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Westling Allodi, MaraORCID iD iconorcid.org/0000-0003-2396-4710
Alternative names
Publications (10 of 131) Show all publications
Westling Allodi, M. & Ringer, N. (2024). A new observation protocol to assess the social emotional climate in elementary classrooms: Goal Attitudes and Values in School (GAVIS). In: : . Paper presented at CRIEI - CONFERENCE ON RESEARCH INNOVATIONS IN EARLY INTERVENTION February 15-17, 2024, San Diego, U.S.A..
Open this publication in new window or tab >>A new observation protocol to assess the social emotional climate in elementary classrooms: Goal Attitudes and Values in School (GAVIS)
2024 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The classroom is a context in which proximal processes occur. The classroom social emotional climate (CSEC) is associated to students’ wellbeing and learning and its quality can be target for tier-1 interventions. An observation protocol GAVIS has been developed, based on theories on learning environments and motivation. GAVIS contains 20 items in 5 dimensions (stimulation, improvement, structure, relationship, influence) covering distinct but related aspects of CSEC. Analyses of 53 observations in inclusive kindergarten and elementary classroom are examined: the protocol shows good scale reliability; the five-factor structure is confirmed. MAVIS scores show large correlation with class means of wellbeing scores. Rationale and purpose: The classroom social emotional climate (CSEC) is associated to students’ well-being and learning. The CSEC construct has potential to be relevant for research and practice since an accurate assessment of the quality of the social emotional climate may provide measures that can be used as outcomes of interventions, if they are reliable, prove to be valid and are sensitive to changes.  The aim of the study is to explore how the GAVIS observation protocol has worked in a first test and to examine its psychometric properties. GAVIS observation protocol is an innovation in the methodological field of classroom observations; its validation as instrument however would require further steps and more resources: a larger scale trial with examination of inter-rater reliability, test-retest-reliability; an examination of convergent, concurrent and predictive validity may be goals for future studies.Even if teachers, special educational needs professionals and managers experience and are aware of differences in quality of the social emotional climate in educational setting, it is often perceived challenging to change these situations in our context. The validated observation protocol could be employed in educational practice as an assessment tool where the teacher may receive constructive feedback by a coach, which may facilitate the planning of improvements in the classroom practice. The GAVIS instrument could be useful in research as an assessment of classroom quality before and after an intervention.  

National Category
Educational Sciences
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-226163 (URN)
Conference
CRIEI - CONFERENCE ON RESEARCH INNOVATIONS IN EARLY INTERVENTION February 15-17, 2024, San Diego, U.S.A.
Projects
Samspel i Samklang 2018-04012
Funder
Swedish Research Council, 2018-04012
Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-02-01Bibliographically approved
Riad, R., Westling Allodi, M. & Siljehag, E. (2024). Application of switching replications design in a trial of dialogic book reading. In: : . Paper presented at Conference on Research Innovations in Early Intervention, San Diego, February 15-17, 2024..
Open this publication in new window or tab >>Application of switching replications design in a trial of dialogic book reading
2024 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Randomized controlled trials (RCT) are recommended for evaluation of intervention effects. Conducting a regular RCT in educational settings yet can be challenging, due to sample size requirements, clusters of students, and objections against being assigned to the control group. In a recent study we adopted the Switching Replications design with cluster randomization. The participants were 85 five-year old children attending 9 inclusive preschools and their teachers. We will discuss the possible advantages of the design, based on experiences of a cluster randomized trial of dialogic book reading with switching replications, with three point of data collection: pretest, mid-test, and posttest. 

National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-226844 (URN)
Conference
Conference on Research Innovations in Early Intervention, San Diego, February 15-17, 2024.
Funder
Swedish Research Council, 2017-03683Swedish Institute for Educational Research, 2018-00018
Available from: 2024-02-21 Created: 2024-02-21 Last updated: 2024-02-23Bibliographically approved
Riad, R., Westling Allodi, M., Siljehag, E. & Bölte, S. (2024). Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

Keywords
Dialogic reading, switching replications design, vocabulary, early childhood education, additional language learners
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-227558 (URN)10.1080/00313831.2024.2348473 (DOI)001214730500001 ()2-s2.0-85192232414 (Scopus ID)
Funder
Swedish Research Council, 2017-03683Swedish Institute for Educational Research, 2018-00018
Available from: 2024-03-19 Created: 2024-03-19 Last updated: 2024-05-21
Baraldi, E., Westling Allodi, M., Smedler, A.-C., Löwing, K., Westrup, B., Wadström, N. & Ådén, U. (2024). Innovative multiprofessional early intervention aiming at improving development of prematurely born children. In: : . Paper presented at Conference on Reasearch Innovations in Early Interventions (CRIEI), San Diego, USA, 15-17 February, 2024..
Open this publication in new window or tab >>Innovative multiprofessional early intervention aiming at improving development of prematurely born children
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2024 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Abstract: Extremely preterm born children and their parents is a vulnerable group with a high risk of developmental delays, academic challenges and parental mental health difficulties. Previously interventions have been medical focusing of increasing survival, but recently post-discharge interventions improving long-term development have been presented. This abstract concerns a novel multiprofroessional intervention, Stockholm Preterm Interaction-Based Intervention (SPIBI) aiming at consolidation of expertise from educational, behavioral and medical fields in benefit of the child development and family well-being.  

Rationale and purpose: SPIBIs purpose is to enhance the parent-child interaction, child cognitive and motor development, child preschool social participation and parental mental health in families with extreme preterm born infants.

Description of methods, results, or modes of inquiry: In a novel RCT a strengths-based post-discharge intervention targeting extreme preterm born (EPT= born before 28 gestational weeks) infants and their parents is being tested. 130 EPT born children and their parents have been randomly allocated to an intervention group receiving 10 home visits during the first year at home, or a control group receiving treatment as usual with an extended follow-up program. The novel intervention is named Stockholm Preterm Interaction-Based Intervention (SPIBI).

Innovation: The field of long-term development of extremely born infants is innovative in itself, since the field consist of a severely vulnerable population on the verge of viability, who did not survive twenty years ago. The innovation in SPIBI is its consolidation of practical knowledge as well as research concerning the challenges of extreme prematurity from a medical (brain developmental), special educational (preschool behavioral), physiotherapeutic (motor), psychological (parent-child-interactional and cognitive) perspective. Working together will benefit the child and family as a whole, since extreme prematurity is a nuanced field with implications for several aspects of development. Despite this, previous international research from the field is almost always unidisciplinary.

Implications for policy or practice: The outcome will influence practice at a regional and possible national level, concerning how a low cost early intervention may improve several outcomes and reduce challenges for a group of children with a high risk of developmental delays.

Relationship to principles of diversity, equity, and inclusion: The extreme preterm born population often has double challenges, both concerning developmental delays and socioeconomic hardships, both internationally and in a Swedish context. Giving this vulnerable population initial extra support is ultimately a question of equity, increasing the chance of participating in fully inclusive learning environments ahead.

Methods used to encourage audience engagement When presenting the poster, these 3 questions will be continuously discussed with researchers passing by:

1.     What do parents to medically fragile infants who have been balancing on the verge of death, need when the family comes back home from the hospital?

2.     What are the key elements of multidisciplinary and multiprofessional co-operation between medicine, psychology and special education?

3.     What may be the different needs of different groups of families with extreme preterm born children, regarding socioeconomic background, severity of prematurity and migration statues?

Keywords
Infant and toddler/Family, Multiprofessional
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-226838 (URN)
Conference
Conference on Reasearch Innovations in Early Interventions (CRIEI), San Diego, USA, 15-17 February, 2024.
Projects
Stockholm Interaction-Based Intervention
Available from: 2024-02-21 Created: 2024-02-21 Last updated: 2024-02-23Bibliographically approved
Ringer, N. & Westling Allodi, M. (2024). Understanding the Positive Classroom Social Climate from Swedish Teachers’ Perspectives- a Qualitative Investigation. In: The Nordic Educational Research Association NERA 2024 Conference at Malmö University: Abstract Book. Paper presented at The Nordic Educational Research NERA 202 Malmö University 6-8 March 2024, Malmö, Sweden. (pp. 77-77).
Open this publication in new window or tab >>Understanding the Positive Classroom Social Climate from Swedish Teachers’ Perspectives- a Qualitative Investigation
2024 (English)In: The Nordic Educational Research Association NERA 2024 Conference at Malmö University: Abstract Book, 2024, p. 77-77Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research aim

The aim of the study was to investigated what elements and features teachers perceive as the constructs and characters of positive social climate.

Theoretical framework

Goals, Attitudes, and Values in School (GAVIS) is a theoretical framework built upon theories of human development and a qualitative investigation of students’ perceptions of positive features in their classroom social climate (Allodi Westling, 2010).

Methodological design

The study is based on a qualitative investigation in the form of semi-structured in-depth interviews with elementary school teachers. The analysis method was an inductive qualitative content analysis suggested by Elo and Kyngäs (2007).

Findings

The analysis resulted with five categories that together describe elements and features of positive social climate in the classroom from teachers’ perspectives.

 1.           Commitment

This category consists of expressions of students’ commitment, engagement and dedication in the classroom. Such expressions are when students actively participate in activities, carry out the task in an active way, answer questions or discus eagerly with each other, as well as expressions of interest, desire, and enthusiasm in students. Expressions of creativity, playfulness and humor are also expressions that are included in this category.

 2.           Improvement

This category entails expressions of students’ willingness to improve, develop skills, do their best, and make efforts to manage challenging tasks. Such expressions are for example asking follow-up questions, answer elaborately, or if students have finished a task, they ask to receive a new task. In this category are included expressions of receiving and using individual feedback or collective feedback from teachers, as well as when good individual performances are recognized by other. When teachers encourage students to make efforts, and conveys 'I trust you can do it’ are also characters of this category.

 3.           Structure.

This category describes aspects related to structure, rules, control and predictability in the classroom. The category includes characters such as having and keeping structure for lectures, coming on time to the class, following classroom rules, activities start and end as planned, clear placement in the group, students raise their hand to get the word, and students and teachers are not interrupted when they talk.

4.           Fellowship/ Companionship Helpfulness

This category consists of teachers’ appraisals related to students' propensity to be helpful, open and inclusive towards each other for help. Such descriptions are for example that students take care of each other, take each other's needs into account, share materials and generous with each other. Other examples are when students help each other with knowledge or emotionally, encourage, pep and receive compliments from each other.

 5.           Responsibility

This category entails teachers’ descriptions in which students take responsibility and influence their social environment. Such descriptions are when students are involved in taking decisions, get to choose between options of activities, or to influence the content and the way in which they work in the classroom. Students express their own views and suggestions, and teachers consider these views and suggestions. Students receive responsibility from the teacher.

Implication of the study

Relevance to Nordic educational research

Positive social climate in the classroom is associated with psychological wellbeing (Tabrizi & Sheikholeslami, 2020), academic motivation (Thornberg et al., 2020), and higher academic performances (Hamre & Pianta, 2001). However, there are still questions regarding the conceptualization of a positive classroom social climate, the components that built it up, and the directions on how to create it (Ginner Hau et al., 2021; Wang et al., 2020). Including teachers’ perspectives in the development of theory and educational practice is a desirable goal (Wang et al., 2020). The results are valuable to enrich our understanding of the phenomenon, to construct instruments to assess it, and to develop interventions to improve the social climate in the classroom.

 

Keywords
Positive Social Climate, Classroom Teachers' Perspectives, Interviews
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-227277 (URN)
Conference
The Nordic Educational Research NERA 202 Malmö University 6-8 March 2024, Malmö, Sweden.
Projects
VR Projekt Samspel i samklang med elevers behov
Funder
Swedish Research Council, 2018-04012
Available from: 2024-03-11 Created: 2024-03-11 Last updated: 2024-03-12Bibliographically approved
Wikman, C., Westling Allodi, M. & Ferrer-Wreder, L. (2023). Evaluation of a Pilot School-Based Teacher-Coaching Intervention to Change the Social Climate in Second Grade. In: EARLI 2023 - Book of abstracts: . Paper presented at The 20th Biennial EARLI Conference, 22-26 August, 2023, Thessaloniki, Greece. (pp. 171-171).
Open this publication in new window or tab >>Evaluation of a Pilot School-Based Teacher-Coaching Intervention to Change the Social Climate in Second Grade
2023 (English)In: EARLI 2023 - Book of abstracts, 2023, p. 171-171Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

The structure of relationships in the classroom and socio-emotionally proceeding in the learning environment may hinder or support children´s learning and development. Therefore, measuring the social climate is essential to identify challenges, successes, and areas for additional improvement. The present study examined the effect of a practice-based coaching intervention in improving the social climate in the learning environment and academic achievement and behavioral outcomes for students. The design was experimental with a cluster randomized assignment. Eligibility criteria for participants and clusters were 1) municipal primary schools, 2) second-grade classes, and 3) teacher certification. Intervention pertains to the cluster level: classes were N=4 and students N=66; wait-list-control group: classes were N=4 and students N=77. The duration of the intervention was five months. It consisted of three key components: action planning, observation, and professional conversation, according to the Practice Based Coaching model. The overall aim of the present study was to develop and test the effects of the intervention that involves the introduction of activities, self-assessment, observation, and coaching aimed at beneficially changing the social climate in the classroom, with a hypothesized indirect impact on students´ self-concept, prosocial behavior, well-being, and academic achievement. To investigate the immediate effects of the intervention, autoregressive structural equation models were estimated. The regression estimates of the intervention of the latent variables at the post-test were non-significant. Based on the obtained results, we discuss potential changes for a longer duration, more frequent coaching sessions, and additional instruments that might enhance the effect of the intervention changes without compromising its feasibility.

Keywords
classroom climate, social climate, social-emotional learning, whole child approach, self-concept, prosocial behaviors, well-being, academic achievement, intervention, Practice-Based Coaching, elementary school
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-220651 (URN)
Conference
The 20th Biennial EARLI Conference, 22-26 August, 2023, Thessaloniki, Greece.
Projects
Samspel i Samklang med Elevers Behov
Funder
Swedish Research Council, 2017-03683 and 2018-04012
Available from: 2023-09-04 Created: 2023-09-04 Last updated: 2023-09-04Bibliographically approved
Gladh, M., Siljehag, E., Westling Allodi, M. & Odom, S. L. (2023). Feasibility and fidelity in implementation of a peer-based intervention for social play. In: JURE 2023 Book of Abstracts: JURE 2023 The 27th Annual JURE Conference for Research on Learning and Instruction 20-21 August 2023 Thessaloniki, Greece. Paper presented at The 27th JURE 2023 Pre-Conference, 20 - 21 August, 2023, Thessaloniki, Greece. (pp. 58-59).
Open this publication in new window or tab >>Feasibility and fidelity in implementation of a peer-based intervention for social play
2023 (English)In: JURE 2023 Book of Abstracts: JURE 2023 The 27th Annual JURE Conference for Research on Learning and Instruction 20-21 August 2023 Thessaloniki, Greece, 2023, p. 58-59Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Policies of early childhood education (ECE) emphasize the significance of social play with peers for children’s well-being, learning, development, social participation, and inclusion. In Swedish ECE settings, the principle of children’s agency, with access to free play is also important. Previous studies show that children with disabilities and other special educational needs (SEN) could risk engaging less in social play with peers. Previous studies also show that it could be challenging in inclusive ECE teaching to balance the principles of agency and social participation for all children, with the concept of explicit teaching. Peerbased intervention and instruction (PBII) constitute a recommended practice for learning social skills and promoting social play between children in inclusive settings. In order to examine such, researchers need to consider the implementation context and the fidelity of the intervention, both in terms of its procedures and content. This presentation provides examples of a multiple case study, exploring the implementation of a PBII for social play skills, in four inclusive Swedishpreschools. It aims to contribute to discussing the implementation of complex interventions and means for treating feasibility and treatment fidelity in various ECE contexts, where views of social play, social learning, teaching, and care might vary. 

National Category
Educational Sciences
Identifiers
urn:nbn:se:su:diva-221651 (URN)
Conference
The 27th JURE 2023 Pre-Conference, 20 - 21 August, 2023, Thessaloniki, Greece.
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-09-29Bibliographically approved
Zakirova Engstrand, R., Roll-Pettersson, L., Andersson, K., Larsson, H., Allodi Westling, M. & Hirvikoski, T. (2023). Group Psychoeducational Intervention for Grandparents of Young Children with ASD: An Open Feasibility Study. Journal of autism and developmental disorders, 53(2), 808-824
Open this publication in new window or tab >>Group Psychoeducational Intervention for Grandparents of Young Children with ASD: An Open Feasibility Study
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2023 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 53, no 2, p. 808-824Article in journal (Refereed) Published
Abstract [en]

This initial open feasibility trial reports on feasibility and preliminary effectiveness of the manualized, group-based psychoeducationalintervention for grandparents of preschool-aged children with ASD provided by the outpatient habilitation servicesin Stockholm, Sweden. One hundred and twenty non-custodial grandparents participated in a 6-h intervention program. Thestudy demonstrated good feasibility: 114 (95%) grandparents completed both pre- and post-intervention measures and evaluationsand reported high intervention acceptability. The results also indicated that grandparents increased their knowledgeabout ASD from pre-intervention to post-intervention, gained skills about strategies of supporting their grandchildren andadult children, and appreciated the opportunity to meet and share experiences with other grandparents. Follow-up with arandomized controlled trial design is needed to firmly establish efficacy of this intervention.

Keywords
Feasibility, Grandparents, Psychoeducational intervention, Family systems
National Category
Psychology
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-200039 (URN)10.1007/s10803-021-05189-0 (DOI)000672408800003 ()34247300 (PubMedID)2-s2.0-85110471180 (Scopus ID)
Available from: 2021-12-21 Created: 2021-12-21 Last updated: 2023-10-10Bibliographically approved
Siljehag, E. & Westling Allodi, M. (2023). Introducing a program supporting social interactions and play in inclusive preschools in Sweden: reflections on a stepwise collaborative implementation process. European Early Childhood Education Research Journal, 31(1), 124-142
Open this publication in new window or tab >>Introducing a program supporting social interactions and play in inclusive preschools in Sweden: reflections on a stepwise collaborative implementation process
2023 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 31, no 1, p. 124-142Article in journal (Refereed) Published
Abstract [en]

Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children’s interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers and one special educator participated. The play intervention included three children in need of special support. Data were collected through structured observations and group and individual interviews. The results show that the teachers acquired skills of implementing accrued play interventions in a preschool setting as well as increased interaction between children with special educational needs and other children. Play Time/ Social Time’s structured approach seems to be appreciated by the teachers in this study; its practice contributed to teachers’ professional development in supporting inclusion in their classroom and in joining a framework of collegial collaboration. 

Keywords
Early childhood education, early intervention, inclusive settings, professional development, social skills
National Category
Educational Sciences
Identifiers
urn:nbn:se:su:diva-213381 (URN)10.1080/1350293X.2022.2157460 (DOI)000898927900001 ()2-s2.0-85144324965 (Scopus ID)
Available from: 2023-01-09 Created: 2023-01-09 Last updated: 2023-02-27Bibliographically approved
Riad, R., Westling Allodi, M., Siljehag, E. & Bölte, S. (2023). Language skills and well-being in early childhood education and care: a cross-sectional exploration in a Swedish context. Frontiers in Education, 8, Article ID 963180.
Open this publication in new window or tab >>Language skills and well-being in early childhood education and care: a cross-sectional exploration in a Swedish context
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 963180Article in journal (Refereed) Published
Abstract [en]

Language skills play a vital role in academic achievement and support reading and writing acquisition. Language skills also enable children to interact with others and develop social abilities. Given the predictive value of early language skills for academic attainment and their connection to social interaction, they have been suggested to be an indicator of well-being as well. However, children from culturally and linguistically diverse backgrounds present lower scores than their peers with a majority language background on standardized language tests, such as vocabulary assessment. In the current study, we examined the relationship between language and self-reported well-being in the school context, based on data from a community sample of 85 five-year-old children attending eight preschools in three Swedish municipalities. Language skills were assessed through measures of vocabulary (receptive and expressive) and narrative skills (MAIN) and were analyzed using structural equation modeling. Narrative ability and vocabulary skills were correlated, but they appear to be distinct constructs. Exposure at home to the majority language was positively associated with vocabulary skills, while narrative ability was not strongly associated with language background. Language skills and well-being were not significantly correlated in the total sample, but post hoc analysis revealed that language background may affect the association. A novel contribution of this study is empirical data on language performance from a community sample with a large proportion of children with diverse language backgrounds. The relationship between subjective well-being and language skills warrants further investigation.

Keywords
additional language learning, narrative skills, vocabulary, well-being, early childhood education
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-217488 (URN)10.3389/feduc.2023.963180 (DOI)000998544400001 ()2-s2.0-85161045733 (Scopus ID)
Funder
Swedish Research Council, 2017-03683
Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2024-03-19Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2396-4710

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