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  • 1.
    Ahlqvist, Göran
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Larsson, Jan‑Olov
    von Rosen, Tatjana
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Statistiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Rydelius, Per‑Anders
    The Sävsjö-school-project: a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum2019Ingår i: Child and Adolescent Psychiatry and Mental Health, E-ISSN 1753-2000, Vol. 13, artikel-id 27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    A curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care).

    Methods

    All six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning.

    Results

    At the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers.

    Conclusions

    The alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension.

    Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.

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    fulltext
  • 2.
    Ahlqvist, Göran
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Rydelius, Per-Anders
    Karolinska Institutet, Sweden.
    The Sävsjö school project: A follow-up at the end of junior- and senior-high school of students that participated in a universal intervention at school start2021Ingår i: International Journal of Educational Research Open, ISSN 2666-3740, Vol. 2-2, s. 1-9, artikel-id 100077Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A follow-up to the Sävajö school project, a universal intervention, from 1998 to 2002 is presented in this paper. The project was a cluster-randomised trial aimed at improving the literacy of beginners from the perspective of factors like achivements, mental health, school satisfaction, and reading capacity at the end of grade 3, while using an alternative curriculum. Half of all the six-year-olds (n = 92, of whom 48 attended single-age classes and 44 attended mixed-age ones) starting kindergarten were assigned to the intervention group. The comparison group (n = 85) followed the regular curriculum. The follow-ups after grades 9 and 12 show that the improvements observed after grade 3 persisted at the end of grade 9 in the experimental group attending single-age classes, but were not sustained for those who had atteded mixed-age classes. The students who had attended the experimental single-age classes were more likely to have completed their studies at the end of grade 12.

  • 3.
    Allodi,
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Amnå,
    Eriksson,
    Johansson,
    Theodorsson,
    Munck,
    Zetterberg,
    Ekman,
    Ungas demokratiskolor i internationell belysning2007Ingår i: Resultatdialog, forskning inom utbildningsvetenskap, Vetenskapsrådet , 2007, s. 7-13Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Specialpedagogiska insatser internationellt och i det svenska utbildningssystemet2017Ingår i: Dyslexi, ISSN 1401-2480, Vol. 1, s. 6-10Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Tillsammans med studenter i mastersprogrammet genomfördes en analys av specialpedagogiskt stöd i några utbildningssystem som var möjliga att jämföra med det svenska systemet och som verkade framgångsrika eller åtminstone intressanta. Från en jämförelse av dessa olika modeller identifieras några komponenter som jag föreslår att vi skulle inspireras av för att kunna genomföra mer effektiva specialpedagogiska insatser i det svenska skolsystemet. En undersökning av vad som görs i andra sammanhang kan göra det tydligare för oss vad det är som saknas i specialpedagogisk praxis och ge indikationer om vilka uppfattningar som ligger bakom dessa val.

  • 5.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Byråkrati, marknad eller lotteri?: Organisation och styrning av utbildning: effekter och risker för specialpedagogiska verksamheter2009Ingår i: Offentlig sektor och komplexitet: Om hantering av mål, strategier och professioner / [ed] Petra Adolfsson och Rolf Solli, Lund: Studentlitteratur , 2009, s. 199-225Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Emerging themes in the meeting between teachers and parents: when the children have special needs disabilites or are at risk2011Ingår i: Educazione familiare e servizi per l'infanzia: Education familiale et services pour l'enfance. XIII Congresso Internazionale. Firenze, 17-19 novembre 2010 / [ed] Catarsi, Enzo; Pourtois, Jean Pierre, Firenze: Firenze University Press , 2011, s. 99-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Relations characterised by collaboration and alliance between staff and parents of children with particular needs, experiencing developmental challenges or disabilities are necessary conditions of a favourable educational situation. Several studies testimony the protective role of positive educational experiences for children at risk, but the educational experiences of these children are not always satisfactory and propitious for their future development. Studies on the experiences of the meetings between parents and educational staff describe which difficulties may arise in the form of conflicts, communication problems, loss of trust and reciprocal devaluation and critique. The meetings between families and the services are not just personal encounters; they are also influenced by the characteristics and structures of the surrounding educational context. The themes emerging from several studies can be related for instance to the fight for the support and the resources, and to the definition of the child’s needs, potential and of what is the best for the child. The analysis and reflection on these themes and their motives should help the teachers to understand and prevent these risks, changing the responses to the parents adequately.

  • 7.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Goals and values in school: A model developed for describing, evaluating and changing the social climate of learning environments2010Ingår i: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 13, nr 2, s. 207-235Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics ofeducational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments.

  • 8.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Lärarens val: att göra motstånd mot en förtryckande organisation eller mot elever som inte passar in2010Ingår i: Pedagogik som motstånd / [ed] Gunilla Alba & Ylva Wibaeus, Stockholm: Svenska Korczaksällskapet , 2010, 1, s. 77-84Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Att få möjlighet att utbilda sig är en grundläggande mänsklig rättighet. Skolan ska bidra till att barnets personlighet samt fysiska och mentala förmågor utvecklas till dess fulla potential. Men när är skolan verkligen en rättighet och när blir den i stället en belastning för barnet? Kapitlet analyserar villkoren för att utbildningen ska upplevas som en rättighet av alla elever och hinder som finns på vägen dit, samt reflekterar kring vad det kan innebära för lärarna att välja att ta ansvar för sina elever.

  • 9.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Perché dare voce alle esperienze dei bambini a scuola e perché no: Motivi e sfide per la ricerca pedagogica2009Ingår i: Infanzia Rivista di studi ed esperienze sull'educazione 0-6, ISSN 0390-2420, Vol. 1, nr 4, s. 269-272Artikel i tidskrift (Refereegranskat)
    Abstract [it]

    L'ascolto e l'osservazione delle esperienze dei bambini è uno dei motivi che caratterizzano la ricerca pedagogica, ma nella pratica bisogna affrontare anche sfide e difficoltà a cui è bene essere preparati e su cui è opportuno riflettere.

  • 10.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Stoccolma: dove la questione dei bambini non è solo una questione privata2011Ingår i: Infanzia, ISSN 0390-2420, nr 5, s. 371-372Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [it]

    In Svezia, ancor oggi, persiste un sistema di Welfare che dedica molte risorse alle politiche per l'infanzia e al sostegno delle famiglie. Ció si traduce sia sul piano politico, sia su quello della produzione culturale, consolidando un diffuso atteggiamento di tutela e cura dei minori, ampiamente dimostrato nella dimensione quotidiana.

    Ladda ner fulltext (pdf)
    Stoccolma_Infanzia
  • 11.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Temi emergenti negli incontri tra genitori e personale nel contesto educativo svedese2011Ingår i: Educazione familiare e servizi per l'infanzia: Education familiale et services pour l'enfance.  XIII Congresso Internazionale. Firenze, 17-19 novembre 2010 / [ed] di Catarsi Enzo, Pourtois Jean Pierre, Firenze (Italia): Firenze University Press , 2011, s. 237-242Konferensbidrag (Övrigt vetenskapligt)
    Abstract [it]

    In questo testo vengono presentate riflessioni sui rapporti tra genitori ed educatori e sui programmi di prevenzione per genitori, sulla base di studi condotti personalmente, di studi di colleghi e su sintesi e ricerche compiute da enti nazionali svedesi, valutazioni di ricerche e rapporti di commissioni parlamentari

  • 12.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    The experiences of mental health and well-being of Swedish children and youth with a focus on educational situations: Some results and reflections from a review of qualitative studies2010Ingår i: Trender i barns och ungdomars psykiska hälsa: Program & abstracts 12-14 april 2010, Stockholm: Kungliga vetenskapsakademien , 2010, s. 17-18Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The practice of including in reviews people’s experiences and perceptions, which are collected with non-experimental and qualitative studies, has been developed recently in the field of mental health studies. These approaches and methodologies have inspired the review of research on Swedish children and adolescents experiences of mental health and well being, with a focus on their educational situation, that was conducted as a part of a systematic review of research on School Learning and Mental health, performed by appointment of the Royal Academy of Sciences. The aim of the review was to gather testimonies that can give indications of the experiences of mental health and well being in this specific context. The results from the studies that were relevant for the aims of the review are structured in four themes: general views, protective factors, risk factors, individual factors. They are presented in a narrative synthesis, giving a particular weight to the direct and indirect report of children’s and adolescents’ own views. The adolescents defined mental health as emotional experiences, seen both as internal feelings and as relational feelings. Family, friends and educational environments as social and physical environments were perceived as determinants of mental health. A great number of feelings were related to school, both related to satisfaction and pain, in particular when the school attendance is presented as an obligation. Harassment and rejection at school, performance stress, worries about grades and future prospects could be threats against self-worth and self-esteem, while teachers that do not care could generate negative experiences. Various kind of stress could be described and various strategies to resist stressful situations: for instance emotional support, safety and involvement. The educational environments can be an arena for social, cognitive and emotional experiences, relationships and accomplishments that are enriching the individuals and increase their well being. General structural characteristics of the educational environments may also affect well being in different directions: performance, evaluation and feedback, freedom of choice and responsibility for the future may be perceived as a burden. The following reflections can be made: the experiences of children and adolescents change when they grow older, go through developmental processes and encounter different educational situations; the studies reporting views of younger children on the matters of this review were less well represented; the negative experiences may be expressed in rather cautious and non dramatic terms by younger children; there are unique contribution of the review of qualitative studies, but also several interesting correspondences with the results of the review of quantitative studies.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 13.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    The meaning of social climate of learning environments: some reasons why we do not care enough about it.2010Ingår i: Learning Environments Research, ISSN 1387-1579, E-ISSN 1573-1855, Vol. 13, nr 2, s. 89-104Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.

  • 14.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Vad gör skolan för utsatta barn?2010Ingår i: Se de tidiga tecknen: Forskare reflekterar över sju berättelser från förskola och skola, Stockholm: Elanders AB , 2010, s. 101-121Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Bölte, Sven
    Danielsson, Henrik
    Granlund, Mats
    Wilder, Jenny
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Discussing Projects in Special Education Directed Towards Early Interventions in Childhood Education in the Swedish Context2019Ingår i: Research to Practice in Early Intervention: An International Perspective, 2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.

  • 16.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Fischbein, Siv
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Job engagement and perceptions of work environment in Swedish junior-high school teachers2009Ingår i: Theory construction and multivariate analysis: Applications of Facet approach, Bar-Ilan University: FTA Publications , 2009, s. 231-241Konferensbidrag (Övrigt vetenskapligt)
  • 17.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Fischbein, Siv
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Organisational characteristics of educational environments: the contribution of teachers' assessment2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this study is to explore the organisational characteristics of educational environments, to identify typologies of work environments and to investigate the relationships between the type of work environment and the school’s functioning.

    The Swedish version of the Organizational Checkup survey (Leiter & Maslach, 2000) is a general and expanded version of the Maslach burnout inventory. This study analyses the 16 items concerning Energy, Involvement and Accomplishment (Relation to work) and 29 items concerning Workload, Control, Reward, Community, Fairness and Values (Fields of work).

    The sample consists of 749 Swedish high school teachers from a stratified selection of 31 schools.

    The means of the answers from teachers from the same school were dichotomized and analysed with POSAC (Partial Order Scalogram Analyses). The polarizing variables contributing to the identification of four main profiles are Reward and Workload.

    The answers are also analysed with a SEM (Structural Equation Modelling) approach.

    The results show that there are differences in the work environment of teachers and that the variables from the Organizational Checkup survey that contribute most to these differences are Workload and Reward. The results are discussed in relation to the effort-reward imbalance theory. The results can contribute to a better understanding of significant differences in school’s organisational functioning, as they are perceived by the teachers, and they can be employed in planning adequate interventions.

  • 18.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Lek och språk: Forskning om specialpedagogiska insatser i förskola2019Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 19.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Persson, Katja
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Leroy Odom, Samuel
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen. University of North Carolina at Chapel Hill, USA.
    Observation of Social Participation in Play: adaptation and test of an instrument to observe play and interaction in a peer-mediated intervention targeting social skills and play in inclusive preschools2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Aim. The aim of this presentation is to describe: - the process that we adopted in order to develop an instrument to observe play and social interaction recorded in natural preschool settings; - the contents of the instrument.

    The instrument will be used in a peer-mediated intervention based on Play Time/Social Time (Odom et al. 1997), where we need a reliable and valid measure of children’s play behaviour and social skill, which would make the external observers able to detect possible changes after the intervention and as a complement to other instruments, as teachers’ impressions ratings (TIS) and structured classroom observations (ICP).

    Background. The program PTST was translated to Swedish. The contents of the interventions were discussed with students and practitioners and tested in small scale studies, showing a good social validity (Siljehag & Allodi, 2017). A pilot study was conducted in four preschools. The analysis of data from the trial is currently ongoing.

    Procedure. We obtained an observation instrument that has been used in previous research on friendship for children with autism, the Friendship Observation Scale (FOS) (Bauminger, Aviezer & Rogers, 2004). Its contents matched fairly well our interventions’ contents.  We made a translation and adaptation. The contents of Social Participation Observation in Play (SPOP) were discussed with an expert educator from our team who tested it in field observations in preschool. After her feedback we reduced the number of behaviours to observe, retaining behaviours that were more likely to happen with young children, and that were targeted by the program. Simple Video Coder (Barto, Bird, Hamilton et al., 2017) or other available software will be used to code the videorecorded interactions. It will be used in the study: Social Interaction in play time and language activities (2018-00018) funded by  Skolforskningsinstitutet /Swedish Institute for Educational Research.

  • 20.
    Allodi Westling, Mara
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Zappaterra, Tamara
    Users' needs on play for children with disabilities2017Ingår i: Handicap, Reconnaissance et “Vivreensemble” [Recognition and “Community living”]: Diversité des pratiques et pluralité des valeurs Disability [Diversity of practices and plurality of values], European Society for Disability Research , 2017, s. 10-10Konferensbidrag (Refereegranskat)
    Abstract [en]

    The COST Action ”LUDI-Play for Children with Disabilities” is devoted to the enhancement of play for children with disabilities. In order to develop policies, practices and professional training on the topic of play for children with disabilities, it is necessary to take account of the users’ needs. Aim. The aim of the study is to investigate the users’ needs on play for children with disabilities. Method. Surveys directed to disability associations and parents, developed by the COST Action ”LUDI-Play for Children with Disabilities” were distributed to 31 coordinators and translated into 23 languages. 75 answers were collected from association in 24 countries and 129 from parents in 26 countries. Results from Associations. Play for play sake is important and essential for a wide range of reasons. Play conduces to an array of positive outcome for the child, even if it is experienced as a free activity without specific objectives. Results from parents. Play is an activity that fulfil essential needs for the child. The child’s needs were to have friends and peers, adapted and specialized toys, a knowledgeable adult; improved skills necessary to play; accessible outdoor environments; available time; societal attitudes, policy and resources. The children’s experiences of play were reported. Play is an engaging activity in which the children observe, communicate, share and experience participation. Play means positive emotions as joy, happiness, relax, excitement and fun. The children experience agency when they play. The children wanted to play for more time, to have more options, adaptions, and to overcome barriers.

  • 21.
    Andersson, Rasmus
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Dialogic book reading within Swedish preschool: Introduction of new, intensive reading practices within preschool may impact the social climate. Preliminary data of child self assessment of well-being2020Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This project is introducing DBR in the Swedish preschool context through a switching replications design. The participating teachers (n=10) are recruited from a collaborative network, ILTI as well as special educators (n=3) whom is coaching and supporting the preschool teachers. The preschool teachers self-report each reading session, including performed dialogic reading techniques and deviances from manual. The DBR is delivered in small group setting (3-8 children) five times a week, for five consecutive weeks. Selected target words within study consists of tier-2 words, particularly useful because of their general language utility (Beck, McKeown , & Kucan , 2013). The introduction of intensive reading practices within preschool may impact the social climate and child well-being. In order to assess child well-being a brittish questionnaire, How I Feel About My School (HIFAMS, Allen et al., 2017) is used. The HIFAMS is developed by Tamsin Ford et al. (2012) and not previously used in Sweden. Preliminary results indicate no gender differences at baseline and psychometric properties in line with previous results from UK (Allen et al., 2017).

    This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683). 

  • 22.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Ådén, Ulrika
    Early intervention program of extreme preterm born infants, status report three years into the project2021Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Children born extremely preterm (e.g. before 28 gestational weeks, EPT) runs a greater risk of cognitive, motor and neurobehavioral impairment later in life, compared to children born at term. Moreover, being a parent of an EPT born child increases the probability of developing depression and posttraumatic stress disorder post-partum, as well as the premature birth may affect the parent-child interaction negatively. In an attempt to decrease the psychological and motoric negative impact of both the child and parents, our multi-professional team has developed an early intervention during the first year at home focusing om parent-child interaction of the EPT born children: Stockholm Preterm Interaction-Based Intervention, SPIBI (Baraldi et al., 2020a). The target of the RCT is 130 children and after 32 months 112 children has been included in the study, evenly distributed in the intervention group and control group. At children’s corrected age of one-year, parents from 14 of the first included families were interviewed about their experiences from the intervention program, resulting in a qualitative article. Three main themes of parental experiences of the first year at home emerged: child-related concerns (concerning child medical state, self-regulation and recovery), parental inner state (concerning loneliness, ambivalence and premature parental identity), and changed family dynamics (concerning the couple, siblings and intergenerational support). The parents from the  intervention group reported that the intervention had given them security, a sense that the interventionist has been knowledgeable and in some cases that the program was important but not necessary to them (Baraldi et al., 2020b). With 85% of the targeted subjects included it is clear that an extensive early home-visit intervention program is feasible in the Swedish context, even though the pandemic has slowed down the recruitment pace and has forced adjustments to be made such as the use of telemedicine, exclusion of toys in the follow-up process and intensified hygienic procedures.

  • 23.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Erfarenheter & utmaningar vid prövning av ett hembesöksprogram för extremt prematurfödda barn och deras familjer2023Ingår i: Abstracts CKVO Konferens 11-12 maj: Jämlik hälsa i en osäker värld, 2023, s. 20-21Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Bakgrund: Stockholm Preterm Interaction-Based Intervention (SPIBI) är ett nytt styrkebaserat tidigt interventionsprogram för samspelsstöd till föräldrar och barn i familjer där barnet föddes mer än tre månader för tidigt. Forskning visar att dessa barn löper ökad risk att stöta på problem i sin utveckling vad avser kognition, koncentrationsförmåga, skolgång och social situation. Det finns också ökad risk för att föräldrarna ska drabbas av psykisk ohälsa. SPIBI består av 10 hembesök under första året hemma, där fokus ligger på att stärka ett lyhört föräldra-barn samspel, bejaka lekfullhet och stötta barnets nyfikna utforskande. 130 extremt prematurfödda barn från 122 familjer har rekryterats och randomiserats till interventionsgrupp (n=66) och kontrollgrupp (n=64). Studien är i linje med FNs globala hållbarhetsmål för god hälsa och välbefinnande samt minskad ojämlikhet då den riktar sig till en grupp som riskerar drabbas av ohälsa och utsatthet även i vår kontext, med tillgång till avancerad neonatalvård och utbyggd välfärd.

    Syftet med detta bidrag är att redovisa erfarenheter av interventionens genomförande i hemmiljö från oktober 2018 till december 2022. 

    Metod: Samtliga intervenerare (n=6) och 17 av de deltagande föräldrarna har intervjuats om sina erfarenheter från SPIBI. Föräldraintervjuerna är tidigare publicerade (Baraldi et al., 2020).

    Resultat: Deltagande familjer varierar mycket vad avser barnens medicinska behov, hur svår sjukhusvistelse familjen har bakom sig, familjens socioekonomiska situation och tidigare föräldraerfarenhet. Vissa familjer har dubbel belastning både i form av kvarstående behov av frekventa sjukhusbesök efter ett års ålder, och utsatt familjesituation med exempelvis trångboddhet, otrygg boendemiljö eller bristande socialt nätverk. Således varierar också behoven som familjerna önskar få tillfredsställda av interventionsprogrammet, från utökat behov av stöd i att läsa barnets signaler till behov av socialt stöd i föräldrarollen. De familjer vars barn har störst funktionsnedsättning är inte nödvändigtvis i störst behov av SPIBI, eftersom de ofta redan har extra vårdkontakter. Coronapandemin drabbade deltagande familjer hårt, då hygienfrågor alltid är viktiga i omsorgen om svårt sjuka barn. Detta påverkade i sin tur SPIBI både avseende hembesöksmodellen och rekrytering. Trots olika förutsättningar uppger samtliga behandlare att det varit lätt att hitta styrkor att fokusera på i familjerna och att hembesöksupplägget överlag fungerat väl.

    Slutsats: Implementeringen av SPIBI under studieperioden har fungerat väl, men delvis störts av pandemin. Framtida vidareutveckling av SPIBI skulle kunna inkludera en flernivåmodell, där stödets intensitet men även fokusområden anpassas till den enskilda familjen.

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  • 24.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Löwing, Kristina
    Karolinska Institutet, Institutionen för Kvinnor och Barns Hälsa.
    Ådén, Ulrika
    Karolinska Institutet, Institutionen för Kvinnor och Barns Hälsa.
    Att mäta emotionell tillgänglighet i extremt prematurfödda barn-föräldradyader: Erfarenhter från SPIBI-studien2023Konferensbidrag (Övrigt vetenskapligt)
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  • 25.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Wadström, Noni
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Örtqvist, Maria
    Löwing, Kristina
    Ådén, Ulrika
    Stockholm Preterm Interaction-based Intervention (SPIBI) – Av RCT Assessing Parent-Infant Interaction at 12 Months Corrected Age in Extremely Preterm Born Infants and Their Parents2023Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Background

    Parental responsiveness is of great importance for positive effects of behavioral and cognitive development in preterm infants and the Emotional availability scales (EAS) is a clinically relevant assessment measure, for early neurodevelopment. The EAS is an observational measure which reflects the quality of parent–child relationship and the child’s socio-emotional development. It has 4 adult domains (sensitivity, structuring, non-intrusiveness, non-hostility) and 2 child domains (responsiveness, involvement) (Biringen 2014). In an ongoing RCT of an intervention for extremely preterm (EPT) born infants and their parents, the Stockholm Preterm Interaction-Based Intervention (SPIBI), the primary outcome measure is EAS used at 12 months corrected age (CA). The aim for this sub-study is to evaluate the inter-rater reliability of EAS in this cohort.

    Method

    During the first year after discharge, ten home visits were carried out from specially educated interventionists of our multidisciplinary team. 130 EPT infants were recruited and 115 have been filmed and assessed at 12 months CA. The parent was instructed to play with the infant for 10 minutes. Dyads were filmed, videos assessed and scored by a trained EAS-accredited team member. 20% of the videos (23/115) were assessed by an additional EAS-accreditor to evaluate inter-rater-reliability. Interclass Correlation Coefficient (ICC) were used. To obtain authenticity with real-life, the videos were filmed in a home setting with opportunity to choose study parent. Interaction were encouraged to proceed in an ordinary pattern.

    Results

    ICC values range 0,86 - 0,96 within all dimensions, all individual values, 95%CI (Table 1). This indicates high inter-rater reliability, although some of the subscales had lower ICC (0,73-0,98). 

    Conclusion

    The SPIBI study corresponds well with EAS scoring assessment method for reflection of parent-infant interaction at 12 months CA in EPT born infants.

  • 26.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Ådén, Ulrika
    Clinical Protocol & Research Process of Stockholm Preterm Interaction-Based Intervention, SPIBI2019Ingår i: Pediatric Research, ISSN 0031-3998, E-ISSN 1530-0447, Vol. 86, nr Suppl., s. 54-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    Extremely preterm (EPT) born children are at increased risk of cognitive and neurodevelopmental impairment, neuropsychiatric disorders and academic difficulties. Parents of EPT born children are extra vulnerable for anxiety, posttraumatic stress disorder and depression and the parent-child interaction is negatively affected by prematurity. There is some evidence that early interventions have beneficial effects on neurocognitive and motor outcomes (Spittle A et al 2015). Based on a previous intervention (Verkerk G et al 2012) and adjusted to the Swedish context with 480 days paid parental leave, we created a post–discharge intervention, SPIBI, for families of EPT born children.

    Method

    The aim of (SPIBI) is to improve the quality of the parent-child interaction, child development and parental mental health in families with EPT born children. . SPIBI is a randomized controlled beginning at discharge and lasting until the child is 12 months corrected age. The trial design is a two arm randomized trial with four recruiting sites in Stockholm. Intervention group (target, n=65) receives 10 visits and two telephone calls from a trained interventionist and the control group (target n=65) receives treatment as usual plus an extended follow-up program. The SPIBI-team has recruited and trained 6 multi-professional and NICU-experienced interventionists. The training takes one year (0.2 of full time) and the content was both theoretical and practical, including pilot-cases. 

    Result

    SPIBI is an ongoing research project, beginning the 1st of September 2018 and planning to end recruitment the 31st of August 2020 and finishing the home-visits in August 2021. By the end of April 2019, 33 eligible infants had been identified within the four neonatal units in Stockholm; of which 26 children approved and 7 children declined participation. At this stage, three children have dropped out of the study, because of severe social challenges and child death. Identified challenges have been social and medical vulnerability of the EPT-families, finding the optimal multi-professional balance of motoric, psychological, pedagogical and medical kernels of the intervention, ethical considerations when to ask families for participation, lack of long-term discharge-planning of the neonatal units and large geographical spread of NICUs as well as families.

    Conclusion

    In conclusion, the protocol seem to be feasible and appreciated by parents in the target group. With regard to the small recruitment base, trials of this kind needs a long inclusion time. Since EPT-children and their parents displays a wide scope of difficulties and challenges, multi-professional cooperation is preferable, placing high demands of sensitivity, professional respect and time for long collaborative processes.

  • 27.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Ådén, Ulrika
    Stockholm Preterm Interaction-Based Intervention, SPIBI2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Bakgrund

    I Sverige föds mellan 300 och 400 barn innan den 28 graviditetsveckan. Omkring 2/3 av de extremt prematurfödda barnen har ingen eller en mild funktionsnedsättning medan 1/3 har medelsvår till svår funktionsnedsättning vid skolstart (Serenius et al, 2016). De vanligaste svårigheterna efter extrem prematur födsel är intellektuell funktionsnedsättning (Jarjour, 2015), i synnerhet svårigheter med arbetsminnet och den exekutiva funktionsutvecklingen (Stålnacke et al., 2018;  Mulder et al., 2009). Även neuropsykiatriska funktionsnedsättningar som ADHD (Burnett et al., 2014) och autism är överrepresenterade i gruppen prematurfödda barn, 8- 29% av de extremt prematurfödda barnen skattas positivs på screeningtest för AST (Johnson et al., 2010; Kim, 2016 & Padilla et al., 2015).

    Inte bara barnet påverkas av den extremt för tidiga födseln, även föräldrarna kastas snabbt in i ett stressigt föräldraskap till ett skört och ofta sjukt spädbarn som inte är som de föreställde sig under graviditeten. Dessa stressiga omständigheter bidrar till att föräldrarna löper en ökad risk för posttraumatisk stress och depressiva symtom än föräldrar till fullgångna barn (Holditch-Davis et al, 2003; Holditch-Davis et al, 2015; Kong et al., 2013 & Singer på al., 1999). Dessutom påverkas samspelet mellan föräldrar och barn och familjesituationen negativt (Forcada-Guex et al., 2006; Saigal et al., 2000 & Treyvaut et al., 2014). När en förälder är psykiskt labil påverkar detta barnet på ett socialt, beteendemässigt och funktionellt sätt, ända till det för tidigt föda barnet är i förskoleåldern (Huhtala et al., 2011 & Huhtala et al., 2014). Det ger därför dubbel utdelning att ta hand om föräldrarna till tidigt födda barn, både genom att påverka den vuxne direkt och barnet indirekt.

    Svenska Prematurförbundet (SPF) har under flera år pekat på de långsiktiga effekterna av för tidig födsel och därmed behovet av långsiktigt stöd till de drabbade familjerna (Prematurförbundet, 2019). Efter utskrivning från sjukhuset rapporterar många av föräldrarna att de känner sig ensamma, stressade och oroliga. Sådana stödprogram har inte införts eller utvärderats tidigare i Sverige.

    Sammanfattningsvis, utifrån risken för negativa långtidseffekter av extrem prematuritet samt Prematurförbundets önskan om ytterligare stöd, finns ett tydligt behov av interventioner riktade till barnen och deras föräldrar i syfte att stödja föräldra-barnsamspelet, barnets utveckling på sikt samt föräldrarnas psykiska hälsa. SPIBI är et interventionsprogram som ämnar fylla det behovet.

    Metod

    SPIBI består av en tvärprofessionell forskargrupp med neonatologer, psykologer, fysioterapeut och specialpedagog. Forskargruppen har designat en RCT i syfte att utvärdera effekten av ett samspelsbaserat interventionsprogram för extremt prematurfödda spädbarn och deras föräldrar, med sin början i utskrivningsprocessen som pågår under förta året hemma. Studien består av två armar, en interventionsgrupp och en kontrollgrupp, och barnen rekryteras från Stockholms fyra neonatalavdelningar under två års tid (sept 2018-sept 2020). Målet är att rekrytera 130 familjer på två år. Interventionsgruppen (IG) får 10 hembesök och två telefonsamtal från en specialutbildad behandlare. Interventionens fokus är styrkebaserat stöd av föräldra-barnsamspelet, öka förälderns lyhördhet för barnets signaler, stödja föräldern i att ge optimalt utvecklingsstöd till barnet samt öka barnets självreglerande förmåga. I det nationella uppföljningsprogrammet får alla extremt prematurfödda barn uppföljning vid 3 månader, 12 månader, 24 månader KÅ. Kontrollgruppens (KG) barn får utöver detta ett utökat uppföljningsprogram.  

    Studiens sex behandlare arbetar inom neontalvården till vardags och har utöver detta fått en ettårig utbildning i SPIBI en dag per vecka, med både teoretisk grund och praktisk träning i interventionen, inklusive sex pilotfallshembesök. Pilotfallen videofilmades och diskuterades i grupp under handledning. Handledningen gavs direkt av de två holländska forskarna Karen Koldewijn och Marie-Jeanne Wolf från Amsterdam Academic Medical Centre som forskat på den snarlika TOP-interventionen i över 20 år och kunnat påvisa effekt på motoriken (Koldewijn et al., 2009; Meijssen et al., 2011; Flierman et al., 2016 & Koldewijn et al., 2010). Grunden till SPIBI interventionen kom utöver TOP-programmet från Cochrane-rapporten från 2015 om post-discharge interventions (Spittle et al., 2015).

    Resultat

    SPIBI är ett pågående forskningsprojekt som hittills rekryterat 44 barn, medan ytterligare 12 familjer tackat nej till deltagande i studien. I nuläget har två barn uteslutits ur studien av svåra psykosociala skäl och ytterligare två barn har avlidit under första året hemma. Identifierade utmaningar har varit den sociala och medicinska skörhet som de här familjerna behöver hantera, att hitta den optimala tvärprofessionella balansen mellan fysioterapeutiska, psykologiska, pedagogiska och medicinska inslag i interventionen, otillräcklig utskrivningsplanering från de olika sjukhusen, stor geografisk spridning på sjukhusenheterna samt den etiska frågan när i barnets liv det optimala tillfället för frågan om studiedeltagande är. Eftersom rekryteringsprocessen idag kommit halvvägs tidsmässigt kan inga resultat presenteras än, men med ett 80 % deltagande i studien och mycket positiv återkoppling från familjerna kan man dra slutsatsen att denna forskning är efterfrågad och ett viktigt nästa steg i utvecklingen av vården för våra allra mest sköra patienter.

    Slutsatser

    Slutsatsen är att SPIBI-protokollet är både genomförbart i klinisk praxis och samtidigt uppskattat av föräldrarna i målgruppen. Med hänsyn taget till den smala rekryteringsbasen kan denna typ av studie kräva en lång inkluderingstid alternativt inkludering på nationell nivå. Eftersom extremt prematurfödda barn och deras föräldrar uppvisar en rad svårigheter och utmaningar, är tvärprofessionellt samarbete att föredra vilket ställer höga krav på lyhördhet, professionell respekt och got om tid för samarbete. På Perinataldagarna kan forskningsprocessen och interventionsprogrammet presenteras i syfte att öka förståelsen för uppföljningen och behovet av ett integrerat föräldrastöd.

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  • 28.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Ådén, Ulrika
    Stockholm preterm interaction-based intervention (SPIBI) - study protocol for an RCT of a 12-month parallel-group post-discharge program for extremely preterm infants and their parents2020Ingår i: BMC Pediatrics, E-ISSN 1471-2431, Vol. 20, nr 1, artikel-id 49Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Improved neonatal care has resulted in increased survival rates among infants born after only 22 gestational weeks, but extremely preterm children still have an increased risk of neurodevelopmental delays, learning disabilities and reduced cognitive capacity, particularly executive function deficits. Parent-child interaction and parental mental health are associated with infant development, regardless of preterm birth. There is a need for further early interventions directed towards extremely preterm (EPT) children as well as their parents. The purpose of this paper is to describe the Stockholm Preterm Interaction-Based Intervention (SPIBI), the arrangements of the SPIBI trial and the chosen outcome measurements.

    Methods: The SPIBI is a randomized clinical trial that includes EPT infants and their parents upon discharge from four neonatal units in Stockholm, Sweden. Inclusion criteria are EPT infants soon to be discharged from a neonatal intensive care unit (NICU), with parents speaking Swedish or English. Both groups receive three initial visits at the neonatal unit before discharge during the recruitment process, with a strengths-based and development-supportive approach. The intervention group receives ten home visits and two telephone calls during the first year from a trained interventionist from a multi-professional team. The SPIBI intervention is a strengths-based early intervention programme focusing on parental sensitivity to infant cues, enhancing positive parent-child interaction, improving self-regulating skills and supporting the infant’s next small developmental step through a scaffolding process and parent-infant co-regulation. The control group receives standard follow-up and care plus extended assessment. The outcomes of interest are parent-child interaction, child development, parental mental health and preschool teacher evaluation of child participation, with assessments at 3, 12, 24 and 36 months corrected age (CA). The primary outcome is emotional availability at 12 months CA.

    Discussion: If the SPIBI shows positive results, it could be considered for clinical implementation for child-support, ethical and health-economic purposes. Regardless of the outcome, the trial will provide valuable information about extremely preterm children and their parents during infancy and toddlerhood after regional hospital care in Sweden.

    Trial registration: The study was registered in ClinicalTrials.gov in October 2018 (NCT03714633).

  • 29.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Ådén, Ulrika
    Home-visits during the first year of life: a strengths-based intervention for extremely premature infants and their parents, a randomized-control trial developed in Stockholm Region2020Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In Sweden 400 children yearly are born extremely preterm (EPT; more than three months early). These children have an increased risk of later academic difficulties, neuropsychiatric disorder, cognitive and mental health issues. Since the first 1000 days of the brain development are so crucial for later development, the interdisciplinary Stockholm Preterm Interaction-Based Intervention (SPIBI) aims at strengthening the parent-child interaction, child development and parental mental health. 

    The research is based on pedagogical, motor-developmental, medical and psychological science. The program is based on Vygotski’s theory of the zone of proximal development, as well theoretical frameworks of early intervention (Guralnick; Shonkoff). Additionally, Als’ synactive theory of understanding premature infant communication and needs, Bowlby’s attachment theory, and Emde’s emotional availability theory have been applied. 

    SPIBI is an ongoing research project funded by Stockholm-County-Stockholm-University joint-collaboration grant 20160881. It is an RCT targeting 130 EPT infants and their parents in Stockholm with a 3-year inclusion period starting September 2018. The intervention consists of ten home-visits during the first year by trained interventionists, supporting the next developmental step of the child through a scaffolding process, strengthening parental sensitivity to infant cues, and promoting infant’s self-regulation. SPIBI has recruited and trained six multi-professional-NICU-experienced interventionists. Control group participants receive TAU plus an extended follow-up program.

    The overall aim is to present the framework and theory of change of SPIBI, relating to research findings, welfare policies and recommendations for infant’s “chain of care”. So far, sixty eligible infants have been identified within four neonatal units; of which 48 approved participation. The primary outcome is emotional availability of the parent and child, where we hypothesize that the intervention will affect the parental sensitivity and structure of interaction with the child. Secondary outcomes concern child development, i.e. motor development, cognition and occurrence of neuropsychiatric symptoms, parental mental health, anxiety and self-efficacy, where we also hypothesize positive effects of the intervention. 

    • Since Nordic countries have neonatal intensive care of high quality, the amount of EPT survivors is high compared to other countries; therefore, the educational systems must follow achievements reached by health care system and develop new evidence-based interventions in early childhood education, which are appropriated for EPT born children and their parents, following recent European Standards of Care for Newborn Health (2018).
    • Insights from neuro-cognition, early intervention and educational research has shown the importance of interdisciplinary interventions, and this should be spread around the Nordic countries.
    • Nordic countries offer a unique social environment, with governmental funded parental-leave, enabling early-interventions delivered by parents.
    • The EPT children in Nordic countries are less affected by socioeconomic factors, as is often the case where maternity welfare and obstetrics is not publically financed. Hence, Nordic countries have a unique opportunity to perform research targeting EPT students and their parents specifically, with less confounding factors.
    • Some Nordic countries have adopted policies concerning home-visiting support and infants’ rights, as recommended by the World Association of Mental health’s policy statement from 2016, and Nordic knowledge exchange and collaboration on these policies is warranted. 
  • 30.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Löwing, Kristina
    Karolinska Institutet, Institutionen för Kvinnor och Barns Hälsa.
    Wadström, Noni
    Karolinska Institutet.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Örtqvist, Maria
    Karolinska Institutet.
    Westrup, Björn
    Karolinska Institutet, Institutionen för Kvinnor och Barns Hälsa.
    Ådén, Ulrika
    Karolinska Institutet, Institutionen för Kvinnor och Barns Hälsa.
    Parent-Child Interaction after a Home-Visiting Intervention for Children Born Extremely Preterm. A Randomized Clinical TrialManuskript (preprint) (Övrigt vetenskapligt)
  • 31.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Löwing, Kristina
    Westrup, Björn
    Wadström, Noni
    Ådén, Ulrika
    Innovative multiprofessional early intervention aiming at improving development of prematurely born children2024Konferensbidrag (Övrigt vetenskapligt)
    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?

  • 32.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Löwing, Kristina
    Westrup, Björn
    Ådén, Ulrika
    Insights Gained from Stockholm Preterm Interaction-Based Intervention - A Critical View2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    SPIBI is a strength-based early intervention targeting parent-child interaction amongst extremely preterm born infants, currently tested in an RCT in Sweden. Of 130 infants, 72% have reached 12 months of age. Based on interviews with 17 parents’ and 6 intervention providers we identified SPIBI strengths and shortcomings. SPIBI seems feasible, is possible to integrate it into home-visiting practice and is appreciated by parents. Identified challenges are geographical distance; recruitment obstacles including Covid-19, leading to longer-term implementation; service-provider fatigue; and social adversities amongst some eligible participants requiring ethical considerations. Future improvements include: reconsidering inclusion criteria, increasing use of e-health, and exploring the possibility of a tiered approach.

  • 33.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Löwing, Kristina
    Ådén, Ulrika
    Parents’ Experiences of the First Year at Home with an Infant Born Extremely Preterm with and without Post-Discharge Intervention: Ambivalence, Loneliness, and Relationship Impact2020Ingår i: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 17, nr 24, artikel-id 9326Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With increasing survival rates of children born extremely preterm (EPT), before gestational week 28, the post-discharge life of these families has gained significant research interest. Quantitative studies of parental experiences post-discharge have previously reported elevated levels depressive symptoms, posttraumatic stress-disorder and anxiety among the parents. The current investigation aims to qualitatively explore the situation for parents of children born EPT in Sweden during the first year at home. Semi-structured interviews were performed with 17 parents of 14 children born EPT; eight parents were from an early intervention group and nine parents from a group that received treatment as usual, with extended follow-up procedures. Three main themes were identified using a thematic analytic approach: child-related concerns, the inner state of the parent, and changed family dynamics. Parents in the intervention group also expressed themes related to the intervention, as a sense of security and knowledgeable interventionists. The results are discussed in relation to different concepts of health, parent–child interaction and attachment, and models of the recovery processes. In conclusion, parents describe the first year at home as a time of prolonged parental worries for the child as well as concerns regarding the parent’s own emotional state.

  • 34.
    Baraldi, Erika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ådén, Ulrika
    Löwing, Kristina
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Westrup, Björn
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    The development of a post-discharge intervention program in Sweden for extremely preterm infants and their caregivers, through home visits during their first year of life2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Sweden has a proactive neonatal intensive care, saving children born from gestation week 22, with a 90% survival rate in the extremely preterm (EPT) group. With increased survival rates, the long-term outcome of the EPT children has gained much research interest. Recent studies indicate that 1/3 of the EPT-children in Sweden show moderate to severe neurodevelopmental deficits when beginning school. An interdisciplinary research team has designed an intervention for EPT infants and their caregivers in their home-environment after hospital discharge and throughout the first year of life. The aim of the ongoing randomized controlled trial is to study intervention effects on the children’s cognitive, motor and psychosocial function, the parental mental health and the infant-parent interaction. This paper present the intervention’s theory of change, the validity considerations, and an overview of the syllabus of the training given to the interdisciplinary team of six clinicians who serve as interventionists. 

  • 35. Dovigo, Fabio
    et al.
    Bunar, Nihad
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gunnþórsdóttir, Hermína
    Atanasoska, Tatjana
    Veck, Wayne
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Including the Excluded Other: Rights, Policies and Refugees and Migrants in European Educational Systems2016Konferensbidrag (Refereegranskat)
  • 36.
    Eninger, Lilianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Ferrer-Wreder, Laura
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Eichas, Kyle
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Olsson, Tina
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ginnner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Herkner, Birgitta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Domitrovic, Celene
    Culture and Young Children’s Social Emotional Competence: Findings and Implications for the Cultural Adaptation of Interventions2017Konferensbidrag (Övrigt vetenskapligt)
  • 37.
    Eninger, Lilianne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Ferrer-Wreder, Laura
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Eichas, Kyle
    Olsson, Tina M. M.
    Ginner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Clausén Gull, Ingela
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Herkner, Birgitta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    A Cluster Randomized Trial of Promoting Alternative Thinking Strategies (PATHS®) With Swedish Preschool Children2021Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, artikel-id 695288Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The preschool edition of Promoting Alternative THinking Strategies (PATHS(R)) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4-5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health.

  • 38.
    Ferrer Wreder, Laura
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Eninger, Lilianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Ginner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Olsson, Tina M.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Thomas, Sarah
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Childcare, Culture, and Child Development: A Swedish Perspective2020Ingår i: The Oxford Handbook of Moral Development: An Interdisciplinary Perspective / [ed] Lene Arnett Jensen, Oxford: Oxford University Press, 2020Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter concerns theory and research relevant to child development and early childhood education and care (ECEC), which is a key ecology for human development. In this chapter, the authors provide an overview of the organizational features and processes important to understanding these settings. The authors then focus on describing the Nordic welfare model as it relates to ECEC settings, with an exploration of how certain ethics are reflected in the design, goals, and practice of ECEC settings in Sweden. The chapter then moves to summarizing and reflecting on the empirical research literature on how Swedish ECEC settings may support aspects of children’s moral development; finally, the authors pose several questions that may prove important to advancing future research in this area.

  • 39.
    Ferrer-Wreder, Laura
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Eninger, Lilianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Eichas, Kyle
    Allodi Westling, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ginnner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Olsson, T.M.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Clausén Gull, Ingela
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Smedler, Ann-Charlotte
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Klinisk psykologi.
    Herkner, Birgitta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Implementation of a Swedish effectiveness trial of preschool PATHS2019Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 40.
    Ferrer-Wreder, Laura
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Eninger, Lilianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Olsson, Tina. M
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ginner Hau, Hanna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    The Cultural Adaptation of Interventions to Promote Positive Development: The Preschool Edition of PATHS® in Sweden2021Ingår i: Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts / [ed] Radosveta Dimitrova; Nora Wiium, Cham: Springer, 2021, s. 399-413Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter is a commentary regarding advances in the intervention cultural adaptation research literature, particularly as it concerns positive development (PD) interventions. An overview of research on PD interventions is provided. Thereafter, the chapter focuses on the implementation of PD interventions cross-nationally, highlighting the importance of cultural adaptation in this process. The Planned Intervention Adaptation (PIA) protocol is used along with a case study, as an illustration of steps that can be taken in the cultural adaptation of interventions and to highlight issues that can be at stake when culturally adapting PD interventions. The case is an overview of the cultural adaptation of the preschool edition of PATHS®. PATHS® is an American (U.S.) developed, school-based teacher implemented intervention designed to support young children’s social emotional competence and to change schools’ climate in ways that foster social emotional learning. Social emotional competence is an important expression of PD. This chapter provides an overview of how specific aspects of culture and context were considered in a PATHS® effectiveness trial. This chapter concludes with a summary of lessons learned from this case and the need to culturally recast some concepts in the process of translation, as well as a consideration of promising approaches to advance the development, impact, and spread of adaptable culturally relevant PD interventions.

  • 41.
    Fischbein, Siv
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Grosin, Lennart
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Skarlind, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Organizational Climate and Working Conditions of Teachers2011Ingår i: New Horizons for Facet Theory: Searching for Structure in Content Spaces and Measurement / [ed] Yael Fisher & Isaac A. Friedman, Israel: FTA Publications, 2011, s. 227-240Kapitel i bok, del av antologi (Refereegranskat)
  • 42.
    Fohlin, Lisa
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Barriers and facilitators expressed by teachers implementing theme-based and cooperative learning in a Swedish kindergarten2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Sweden, the decentralisation of the educational system has led to a difference in educational quality among schools. The curriculum for early childhood education (ECE) in Sweden states that education should build on relevant research. In order to implement research-based practices in the ECE setting, it is relevant to take account of teachers’ impressions on the implementation of such processes. Their experiences may affect their willingness to use the practices.

    The overall aim of the wider study is to identify facilitators and barriers in the implementation of innovative pedagogical methods in ECE. In particular, the aim of the study presented here is to identify facilitators and barriers expressed by kindergarten teachers before, during and after the implementation process of a pedagogical program, based on the framework of cooperative learning. The aim is also to investigate whether the implementation had an influence on the educational practice, according to the teachers. The study is an independent evaluation of a program implementation introduced in a school during spring 2019.  

    The project uses the Theoretical domains framework (TDF) as a theoretical framework in the data analysis (Atkins et al., 2017) and the conceptual framework from Domitrovich et al. (2008) to describe the impact of facilitators and barriers in the implementation.

    The teacher team (N=6) working in two kindergarten classes adopted a school development program that introduced theme-based pedagogy and cooperative learning. The aim of the program was to increase the general well-being of the children and to create a more democratic and multifaceted social environment in the classrooms. The teachers received training and feedback consisting of six sessions over six months.

    Three group interviews with the teachers were conducted by the first author, who was not involved in the training. The interviews occurred at start, in the middle, and at the end of the implementation process. The preliminary analysis found barriers and facilitators for successful implementation and ongoing work with the programs, for example resources, support, motivation and knowledge. There seemed to be an increase in the number of facilitators over time and an increase of positive emotions and opinions about the use of the pedagogical program over time. The teachers reported some changes in the pedagogical practice.

    This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683).

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  • 43.
    Fohlin, Lisa
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context2021Ingår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 6, artikel-id 663846Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers (N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framework (TDF) was used to identify and analyze barriers and facilitators throughout the project. The importance of organizational investment, collegial connection and collaboration, the pedagogical fit of the EBP, and plans for long-term change were highlighted as beneficial factors for successful implementation in this case study.

  • 44.
    Fohlin, Lisa
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Sedem, Mina
    Factors to consider when performing implementation of innovations in Nordic school settings – a comparative evaluation of two implementation projects2022Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of the research is to investigate teachers’ experiences of implementation processes during the introduction of organizational change or school intervention programs. In this study, the aim is to compare the findings of two studies investigating expressed barriers and facilitators by school staff in two distinct implementation projects in Swedish school settings. The Theoretical Domains Framework (TDF; Atkins et al., 2017) is applied as a theoretical guide. 

    The first study covers a six-month implementation project of a new didactic practice (theme-based cooperative learning, CL) in two kindergarten classrooms at one Swedish school. The kindergarten teachers (N=6) were interviewed in three group interviews; before, during, and after the implementation of the project. Using thematic analysis, barriers and facilitators were identified throughout the project (Fohlin et al., 2021). The second study examines a research project of a framework aimed at positive school climate and reducing negative behaviors (IBIS, Nylén et al., 2021).  School staff (N=127) from 11 schools (kindergarten to grade nine) who participated in the project responded to the survey Determinants of Implementation Behavior Questionnaire in School settings (DIBQs), a 91 items questionnaire that investigated teachers’ perceptions of barriers and facilitators in working with the program. The questionnaire was statistically evaluated with confirmatory factor analysis for model fit, as well as evaluated for descriptive statistics presenting potential barriers and facilitators.

    The results showed that these implementation projects seemed to have similarities, with overall positive expressions towards the implementation process. Facilitators expressed in both studies include increased collegial support when engaged in the project and the projects having a contextual fit. Factors posing as potential barriers for both studies were issues with time and the skill of performing an adaptation of the project content at instances of lack of time, unmotivated students, or lacking collegial support. Some differences could be related to the project contents, as the two projects targeted different issues. For example, school staff in IBIS reported weak positive feedback from students and colleagues whereas the CL group reported strong positive feedback from students, colleagues, and parents.

    This study highlights factors to consider when performing implementations in Swedish school settings. It presents the use of TDF as a guide in both qualitative and quantitative educational implementations, an innovative approach in the Nordic setting.

    References

    Atkins, L., Francis, J., Islam, R., O’Connor, D., Patey, A., Ivers, N., Foy, R., Duncan, E. M., Colquhoun, H., Grimshaw, J. M., Lawton, R., & Michie, S. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science, 12. https://doi.org/10.1186/s13012-017-0605-9

    Fohlin, L., Sedem, M., & Allodi, M. W. (2021). Teachers’ experiences of facilitators and barriers to implement theme-based cooperative learning in a Swedish context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.663846

    Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(618099). https://doi.org/10.3389/fpsyg.2021.618099

  • 45.
    Fohlin, Lisa
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Sedem, Mina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Karlberg, Martin
    School staff’s perceptions of implementing the Inclusive Behavioral Support in Schools framework in Swedish schools2023Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Determinants of Implementation Behavior Questionnaire for school settings (DIBQ-S) was administered to examine questionnaire internal structure evidence and ascertain 127 Swedish school staff’s perceived barriers to and facilitators of implementing the Inclusive Behavioral Support in Schools program. Using confirmatory factor analysis, we tested a 3-factor model (capability, opportunity, motivation) corresponding to the Theoretical Domain Framework and the COM-B system. Measurement of motivation was suboptimal, but a 2-factor model exclusively retaining capability and opportunity had fair fit. The questionnaire showed overall fair internal structure evidence. Facilitators related primarily to motivation, whereas potential barriers related to capability, opportunity, and motivation. Teachers working in early school years perceived higher opportunity and capability than teachers working in later school years. School staff in the implementation team perceived higher opportunity than other school staff. The DIBQ-S could support school implementations by ensuring that the process feels coherent, manageable, and meaningful for frontline implementers. 

  • 46.
    Ginnner Hau, Hanna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Ferrer-Wreder, Laura
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Personlighets-, social- och utvecklingspsykologi.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Capitalizing on Classroom Climate to Promote Positive Development2021Ingår i: Handbook of Positive Youth Development: Advancing Research, Policy, and Practice in Global Contexts / [ed] Radosveta Dimitrova; Nora Wiium, Springer Nature, 2021, s. 375-386Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Although many conceptualizations of classroom climate exist, one view is that it involves individual and group level interactions in a classroom with teachers and students, as well as interactions among students. Classroom climate is important to academic and social aspects of student learning and development. The research literature on classroom climate has largely been advanced by educational and public health theory and research. This chapter presents a novel pairing of ideas and evidence about classroom climate and the field of Positive Development (PD). From a PD perspective, the classroom is a setting, which has the potential to confer an array of resources to youth. To this end, we present Goals, Attitudes, and Values in School (GAVIS) as an illustration of a research program in Sweden that demonstrates how PD theory and the study of classroom climate can intersect. Future empirical work of classroom climate taking into consideration the intersections with PD theory and research will open up new avenues for intervention and improvement of classroom climate, as well as more effective and frequent multidisciplinary collaboration within classrooms as a key ecology of youth development.

  • 47.
    Gladh, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Odom, Samuel L.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Feasibility and fidelity in implementation of a peer-based intervention for social play2023Ingår i: 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, s. 58-59Konferensbidrag (Övrigt vetenskapligt)
    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. 

  • 48.
    Gladh, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Odom, Samuel L.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Studying a peer-based intervention to test the concept of explicit teaching social play skills2023Ingår i: EARLI 2023 The Book of Abstracts: EARLI 2023 The20th Biennial EARLI Conference for Research on Learning and Instruction 22-26 August 2023 Thessaloniki, Greece, 2023, s. 250-251Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Some preschoolers may risk being less involved in play with peers, due to disabilities, other special educational needs (SEN), and non-adapted learning environments. Peer-based interventions and instructions (PBIIs) are complementary inclusive teaching methods. By using these, teachers can promote children's social skills and increase their social play participation. However, the outcomes of such interventions may vary for different children. To evaluate their effectiveness, researchers also need to consider the implementation contexts. Based on a holistic view of learning and development, preschools might contrast teaching and play. To test the concept and feasibility of explicitly teaching social play skills by using the PBII Play Time/Social Time (PT/ST), we conducted two multiple case studies in four Swedish preschools. PT/ST contains 28 learning activities including play, addressing social skills significant for play interactions and friendships. Four teachers implemented PT/ST in their settings. At each preschool, one child with a disability or other SEN (n = 4) and one or two socially skilled peers (n = 6) participated. We triangulated data from observational assessments, video observations, a group interview, teacher logbooks,audio-recorded coaching dialogues, and field notes. The results indicate that the teacher's implementation of PT/ST enabled the children to engage in social play and use social skills. Preliminary results also indicate that the teachers could adapt the intervention to their practice, by staging learning activities for social play and instructing and scaffolding the children to use social skills and play together. The presentation will discuss the didactic dimension of implementing PBIIs.

  • 49.
    Gladh, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Odom, Samuel L.
    University of North Carolina, United States.
    Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools2022Ingår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, artikel-id 943601Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.

  • 50.
    Gladh, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Westling Allodi, Mara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Siljehag, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Odom, Samuel
    Adaptation of the Teacher Impression Scale for Use in Swedish Preschool Programs: Psychometric Properties2020Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Rationale: Designing programs to support peer social interaction of young children with special educational needs (SEN) and other social challenges requires systematic assessment of social performance.  Observational assessment in authentic preschool settings is a primary way of collecting this information, but to date few psychometrically validated measures exist.  The Teacher Impression Scale (TIS) is one measure designed for this purpose, however, to date its use internationally has been limited.  The purpose of this poster presentation will be to describe the adaptation of the TIS for use in Swedish preschool programs and examine the psychometric qualities.

    Objectives: To adapt the TIS-scale for use in Swedish preschool programs, and to examine the psychometric qualities of the adapted instrument.

    Description: The TIS (Odom et al., 1997) is an observer impression scale consisting of 16-items, rated on a five-point Likert format (1 = never performs skill, to 5 = frequently performs skill). The scale requires teachers or other service providers to observe a single child during play with peers for a five-minute period, three to four times per week, for two weeks. At the end of each single observational sample, the observer completes the rating scale, and then computes a mean rating after all the observations were completed.  In the current study, the researchers translated and modified items to fit the Swedish context (Teacher Impression Scale-Swedish, or TIS-S).  They then had teachers complete the TIS-S for 16 children with SENs and 16 without SENs enrolled, aged 3 to 5, in 12 preschools.  To assess reliability, the authors conducted Cronbach alphas; yield a coefficient of .97 for the entire scale. To assess construct validity, they conducted a principal components analysis that explained 76.4% of the variance and had factor loadings across items ranging from .75 to .91. In addition, as an assessment of criterion-related validity, the authors used a matched t-test to examine the difference in mean TIS scores for the children with special education needs (mean =43.3, sd = 11.46) and their peers (mean = 70.3, sd = 9.0), yielding a significant difference between groups (p < .001). Teachers also completed a social validity rating questionnaire, with the majority of teachers rating “to a high extent” that the scale “was in agreement with their understand of peer interaction”, “was useful for observing children”, and “helped identify children’s strengths and needs for support.”

    Questions for the CRIEI Audience: 1. Do the items of the TIS-S fit with your conceptualization of prosocial peer interaction of young children?  2. Does these results convince you that the TIS-S is a psychometrically strong instrument? 3.  Would an instrument like the TIS be of use for teachers in inclusive preschool classes?

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