpot, Lara
Törmänen, Minna
Early numeracy skills are highly relevant for children’s mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross- sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum.
2017-05-04T16:01:56Z
2017-05-04T16:01:56Z
2017-05-04T16:01:56Z
2016
Journal article
Aunio, Pirjo Annika Mononen, Riikka Ragpot, Lara Törmänen, Minna . Early numeracy performance of South African school beginners.. South African Journal of Childhood Education. 2016, 6(1)
http://hdl.handle.net/10852/55339
1414316
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=South African Journal of Childhood Education&rft.volume=6&rft.spage=&rft.date=2016
South African Journal of Childhood Education
6
1
http://dx.doi.org/10.4102/sajce.v6i1.496
URN:NBN:no-58134
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55339/2/Aunio_Mononen_Ragpot_Tormanen.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Sun Media Metro
2223-7674
oai:www.duo.uio.no:10852/55338
2017-12-07T09:09:35Z
com_10852_238
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Counting skills intervention for low-performing first graders
Mononen, Riikka
Aunio, Pirjo
Background: It is important to provide early educational support for children having weak mathematical skills, in order to prevent possible later mathematical learning difficulties. Currently, there is a lack of research-based mathematical intervention programmes for teachers to use.
Aim: This study investigated the impact of counting skills intervention for Finnish first graders with low performance. In addition, the relations between inductive reasoning, language and mathematical skills were examined.
Setting: This study applied a quasi-experimental design using control groups.
Methods: Intervention was provided in small groups 12 times during 8 weeks. The development of intervention children (LOWi, n = 11) was compared to the development of low-performing (LOWc, n = 26) and typically performing (TYPc, n = 114) children.
Results: The LOWi group made significantly greater gains in their mathematical performance from Time 1 to Time 2, compared with the LOWc and TYPc groups. Children with low performance in mathematical skills showed lower performance also in their inductive reasoning and reading fluency skills than the TYP children.
Conclusion: A relatively short counting skills intervention that applied explicit teaching showed promising effects in improving low-performing children’s mathematical performance as a supplemental instruction.
2017-05-04T15:58:18Z
2017-05-04T15:58:18Z
2017-05-04T15:58:18Z
2016
Journal article
Mononen, Riikka Aunio, Pirjo . Counting skills intervention for low-performing first graders. South African Journal of Childhood Education. 2016, 6(1)
http://hdl.handle.net/10852/55338
1372441
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=South African Journal of Childhood Education&rft.volume=6&rft.spage=&rft.date=2016
South African Journal of Childhood Education
6
1
10.4102/sajce.v6i1.407
URN:NBN:no-58135
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55338/2/Mononen_Aunio2016.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Sun Media Metro
2223-7674
oai:www.duo.uio.no:10852/55586
2017-12-07T09:09:36Z
com_10852_238
com_10852_234
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ThinkMath-verkkopalvelu. Matemaattisten taitojen tutkimukseen perustuva tukeminen
Mononen, Riikka
Aunio, Pirjo Annika
Tapola, Anna
ThinkMath - verkkopalvelu (http://blogs.helsinki.fi/thinkmath) on esi-ja alkuopetusikäisten lasten kanssa toimiville kasvattajille suunnattu ilmainen verkkosivusto, josta löytyy tutkimukseen perustuvaa tietoa ja harjoitusmateriaalia matemaattisten taitojen tukemiseen. Harjoitusmateriaalit on suunnattu erityisesti sellaisille lapsille, jotka tarvitsevat lisätukea keskeisten matemaattisten taitojen oppimisessa. Tässä kirjoituksessa kuvaamme matemaattisten taitojen harjoitusmateriaali en teoreettista taustaa, materiaalien keskeiset sisällöt ja harjoittelun toteutuksen sekä kerromme, millaisia oppimis tuloksia ja kokemuksia harjoitusmateriaalin tutkimuksellisista kokeilu i sta on saatu.
2017-06-08T12:39:03Z
2017-06-08T12:39:03Z
2017-06-08T12:39:03Z
2016
Journal article
Mononen, Riikka Aunio, Pirjo Annika Tapola, Anna . ThinkMath-verkkopalvelu. Matemaattisten taitojen tutkimukseen perustuva tukeminen. NMI-Bulletin. 2016, 26(4), 55-61
http://hdl.handle.net/10852/55586
1374345
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=NMI-Bulletin&rft.volume=26&rft.spage=55&rft.date=2016
NMI-Bulletin
26
4
55
61
URN:NBN:no-58367
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55586/2/Mononen_Aunio_Tapola_final180916.pdf
1236-2778
oai:www.duo.uio.no:10852/55311
2018-02-01T23:31:53Z
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Frog, where are you? Narrativ produksjon på andrespråket hos barn med urdu/panjabi som morsmål
Karlsen, Jannicke
Hjetland, Hanne Næss
Leseforståelse kan ses som nøkkelen til læring og skolefaglig fungering. Siden narrativ kompetanse har vist seg å være en av komponentene som har betydning for utviklingen av leseforståelse, undersøkes sammenhengen mellom narrativ produksjon hos barn i 1. klasse med urdu/panjabi som morsmål og leseforståelse i 1. og 2. klasse. Resultatene viser en betydelig variasjon i barnas narrative produksjon med hensyn til lengde, vokabular og grad av lingvistisk kompleksitet. Denne variasjonen ble gjenspeilet i barnas leseforståelse når de ble gruppert i svake, middels og sterke fortellere. Resultatene blir drøftet i lys av tidligere forskning på feltet.
2018-02-01T23:31:53Z
2018-02-01T23:31:53Z
2018-02-01T23:31:53Z
2017
Journal article
Karlsen, Jannicke Hjetland, Hanne Næss . Frog, where are you? Narrativ produksjon på andrespråket hos barn med urdu/panjabi som morsmål. Spesialpedagogikk. 2017, 81(1), 39-54
http://hdl.handle.net/10852/55311
1461627
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Spesialpedagogikk&rft.volume=81&rft.spage=39&rft.date=2017
Spesialpedagogikk
81
1
39
54
URN:NBN:no-58117
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55311/4/Karlsen%2Bog%2BHjetland%2B2017_PV.pdf
0332-8457
oai:www.duo.uio.no:10852/55717
2017-12-07T09:02:22Z
com_10852_235
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Ole Ivar Lovaas - His life, Merits and Legacy
Øzerk, Kamil
Vea, Gunvor Dalby
Eikeseth, Svein
Øzerk, Meral R.
Ole Ivar Lovaas (1927-2010) is known worldwide for his research within the field of Applied Behavior Analysis, and is probably the most influential researcher within the field of treatment of children with autism. In the first part of this biographically oriented paper, we inform the readers about his family background, childhood, elementary and secondary school years, and his adolescent years during World War II in his first homeland, Norway, based on archival research and interviews. In the second part, we describe his life, academic studies, research and successes in his second home country, the United States. Finally, we briefly recount the impact Lovaas has had on the field of Applied Behavior Analysis and the treatment of and services for children with autism spectrum disorders in Norway and in the North America.
2017-06-26T12:34:29Z
2017-06-26T12:34:29Z
2017-06-26T12:34:29Z
2016
Journal article
Øzerk, Kamil Vea, Gunvor Dalby Eikeseth, Svein Øzerk, Meral R. . Ole Ivar Lovaas - His life, Merits and Legacy. International Electronic Journal of Elementary Education. 2016, 9(2), 243-262
http://hdl.handle.net/10852/55717
1415776
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International Electronic Journal of Elementary Education&rft.volume=9&rft.spage=243&rft.date=2016
International Electronic Journal of Elementary Education
9
2
243
262
URN:NBN:no-58500
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55717/1/5858feb2478ed_la_585f11ed50c33.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
1307-9298
oai:www.duo.uio.no:10852/55567
2017-12-07T09:09:36Z
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Incidental orthographic learning during a color detection task
Protopapas, Athanassios
Mitsi, Anna
Koustoumbardis, Miltiadis
Tsitsopoulou, Sofia
Leventi, Marianna
Seitz, Aaron
Orthographic learning refers to the acquisition of knowledge about specific spelling patterns forming words and about general biases and constraints on letter sequences. It is thought to occur by strengthening simultaneously activated visual and phonological representations during reading. Here we demonstrate that a visual perceptual learning procedure that leaves no time for articulation can result in orthographic learning evidenced in improved reading and spelling performance. We employed task-irrelevant perceptual learning (TIPL), in which the stimuli to be learned are paired with an easy task target. Assorted line drawings and difficult-to-spell words were presented in red color among sequences of other black-colored words and images presented in rapid succession, constituting a fast-TIPL procedure with color detection being the explicit task. In five experiments, Greek children in Grades 4–5 showed increased recognition of words and images that had appeared in red, both during and after the training procedure, regardless of within-training testing, and also when targets appeared in blue instead of red. Significant transfer to reading and spelling emerged only after increased training intensity. In a sixth experiment, children in Grades 2–3 showed generalization to words not presented during training that carried the same derivational affixes as in the training set. We suggest that reinforcement signals related to detection of the target stimuli contribute to the strengthening of orthography-phonology connections beyond earlier levels of visually-based orthographic representation learning. These results highlight the potential of perceptual learning procedures for the reinforcement of higher-level orthographic representations.
2017-06-07T13:56:52Z
2017-06-07T13:56:52Z
2017-06-07T13:56:52Z
2017
Journal article
Protopapas, Athanassios Mitsi, Anna Koustoumbardis, Miltiadis Tsitsopoulou, Sofia Leventi, Marianna Seitz, Aaron . Incidental orthographic learning during a color detection task. Cognition. 2017
http://hdl.handle.net/10852/55567
1471858
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Cognition
http://dx.doi.org/10.1016/j.cognition.2017.05.030
URN:NBN:no-58344
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55567/2/Protopapas_etal_2017b_Cognition.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Elsevier Science
0010-0277
oai:www.duo.uio.no:10852/55674
2018-08-01T22:30:59Z
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Now you see it, now you don’t: A discourse view of disability and multidisciplinarity
Grue, Jan
Disability is increasingly salient as a word and increasingly heterogeneous as a category. Multiple interest groups and professions define disability in different ways, making it impossible to achieve a unitary theoretical definition or singular model-explanation of disability as a phenomenon. It is in the interest both of disability scholars and disabled people to acknowledge the multiple understandings of disability, and to appropriate ways of thinking and talking about disability that are often seen as antithetical to a progressive understanding of disability. This particularly applies to medical language, which may be used to deepen our understanding of disability without the traditionally attendant problem of medicalization. Such a project requires a deeper engagement with the particularities of medical language, but also with chronic illness, which is sometimes dichotomized from impairment on spurious grounds. Disability studies should acknowledge the utility of medical language as a tool for people with chronic illnesses as well as impairments to conceptualize their embodied experience, and strive for ways to situate medical language within a socio-politically progressive understanding of chronic illness, impairment, and disability.
2018-08-01T22:30:59Z
2018-08-01T22:30:59Z
2018-08-01T22:30:59Z
2017
Journal article
Grue, Jan . Now you see it, now you don’t: A discourse view of disability and multidisciplinarity. Alter - European Journal of Disability Research. 2017
http://hdl.handle.net/10852/55674
1475142
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Alter - European Journal of Disability Research&rft.volume=&rft.spage=&rft.date=2017
Alter - European Journal of Disability Research
https://doi.org/10.1016/j.alter.2017.05.002
URN:NBN:no-58447
Fulltext https://www.duo.uio.no/bitstream/handle/10852/55674/6/Grue_Disability_and_multidisciplinarity-Main_text.pdf
https://creativecommons.org/licenses/by-nc-nd/3.0/
Attribution-NonCommercial-NoDerivs 3.0 Unported
Elsevier
1875-0672
oai:www.duo.uio.no:10852/56818
2017-12-07T09:09:37Z
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Lexical and sublexical effects on visual word recognition in Greek: comparing human behavior to the dual route cascaded model
Kapnoula, Efthymia
Protopapas, Athanassios
Saunders, Steven
Coltheart, Max
We evaluated the dual route cascaded (DRC) model of visual word recognition using Greek behavioural data on word and nonword naming and lexical decision, focusing on the effects of syllable and bigram frequency. DRC was modified to process polysyllabic Greek words and nonwords. The Greek DRC and native speakers of Greek were presented with the same sets of word and nonword stimuli, spanning a wide range on several psycholinguistic variables, and the sensitivity of the model to lexical and sublexical variables was compared to the effects of these factors on the behavioural data. DRC pronounced correctly all the stimuli and successfully simulated the effects of frequency in words, and of length and bigram frequency in nonwords. However, unlike native speakers of Greek, DRC failed to demonstrate sensitivity to word length and syllabic frequency. We discuss the significance of these findings in constraining models of visual word recognition.
The final version of this research has been published in Language, Cognition and Neuroscience. © Taylor & Francis.
2017-08-08T07:09:45Z
2017-08-08T07:09:45Z
2017-08-08T07:09:45Z
2017
Journal article
Kapnoula, Efthymia Protopapas, Athanassios Saunders, Steven Coltheart, Max . Lexical and sublexical effects on visual word recognition in Greek: comparing human behavior to the dual route cascaded model. Language, Cognition and Neuroscience. 2017
http://hdl.handle.net/10852/56818
1484705
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Language, Cognition and Neuroscience
http://dx.doi.org/10.1080/23273798.2017.1355059
URN:NBN:no-59622
Fulltext https://www.duo.uio.no/bitstream/handle/10852/56818/1/Kapnoula-GreekVWR-DRC_LCN_rev3_submitted.pdf
2327-3798
oai:www.duo.uio.no:10852/58708
2019-08-16T22:45:53Z
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Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek
Altani, Angeliki
Georgiou, George
Deng, Ciping
Cho, Jeung-Ryeul
Katopodi, Katerina
Wei, Wei
Protopapas, Athanassios
We examined cross-linguistic effects in the relationship between serial and discrete versions of digit naming and word reading. In total, 113 Mandarin-speaking Chinese children, 100 Korean children, 112 English-speaking Canadian children, and 108 Greek children in Grade 3 were administered tasks of serial and discrete naming of words and digits. Interrelations among tasks indicated that the link between rapid naming and reading is largely determined by the format of the tasks across orthographies. Multigroup path analyses with discrete and serial word reading as dependent variables revealed commonalities as well as significant differences between writing systems. The path coefficient from discrete digits to discrete words was greater for the more transparent orthographies, consistent with more efficient sight-word processing. The effect of discrete word reading on serial word reading was stronger in alphabetic languages, where there was also a suppressive effect of discrete digit naming. However, the effect of serial digit naming on serial word reading did not differ among the four language groups. This pattern of relationships challenges a universal account of reading fluency acquisition while upholding a universal role of rapid serial naming, further distinguishing between multi-element interword and intraword processing.
Altani, Angeliki; Georgiou, George; Deng, Ciping; Cho, Jeung-Ryeul; Katopodi, Katerina; Wei, Wei; Protopapas, Athanassios "Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek." Journal of Experimental Child Psychology. 2017, 164, 117-135 © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license
2019-08-16T22:45:53Z
2019-08-16T22:45:53Z
2019-08-16T22:45:53Z
2017
Journal article
Altani, Angeliki Georgiou, George Deng, Ciping Cho, Jeung-Ryeul Katopodi, Katerina Wei, Wei Protopapas, Athanassios . Is processing of symbols and words influenced by writing system? Evidence from Chinese, Korean, English, and Greek. Journal of Experimental Child Psychology (Print). 2017, 164, 117-135
http://hdl.handle.net/10852/58708
1486791
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Experimental Child Psychology&rft.volume=164&rft.spage=117&rft.date=2017
Journal of Experimental Child Psychology
164
117
135
http://dx.doi.org/10.1016/j.jecp.2017.07.006
URN:NBN:no-61440
Fulltext https://www.duo.uio.no/bitstream/handle/10852/58708/2/Altani_etal_2017_JECPpreprint.pdf
en
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
0022-0965
oai:www.duo.uio.no:10852/59045
2017-12-07T09:09:38Z
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Dyslexia and word reading problems
Parrila, Rauno
Protopapas, Athanassios
© John Benjamins. The publisher should be contacted for permission to re-use or reprint the material in any form.
2017-11-01T13:16:36Z
2017-11-01T13:16:36Z
2017-11-01T13:16:36Z
2017
Chapter
Parrila, Rauno Protopapas, Athanassios . Dyslexia and word reading problems. Theories of reading development. 2017, 333-358 John Benjamins Publishing Company
http://hdl.handle.net/10852/59045
1488428
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.btitle=Theories of reading development&rft.spage=333&rft.date=2017
333
358
534
http://dx.doi.org/10.1075/swll.15.19par
URN:NBN:no-61727
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59045/2/ParrilaProtopapas_DyslexiaChapter_final.pdf
en
John Benjamins Publishing Company
978 90 272 1811 7
oai:www.duo.uio.no:10852/58728
2018-08-23T22:31:16Z
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Mental health on screen: A DSM-5 dissection of portrayals of autism spectrum disorders in film and TV
Nordahl-Hansen, Anders Johan
Tøndevold, Magnus
Fletcher-Watson, Sue
Portrayals of characters with autism spectrum disorders (ASD) in films and TV series are subject to intense debate over whether such representations are accurate. Inaccurate portrayals are a concern as they may lead to increased stereotypes toward the condition. We investigate whether portrayals of characters with autism spectrum disorder in film and TV-series align with DSM-5 diagnostic criteria. Our data show that characters present a full range of characteristics described in the DSM-5. The meaning of this finding is discussed in relation to potential educational value of on screen portrayals and the notion of authenticity in representing the autistic experience.
Nordahl-Hansen, Anders Johan et.al. "Mental health on screen: A DSM-5 dissection of portrayals of autism spectrum disorders in film and TV." Psychiatry Research. Available online 23 August 2017. © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license.
2018-08-23T22:31:16Z
2018-08-23T22:31:16Z
2018-08-23T22:31:16Z
2017
Journal article
Nordahl-Hansen, Anders Johan Tøndevold, Magnus Fletcher-Watson, Sue . Mental health on screen: A DSM-5 dissection of portrayals of autism spectrum disorders in film and TV. Psychiatry Research. 2017
http://hdl.handle.net/10852/58728
1488632
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Psychiatry Research&rft.volume=&rft.spage=&rft.date=2017
Psychiatry Research
https://doi.org/10.1016/j.psychres.2017.08.050
URN:NBN:no-61500
Fulltext https://www.duo.uio.no/bitstream/handle/10852/58728/4/Manuscript-Brief-Report-Psychiatry-research.pdf
en
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
0165-1781
oai:www.duo.uio.no:10852/58894
2018-01-18T23:12:51Z
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Does a lack of auditory experience affect sequential learning?
Torkildsen, Janne von Koss
Arciuli, Joanne
Haukedal, Christiane Lingås
Wie, Ona Bø
To understand the interaction between sensory experiences and cognition, it is critical to investigate the possibility that deprivation in one sensory modality might affect cognition in other modalities. Here we are concerned with the hypothesis that early experience with sound is vital to the development of domain-general sequential processing skills. In line with this hypothesis, a seminal empirical study found that prelingually deaf children had impaired sequence learning in the visual modality. In order to assess the limits of this hypothesis, the current study employed a different visual sequence learning task in an investigation of prelingually deaf children with cochlear implants and normal hearing children. Results showed statistically significant learning in each of the two groups, and no significant difference in the amount of learning between groups. Moreover, there was no association between the age at which the child received their implant (and thus access to electric hearing) and their performance on the sequential learning task. We discuss key differences between our study and the previous study, and argue that the field must reconsider claims about domain-general cognitive impairment resulting from early auditory deprivation.
2017
Journal article
Torkildsen, Janne von Koss Arciuli, Joanne Haukedal, Christiane Lingås Wie, Ona Bø . Does a lack of auditory experience affect sequential learning?. Cognition. 2017
http://hdl.handle.net/10852/58894
1499229
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Cognition
https://doi.org/10.1016/j.cognition.2017.09.017
URN:NBN:no-61712
Fulltext https://www.duo.uio.no/bitstream/handle/10852/58894/4/Torkildsen-Arciuli-Haukedal-Wie-2018-CC-BY-NC-ND.pdf
https://creativecommons.org/licenses/by-nc-nd/3.0/
Attribution-NonCommercial-NoDerivs 3.0 Unported
Elsevier Science
0010-0277
oai:www.duo.uio.no:10852/58899
2017-12-07T09:09:38Z
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Behavioral Executive Functions Among Adolescents With Mathematics Difficulties
Holm, Marja
Aunio, Pirjo Annika
Bjørn, Piia
Klenberg, Liisa
Korhonen, Johan
Hannula, Markku S.
This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.
2017-10-21T14:55:11Z
2017-10-21T14:55:11Z
2017-10-21T14:55:11Z
2017
Journal article
Holm, Marja Aunio, Pirjo Annika Bjørn, Piia Klenberg, Liisa Korhonen, Johan Hannula, Markku S. . Behavioral Executive Functions Among Adolescents With Mathematics Difficulties. Journal of Learning Disabilities. 2017
http://hdl.handle.net/10852/58899
1505002
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Journal of Learning Disabilities
URN:NBN:no-61559
Fulltext https://www.duo.uio.no/bitstream/handle/10852/58899/1/Behavioral%2BExecutive%2BFunctions%2Bamong%2BAdolescents%2Bwith%2BMathematics%2BDifficulties%2Baccepted_modified.pdf
Sage Publications, Inc.
0022-2194
oai:www.duo.uio.no:10852/59081
2017-12-07T09:09:38Z
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Atypical: A typical portrayal of Autism?
Nordahl-Hansen, Anders
In conjunction with the rise in prevalence of diagnosed autism spectrum disorders (ASD), there has been a boom in TV and movie characters who sit somewhere along—or in close proximity to—the autism spectrum. These media portrayals may have negative consequences, such as the reinforcement of stereotypes and stigma; however, they might also contribute to raising awareness about, and public understanding of, the condition. Launched on Netflix in August, 2017, the new comedy-drama TV series Atypical places Sam Gardner (Keir Gilchrist) centre stage, an 18-year-old high-school student with ASD. At present, eight episodes have been released and, as is the case for many portrayals of ASD on screen, the accuracy of the presentation is the subject of intense debate. Large numbers of people with autism have been critical of the show and of the choice to cast a non-autistic actor—but is the resulting portrayal inaccurate? [...]
2017-11-07T16:51:17Z
2017-11-07T16:51:17Z
2017-11-07T16:51:17Z
2017
Journal article
Nordahl-Hansen, Anders . Atypical: A typical portrayal of Autism?. Lancet psychiatry. 2017, 4(11), 837-838
http://hdl.handle.net/10852/59081
1508535
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Lancet psychiatry&rft.volume=4&rft.spage=837&rft.date=2017
Lancet psychiatry
4
11
837
838
http://dx.doi.org/10.1016/S2215-0366(17)30397-8
URN:NBN:no-61614
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59081/4/Insight_section_Atypical_Lancet_Psych_accepted.pdf
https://creativecommons.org/licenses/by-nc-nd/3.0/
Attribution-NonCommercial-NoDerivs 3.0 Unported
2215-0374
oai:www.duo.uio.no:10852/59301
2017-12-11T23:05:51Z
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Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek
Diamanti, Vassiliki
Mouzaki, Angeliki
Ralli, Asimina
Antoniou, Faye
Papaioannou, Sophia
Protopapas, Athanassios
Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology–orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.
This document is protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission.
2017-12-11T11:29:22Z
2017-12-11T11:29:22Z
2017-12-11T11:29:22Z
2017
Journal article
Diamanti, Vassiliki Mouzaki, Angeliki Ralli, Asimina Antoniou, Faye Papaioannou, Sophia Protopapas, Athanassios . Preschool phonological and morphological awareness as longitudinal predictors of early reading and spelling development in Greek. Frontiers in Psychology. 2017
http://hdl.handle.net/10852/59301
1514646
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Frontiers in Psychology
http://dx.doi.org/10.3389/fpsyg.2017.02039
URN:NBN:no-61988
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59301/2/Diamanti_etal_draft5.pdf
Frontiers Research Foundation
1664-1078
oai:www.duo.uio.no:10852/59300
2017-12-11T23:06:04Z
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Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness
Diamanti, Vassiliki
Benaki, Argyro
Mouzaki, Angeliki
Ralli, Asimina
Antoniou, Faye
Papaioannou, Sophia
Protopapas, Athanassios
This cross-sectional study examined the development of morphological awareness in Greek children 4–7 years old. A distinction was adopted between epilinguistic control, evidenced in judgment tasks and indicative of elementary levels of awareness, and metalinguistic awareness, evidenced in production tasks and indicative of full-blown conscious awareness. The morphological domains of inflectional and derivational morphology were specifically contrasted to determine whether they follow distinct developmental trajectories. Trial-level performance data from 236 children in four morphological awareness tasks as a function of age were modeled using generalized additive models. Significant performance increase with age was found for all four awareness tasks. The results further indicated that production of derivational morphemes was consistently more difficult than production of inflectional morphemes and judgment of derivational morphemes, whereas the differences between the two inflectional and between the two judgment tasks were not significant. This suggests that at these ages, epilinguistic control is similarly effective for the two morphological domains whereas full metalinguistic awareness of derivational morphology trails behind that of inflectional morphology, at least as measured by these specific tasks. The findings highlight the need for early tracking and finer distinctions within the domain of morphological awareness, to identify and potentially enhance the critical skills related to the development of vocabulary and reading comprehension.
2017-12-11T11:25:54Z
2017-12-11T11:25:54Z
2017-12-11T11:25:54Z
2017
Journal article
Diamanti, Vassiliki Benaki, Argyro Mouzaki, Angeliki Ralli, Asimina Antoniou, Faye Papaioannou, Sophia Protopapas, Athanassios . Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics. 2017
http://hdl.handle.net/10852/59300
1514649
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Applied Psycholinguistics&rft.volume=&rft.spage=&rft.date=2017
Applied Psycholinguistics
http://dx.doi.org/10.1017/S0142716417000522
URN:NBN:no-61990
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59300/2/Diamanti_etal_inpress_APS.pdf
Cambridge University Press
0142-7164
oai:www.duo.uio.no:10852/59214
2017-12-14T23:15:10Z
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A Comparative Study of Disruptive Behavior between Schools in Norway and the United States. A conceptual and empirical exploration of disruptive behavior in schools
Ødegård, Magnar
This dissertation is concerned with how disruptive behavior appears in school. The study emphasizes the kinds of disruptive behavior that occur during class, and how it manifests itself in the classroom. The study is mainly concerned with issues inside the classrooms, but also moves outside the classroom by addressing everyday disruptions in the lives of students. The focus is not on causal relationships, but on existential incentives for how students cope with everyday disruptions and disruptive behavior in schools.
The dissertation consists of two parts, one extended abstract and four articles. Two of the articles are conceptual explorations and two articles introduce empirical data to the equation. The theoretical articles, written by myself and the following articles are authored together with Professor Liv Duesund. The methodology used to collect the quantitative data is a mixture of qualitative and quantitative approaches. Within the project, there are several master’s theses conducted prior to the work within this dissertation. These consist of observational studies of disruptive behavior in schools, which laid part of the foundation for the development of the quantitative questionnaire conducted on students in Norwegian and American schools.
There is a small research community applying existential philosophy in relation to disruptive behavior in school. This dissertation could serve as a contribution to the field of education due to applying existential philosophy to a familiar phenomenon of students, teachers and researchers within education. The main empirical contribution of this thesis is an utilization of the student perspective to a much larger degree than many other studies of disruptive behavior as well as comparing findings in two countries. The findings document that disruptive behavior is not just an occasional occurrence, but also an everyday phenomenon. Also, such behavior is not only a local issue, but could be an aspect in modern society. The work with this dissertation was conducted at the University of Oslo and at the University of California, Berkeley.
2017-12-07T10:37:36Z
2017-12-07T10:37:36Z
2017-12-07T10:37:36Z
2017
Doctoral thesis
http://hdl.handle.net/10852/59214
URN:NBN:no-61904
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59214/4/PhD-Odegaard-2017.pdf
en
Article 1. Title: Being-Disrupted and Being-Disruptive: Coping Students in Uncertain Times. Author: Magnar Ødegård. Submitted. The paper is not available in DUO awaiting publishing.
Article 2. Title: Disruptive Behavior in Schools and the Human Way of Being. Author: Magnar Ødegård. The article is included in the file in DUO. This article is also published in Norwegian as: Ødegård, M. (2014). Uro i skolen og den menneskelige væremåte. Norsk pedagogisk tidsskrift (3), 203-212.
https://www.idunn.no/npt/2014/03/uro_i_skolen_og_denmenneskelige_vaeremaate
Article 3. Title: Students’ Perceived Experience of Disruptive Behavior in Schools. A Comparative Study between Schools in the US and Norway. Authors: Liv Duesund & Magnar Ødegård. In press. The paper is not available in DUO awaiting publishing.
Article 4. Title: Students’ Perception of Reactions Towards Disruptive Behavior in Norwegian and American Schools. Authors: Liv Duesund & Magnar Ødegård. Submitted. The paper is not available in DUO awaiting publishing.
oai:www.duo.uio.no:10852/59374
2017-12-18T23:05:20Z
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Is Language Impairments a Symptom of Nocturnal Epileptiform Activity? Studies exploring the relationship between nocturnal epileptiform activity and language impairments
Systad, Silje
Evidence and experience indicate that children with isolated epileptiform activity during sleep (nocturnal epileptiform activity [NEA]) often have language impairments. However, this relationship is not fully understood. Therefore, the overall aim of this PhD project was to explore the relationship between NEA and language impairments. Increased knowledge about language impairment in children with NEA could, among others, strengthen pedagogical interventions for these children.
For some children, the language impairments would be the only or the first symptom of NEA because epileptic seizures are absent or follow the language impairments. However, there is no consensus related to which language impairments should be regarded as symptom of NEA. Therefore, the project’s prolonged goal was to gain such knowledge to support the early identification of children with NEA. Early identification of NEA is crucial because it could indicate course of treatment. Based on the overall aim and the prolonged goal, three hypotheses were developed: The main hypothesis was that NEA plays a role in children’s language development. The second hypothesis was that specifically NEA is a contributing factor in the development of language impairments in particular. The last hypothesis was that NEA affects certain aspects of language.
Two studies are comprised in the PhD project: one focusing on the NEA dimension and one focusing on the language impairments dimension. First, by conducting a systematic review, the prevalence of NEA in children with language impairments was explored. 55 studies (eight studies with control groups) were included in a meta-analysis and showed that isolated epileptiform activity (IEA) were more common in the language-impaired children than it was in the control group children. The overall pooled prevalence of IEA in children with language impairments was 27.3 %. However, the prevalence varied widely between the studies. The results implied that IEA during sleep (in other words NEA) are more common than IEA during wakefulness, and that children with language regression and language impairments are more likely to have IEA than children with speech impairments.
Second, by conducting an empirical study with a cross-sectional design, the presence of language impairments in children with NEA was explored by comparing them with several comparison groups (typically developing children matched on age, typically developing children matched on language ability and language-impaired children without NEA). Also, the aims were explored both thorough prospective data (language and linguistic-cognitive tests and electroencephalograms [EEGs]) and retrospective data (parental questionnaires and medical records). The results indicate that children with NEA have delayed language abilities and that these impairments seem to be confined to the language domain. Moreover, it seems like children with NEA have specifically poor skills in phonology and naming speed. Last, the results indicate that an early indicator of NEA would be alterations in language development. Also, the results showed that symptoms other than language impairments could be indicators of NEA. Together with epileptic seizures, cognitive impairments (such as difficulties with executive functioning, particularly if alterations in functioning is involved), sleep problems and sound sensitivity could be early indicators of NEA. As a whole, the results confirm the three hypotheses articulated in the projects: NEA plays a role in children’s language development; specifically NEA is a contributing factor in the development of language impairments in particular; NEA affects certain aspects of language.
The results could have several implications. Results showing that children with NEA have overall delayed language abilities and particularly difficulties with verbal processing could guide pedagogical practice. Results showing that a considerable prevalence of children with language regression and language impairments have NEA, and that cognitive impairments, sleep problems and sound sensitivity could be indicators of NEA, could guide us in identifying which children to refer to EEGs.
2017-12-18T15:08:12Z
2017-12-18T15:08:12Z
2017-12-18T15:08:12Z
2017
Doctoral thesis
http://hdl.handle.net/10852/59374
URN:NBN:no-62056
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59374/1/PhD-Systad-2017.pdf
en
I: Systad, S., Bjørnvold, M., Sørensen, C., & Lyster, S.-A. H. (submitted). The value of EEG in assessing children with speech- and language impairments. Journal of Speech, Language, and Hearing Research. To be published. The paper is not available in DUO awaiting publishing.
II: Systad, S., Bjørnvold, M., Markhus, R., & Lyster, S.-A. H. (2017). Watch the language! Language and linguistic-cognitive abilities in children with nocturnal epileptiform activity. Epilepsy & Behavior, 66, 10-18. The paper is not available in DUO due to publisher restrictions. The published version is available at: http://dx.doi.org/10.1016/j.yebeh.2016.09.041
III: Systad, S., Lyster, S.-A. H., & Bjørnvold, M. (submitted). Early indicators of nocturnal epileptiform activity. Research in Developmental Disabilities. To be published. The paper is not available in DUO awaiting publishing.
http://dx.doi.org/10.1016/j.yebeh.2016.09.041
oai:www.duo.uio.no:10852/59454
2018-01-02T23:06:14Z
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Process Competence versus Expert Knowledge: Counseling in Special Needs Education
Mjelve, Liv Heidi
This study aims to develop knowledge of essential counseling competencies in the Educational Psychological Counseling Service (EPCS). Through semi-structured interviews with six counselors, the essential competencies of those who counsel teachers and parents are identified and discussed. Five main categories of competencies are proposed in response to the research question: What counseling competencies are considered essential during the counseling process? The results emphasize the importance of the counseling alliance, the counselor’s awareness, the counselor’s competencies in challenging and confronting the client, the counselor’s subject knowledge and enhancement of the client’s ownership of the proposed solution. Three of the categories (the counseling alliance, awareness and challenging/confronting) constitute counselors’ process competence. The two remaining categories (subject knowledge and ownership) constitute counselors’ expert knowledge. Conclusions: Process competence is heavily emphasized as essential for EPCS counselors and process competence and expert knowledge might be seen as two sides of the same coin.
2018-01-02T11:47:57Z
2018-01-02T11:47:57Z
2018-01-02T11:47:57Z
2017
Journal article
Mjelve, Liv Heidi . Process Competence versus Expert Knowledge: Counseling in Special Needs Education. NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. 2017, 2(1), 1-15
http://hdl.handle.net/10852/59454
1487051
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=NORDVEI- Nordisk tidsskrift i veiledningspedagogikk&rft.volume=2&rft.spage=1&rft.date=2017
NORDVEI- Nordisk tidsskrift i veiledningspedagogikk
2
1
1
15
http://dx.doi.org/10.15845/ntvp.v2i1.870
URN:NBN:no-62140
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59454/2/870-5232-1-PB.pdf
en
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Høgskulen på Vestlandet
2535-3047
oai:www.duo.uio.no:10852/59563
2018-04-17T12:37:46Z
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Can We Expect More Students Dropping out of Education to Play Poker or Has Online Poker Become too Challenging?
Talberg, Olav Niri
Poker is a popular game, especially among male students. It is known to be highly time-consuming and might lead to players dropping out from education. Yet little is known about why it is so time-consuming. In this article, it is argued that developing and maintaining the requisite skill in poker is a continually ongoing process and the game is highly competitive. If a player is not capable of improving at the same or a higher rate as his or her opponents, that person will be bound to lose in the long run. Twelve young poker players and three ‘‘old-timers’’ were interviewed about changes in online poker and problems with combining poker and education. A thematic analysis was used, which concluded that prioritizing between poker and education can be understood in terms of a weight balance; if a student makes enough money from poker, then quitting school seems like a rational choice. If poker income decreases, then education becomes more important. Several of the informants have found themselves having to choose between poker and education. This study argues that poker has become more competitive and less popular in the last five years, making it harder to succeed as a professional player. Several of the informants described the poker population as more homogenous and with a higher level of skill than before. This, they claim, makes the game less profitable for the best players and that might reduce a student’s inclination to drop out of education.
2018-01-09T17:06:16Z
2018-01-09T17:06:16Z
2018-01-09T17:06:16Z
2017
Journal article
Talberg, Olav Niri . Can We Expect More Students Dropping out of Education to Play Poker or Has Online Poker Become too Challenging?. Journal of Gambling Issues. 2017(37)
http://hdl.handle.net/10852/59563
1525519
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Gambling Issues&rft.volume=&rft.spage=&rft.date=2017
Journal of Gambling Issues
37
28
URN:NBN:no-62233
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59563/2/Dropout%2Bpoker%2Bartikkel.pdf
Niri Talberg (2018) Unge pokerspillere. Læringsprosesser mellom utdanning og stigmatisering. Doctoral thesis http://hdl.handle.net/10852/61544
http://hdl.handle.net/10852/61544
Centre for Addiction and Mental Health
1910-7595
oai:www.duo.uio.no:10852/59406
2019-06-10T22:46:51Z
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Facilitating qualitative research interviews for respondents with intellectual disability.
Sigstad, Hanne Marie Høybråten
Garrels, Veerle
Qualitative interviews form an efficient tool when wanting to access the subjective experiences of an individual. For respondents with intellectual disability, facilitation of the interview may be necessary to help them provide rich descriptions. In this article, the authors discuss several communication techniques from counselling practice (silence and encouraging prompts, rephrasing questions; repeating, paraphrasing and summarising responses) as a means to improve the quality of the interviews. Examples to illustrate these techniques are provided. Further, possible threats to validity that may occur as a result of the facilitation are discussed, and ways to counter these threats are suggested.
This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Special Needs Education on 10 Dec 2017, available online: http://www.tandfonline.com/10.1080/08856257.2017.1413802
2019-06-10T22:46:51Z
2019-06-10T22:46:51Z
2019-06-10T22:46:51Z
2017
Journal article
Sigstad, Hanne Marie Høybråten Garrels, Veerle . Facilitating qualitative research interviews for respondents with intellectual disability.. European Journal of Special Needs Education. 2017
http://hdl.handle.net/10852/59406
1525396
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Journal of Special Needs Education&rft.volume=&rft.spage=&rft.date=2017
European Journal of Special Needs Education
16
http://dx.doi.org/10.1080/08856257.2017.1413802
URN:NBN:no-62088
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59406/2/For-full-text-document-Facilitating-qualitative-research-interviews.pdf
Routledge
0885-6257
oai:www.duo.uio.no:10852/59405
2017-12-21T23:09:14Z
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The role of special education Teachers in facilitating peer relationships among students With mild intellctual disabilities in lower secondary School.
Sigstad, Hanne Marie Høybråten
Background: Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers’ role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context.
Materials and Methods: The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes.
Results: The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An “academic-oriented” education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers.
Conclusions: In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.
2017-12-21T13:36:32Z
2017-12-21T13:36:32Z
2017-12-21T13:36:32Z
2017
Journal article
Sigstad, Hanne Marie Høybråten . The role of special education Teachers in facilitating peer relationships among students With mild intellctual disabilities in lower secondary School.. Journal of Intellectual Disabilities. 2017, 1-16
http://hdl.handle.net/10852/59405
1478388
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Intellectual Disabilities&rft.volume=&rft.spage=1&rft.date=2017
Journal of Intellectual Disabilities
1
16
http://dx.doi.org/10.1177/1744629517715788
URN:NBN:no-62087
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59405/2/For-full-text-document-Theroleofspecialeducationteachers.pdf
en
1744-6295
oai:www.duo.uio.no:10852/59404
2017-12-21T23:08:59Z
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Qualities in friendship - Within an outside perspective - Definitions expressed by adolescents with mild intellectual disabilities
Sigstad, Hanne Marie Høybråten
Background: This study examined how adolescents with mild intellectual disabilities define qualities of friendship and discussed the extent to which these definitions adhere to established definitions of close friendship.
Materials and Methods: The study was based on qualitative interviews with 11 adolescents in secondary school. The interviews were supplemented with information from six parents. A thematic structural analysis was used to identify themes.
Results: Qualities of friendship were categorized as mutual preference, mutual enjoyment, shared interactions, care, mutual trust and bonding. The criteria for close friendship seem to be fulfilled, albeit to a moderate degree. Closeness and reciprocity appear to be significant in this study, although these features have been considered less relevant within this target group in previous research.
Conclusions: Differences in definitions may explain divergent results compared with other studies, and the need to achieve equivalence in friendship may be another.
2017-12-21T13:27:49Z
2017-12-21T13:27:49Z
2017-12-21T13:27:49Z
2017
Journal article
Sigstad, Hanne Marie Høybråten . Qualities in friendship - Within an outside perspective - Definitions expressed by adolescents with mild intellectual disabilities. Journal of Intellectual Disabilities. 2017, 21(1), 20-39
http://hdl.handle.net/10852/59404
1339081
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Intellectual Disabilities&rft.volume=21&rft.spage=20&rft.date=2017
Journal of Intellectual Disabilities
21
1
20
39
http://dx.doi.org/10.1177/1744629516631682
URN:NBN:no-62084
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59404/2/For-full-text-document-Qualities-in-Friendship.pdf
en
1744-6295
oai:www.duo.uio.no:10852/59658
2019-05-28T22:46:54Z
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Curriculum research for students with intellectual disabilities: a content-analytic review
Moljord, Gøril
Curriculum content, the issue of what to teach is fundamental. For students with intellectual disabilities (ID), the choice of educational content is crucial in a life span perspective. Curriculum research for this learner group is sparse. Drawing on a curriculum approach, the purpose of this content analytic reviw study is to analyse trends in curricular research, and discuss implications for further curricular research and policy. Curricular research articles from 1994 to 2016 were identified from databases, using systematic search procedures and specific criteria for inclusion and categorisation of the literature. Based on prior review studies, functional life skills and cognitive academic content formed the analytical fulcrum. The results showed that cognitive academic articles had the highest coverage in the literature and showed a steep increase in publication frequency compared to functional life skill articles. If curricular research on functional life skills stagnates, curriculum policy and practice may fail to provide students with ID the skills necessary for social and practical adaption in their communities. A discursive connection to normative curricular frameworks is essential to analyse and guide curricular choices. This article provides analytical insight and directions for future research in the field of curriculum research for students with ID.
This is an Accepted Manuscript of an article published by Taylor & Francis Group in European Journal of Special Needs Education on 28 Nov 2017, available online: http://www.tandfonline.com/10.1080/08856257.2017.1408222.
2019-05-28T22:46:54Z
2019-05-28T22:46:54Z
2019-05-28T22:46:54Z
2017
Journal article
Moljord, Gøril . Curriculum research for students with intellectual disabilities: a content-analytic review. European Journal of Special Needs Education. 2017
http://hdl.handle.net/10852/59658
1524101
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European Journal of Special Needs Education
http://dx.doi.org/10.1080/08856257.2017.1408222
URN:NBN:no-62323
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59658/2/Fulltext%2BCurriculum%2Bresearch%2Bfor%2Bstudents%2Bwith%2Bintellectual%2Bdisabilities%2Ba%2Bcontent%2Banalytic%2Breview%2Band%2Bincluded%2Barticles%2BG%25C3%25B8ril%2BMoljord%2BUiO.pdf
Routledge
0885-6257
oai:www.duo.uio.no:10852/60287
2018-02-21T23:07:24Z
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Dyslexia profiles across orthographies differing in transparency:An evaluation of theoretical predictions contrasting English and Greek
Diamanti, Vasiliki
Goulandris, Nata
Campbell, Ruth
Protopapas, Athanassios
We examined the manifestation of dyslexia in a cross-linguistic study contrasting English and Greek children with dyslexia compared to chronological age and reading-level control groups on reading accuracy and fluency, phonological awareness, short-term memory, rapid naming, orthographic choice, and spelling. Materials were carefully matched across languages in item properties and structure. English children with dyslexia were more impaired on reading accuracy and phoneme deletion but not on reading fluency, memory, naming, or orthographic choice. No differences in impairment were observed between words and pseudowords across languages. Orthographic tests targeted specific morphemes to examine the accessibility of functionally distinct word parts across languages. There were no differences in prefix and stem orthographic choice, but English children were less successful in spelling inflectional suffixes despite greater morphological richness in Greek, highlighting the need for additional considerations beyond grain size in cross-linguistic work.
2018-02-21T15:02:40Z
2018-02-21T15:02:40Z
2018-02-21T15:02:40Z
2018
Journal article
Diamanti, Vasiliki Goulandris, Nata Campbell, Ruth Protopapas, Athanassios . Dyslexia profiles across orthographies differing in transparency:An evaluation of theoretical predictions contrasting English and Greek. Scientific Studies of Reading. 2018, 22, 55-69
http://hdl.handle.net/10852/60287
1476917
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Scientific Studies of Reading
22
55
69
http://dx.doi.org/10.1080/10888438.2017.1338291
URN:NBN:no-62946
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60287/4/diamanti_etal_2018.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Lawrence Erlbaum Ass.
1088-8438
oai:www.duo.uio.no:10852/60368
2018-02-23T23:06:38Z
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Barn med autismespekterforstyrrelse i barnehagen
Garrels, Veerle
I Utdanningsdirektoratets rammeplan for barnehagen (2015) framheves det at barnehagen skal være et inkluderende fellesskap med plass til det enkelte barnet, der alle barn skal oppleve at de selv er betydningsfulle personer for fellesskapet. Dette er store ambisjoner som kan by på utfordringer i møtet med barn med spesielle behov.
I dette kapitlet belyses diverse utfordringer som er knyttet til inkludering av barn med autismespekterforstyrrelse i barnehagen og deres deltakelse i vanlige barnehageaktiviteter. Innledningsvis skisseres diagnostiske kriterier og det typiske symptombildet for autismespekterforstyrrelse. Deretter gis det en introduksjon til tidlig og intensiv evidensbasert opplæring for førskolebarn med autismespekterforstyrrelse, som er det anbefalte tilbudet for førskolebarn med autismespekterforstyrrelse. I kapitlets hoveddel drøftes utfordringer som er knyttet til inkluderingens sosiale, fysiske og kulturelle dimensjon, sett i lys av noen av de sentrale autismesymptomene og rammene for tidlig intervensjonstilbud. Avslutningsvis beskrives bruk av smågrupper som et mulig tiltak for å fremme inkludering på barnets premisser.
Innenfor autismefeltet finnes mange forskjellige behandlingstilbud, men flere av disse behandlingsformene bygger kun på anekdotisk «bevis», der det mangler vitenskapelig grunnlag for å kunne dra kausale slutninger om effekt av en behandling. Derfor er det viktig å behandle informasjonskilder på feltet med forsiktighet og en sunn skepsis. Innholdet i dette kapitlet er basert på fagfellevurdert norsk og internasjonal forskning innen autismefeltet, der det i hovedsak er hentet kunnskap fra anerkjente forskere på feltet, samt på erfaringer fra pedagogisk praksis.
2018-02-23T13:38:27Z
2018-02-23T13:38:27Z
2018-02-23T13:38:27Z
2017
Chapter
Garrels, Veerle . Barn med autismespekterforstyrrelse i barnehagen. Inkludering og mangfold - sett i spesialpedagogisk perspektiv. 2017, 220-238 Universitetsforlaget
http://hdl.handle.net/10852/60368
1475842
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220
238
288
URN:NBN:no-63020
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60368/3/Barn%2Bmed%2Bautismespekterforstyrrelse%2Bi%2Bbarnehagen.pdf
Universitetsforlaget
978-82-15-02776-0
oai:www.duo.uio.no:10852/60369
2019-12-11T12:57:37Z
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Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?
Garrels, Veerle
Being able to set personal high-quality goals and having the skills to make plans for goal attainment are associated with higher performance, increased student involvement at school, and higher levels of self-determination. This study examines self-reported goals of 83 Norwegian elementary and lower secondary school students with and without intellectual disabilities. The study also looks into whether students feel that they learn goal setting and planning skills at school. Findings suggest that students are able to identify process and product goals for themselves. Most students set academic goals for themselves, followed by career goals and sports-related leisure time goals. No significant differences were found between typically developing students and students with intellectual disabilities. While roughly two-thirds of all students reported that they feel encouraged to set goals for themselves at school, almost 60% of all students expressed that they did not learn planning skills at school. This finding indicates the need to assist teachers with instructional materials for how to teach students these important skills for self-determination.
2018-02-23T13:43:15Z
2018-02-23T13:43:15Z
2018-02-23T13:43:15Z
2017
Journal article
Garrels, Veerle . Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?. European Journal of Special Needs Education. 2017, 32(4), 493-507
http://hdl.handle.net/10852/60369
1532572
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Journal of Special Needs Education&rft.volume=32&rft.spage=493&rft.date=2017
European Journal of Special Needs Education
32
4
493
507
http://dx.doi.org/10.1080/08856257.2016.1261487
URN:NBN:no-63027
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60369/4/goal_setting_Veerle.pdf
Garrels, Veerle (2019) Promoting self-determination for adolescents with mild intellectual disability. Validation of a self-determination measure and evaluation of an educational intervention. Doctoral thesis. http://hdl.handle.net/10852/71552
http://hdl.handle.net/10852/71552
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Routledge
0885-6257
oai:www.duo.uio.no:10852/60370
2019-12-11T12:56:49Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_239
col_10852_34689
Measuring self-determination in Norwegian students: adaptation and validation of the AIR Self-Determination Scale
Garrels, Veerle
Granlund, Mats
This study describes the adaptation and validation of the American Institute for Research (AIR) Self-Determination Scale for use in Norwegian research and education. The study contributes to the field by enabling reliable assessment of self-determination of Norwegian students with intellectual disability. The operational equivalence of the construct of self-determination in American and Norwegian culture were examined. The article further describes the adaptations that were made to the scale to ensure its fitness for intended use. Psychometric reliability (Cronbach’s α and test-retest reliability) was tested on 121 students, and the underlying structure of the scale was examined by means of principal component analysis. The adapted version of the questionnaire (AIR-S-NOR) shows respectable psychometric properties. Suggestions for how the AIR-S-NOR can be used in future research and educational practices are presented.
2018-02-23T13:48:21Z
2018-02-23T13:48:21Z
2018-02-23T13:48:21Z
2017
Journal article
Garrels, Veerle Granlund, Mats . Measuring self-determination in Norwegian students: adaptation and validation of the AIR Self-Determination Scale. European Journal of Special Needs Education. 2017
http://hdl.handle.net/10852/60370
1477401
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Journal of Special Needs Education&rft.volume=&rft.spage=&rft.date=2017
European Journal of Special Needs Education
http://dx.doi.org/10.1080/08856257.2017.1342420
URN:NBN:no-63021
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60370/5/Veerle_measuring.pdf
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60370/2/Appendix%2B1.pdf
Garrels, Veerle (2019) Promoting self-determination for adolescents with mild intellectual disability. Validation of a self-determination measure and evaluation of an educational intervention. Doctoral thesis. http://hdl.handle.net/10852/71552
http://hdl.handle.net/10852/71552
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Routledge
0885-6257
oai:www.duo.uio.no:10852/60372
2018-02-23T23:05:52Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_239
col_10852_34689
The effects of telehealth by allied health professionals and nursing in rural and remote areas: A systematic review and meta-analysis.
Speyer, Renee
Denman, D
Wilkes-Gillan, S
Chen, Y-W
Bogaardt, HCA
Kim, J-K
Heckathorn, D
Cordier, R
Objective: To describe telehealth interventions delivered by allied health professionals and nurses in rural and remote areas, and to compare the effects of telehealth interventions with standard face-to-face interventions.
Data sources: CINAHL, Embase, PsycINFO and PubMed databases were searched. The content of relevant journals and published articles were also searched.
Study selection: Studies examining the effectiveness of allied health and nursing telehealth interventions for rural and remote populations were included in descriptive analyses. Studies comparing telehealth intervention with standard face-to-face interventions grouped by type of intervention approach were used to examine between-groups effect sizes.
Data extraction: Methodological quality of studies was rated using the QualSyst critical appraisal tool and the National Health and Medical Research Council (NHMRC) Evidence Hierarchy levels.
Data synthesis: After quality ratings, 43 studies were included. A majority of studies had strong methodological quality. The disciplines of psychology and nursing were represented most frequently, as were studies using a cognitive intervention approach. Meta-analysis results slightly favoured telehealth interventions compared with face-to-face interventions, but did not show significant differences. Interventions using a combined physical and cognitive approach appeared to be more effective.
Conclusion: Telehealth services may be as effective as face-to-face interventions, which is encouraging given the potential benefits of telehealth in rural and remote areas with regards to healthcare access and time and cost savings.
2018-02-23T14:06:46Z
2018-02-23T14:06:46Z
2018-02-23T14:06:46Z
2018
Journal article
Speyer, Renee Denman, D Wilkes-Gillan, S Chen, Y-W Bogaardt, HCA Kim, J-K Heckathorn, D Cordier, R . The effects of telehealth by allied health professionals and nursing in rural and remote areas: A systematic review and meta-analysis.. Journal of Rehabilitation Medicine. 2018, 50
http://hdl.handle.net/10852/60372
1538783
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Rehabilitation Medicine&rft.volume=50&rft.spage=&rft.date=2018
Journal of Rehabilitation Medicine
50
http://dx.doi.org/10.2340/16501977-2297
URN:NBN:no-63008
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60372/2/SpeyerEtAl_Telehealth_2017.pdf
https://creativecommons.org/licenses/by-nc/4.0/
Attribution-NonCommercial 4.0 International
1650-1977
oai:www.duo.uio.no:10852/59758
2018-08-23T22:09:19Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
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col_10852_34689
Preschool predictors of later reading comprehension ability: a systematic review
Hjetland, Hanne Næss
Brinchmann, Ellen Iren
Scherer, Ronny
Melby-Lervåg, Monica
Background
Knowledge about preschool predictors of later reading comprehension is valuable for several reasons. On a general level, longitudinal studies can aid in generating understanding and causal hypotheses about language and literacy development, both of which are crucial processes in child development. A better understanding of these developmental processes may guide the establishment of effective instruction and interventions to teach reading comprehension that can later be tested in randomized controlled trials. Knowledge about preschool precursors for reading comprehension skills can also aid in developing tools to identify children at risk of reading difficulties.
Objectives
The primary objective for this systematic review is to summarize the available research on the correlation between reading-related preschool predictors and later reading comprehension skills.
Search methods
We developed a comprehensive search strategy in collaboration with a search information retrieval specialist at the university library. The electronic search was based on seven different databases. We also manually searched the table of contents of three key journals to find additional references. Finally, we checked the studies included in two previous systematic reviews.
Selection criteria
The included studies had to employ a longitudinal non-experimental/observational design. To avoid the overrepresentation of participants with special group affiliation (e.g., participants with learning disabilities or second language learner status), we chose studies that included either a sample of typically developing children or an unselected cohort.
Data collection and analysis
The search resulted in 3285 references. After the duplicates were removed, all remaining references were screened for inclusion and exclusion. A total of 64 studies met the eligibility criteria. The analysis was conducted in two steps. First, the predictive relation between the abilities assessed in preschool and later reading comprehension skills was analyzed using Comprehensive Meta-analysis (CMA) software. Second, we used the correlation matrices in the included studies to further explore these relations by means of meta-analytic structural equation modeling.
Results
First, analyses of bivariate correlations showed that all the included predictors, except for non-word repetition, were moderately to strongly correlated with later reading comprehension in the bivariate analyses. Non-word repetition had only a weak to moderate contribution to later reading comprehension ability. To explain the between-study variation, we conducted a series of meta-regression analyses. Age at time of reading assessment could predict variations between studies in correlations related to the code-related predictors.
Second, meta-analytic structural equation modeling showed a significant indirect effect of code-related skills on reading comprehension via consecutive word recognition. Third, there was a strong relationship in preschool between language comprehension and code-related skills. Language comprehension had a moderate direct impact on reading comprehension. As hypothesized, this impact increased with age, and linguistic comprehension becomes more important for reading comprehension when children master decoding. Moreover, the overall individual variance in reading comprehension explained by the model was 59.5%; that of consecutive word recognition was 47.6%.
Authors’ conclusions
Overall, our findings show that the foundation for reading comprehension is established in the preschool years through the development of language comprehension and code-related skills. Code-related skills and decoding are most important for reading comprehension in beginning readers, but linguistic comprehension gradually takes over as children become older. Taken together, these results suggest a need for a broad focus on language in preschool-age children.
2018-01-29T09:47:55Z
2018-01-29T09:47:55Z
2018-01-29T09:47:55Z
2017
Journal article
Hjetland, Hanne Næss Brinchmann, Ellen Iren Scherer, Ronny Melby-Lervåg, Monica . Preschool predictors of later reading comprehension ability: a systematic review. The Campbell collaboration library of systematic reviews. 2017, 14
http://hdl.handle.net/10852/59758
1528249
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=The Campbell collaboration library of systematic reviews&rft.volume=14&rft.spage=&rft.date=2017
Campbell Systematic Reviews
14
1
156
http://dx.doi.org/10.4073/csr.2017.14
URN:NBN:no-62426
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59758/1/0233_ECG_Hjetland_-_Preschool_predictors.pdf
en
Hjetland, Hanne Næss (2018) Predicting and improving reading comprehension. A quantitative multimethod approach. Doctoral thesis. http://hdl.handle.net/10852/63230
http://hdl.handle.net/10852/63230
http://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Campbell Collaboration
1891-1803
oai:www.duo.uio.no:10852/60284
2018-02-21T23:06:11Z
com_10852_31
com_10852_1
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
com_10852_37330
com_10852_181
com_10852_55850
col_10852_32
col_10852_239
col_10852_37331
col_10852_34689
col_10852_55851
Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study
Gjerde, Line C.
Eilertsen, Espen Moen
Reichborn-Kjennerud, Ted
McAdams, Tom A.
Zachrisson, Henrik Daae
Zambrana, Imac Maria
Røysamb, Espen
Kendler, Kenneth S.
Ystrøm, Eivind
Background: Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a prospective, longitudinal design adjusted for familial confounding.
Methods: The sample comprised 11,599 families including 17,830 siblings from the Norwegian Mother and Child Cohort study. Mothers reported depressive symptoms at gestational weeks 17 and 30, as well as 6 months, 1.5, 3, and 5 years postpartum. Fathers’ depression was measured at gestational week 17. At the last three time-points, child internalizing and externalizing problems were concurrently assessed. We performed multilevel analyses for internalizing and externalizing problems separately, using parental depression as predictors. Analyses were repeated using a sibling comparison design to adjust for familial confounding.
Results: All parental depressive time-points were significantly and positively associated with child internalizing and externalizing problems. After sibling comparison, however, only concurrent maternal depression was significantly associated with internalizing [estimate = 2.82 (1.91–3.73, 95% CI)] and externalizing problems [estimate = 2.40 (1.56–3.23, 95% CI)]. The effect of concurrent maternal depression on internalizing problems increased with child age.
Conclusions: Our findings do not support the notion that perinatal maternal depression is particularly detrimental to children's psychological development, as the most robust effects were found for maternal depression occurring during preschool years.
2018-02-21T13:44:20Z
2018-02-21T13:44:20Z
2018-02-21T13:44:20Z
2017
Journal article
Gjerde, Line C. Eilertsen, Espen Moen Reichborn-Kjennerud, Ted McAdams, Tom A. Zachrisson, Henrik Daae Zambrana, Imac Maria Røysamb, Espen Kendler, Kenneth S. Ystrøm, Eivind . Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study. Journal of Child Psychology and Psychiatry and Allied Disciplines. 2017, 58(7), 779-786
http://hdl.handle.net/10852/60284
1415848
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Child Psychology and Psychiatry and Allied Disciplines&rft.volume=58&rft.spage=779&rft.date=2017
Journal of Child Psychology and Psychiatry and Allied Disciplines
58
7
779
786
http://dx.doi.org/10.1111/jcpp.12704
URN:NBN:no-62932
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60284/1/Gjerde_et_al-2017-Journal_of_Child_Psychology_and_Psychiatry.pdf
NFR/231105
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Blackwell Publishing
0021-9630
oai:www.duo.uio.no:10852/61049
2018-03-16T23:05:45Z
com_10852_238
com_10852_234
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Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills
Hagen, Åste Mjelve
The aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict children’s language comprehension. We tested children (n = 134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n = 71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted children’s language comprehension.
2018-03-16T14:42:12Z
2018-03-16T14:42:12Z
2018-03-16T14:42:12Z
2017
Journal article
Hagen, Åste Mjelve . Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills. Scandinavian Journal of Educational Research. 2017, 1-15
http://hdl.handle.net/10852/61049
1441131
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Scandinavian Journal of Educational Research&rft.volume=&rft.spage=1&rft.date=2017
Scandinavian Journal of Educational Research
1
15
http://dx.doi.org/10.1080/00313831.2016.1258727
URN:NBN:no-63668
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61049/2/Hagen%2Bfinal.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Routledge -Taylor & Francis
0031-3831
oai:www.duo.uio.no:10852/61051
2018-03-16T23:05:50Z
com_10852_238
com_10852_234
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Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial.
Hagen, Åste Mjelve
Melby-Lervåg, Monica
Lervåg, Arne
Background: Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years.
Methods: We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance.
Results: Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures.
Conclusions: It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged.
2018-03-16T14:46:18Z
2018-03-16T14:46:18Z
2018-03-16T14:46:18Z
2017
Journal article
Hagen, Åste Mjelve Melby-Lervåg, Monica Lervåg, Arne . Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial.. Journal of Child Psychology and Psychiatry and Allied Disciplines. 2017, 58(10), 1132-1140
http://hdl.handle.net/10852/61051
1470296
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Child Psychology and Psychiatry and Allied Disciplines&rft.volume=58&rft.spage=1132&rft.date=2017
Journal of Child Psychology and Psychiatry and Allied Disciplines
58
10
1132
1140
http://dx.doi.org/10.1111/jcpp.12762
URN:NBN:no-63669
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61051/2/Hagen_et_al-1132-Journal_of_Child_Psychology_and_Psychiatry.pdf
NFR/203335
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Blackwell Publishing
0021-9630
oai:www.duo.uio.no:10852/61096
2018-03-17T23:06:05Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
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col_10852_34689
Vokabularstimuleringstiltak for barn med Down syndrom: Hva sier forskningen?
Næss, Kari-Anne Bottegaard
Engevik, Liv Inger
Hokstad, Silje
Mjøberg, Anne Grethe
Vokabular synes å være av avgjørende betydning for hvordan barn med Down syndrom utvikler seg og fungerer innenfor en rekke områder, som f.eks. språk- og leseferdigheter, sosial fungering samt kvaliteten på inkluderingen i skolen. Forskning avdekker samtidig at det er få intervensjoner utviklet med tanke på stimulering av vokabular hos denne elevgruppen til tross for betydelige utfordringer knyttet til vokabulartilegnelse. Denne artikkelen gir en kort gjennomgang av vokabularutviklingen til barn med Down syndrom og hvorfor vokabularstimulering er spesielt viktig for dem. Videre beskrives sentrale faktorer som kan påvirke vokabularutviklingen og til sist følger en oversikt over relevante forskningsbaserte tiltak.
2018-03-17T17:20:33Z
2018-03-17T17:20:33Z
2018-03-17T17:20:33Z
2017
Journal article
Næss, Kari-Anne Bottegaard Engevik, Liv Inger Hokstad, Silje Mjøberg, Anne Grethe . Vokabularstimuleringstiltak for barn med Down syndrom: Hva sier forskningen?. Norsk tidsskrift for logopedi. 2017, 2017(1), 6-17
http://hdl.handle.net/10852/61096
1460962
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=2017&rft.spage=6&rft.date=2017
Norsk tidsskrift for logopedi
2017
1
6
17
URN:NBN:no-63712
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61096/2/N%25C3%25A6ss%2Bet.%2Bal.%252C%2B2017.pdf
NFR/238030
Norsk Logopedlag
0332-7256
oai:www.duo.uio.no:10852/61097
2018-03-17T23:06:14Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_239
col_10852_34689
PRIORITERES SPRÅKSTIMULERING I OPPLÆRINGSTILBUDET TIL 3. KLASSE-ELEVER MED DOWN SYNDROM?
Næss, Kari-Anne Bottegaard
Engevik, Liv Inger
Hokstad, Silje
Språklige ferdigheter virker inn på mulighetene til sosial samhandling,selvbestemmelse og aktiv deltakelse i lek- og læringssituasjoner. Barn med Down syndrom er i risiko for utvikling av språkvansker og har derfor behov for tilpassede og systematiske språkstimuleringstiltak. Vi vil i denne artikkelen se nærmere på hvilke prioriteringer som gjøres knyttet til språkstimuleringstiltak for barn med Down syndrom.
2018-03-17T17:23:08Z
2018-03-17T17:23:08Z
2018-03-17T17:23:08Z
2017
Journal article
Næss, Kari-Anne Bottegaard Engevik, Liv Inger Hokstad, Silje . PRIORITERES SPRÅKSTIMULERING I OPPLÆRINGSTILBUDET TIL 3. KLASSE-ELEVER MED DOWN SYNDROM?. Norsk tidsskrift for logopedi. 2017
http://hdl.handle.net/10852/61097
1542918
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=&rft.spage=&rft.date=2017
Norsk tidsskrift for logopedi
URN:NBN:no-63715
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61097/1/N%25C3%25A6ss%252C%2BEngevik%2B%2526%2BHokstad%252C%2B2017.pdf
Norsk Logopedlag
0332-7256
oai:www.duo.uio.no:10852/60374
2018-09-02T22:31:15Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
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col_10852_34689
Health-Related Quality of Life and oropharyngeal dysphagia: A systematic review
Jones, E
Speyer, Renee
Kertscher, B
Denman, D
Swan, K
Cordier, R
The negative impact of increased bolus modification on health-related quality of life (HRQoL) in persons with oropharyngeal dysphagia (OD) has been described in previous literature; however, findings may have been influenced by the severity of OD and underlying etiology. The current systematic review therefore aims to investigate the relationships between HRQoL and OD and to report on changes in HRQoL and OD following intervention. This review was conducted in accordance with the PRISMA statement. A systematic search of the literature was performed using PubMed and Embase. All available English publications up to February 2016 that reported on OD and HRQoL were included. Articles that studied OD arising from esophageal dysfunction or included less than 15 participants with OD, were excluded. Thirty-five studies met the inclusion criteria. Inverse bidirectional relationships were found between decreased HRQoL and increased OD severity. Following intervention, changes were evident through improved HRQoL with decreased OD severity. The findings of this paper highlight the importance of targeting HRQoL in patients with OD. However, because of the heterogeneity in methodology, terminology, and assessment procedures used in the retrieved articles, the generalization of study results is limited. More research investigating the relationships between HRQoL and OD is needed. Future studies should implement study designs that lead to stronger levels of evidence, quantify the severity of OD and underlying diseases, use validated measures and less ambiguous terminology.
The final version of this research has been published in Dysphagia. © 2017 Springer Verlag
2018-09-02T22:31:15Z
2018-09-02T22:31:15Z
2018-09-02T22:31:15Z
2017
Journal article
Jones, E Speyer, Renee Kertscher, B Denman, D Swan, K Cordier, R . Health-Related Quality of Life and oropharyngeal dysphagia: A systematic review. Dysphagia (New York. Print). 2017
http://hdl.handle.net/10852/60374
1538808
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Dysphagia (New York. Print)&rft.volume=&rft.spage=&rft.date=2017
Dysphagia (New York. Print)
http://dx.doi.org/10.1007/s00455-017-9844-9
URN:NBN:no-63028
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60374/5/QoL_ReneeSpeyer.pdf
0179-051X
oai:www.duo.uio.no:10852/61206
2018-10-17T22:31:17Z
com_10852_238
com_10852_234
com_10852_34688
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col_10852_34689
Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6
Arnesen, Anne
Smolkowski, Keith
Ogden, Terje
Melby-Lervåg, Monica
This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.
The final version of this research has been published in Emotional and Behavioural Difficulties. © 2017 Taylor & Francis
2018-10-17T22:31:17Z
2018-10-17T22:31:17Z
2018-10-17T22:31:17Z
2017
Journal article
Arnesen, Anne Smolkowski, Keith Ogden, Terje Melby-Lervåg, Monica . Validation of the Elementary Social Behaviour Assessment: Teacher Ratings of Students' Social Skills Adapted to Norwegian, Grades 1-6. Emotional and Behavioural Difficulties. 2017
http://hdl.handle.net/10852/61206
1466013
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Emotional and Behavioural Difficulties&rft.volume=&rft.spage=&rft.date=2017
Emotional and Behavioural Difficulties
16
http://dx.doi.org/10.1080/13632752.2017.1316473
URN:NBN:no-63826
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61206/1/complete%2Btil%2BChristin.pdf
Anne Arnesen (2018) Social Functioning and Reading Proficiency: Validity of Educational Assessments Used in Norwegian Elementary Schools. Doctoral thesis http://hdl.handle.net/10852/61333
http://hdl.handle.net/10852/61333
1363-2752
oai:www.duo.uio.no:10852/61216
2019-10-15T22:45:56Z
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Early interaction in autism spectrum disorder: Mothers' and children's behaviours during joint engagement
Kaale, Anett
Smith, Lars
Nordahl-Hansen, Anders
Fagerland, Morten
Kasari, Connie
Background: More knowledge about the interaction between young children with autism spectrum disorder and their parents is one way to improve intervention. This study aims to investigate the behaviours of mothers and children with autism spectrum disorder during joint engagement, with a focus on pacing or rate (i.e., incidences per minute) of their behaviours when being in this state.
Method: Video recordings of 10 min of free‐play between 58 children (2–4 years) diagnosed with childhood autism and their mothers were used to examine rate of mothers' and children's behaviours (i.e., toy introduction, toy expansion, positive affect, and language) during joint engagement, the association between rate of mothers and children's behaviours, the relation between rate of mothers' behaviours and time in joint engagement, and how child factors might be associated with the latter.
Results: Mothers(m) and children(c) showed similar rate of positive affect (Mm = 0.6/Mc = 0.5) and toy expansion (Mm = 0.7/Mc = 0.7) per minute, whereas mothers talked almost three times more than their children (Mm = 10.2/Mc = 3.8). In contrast, mothers introduced fewer toys compared to the children (Mm = 0.7/Mc = 1.2). Rate of mothers' toy introduction, toy expansion, and positive affect was inversely related to time in joint engagement (Regression coefficient = −70.7 to −48.5, p = .006 to .024). Rates of mothers' and children's behaviours were associated (Spearman rank order coefficient = .53 to .29, p < .001 to .03), but neither rate of children's behaviours nor mental age was associated with the observed relation between rate of these maternal behaviours and time in joint engagement.
Conclusion: Time in joint engagement was related to rate of mothers' behaviours and children's mental age but not to rate of children's behaviours in this study. Thus, intervention teaching parents of young children with autism strategies designed to increase time in joint engagement may be vital. The complex nature of the interaction between mother and child behaviours in promoting joint engagement warrants further elucidation.
2019-10-15T22:45:56Z
2019-10-15T22:45:56Z
2019-10-15T22:45:56Z
2017
Journal article
Kaale, Anett Smith, Lars Nordahl-Hansen, Anders Fagerland, Morten Kasari, Connie . Early interaction in autism spectrum disorder: Mothers' and children's behaviours during joint engagement. Child Care Health and Development. 2017
http://hdl.handle.net/10852/61216
1504848
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Child Care Health and Development&rft.volume=&rft.spage=&rft.date=2017
Child Care Health and Development
http://dx.doi.org/10.1111/cch.12532
URN:NBN:no-63833
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61216/4/Mother_Child_Interaction_in_ASD_Cristin.pdf
Blackwell Publishing
0305-1862
oai:www.duo.uio.no:10852/59644
2018-11-23T23:31:39Z
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Pros and Cons of Character Portrayals of Autism on TV and Film
Nordahl-Hansen, Anders
Øien, Roald A
Fletcher-Watson, Sue
Portrayals of characters with autism spectrum disorder (ASD) and/or with autistic traits on film and in TV-series are increasing. Such portrayals may contribute in increasing awareness of the condition but can also increase stereotypes. Thus, these character portrayals are subject to heated debate within the ASD-community, but also in the general public at large. Following our recent published study on character portrayals of ASD on film and TV we here address some central issues related advantages and disadvantage of such portrayals.
The final version of this research has been published in Journal of Autism and Developmental Disorders. © 2017 Springer Verlag
2018-11-23T23:31:39Z
2018-11-23T23:31:39Z
2018-11-23T23:31:39Z
2017
Journal article
Nordahl-Hansen, Anders Øien, Roald A Fletcher-Watson, Sue . Pros and Cons of Character Portrayals of Autism on TV and Film. Journal of Autism and Developmental Disorders. 2017, 1-2
http://hdl.handle.net/10852/59644
1508216
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Autism and Developmental Disorders&rft.volume=&rft.spage=1&rft.date=2017
Journal of Autism and Developmental Disorders
1
2
http://dx.doi.org/10.1007/s10803-017-3390-z
URN:NBN:no-62325
Fulltext https://www.duo.uio.no/bitstream/handle/10852/59644/2/POST-PRINT%2BPros%2Band%2BCons%2Bof%2BAutism%2BPortrayals%2Bon%2BTV%2Band%2BFilm.pdf
0162-3257
oai:www.duo.uio.no:10852/61834
2019-06-09T22:46:58Z
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Assessing Pragmatic Communication in Children with Down syndrome
Smith, Elizabeth
Næss, Kari-Anne Bottegaard
Jarrold, Christopher
Purpose: Successful communication depends on language content, language form, and language use (pragmatics).Down syndrome (DS) experience communication difficulties, however little is known about their pragmatic profile, particularly during early school years. The purpose of the present study was to explore the nature of pragmatic communication in children with DS. Method: Twenty-nine six-year-old children with DS were assessed, in the areas of 1) initiation, 2) scripted language, 3) understanding context and 4) nonverbal communication, as reported by children’s parents via the Children’s Communication Checklist-2 (Bishop, 2003). Additionally, the relationships between pragmatics and measures of vocabulary, nonverbal mental ability and social functioning were explored. Results: Children with DS were impaired relative to norms from typically developing children in all areas of pragmatics. A profile of relative strengths and weaknesses was found in the children with DS; the area of nonverbal communication was significantly stronger, while the area of understanding context was significantly poorer, relative to the other areas of pragmatics assessed in these children. Relationships between areas of pragmatics and other linguistic areas, as well as aspects of vocabulary and social functioning were observed. Conclusions: By the age of six children with DS experience significantly impaired pragmatic communication, with a clear profile of relative strengths and weaknesses. The study highlights the need to teach children with DS pragmatic skills as a component of communication, alongside language content and form.
2019-06-09T22:46:58Z
2019-06-09T22:46:58Z
2019-06-09T22:46:58Z
2017
Journal article
Smith, Elizabeth Næss, Kari-Anne Bottegaard Jarrold, Christopher . Assessing Pragmatic Communication in Children with Down syndrome. Journal of Communication Disorders. 2017, 68, 10-23
http://hdl.handle.net/10852/61834
1476535
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Communication Disorders&rft.volume=68&rft.spage=10&rft.date=2017
Journal of Communication Disorders
68
10
23
http://dx.doi.org/10.1016/j.jcomdis.2017.06.003
URN:NBN:no-64440
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61834/2/Assessing%2BPragmatic%2BCommunication%2Bin%2BChildren%2Bwith%2BDown%2Bsyndrome.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Elsevier Science
0021-9924
oai:www.duo.uio.no:10852/61880
2018-06-13T22:07:53Z
com_10852_235
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Unpicking the developmental relationships between oral language skills and reading comprehension: It’s simple, but complex.
Lervåg, Arne
Hulme, Charles
Melby-Lervåg, Monica
Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.
2018-06-13T09:42:50Z
2018-06-13T09:42:50Z
2018-06-13T09:42:50Z
2017
Journal article
Lervåg, Arne Hulme, Charles Melby-Lervåg, Monica . Unpicking the developmental relationships between oral language skills and reading comprehension: It’s simple, but complex.. Child Development. 2017
http://hdl.handle.net/10852/61880
1470287
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Child Development&rft.volume=&rft.spage=&rft.date=2017
Child Development
http://dx.doi.org/10.1111/cdev.12861
URN:NBN:no-64478
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61880/1/Lerv-g_et_al-2017-Child_Development.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Blackwell Publishing
0009-3920
oai:www.duo.uio.no:10852/62389
2018-07-22T22:08:11Z
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Leseferdigheter hos norske andreklassinger med ulik språklig bakgrunn
Rygvold, Anne-Lise
Karlsen, Jannicke
I denne studien har vi sett på ordforråd, avkodingsferdigheter og leseforståelse hos tre grupper andreklassinger som har hatt ulike muligheter til å lære seg norsk: minoritetsspråklige barn, utenlandsadopterte barn og enspråklige norskfødte barn. De tre gruppene har sammenlignbare avkodingsferdigheter, men de minoritetsspråklige barna som gruppe skårer svakere enn de andre to gruppene på ordforråd og leseforståelse. Vi finner allikevel det samme mønsteret i de tre gruppene med hensyn til hvordan avkoding og ordforråd predikerer leseforståelse. Tidligere forskning har imidlertid funnet at utenlandsadopterte barn kan ha vansker som først blir synlige senere i utdanningsløpet, og vi understreker derfor betydningen av å fokusere på utvikling av solide språkforståelsesferdigheter hos både minoritetsspråklige og utenlandsadopterte barn.
2018-07-22T13:32:46Z
2018-07-22T13:32:46Z
2018-07-22T13:32:46Z
2017
Journal article
Rygvold, Anne-Lise Karlsen, Jannicke . Leseferdigheter hos norske andreklassinger med ulik språklig bakgrunn. Norsk tidsskrift for logopedi. 2017, 63(3), 28-38
http://hdl.handle.net/10852/62389
1530834
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Norsk tidsskrift for logopedi&rft.volume=63&rft.spage=28&rft.date=2017
Norsk tidsskrift for logopedi
63
3
28
38
URN:NBN:no-64978
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62389/1/Logopeden_3-17_Leseferdigheter_adopterte91210.pdf
Norsk Logopedlag
0332-7256
oai:www.duo.uio.no:10852/61835
2018-06-11T22:07:15Z
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The profile of social functioning in children with Down syndrom (The Down Syndrome LanguagePlus-project)
Næss, Kari-Anne Bottegaard
Nygaard, Egil
Ostad, Johanne
Dolva, Anne-Stine
Lyster, Solveig-Alma Halaas
Background: Practitioners and researchers have asserted for decades that social functioning is a strength in children with Down syndrome (DS). Nevertheless, some studies have concluded that children with DS may be at greater risk of impaired social functioning compared to typically developing controls. This cross-sectional study explores the profile of social functioning (social capabilities and social problems) in six-year-old children with DS, compares it with that of typically developing children and reveals possible differences in predictors between groups.
Method: Parental reports and clinical tests were utilized.
Results: The children with DS had generally weaker social capabilities compared to nonverbal mental age-matched controls, but no significant differences were found for social interactive play, community functioning and prosocial behaviour. No significant differences in predictors for social capabilities between the groups were found. The children with DS had more social problems than the typically developing controls with a similar chronological age and those with a similar nonverbal mental age, but no significant differences in emotional symptoms were found between the children with DS and either comparison group. Vocabulary was a more important predictor of social problems in the children with DS than in the typically developing control groups.
Conclusion: Interventions for children with DS should strongly focus on integrating vocabulary skills and social functioning starting at an early age.
This research has been accepted and published in Disability and Rehabilitation. © 2016 Taylor & Francis
2018-06-11T11:23:18Z
2018-06-11T11:23:18Z
2018-06-11T11:23:18Z
2016
Journal article
Næss, Kari-Anne Bottegaard Nygaard, Egil Ostad, Johanne Dolva, Anne-Stine Lyster, Solveig-Alma Halaas . The profile of social functioning in children with Down syndrom (The Down Syndrome LanguagePlus-project). Disability and Rehabilitation. 2016, 39(13), 1320-1331
http://hdl.handle.net/10852/61835
1373278
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Disability and Rehabilitation&rft.volume=39&rft.spage=1320&rft.date=2016
Disability and Rehabilitation
39
13
1320
1331
http://dx.doi.org/10.1080/09638288.2016.1194901
URN:NBN:no-64441
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61835/1/Social_functioning_final_edited_Formatted_130516_.pdf
NFR/238030
Taylor & Francis
0963-8288
oai:www.duo.uio.no:10852/62916
2018-08-14T22:06:55Z
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Prevalence and Risk Factors for Voice Problems Among Soccer Coaches
Fellman, Daniel
Simberg, Susanna
Objectives: The prevalence of voice problems has been investigated in various occupations, but research investigating sports coaches' voice problems seems to be limited even if coaches are an occupational group whose work requires heavy voice use. The aim of this study was to determine the prevalence of voice problems among soccer coaches and identify risk factors that can contribute to the problems.
Methods/Design: The data were collected with a web questionnaire that was sent to 500 soccer coaches. Overall, 109 male coaches, who practiced soccer coaching to various extents, responded to the questionnaire. The presence of six vocal symptoms was investigated, as well as environmental factors and health-related factors that may have an influence on the voice.
Results: The results showed that the prevalence of voice problems among soccer coaches was high. In total, 28.4% of the participants reported two or more frequently occurring vocal symptoms. The most common symptom was throat clearing or coughing followed by voice becomes low or hoarse. The coaches who had vocally demanding main occupations alongside their coaching tasks had an increased risk for voice problems. Moreover, a significant association was found between chronic rhinitis and frequently occurring vocal symptoms, as well as between stress and frequently occurring vocal symptoms.
Conclusions: Given the extent of voice problems and the fact that soccer coaches have a vocally demanding occupation, it would be important to increase the awareness of voice use among this group. Soccer coaches are in immense need of more information about voice ergonomics during their coaching education.
2018-08-14T09:54:41Z
2018-08-14T09:54:41Z
2018-08-14T09:54:41Z
2017
Journal article
Fellman, Daniel Simberg, Susanna . Prevalence and Risk Factors for Voice Problems Among Soccer Coaches. Journal of Voice. 2017, 31(1), 121.e9-121.e15
http://hdl.handle.net/10852/62916
1388143
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Voice&rft.volume=31&rft.spage=121.e9&rft.date=2017
Journal of Voice
31
1
121.e9
121.e15
http://dx.doi.org/10.1016/j.jvoice.2016.02.003
URN:NBN:no-65485
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62916/4/Fellman%2B%26%2BSimberg%2BPREVALENCE%2BAND%2BRISK%2BFACTORS%2BFOR%2BVOICE%2BPROBLEMS%2BAMONG%2BSOCCER%2BCOACHES.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Elsevier Science
0892-1997
oai:www.duo.uio.no:10852/62917
2018-08-14T22:06:53Z
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Associations Between Vocal Symptoms and Genetic Variants in the Oxytocin Receptor and Arginine Vasopressin 1A Receptor Gene
Holmqvist Jämsen, Sofia
Johansson, Ada
Westberg, Lars
Santtila, Pekka
von der Pahlen, Bettina
Simberg, Susanna
Purpose: Oxytocin and arginine vasopressin are associated with different aspects of the stress response. As stress is regarded as a risk factor for vocal symptoms, we wanted to explore the association between the oxytocin receptor gene (OXTR) and arginine vasopressin 1A receptor gene (AVPR1A) single-nucleotide polymorphisms (SNPs) and vocal symptoms. We also wanted to explore whether such effects might be mediated by cortisol because oxytocin and vasopressin are associated with cortisol levels.
Method: A population-based sample (N = 657) of Finnish twins (born 1961–1989) completed a web questionnaire on the occurrence of vocal symptoms. A total of 170 participants submitted saliva samples for hormone analysis. A total of 20 OXTR and AVPR1A SNPs were analyzed.
Results: Three OXTR polymorphisms (rs2270465, rs2268493, rs7632287) and 2 AVPR1A polymorphisms (rs1587097, rs1042615) showed nominal effects (p < .05) on vocal symptoms, of which 1 (rs1587097) remained significant after correcting for multiple testing (p = .003). We found potential mediation of the effect of the OXTR rs2268493 polymorphism on vocal symptoms through levels of cortisol.
Conclusions: The associations between variants of OXTR and AVPR1A and vocal symptoms indicate that oxytocin and vasopressin might influence vocal symptoms. The effect of oxytocin seems to be partly mediated through cortisol actions.
2018-08-14T10:03:06Z
2018-08-14T10:03:06Z
2018-08-14T10:03:06Z
2017
Journal article
Holmqvist Jämsen, Sofia Johansson, Ada Westberg, Lars Santtila, Pekka von der Pahlen, Bettina Simberg, Susanna . Associations Between Vocal Symptoms and Genetic Variants in the Oxytocin Receptor and Arginine Vasopressin 1A Receptor Gene. Journal of Speech, Language and Hearing Research. 2017, 60(7), 1843-1854
http://hdl.handle.net/10852/62917
1487867
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Speech, Language and Hearing Research&rft.volume=60&rft.spage=1843&rft.date=2017
Journal of Speech, Language and Hearing Research
60
7
1843
1854
http://dx.doi.org/10.1044/2016_JSLHR-S-16-0059
URN:NBN:no-65484
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62917/1/Holmqvist%2BJa%25CC%2588mse%25CC%2581n%2Bet%2Bal%2BAssociations%2Bbetween%2Bthe%2BOXTR%2Band%2BAVPR1A%2Bgene%2Bpolymorphisms%2Band%2Bself-reported%2Bvocal%2Bsymptoms.pdf
American Speech-Language-Hearing Association
1092-4388
oai:www.duo.uio.no:10852/62918
2018-08-14T22:06:59Z
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Investigating the role of salivary cortisol on vocal symptoms
Holmqvist-Jamsen, Sofia
Johansson, Ada
Santtila, Pekka
Westberg, Lars
von der Pahlen, Bettina
Simberg, Susanna
Purpose: We investigated whether participants who reported more often occurring vocal symptoms showed higher salivary cortisol levels and if such possible associations were different for men and women.
Method: The participants (N = 170; men n = 49, women n = 121) consisted of a population-based sample of Finnish twins born between 1961 and 1989. The participants submitted saliva samples for hormone analysis and completed a web questionnaire including questions regarding the occurrence of 6 vocal symptoms during the past 12 months. The data were analyzed using the generalized estimated equations method.
Results: A composite variable of the vocal symptoms showed a significant positive association with salivary cortisol levels (p < .001). Three of the 6 vocal symptoms were significantly associated with the level of cortisol when analyzed separately (p values less than .05). The results showed no gender difference regarding the effect of salivary cortisol on vocal symptoms.
Conclusions: There was a positive association between the occurrence of vocal symptoms and salivary cortisol levels. Participants with higher cortisol levels reported more often occurring vocal symptoms. This could have a connection to the influence of stress on vocal symptoms because stress is a known risk factor of vocal symptoms and salivary cortisol can be seen as a biomarker for stress.
2018-08-14T10:14:52Z
2018-08-14T10:14:52Z
2018-08-14T10:14:52Z
2017
Journal article
Holmqvist-Jamsen, Sofia Johansson, Ada Santtila, Pekka Westberg, Lars von der Pahlen, Bettina Simberg, Susanna . Investigating the role of salivary cortisol on vocal symptoms. Journal of Speech, Language and Hearing Research. 2017, 60(10), 2781-2791
http://hdl.handle.net/10852/62918
1532914
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Speech, Language and Hearing Research&rft.volume=60&rft.spage=2781&rft.date=2017
Journal of Speech, Language and Hearing Research
60
10
2781
2791
http://dx.doi.org/10.1044/2017_JSLHR-S-16-0058
URN:NBN:no-65486
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62918/2/Holmqvist%2BJa%25CC%2588mse%25CC%2581n%2Bet%2Bal%2BInvestigating%2Bthe%2Brole%2Bof%2Bsalivary%2Bcortisol%2Bon%2Bvocal%2Bsymptoms.pdf
American Speech-Language-Hearing Association
1092-4388
oai:www.duo.uio.no:10852/62919
2018-08-14T22:07:00Z
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Vocal Symptoms and Voice Quality in Children With Allergy and Asthma
Kallvik, Emma
Savolainen, Johannes
Simberg, Susanna
Objective: The background for dysphonia is multifactorial and health related factors have been listed among the factors affecting voice. In previous studies with adult participants, allergy and asthma have been indicated to have a connection to vocal symptoms. With the majority of previous research being studies involving adult participants, it is unclear what the effect of allergy and asthma on children’s voices is. The aim of this study was to investigate if allergies or asthma are risk factors for having vocal symptoms.
Methods: The material was collected through paper questionnaires distributed to the parents of new pediatric patients at an allergy clinic. The participants were 108 children aged 9 months to 17 years 1 month.
Results: Of the children whose parents had filled in the questions on vocal symptoms, 18.2 % (n = 18) had frequently occurring vocal symptoms, which was defined as having two or more vocal symptoms every week or more often. The most common vocal symptom was throat clearing and coughing. There was a significant connection between inhalant allergy and having frequently occurring vocal symptoms. The connection between cough that lasted for more than four weeks and having frequently occurring vocal symptoms was also significant. In this study, we found no significant connection between having an asthma diagnosis and having frequently occurring vocal symptoms.
Conclusions: Based on the results of this study, voice screening for children with inhalant allergy would be advisable. Prolonged cough should be taken seriously and be treated since the mechanical trauma caused by the cough seems to have a connection to vocal symptoms.
2018-08-14T10:20:00Z
2018-08-14T10:20:00Z
2018-08-14T10:20:00Z
2017
Journal article
Kallvik, Emma Savolainen, Johannes Simberg, Susanna . Vocal Symptoms and Voice Quality in Children With Allergy and Asthma. Journal of Voice. 2017, 31(4), 515.e9-515.e14
http://hdl.handle.net/10852/62919
1435259
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Voice&rft.volume=31&rft.spage=515.e9&rft.date=2017
Journal of Voice
31
4
515.e9
515.e14
http://dx.doi.org/10.1016/j.jvoice.2016.12.010
URN:NBN:no-65487
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62919/1/Kallvik%2Bet%2Bal%2BVocal%2Bsymptoms%2Band%2Bvoice%2Bquality%2Bin%2Bchildren%2Bwith%2Ballergy%2Band%2Basthma.docx
Elsevier Science
0892-1997
oai:www.duo.uio.no:10852/62925
2018-09-27T22:13:56Z
com_10852_238
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Språkstimulering i kommunikasjon mellom pedagog og barn med cochleaimplantat i barnehage :
Akinshina, Nadja
Wie, Ona Bø
Formålet med studien er å observere bruk av språkstimulerende kommunikasjon i barnehagen der barn som bruker cochleaimplantat og pedagoger er involvert, samt å se på sammenhengen mellom språkstimulerende kommunikasjon og barnas språkferdigheter. Resultatene viser at barnet er aktiv deltaker i samspillsituasjonene og at pedagogen viser stor grad av respons på barnets initiativ. Samtidig ble det observert mindre bruk av direkte og målrettet språkstimulering som modellering av språk, språklig og kognitiv stimulering. Resultatene viste signifikant sammenheng mellom pedagogens bruk av modellering og gjentagelse av en riktig leksikalsk eller grammatisk form og barnets ordforråd og grammatiske ferdighetene. Konklusjon Begrenset bruk av målrettede språkstimulerende strategier indikerer et behov for økt bevisstgjøring og planlegging omkring målrettet tilrettelegging i barnehagen for barn som bruker cochleaimplantat.
2018-08-14T11:06:20Z
2018-08-14T11:06:20Z
2018-08-14T11:06:20Z
2017
Journal article
Akinshina, Nadja Wie, Ona Bø . Språkstimulering i kommunikasjon mellom pedagog og barn med cochleaimplantat i barnehage :. Psykologi i kommunen. 2017, 52(2), 23-33
http://hdl.handle.net/10852/62925
1495777
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Psykologi i kommunen&rft.volume=52&rft.spage=23&rft.date=2017
Psykologi i kommunen
52
2
23
33
URN:NBN:no-65494
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62925/2/Spr%25C3%25A5kstimulering%2Bi%2Bkommunikasjon%2Bmellom%2Bpedagog%2Bog%2Bbarn%2Bmed%2Bcochleaimplantat%2Bi%2Bbarnehage.pdf
Forlaget Skolepsykologi (norsk)
1892-3364
oai:www.duo.uio.no:10852/60288
2019-08-05T22:46:31Z
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Word Reading Fluency as a Serial Naming Task
Protopapas, Athanassios
Katopodi, Katerina
Altani, Angeliki
Georgiou, George
Word list reading fluency is theoretically expected to depend on single word reading speed. Yet the correlation between the two diminishes with increasing fluency, while fluency remains strongly correlated to serial digit naming. We hypothesized that multielement sequence processing is an important component of fluency. We used confirmatory factor analyses with serial and discrete naming tasks with matched items, including digits, dice, objects, number words, and words, performed by about one hundred Greek children in each of Grades 1, 3, and 5. Separable serial and discrete factors emerged across grades, consistent with distinct skill dimensions. Loadings were greater for serial than discrete, suggesting that discrete processing does not fully determine serial processing. Average serial performance differed more than discrete between grades, consistent with improvement beyond single-item speed. Serial word reading aligned increasingly with the serial factor at higher grades. Thus, word reading fluency is gradually dominated by skill in simultaneously processing multiple successive items through different stages (termed “cascading”), beyond automatization of individual words.
The final version of this research has been published in Scientific Studies of Reading. © 2018 Taylor & Francis
2019-08-05T22:46:31Z
2019-08-05T22:46:31Z
2019-08-05T22:46:31Z
2018
Journal article
Protopapas, Athanassios Katopodi, Katerina Altani, Angeliki Georgiou, George . Word Reading Fluency as a Serial Naming Task. Scientific Studies of Reading. 2018
http://hdl.handle.net/10852/60288
1556151
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Scientific Studies of Reading&rft.volume=&rft.spage=&rft.date=2018
Scientific Studies of Reading
16
http://dx.doi.org/10.1080/10888438.2018.1430804
URN:NBN:no-62948
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60288/1/Protopapas_etal_SSR_inpress.pdf
Lawrence Erlbaum Ass.
1088-8438
oai:www.duo.uio.no:10852/61108
2018-03-19T23:06:21Z
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The Impact of Ethnicity on Cochlear Implantation in Norwegian Children
Amundsen, Viktoria Vedeler
Wie, Ona Bø
Myhrum, Marte
Bunne, Marie
Objectives To explore the impact of parental ethnicity on cochlear implantation in children in Norway with regard to incidence rates of cochlear implants (CIs), comorbidies, age at onset of profound deafness (AOD), age at first implantation, uni- or bilateral CI, and speech recognition.
Method This retrospective cohort study included all children (N = 278) aged <18 years in Norway who received their first CI during the years 2004-2010.
Results 86 children (30.9%) in our study sample had parents of non-Nordic ethnicity, of whom 46 were born in Nordic countries with two non-Nordic parents. Compared with the background population, children with non-Nordic parents were 1.9 times more likely to have received CI than Nordic children (i.e., born in Nordic countries with Nordic parents). When looking at AOD, uni- vs. bilateral CIs, and comorbidities, no significant differences were found between Nordic children and children with a non-Nordic ethnicity. Among children with AOD <1 year (n = 153), those born in non-Nordic countries with two non-Nordic parents (n = 6) and adopted non-Nordic children (n = 6) received their first CI on average 14.9 and 21.1 months later than Nordic children (n = 104), respectively (p = .006 and .005). Among children with AOD <1 year, those born in Nordic countries with two non-Nordic parents (n = 31) received their CI at an older age than Nordic children, but this difference was not significant after adjusting for calendar year of implantation and excluding comorbidity as a potential cause of delayed implantation. The mean age at implantation for children with AOD <1 year dropped 2.3 months/year over the study period. The mean monosyllable speech recognition score was 84.7% for Nordic children and 76.3% for children born in Norway with two non-Nordic parents (p = .002).
Conclusions The incidence of CI was significantly higher in children with a non-Nordic vs. a Nordic ethnicity, reflecting a higher incidence of profound deafness. Children born in Norway have equal access to CIs regardless of their ethnicity, but despite being born and receiving care in Norway, prelingually deaf children with non-Nordic parents are at risk of receiving CI later than Nordic children. Moreover, prelingually deaf children who arrive in Norway at an older age may be at risk for a worse prognosis after receiving a CI due to lack of auditory stimulation in early childhood, which is critical for language development and late implantation; this is a serious issue with regard to deafness among refugees.
Amundsen, Viktoria Vedeler, et al. "The impact of ethnicity on cochlear implantation in Norwegian children." International journal of pediatric otorhinolaryngology 93 (2017): 30-36.
© 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license.
2018-03-19T12:50:50Z
2018-03-19T12:50:50Z
2018-03-19T12:50:50Z
2017
Journal article
Amundsen, Viktoria Vedeler Wie, Ona Bø Myhrum, Marte Bunne, Marie . The Impact of Ethnicity on Cochlear Implantation in Norwegian Children. International Journal of Pediatric Otorhinolaryngology. 2017, 93, 30-36
http://hdl.handle.net/10852/61108
1409162
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International Journal of Pediatric Otorhinolaryngology&rft.volume=93&rft.spage=30&rft.date=2017
International Journal of Pediatric Otorhinolaryngology
93
30
36
http://dx.doi.org/10.1016/j.ijporl.2016.12.002
URN:NBN:no-63731
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61108/5/IJPORL-D-16-00851R1-ed.pdf
en
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Elsevier Science
0165-5876
oai:www.duo.uio.no:10852/62927
2018-08-14T22:07:28Z
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Attaining New Knowledge on Inclusive Education: A Case Study of Students` Voices
Buli-Holmberg, Jorun
Kamenopoulou, Leda
The purpose of this research was to gather the voices of students undertaking a Master’s programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students’ perceptions and reflections on their learning outcomes related to how they understand inclusive education, with specific focus on the students’ awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master’s programme took part in the study. Data were collected with an open-ended questionnaire tool that students completed half way in their studies. Students’ qualitative statements were analysed through an inductive approach and three main themes emerged: "understanding of inclusive education" "awareness of change", and "success criteria for practicing inclusive education". Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.
2018-08-14T11:17:20Z
2018-08-14T11:17:20Z
2018-08-14T11:17:20Z
2017
Journal article
Buli-Holmberg, Jorun Kamenopoulou, Leda . Attaining New Knowledge on Inclusive Education: A Case Study of Students` Voices. Athens Journal of Education. 2017, 5(4), 363-377
http://hdl.handle.net/10852/62927
1535032
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Athens Journal of Education&rft.volume=5&rft.spage=363&rft.date=2017
Athens Journal of Education
5
4
363
377
URN:NBN:no-65500
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62927/2/2017Buli-Holmberg%2526KamenopoulouAttaining%2Bnew%2Bknowldge.pdf
https://creativecommons.org/licenses/by-nc/4.0/
Attribution-NonCommercial 4.0 International
2407-9898
oai:www.duo.uio.no:10852/62930
2019-06-06T22:47:20Z
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The effects of educational computer game on low-performing children’s early numeracy skills — An intervention study in a preschool setting.
Aunio, Pirjo Annika
Mononen, Riikka
The aim of this study was to determine the effects of an educational computer game, Lola’s World, on low-performing children’s early numeracy skills. Four preschools with 33 children from families of low socio-economic status (Mage = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an intervention group playing a numeracy game (Lola’s World) and an active control group playing an early reading skills game (Lola’s ABC party). The remaining 10 children served as a passive control group. The intervention phase lasted three weeks, during which time the children played the games daily for about 15 min. The children’s numeracy skills were measured using the Early Numeracy Test. Those children (n = 22) who exhibited low numeracy (i.e. at risk for learning difficulties in mathematics) were included in the analyses. The three groups did not differ in terms of parental educational levels or home languages. They were comparable in terms of nonverbal reasoning and the amount of time spent playing. The Lola’s World group improved its early numeracy performance from pretest to post-test. No between-group differences were found. The results are discussed in relation to providing game-based support for low-performing preschoolers.
© 2017 Taylor & Francis
2019-06-06T22:47:20Z
2019-06-06T22:47:20Z
2019-06-06T22:47:20Z
2017
Journal article
Aunio, Pirjo Annika Mononen, Riikka . The effects of educational computer game on low-performing children’s early numeracy skills — An intervention study in a preschool setting.. European Journal of Special Needs Education. 2017
http://hdl.handle.net/10852/62930
1558821
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European Journal of Special Needs Education
URN:NBN:no-65522
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62930/2/LolaPandaIntervention_manuscript_EJSNE.pdf
Routledge
0885-6257
oai:www.duo.uio.no:10852/62966
2018-08-15T22:07:48Z
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Pitch level of 16−17-year-old Finnish students in reading and spontaneous speech tasks
Ketolainen, Ilkka
Laakso, Minna
Simberg, Susanna
Puheäänen korkeuteen (F0) vaikuttavat anatomisten ja biologisten tekijöiden lisäksi erilaiset sosiokulttuuriset ja behavioraaliset käyttäytymismallit. Äänenkäytön kannalta epäoptimaaliset mallit voivat johtaa jopa äänihäiriöihin. Tutkimus selvitti, mikä on suomea äidinkielenään puhuvien 16–17-vuotiaiden nuorten puheäänen korkeus ääneen luettaessa ja spontaanipuheessa. Lisäksi tutkittavilta mitattiin lukunopeus, F0 vokaalifonaatiossa, ja heiltä kerättiin äänenkorkeuden itsearvio. Tuloksia verrattiin Aino Sallinen-Kuparisen (1985) tutkimukseen, jossa havaittiin puhujien sukupuolen ja koulutustaustan vaikuttavan F0:an. Suomalaisnuorten puhekäyttäytyminen näyttäisi muuttuneen 30 vuodessa: Sallinen-Kuparisen (1985) tutkimuksessa ammattikoulutytöt puhuivat lukiotyttöjä korkeammalta ja sukupuolten välillä esiintyi eri puhetehtävissä eri strategioita, mutta tässä tutkimuksessa koulutustausta tai sukupuoli ei ollut yhteydessä äänenkorkeuden säätelyyn puheessa. Tyttöjen F0 oli luennassa 216 Hz ja spontaanipuheessa 213 Hz. Poikien F0 oli kansainvälisesti verrattuna matala: lukunäytteissä 101 Hz ja spontaanipuheessa 97 Hz. Mahdollisesti poikiin vaikuttaa täysi-ikäisyyden kynnyksellä sosiaalinen normi, joka arvostaa matalan puheäänen käyttöä. Matalaa puheääntä suosittiin myös itsearvioissa: valtaosa tutkittavista arvioi puhekorkeutensa keskivertoa matalammaksi.
Fundamental frequency (F0) in speech is mainly defined by anatomical and biological factors, but it is also affected by different socio-cultural and behavioral models of voice usage. Unoptimal voice usage models can lead to voice disorders. This research examined the F0 of 16−17-year-old Finnish native speakers in reading and in spontaneous speech. In addition, the F0 in a sustained vowel as well as the reading speed was measured, and the students were asked to evaluate their own F0 on a VAS scale. The results were compared with Aino Sallinen-Kuparinen’s (1985) study, which stated that the speakers’ educational background and sex influence their F0. The speaking behaviour of Finnish students seems to have changed during the past 30 years: in the original study, girls attending a vocational school used a higher F0 than girls attending a high school. In addition, the speakers’ sex contributed to some differences in the students’ speaking behaviour. In the present study, neither the educational background nor the speaker’s sex had an effect on the pitch level. The girls’ F0 was 216 Hz in reading and 213 Hz in spontaneous speech. The boys had a low F0 compared to international studies: 101 Hz in reading and 97 Hz in spontaneous speech. Possibly the boys in this age are affected by a social norm, which values a low speaking fundamental frequency. Low F0 was preferred also in the self-evaluation: the majority of the test persons estimated their own F0 to be lower than average.
2018-08-15T09:44:27Z
2018-08-15T09:44:27Z
2018-08-15T09:44:27Z
2017
Journal article
Ketolainen, Ilkka Laakso, Minna Simberg, Susanna . Pitch level of 16−17-year-old Finnish students in reading and spontaneous speech tasks. Puhe ja kieli. 2017, 37(4), 259-277
http://hdl.handle.net/10852/62966
1496918
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Puhe ja kieli&rft.volume=37&rft.spage=259&rft.date=2017
Puhe ja kieli
37
4
259
277
URN:NBN:no-65544
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62966/4/PK_4-17_artikkeli_Ketolainen_259-277+%281%29.pdf
Puheen ja kielen tutkimuksen yhdistys / Finnish Association of Speech and Language Research
1458-3410
oai:www.duo.uio.no:10852/61207
2018-03-29T22:08:40Z
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Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools
Arnesen, Anne
Braeken, Johan
Ogden, Terje
Melby-Lervåg, Monica
Social functioning and reading proficiency are critical for success in school and society. Therefore, identifying children with such problems is important. This study had 2 parts: first, a random sample of 234 elementary schools was surveyed about which instruments they use to assess reading proficiency and social functioning. Second, a systematic review of the quality of these instruments was conducted using international standards for examining the quality of assessment instruments. The survey showed that schools more often assessed and had more instruments available for reading than for social functioning. The systematic review of the assessment instruments used revealed that the psychometric qualities of many was weak or undocumented, while the dimensions of test material quality were generally good. The findings demonstrate a need for a more thorough examination of the psychometric properties of assessment instruments to be used in school.
2018-03-21T10:32:48Z
2018-03-21T10:32:48Z
2018-03-21T10:32:48Z
2018
Journal article
Arnesen, Anne Braeken, Johan Ogden, Terje Melby-Lervåg, Monica . Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools. Scandinavian Journal of Educational Research. 2018
http://hdl.handle.net/10852/61207
1561195
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Scandinavian Journal of Educational Research
26
http://dx.doi.org/10.1080/00313831.2017.1420685
URN:NBN:no-63825
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61207/2/FInal_Published_SJER.pdf
Anne Arnesen (2018) Social Functioning and Reading Proficiency: Validity of Educational Assessments Used in Norwegian Elementary Schools. Doctoral thesis http://hdl.handle.net/10852/61333
http://hdl.handle.net/10852/61333
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Routledge -Taylor & Francis
0031-3831
oai:www.duo.uio.no:10852/62932
2018-08-14T22:07:36Z
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Four Pathways to Anorexia Nervosa: Patients' Perspective on the Emergence of AN
Gulliksen, Kjersti Solhaug
Nordbø, Ragnfrid
Espeset, Ester Marie Stornes
Skårderud, Finn
Holte, Arne
Introduction: Studies show that patients' perception of their illness has a direct influence both on their utilization of health services and their adherence to treatment plans. This may be particularly relevant to the treatment of Anorexia Nervosa (AN). Previous studies on AN have typically explored single psycho‐social factors that patients with AN relate to the emergence of their illness. There is a need for more coherent systematic descriptions of the complexity of the patients' narratives about how their illness emerged. In this study, we sought to identify common components in the participants' narratives. By identifying different combinations of these components in the narratives, we sought to describe differences in patients' perceived pathways to AN.
Methods: Participants were 36 women aged 18–51 years who had been treated for AN within the past 2 years at five clinical institutions in Norway. Semi‐open qualitative interviews were conducted, tape‐recorded, transcribed and analysed using grounded theory techniques.
Results: We identified the following four distinct perceived pathways into AN: ‘The Avoidant’, ‘The Achiever’, ‘The Transformer’ and ‘The Punisher’. The pathways could be regarded as four different projects for mastering life's challenges.
Discussion: Our results suggest that there seem to be at least four pathways into AN. This indicates that a common array of symptoms might cover very different psychological dynamics. These might need to be treated therapeutically in different ways and should probably be taken into account during the refinement of diagnostic tools.
© 2016 John Wiley & Sons, Ltd.
2018-08-14T12:22:57Z
2018-08-14T12:22:57Z
2018-08-14T12:22:57Z
2017
Journal article
Gulliksen, Kjersti Solhaug Nordbø, Ragnfrid Espeset, Ester Marie Stornes Skårderud, Finn Holte, Arne . Four Pathways to Anorexia Nervosa: Patients' Perspective on the Emergence of AN. Clinical Psychology and Psychotherapy. 2017, 24(4), 846-858
http://hdl.handle.net/10852/62932
1524135
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Clinical Psychology and Psychotherapy&rft.volume=24&rft.spage=846&rft.date=2017
Clinical Psychology and Psychotherapy
24
4
846
858
http://dx.doi.org/10.1002/cpp.2050
URN:NBN:no-65505
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62932/4/Gulliksen%2Bet%2Bal.%2BFour%2Bpathways%2Bto%2BAnorexia%2BNervosa%2BClinical%2BPsychology%2Band%2BPsychotherapy%2BSecond%2Brevision5.pdf
John Wiley & Sons, Ltd.
1063-3995
oai:www.duo.uio.no:10852/60371
2018-02-23T23:07:02Z
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‘Jeg fikk utfordret meg selv!’ – Elevsentrert læring for elever med utviklingshemming
Garrels, Veerle
Elevmedvirkning danner et viktig fundament for selvbestemmelse, men både selvbestemmelse og elevmedvirkning er ofte mangelvare for elever med utviklingshemming. I denne artikkelen reflekteres det over hvorfor elevmedvirkning er viktig, og hvordan man ved hjelp av en undervisningsmodell kan fremme medvirkning og selvbestemmelse også overfor for denne elevgruppen.
2018-02-23T13:58:38Z
2018-02-23T13:58:38Z
2018-02-23T13:58:38Z
2018
Journal article
Garrels, Veerle . ‘Jeg fikk utfordret meg selv!’ – Elevsentrert læring for elever med utviklingshemming. Spesialpedagogikk. 2018(1), 54-67
http://hdl.handle.net/10852/60371
1563129
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Spesialpedagogikk&rft.volume=&rft.spage=54&rft.date=2018
Spesialpedagogikk
1
54
67
URN:NBN:no-63026
Fulltext https://www.duo.uio.no/bitstream/handle/10852/60371/2/Artikkel%2BVeerle%2BGarrels%252C%2B1.%2Bkorr..pdf
0332-8457
oai:www.duo.uio.no:10852/62934
2019-02-08T23:31:37Z
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Sex-Differences in Children Referred for Assessment: An Exploratory Analysis of the Autism Mental Status Exam (AMSE)
Øien, Roald A
Vambheim, Sara Magelssen
Hart, Logan
Nordahl-Hansen, Anders
Erickson, Craig
Wink, Logan
Eisemann, Martin
Shic, Frederick
Volkmar, Fred R.
Grodberg, David
The autism mental status exam is an eight-item observational assessment that structures the way we observe and document signs and symptoms of ASD. Investigations of test performance indicate strong sensitivity and specificity using gold-standard assessment as reference standard. This study aims to explore potential sex differences in AMSE test performance and observations of 123 children referred for autism assessment. Results indicates more language deficits in females with ASD than in males with ASD and less sensory symptoms in females compared to males with ASD. The AMSE performance is similar in identifying ASD and non-ASD in females compared to males. Less disruptive behaviors in females, might cause a need for a bigger hit to other areas of development to raise concern.
© 2018 Springer Verlag
2019-02-08T23:31:37Z
2019-02-08T23:31:37Z
2019-02-08T23:31:37Z
2018
Journal article
Øien, Roald A Vambheim, Sara Magelssen Hart, Logan Nordahl-Hansen, Anders Erickson, Craig Wink, Logan Eisemann, Martin Shic, Frederick Volkmar, Fred R. Grodberg, David . Sex-Differences in Children Referred for Assessment: An Exploratory Analysis of the Autism Mental Status Exam (AMSE). Journal of Autism and Developmental Disorders. 2018
http://hdl.handle.net/10852/62934
1563205
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Autism and Developmental Disorders&rft.volume=&rft.spage=&rft.date=2018
Journal of Autism and Developmental Disorders
https://doi.org/10.1007/s10803-018-3488-y
URN:NBN:no-65509
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62934/2/AMSE%2Bpostprint.pdf
0162-3257
oai:www.duo.uio.no:10852/65434
2018-12-06T10:21:20Z
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The poor get richer: heterogeneity in the efficacy of a school-level intervention for academic language
Lawrence, Joshua Fahey
Francis, David
Paré-Blagoev, Juliana
Snow, Catherine E
The goal of this study was to test the impacts of a brief discussion-based, vocabulary-focused intervention on students’ knowledge of taught vocabulary, general vocabulary, and reading comprehension. The program being evaluated, Word Generation, involves students in a variety of reading, writing, and discussion activities, all designed to offer contexts for using target vocabulary in an academic register (Schleppegrell, 2001; Author, 2009b). We know that vocabulary is strongly related to reading comprehension (Freebody & Anderson, 1983a, 1983b; Gough & Tunmer, 1986; Paris, 2005; RAND Reading Study Group, 2002) and that vocabulary interventions find effects on comprehension in texts that include the taught words (e.g., McKeown, Beck, Omanson, & Perfetti, 1983; McKeown, Beck, Omanson & Pople, 1985). Thus, the Word Generation program focuses on high frequency academic words that are required when reading secondary school texts across disciplines (Townsend, Filippini, Collins, Biancarosa, 2012). We also consider the possibility that the contexts that support students’ exposure to and use of academic words in discussion and writing are likely to support general vocabulary and reading development.
2018-11-08T12:48:59Z
2018-11-08T12:48:59Z
2018-11-08T12:48:59Z
2017
Journal article
Lawrence, Joshua Fahey Francis, David Paré-Blagoev, Juliana Snow, Catherine E . The poor get richer: heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness. 2017, 10(4), 767-793
http://hdl.handle.net/10852/65434
1553229
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Research on Educational Effectiveness&rft.volume=10&rft.spage=767&rft.date=2017
Journal of Research on Educational Effectiveness
10
4
767
793
http://dx.doi.org/10.1080/19345747.2016.1237596
URN:NBN:no-68361
Fulltext https://www.duo.uio.no/bitstream/handle/10852/65434/5/Poor%2Bget%2Bricher%2BJanuary%2B12%2B2016.pdf
Fulltext https://www.duo.uio.no/bitstream/handle/10852/65434/6/Suppl-poor%2Bgets%2Bricher%2BTables%2BJanuary%2B12.pdf
1934-5747
oai:www.duo.uio.no:10852/62938
2019-09-26T22:46:00Z
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Habilitation service utilization patterns among children with mild intellectual disability
Olsson, Lena M.
Elgmark Andersson, Elisabeth
Granlund, Mats
Huus, Karina
Background: There is a need for more knowledge about the utilization of habilitation services outside school among children with mild intellectual disability (ID). Specific aims. The aim of this study was to describe the patterns of habilitation service utilization among children with mild ID living in Sweden.
Method: A quantitative cross‐sectional total population study was performed using data from service providers’ existing records.
Findings: The most common types of services utilized were those by physicians, counselors, and psychologists. Compared with children with mild ID who were in special classes, children with mild ID who were integrated into mainstream classes utilized significantly fewer types of services. Increasing age of the child was associated with a lower number of service types utilized. Children integrated into mainstream classes were significantly less likely to utilize habilitation services than children attending special classes. The likelihood of utilizing habilitation services decreased with age. Approximately two‐thirds of the children utilized habilitation services.
Discussion: It is urgent that integration/inclusion in one organizational system, that is, school, does not result in exclusion in another system, such as pediatric habilitation services, which also aim to promote active participation in society. Pediatric habilitation professionals, teachers, and health units at schools need to interact in a manner so that children with mild ID, independent of type of school setting, have access to disability‐related services outside school.
© 2017 John Wiley & Sons, Inc.
2019-09-26T22:46:00Z
2019-09-26T22:46:00Z
2019-09-26T22:46:00Z
2017
Journal article
Olsson, Lena M. Elgmark Andersson, Elisabeth Granlund, Mats Huus, Karina . Habilitation service utilization patterns among children with mild intellectual disability. Journal of Policy and Practice in Intellectual Disabilities. 2017, 14(3), 233-239
http://hdl.handle.net/10852/62938
1553261
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Policy and Practice in Intellectual Disabilities&rft.volume=14&rft.spage=233&rft.date=2017
Journal of Policy and Practice in Intellectual Disabilities
14
3
233
239
http://dx.doi.org/10.1111/jppi.12174
URN:NBN:no-65512
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62938/2/Habilitation%2Bservice%2Butilization%2Bpatterns_1.mars.pdf
1741-1122
oai:www.duo.uio.no:10852/62935
2019-03-03T23:46:48Z
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The Scientific Study of Parents and Caregivers of Children with ASD: A Flourishing Field but Still Work to be Done
Nordahl-Hansen, Anders
Hart, Logan
Øien, Roald A
There is a long history of research on parents and caregivers of individuals within autism. Parents and other primary caregivers typically play the most important part in the lives of persons with ASD although the need for support as the child becomes of age varies widely. This special issue includes 30 articles on central areas related to parenting and caregiving for people with ASD. Some of the key themes include intervention and training, mental health issues related to parent and family stress, measurement and assessment, and parent–child transactional processes. Other articles in this issue consider different but equally important topics such as sibling as potential future caregivers and parent support of preschool peer relationships.
© 2018 Springer Verlag
2019-03-03T23:46:48Z
2019-03-03T23:46:48Z
2019-03-03T23:46:48Z
2018
Journal article
Nordahl-Hansen, Anders Hart, Logan Øien, Roald A . The Scientific Study of Parents and Caregivers of Children with ASD: A Flourishing Field but Still Work to be Done. Journal of Autism and Developmental Disorders. 2018
http://hdl.handle.net/10852/62935
1570234
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Autism and Developmental Disorders&rft.volume=&rft.spage=&rft.date=2018
Journal of Autism and Developmental Disorders
https://doi.org/10.1007/s10803-018-3526-9
URN:NBN:no-65506
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62935/4/PostPrint-The%2BScientific%2BStudy%2Bof%2BParents%2Band%2BCaregivers%2Bof%2BChildren%2Bwith%2BASD.pdf
0162-3257
oai:www.duo.uio.no:10852/62920
2019-01-01T23:31:09Z
com_10852_238
com_10852_234
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Respiratory tract infections and voice quality in 4-year-old children in the STEPS study
Kallvik, Emma
Toivonen, Laura
Peltola, Ville
Kaljonen, Anne
Simberg, Susanna
Objectives: Health-related factors are part of the multifactorial background of dysphonia in children. Respiratory tract infections affect the same systems and structures that are used for voice production. The purpose of this study was to investigate if the number of respiratory tract infections or the viral etiology were significant predictors for a more hoarse voice quality.
Methods: The participants were 4-year-old children who participated in the multidisciplinary STEPS study (Steps to the Healthy Development and Well-being of Children) where they were followed up from pregnancy or birth to 4 years of age. Data were collected through questionnaires and a health diary filled in by the parents. Some of the children were followed up more intensively for respiratory tract infections during the first 2 years of life, and nasal swab samples were taken at the onset of respiratory symptoms. Our participants were 489 of these children who had participated in the follow-up for at least 1 year and for whom data on respiratory tract infections and data on voice quality were available.
Results: The number of hospitalizations due to respiratory tract infections was a significant predictor for a more hoarse voice quality. Neither the number of rhinovirus infections nor the number of respiratory syncytial virus infections was statistically significant predictors for a more hoarse voice quality.
Conclusions: Based on our results, we would suggest including questions on the presence of respiratory tract infections that have led to hospitalization in the pediatric voice anamnesis. Whether the viral etiology of respiratory tract infections is of importance or not requires further research.
2019-01-01T23:31:09Z
2019-01-01T23:31:09Z
2019-01-01T23:31:09Z
2018
Journal article
Kallvik, Emma Toivonen, Laura Peltola, Ville Kaljonen, Anne Simberg, Susanna . Respiratory tract infections and voice quality in 4-year-old children in the STEPS study. Journal of Voice. 2018
http://hdl.handle.net/10852/62920
1553354
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Voice&rft.volume=&rft.spage=&rft.date=2018
Journal of Voice
10.1016/j.jvoice.2018.01.021
URN:NBN:no-65483
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62920/4/Respiratory%2Btract%2Binfections%2Band%2Bvoice%2Bquality%2Bin%2B4-year-old%2Bchildren%2Bin%2Bthe%2BSTEPS%2Bstudy.pdf
Elsevier Science
0892-1997
oai:www.duo.uio.no:10852/62922
2018-08-14T22:07:07Z
com_10852_238
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Resonance tube phonation in water – the effect of tube diameter and water depth on back pressure and bubble characteristics at different airflows
Wistbacka, Greta
Amaranta Andrade, Pedro
Simberg, Susanna
Hammarberg, Britta
Södersten, Maria
Svec, Jan
Granqvist, Svante
Objectives: Resonance tube phonation with tube end in water is a voice therapy method in which the patient phonates through a glass tube, keeping the free end of the tube submerged in water, creating bubbles. The purpose of this experimental study was to determine flow-pressure relationship, flow thresholds between bubble types, and bubble frequency as a function of flow and back volume.
Methods: A flow-driven vocal tract simulator was used for recording the back pressure produced by resonance tubes with inner diameters of 8 and 9 mm submerged at water depths of 0–7 cm. Visual inspection of bubble types through video recording was also performed.
Results: The static back pressure was largely determined by the water depth. The narrower tube provided a slightly higher back pressure for a given flow and depth. The amplitude of the pressure oscillations increased with flow and depth. Depending on flow, the bubbles were emitted from the tube in three distinct types with increasing flow: one by one, pairwise, and in a chaotic manner. The bubble frequency was slightly higher for the narrower tube. An increase in back volume led to a decrease in bubble frequency.
Conclusions: This study provides data on the physical properties of resonance tube phonation with the tube end in water. This information will be useful in future research when looking into the possible effects of this type of voice training.
2018-08-14T10:44:00Z
2018-08-14T10:44:00Z
2018-08-14T10:44:00Z
2018
Journal article
Wistbacka, Greta Amaranta Andrade, Pedro Simberg, Susanna Hammarberg, Britta Södersten, Maria Svec, Jan Granqvist, Svante . Resonance tube phonation in water – the effect of tube diameter and water depth on back pressure and bubble characteristics at different airflows. Journal of Voice. 2018, 32(1), 126.e11-126.e22
http://hdl.handle.net/10852/62922
1496911
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Voice&rft.volume=32&rft.spage=126.e11&rft.date=2018
Journal of Voice
32
1
126.e11
126.e22
http://dx.doi.org/10.1016/j.jvoice.2017.04.015
URN:NBN:no-65490
Fulltext https://www.duo.uio.no/bitstream/handle/10852/62922/4/Resonance%2Btube%2Bphonation%2Bin%2Bwater%2B%E2%80%93%2Bthe%2Beffect%2Bof%2Btube%2Bdiameter%2Band%2Bwater%2Bdepth%2Bon%2Bback%2Bpressure%2Band%2Bbubble%2Bcharacteristics%2Bat%2Bdifferent%2Bairflows.pdf
Elsevier Science
0892-1997
oai:www.duo.uio.no:10852/61333
2018-03-27T22:06:41Z
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Social Functioning and Reading Proficiency: Validity of Educational Assessments Used in Norwegian Elementary Schools
Arnesen, Anne
The thesis is written within the field of special education. It has examined issues related to assessing students' social functioning and reading proficiency. Early and accurate identification of students´ specific difficulties in one or both of these areas is essential to guide efficient interventions and monitor progress. However, high-quality assessments to guide efficient interventions and monitor students’ progress are required. This is examined in the thesis’ three studies using multiple methods. First, descriptive analysis of survey data on the school's use of educational assessments for students' social functioning and reading development formed the basis for systematic review of the quality of the available documentation of the instruments. The findings showed that reading development was assessed three times as often as social functioning. The psychometric quality of the most used assessments was weak or undocumented, while the material quality was generally good.
The other studies examined two specific screening instruments, the “Elementary Social Behavior Assessment” (ESBA) for students' social functioning in Grades 1-6 and the "Oral Reading Fluency" (ORF) for students' reading development in terms of decoding, accuracy and fluency in Grades 2-5. ESBA showed good criterion validity when correlated with the teachers´ version of the "Social Skills Rating System". Factor analyzes established construct validity and high score and test-retest reliabilities were found. Latent growth curve models showed measurement invariance for the ORF. Even though, initial individual differences varied more than growth rates, growth was positive for all participating students. Criterion validity was established in which the ORF and the National tests and assessments in reading correlated moderate to strong. Reliability values for ORF were high.
Overall, the thesis highlights areas of development for educational assessment practices and further in-depth research to improve the assessment quality that may strengthen preventive approaches and learning support for struggling students. The doctoral work has been conducted at the Department of Special Needs Education.
2018-03-27T14:15:53Z
2018-03-27T14:15:53Z
2018-03-27T14:15:53Z
2018
Doctoral thesis
http://hdl.handle.net/10852/61333
URN:NBN:no-63948
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61333/1/Anne-Arnesen-PhD-2018.pdf
en
Paper I: Arnesen, A., Braeken, J., Ogden, T., & Melby-Lervåg, M. (2017). Assessing Students’ Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments used in Norwegian Elementary Schools. Published in Scandinavian Journal of Educational Research. The paper is included in the thesis. Also available at:
http://urn.nb.no/URN:NBN:no-63825
Paper II: Arnesen, A., Smolkowski, K., Ogden, T., & Melby-Lervåg, M. (2017). Validation of the Elementary Social Behavior Assessment: Teacher ratings of students’ social skills adapted to Norwegian, Grades 1 to 6. Emotional and Behavioural Difficulties. The paper is not available in DUO due to publisher restrictions. The published version is available at: https://doi.org/10.1080/13632752.2017.1316473
Paper III: Arnesen, A., Braeken, J., Baker, S., Meek-Hansen, W., Ogden, T., & Melby-Lervåg, M. (2017). Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations with Reading Proficiency in Norwegian, Grades 2–5. Reading Research Quarterly, 52(2), 177-201. The paper is included in the thesis. Also available at: http://urn.nb.no/URN:NBN:no-55166
http://urn.nb.no/URN:NBN:no-63825
https://doi.org/10.1080/13632752.2017.1316473
http://urn.nb.no/URN:NBN:no-55166
oai:www.duo.uio.no:10852/61376
2019-01-31T23:07:55Z
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col_10852_41926
Telerehabilitation for aphasia – protocol of a pragmatic, exploratory, pilot randomized controlled trial
Øra, Hege P
Kirmess, Melanie
Brady, Marian C
Winsnes, Ingvild E
Hansen, Silje M
Becker, Frank
Background
The Cochrane review on the effectiveness of speech and language therapy for aphasia following stroke suggests intensity of therapy is a key predictor for outcome. Current aphasia services cannot provide intervention at the intensity observed within trial contexts because of resource limitations. Telerehabilitation could widen access to speech-language pathologists (SLPs) in geographically remote contexts and reduce the time spent on travel by the therapist and patient. The current academic literature within this field is in its infancy, with few trials of speech and language therapy (SLT) delivered by videoconference. Our pilot randomized controlled trial (RCT) will explore feasibility aspects and effectiveness of telerehabilitation for aphasia in addition to standard SLT.
Method/design
Our study is a pragmatic, exploratory, pilot randomized controlled trial, where participants will be randomized to a telerehabilitation group or a control group. Both groups receive standard SLT (usual care) but the telerehabilitation group receives an additional 5 h of telerehabilitation per week over 4 weeks through videoconference. This additional telerehabilitation focuses on spoken language with an emphasis on word naming. We aim to include 40 patients in each group, with inclusion criteria being aphasia any time post stroke. Participants will be assessed blindly at pre-randomization (baseline), and 4 weeks and 4 months after randomization. The primary endpoint is naming ability 3 months after the completed intervention, measured by the Norwegian Basic Aphasia Assessment (NGA) naming subtest. Secondary endpoints include other subtests of the NGA, the VAST (Verb and Sentence Test) subtest sentence production, Communicative Effectiveness Index (CETI) and the Stroke and Aphasia Quality of Life scale (SAQOL-39). Experiences of patients and SLPs with telerehabilitation are assessed using questionnaires and semi-structured interviews. Statistical between group comparisons will be in line with an intention-to-treat analysis.
Discussion
This pilot RCT of intensive language training by videoconference will contribute new scientific evidence to the field of aphasia telerehabilitation. Here, we describe our trial which will explore the feasibility of telerehabilitation for aphasia as an intervention, our choice of primary and secondary outcome measures and proposed analyses. Our trial will provide information for the development and delivery of future definitive RCTs.
Trial registration
ClinicalTrials.gov, ID:
NCT02768922
. Registered on 11 May 2016. Last updated on 17 November 2017.
2018-04-03T04:58:23Z
2018-04-03T04:58:23Z
2018-04-03T04:58:23Z
2018
Journal article
Trials. 2018 Apr 02;19(1):208
http://hdl.handle.net/10852/61376
1596866
http://dx.doi.org/10.1186/s13063-018-2588-5
URN:NBN:no-63980
Fulltext https://www.duo.uio.no/bitstream/handle/10852/61376/1/13063_2018_Article_2588.pdf
eng
https://creativecommons.org/licenses/by/4.0/
The Author(s); licensee BioMed Central Ltd.
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
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