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  • 1.
    Adolfsson, Margareta
    et al.
    Jönköping Univ.
    Granlund, Mats
    Jönköping Univ.
    Bjorck-Akesson, Eva
    Jönköping Univ.
    Ibragimova, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Pless, Mia
    Jönköping Univ.
    EXPLORING CHANGES OVER TIME IN HABILITATION PROFESSIONALS' PERCEPTIONS AND APPLICATIONS OF THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH, VERSION FOR CHILDREN AND YOUTH (ICF-CY)2010In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 42, no 7, p. 670-678Article in journal (Refereed)
    Abstract [en]

    Objective: This study explored how professionals in interdisciplinary teams perceived the implementation of the World Health Organization's International Classification of Functioning, Disability and Health, version for Children and Youth (ICF-CY) in Swedish habilitation services. Design: Descriptive longitudinal mixed-methods design. Methods: Following participation in a 2-day in-service training on the ICF-CY, 113 professionals from 14 interdisciplinary teams described their perceptions of the implementation of the ICF-CY at 3 consecutive time-points: during in-service training, after 1 year, and after 2.5 years. Results: Implementation of the ICF-CY in daily work focused on assessment and habilitation planning and required adaptations of routines and materials. The ICF-CY was perceived as useful in supporting analyses and in communication about children's needs. Professionals also perceived it as contributing to new perspectives on problems and a sharpened focus on participation. Conclusion: Professionals indicated that the ICF-CY enhanced their awareness of families' views of child participation, which corresponded to organizational goals for habilitation services. An implementation finding was a lack of tools fitting the comprehensive ICF-CY perspective. The study points to the need for ICF-CY-based assessment and intervention methods focusing on child participation.

  • 2.
    Björck-Åkesson, Eva
    et al.
    Högskola för lärande och kommunikation, Högskolan i Jönköping.
    Granlund, Mats
    Hälsohögskolan, Högskolan i Jönköping.
    Ibragimova, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Svensk fältprövning av WHO:s Internationell klassifikation av funktionstillstånd, funktionshinder , version för barn och ungdom (ICF-CY).2006Report (Other academic)
  • 3.
    Björck-Åkesson, Eva
    et al.
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Wilder, Jenny
    School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Granlund, Mats
    School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Pless, Mia
    Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden .
    Simeonsson, Rune
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Adolfsson, Margareta
    School of Education and Communication, Jönköping University, Jönköping, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare. School of Health Sciences, Jönköping University, Jönköping, Sweden .
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication.
    The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention: Feasibility and usefulness as a common language and frame of reference for practice2010In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 32, no SUPPL. 1, p. 125-138Article in journal (Refereed)
    Abstract [en]

     Early childhood intervention and habilitation services for children with disabilities operate on an interdisciplinary basis. It requires a common language between professionals, and a shared framework for intervention goals and intervention implementation. The International Classification of Functioning, Disability and Health (ICF) and the version for children and youth (ICF-CY) may serve as this common framework and language. This overview of studies implemented by our research group is based on three research questions: Do the ICF-CY conceptual model have a valid content and is it logically coherent when investigated empirically? Is the ICF-CY classification useful for documenting child characteristics in services? What difficulties and benefits are related to using ICF-CY model as a basis for intervention when it is implemented in services? A series of studies, undertaken by the CHILD researchers are analysed. The analysis is based on data sets from published studies or master theses. Results and conclusion show that the ICF-CY has a useful content and is logically coherent on model level. Professionals find it useful for documenting children's body functions and activities. Guidelines for separating activity and participation are needed. ICF-CY is a complex classification, implementing it in services is a long-term project

  • 4.
    Göransson, Kerstin
    et al.
    Karlstads universitet, Karlstad, Sweden..
    Lindqvist, Gunilla
    Uppsala universitet, Sweden.
    Klang, Nina
    Uppsala universitet, Sweden.
    Magnússon, Gunnlaugur
    Uppsala universitet, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Professionalism, governance and inclusive education: A total population study of Swedish special needs educators2019In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 6, p. 559-574Article in journal (Refereed)
    Abstract [en]

    Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.

  • 5.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindqvist, Gunilla
    Högskolan Dalarna, Sweden.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilholm, Claes
    Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning2015Report (Other academic)
  • 6.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections2012In: International journal of developmental disabilities, ISSN 2047-3869, Vol. 58, no 1, p. 12-19Article in journal (Refereed)
  • 7.
    Ibragimova, Nina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Granlund, Mats
    Hälsohögskolan, Högskolan i Jönköping.
    Björck-Åkesson, Eva
    Högskolan för lärande och kommunikation.
    Field trial of ICF version for children and youth (ICF-CY) in Sweden – logical coherence, developmental issues and clinical use2009In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 12, no 1, p. 3-11Article in journal (Refereed)
    Abstract [en]

    Introduction: For ICF-CY to be used in clinical practice several issues have to be resolved concerning the logical coherence in the model, developmental and functional issues as well as clinical feasibility.

    Purpose: The aim is to investigate feasibility of ICF-CY as expressed by ICF-CY questionnaires in assessment prior to intervention.

    Methods: One hundred and thirty-nine professionals working with intervention for children with disabilities used ICF-CY questionnaires in assessment. The professionals rated and commented on the feasibility of ICF-CY and ICF-CY questionnaire. Logical coherence, developmental issues and clinical use were investigated.

    Results: The logical coherence on component level was good (KMO = 0.126, p<0.005). To investigate developmental and functional issues in the model children, four age groups were compared with the help of one-way ANOVA. Significant differences were found between children younger than 3 and children 3-6 and 7-12 in four chapters in the component Activities/Participation. Professionals consider that ICF-CY is feasible in intervention but experience difficulties when using the components and qualifiers in the ICF-CY and suggest changes.

    Discussion: ICF-CY as expressed in ICF-CY questionnaires is a feasible tool in assessment and intervention. However, several issues can be developed and discussed to facilitate implementation of ICF-CY in clinical practice.

  • 8.
    Ibragimova, Nina
    et al.
    Mälardalen University, Department of Social Sciences.
    Lillvist, Anne
    Mälardalen University, Department of Social Sciences.
    Pless, Mia
    Mälardalen University, Department of Caring and Public Health Sciences.
    Granlund, Mats
    Mälardalen University, Department of Social Sciences.
    The utility of ICF for describing interaction in non-speaking children with disabilities: - caregiver ratings and perceptions2007In: Disability & Rehabilitation, ISSN 0963-8288, Vol. 29, no 22, p. 1689-1700Article in journal (Refereed)
  • 9.
    Ibragimova, Nina
    et al.
    Mälardalen University, Department of Social Sciences.
    Pless, M.
    Adolfsson, M.
    Granlund, M.
    Bjork-Akesson, E.
    Use of International Classification of Functioning, Disability and Health (ICF-CY) to analyse information2008In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 52, no 8/9, p. 770-770Article in journal (Other academic)
  • 10.
    Klang Ibragimova, Nina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Pless, Mia
    Uppsala Univ.
    Adolfsson, Margareta
    Jönköping Univ.
    Granlund, Mats
    Jönköping Univ.
    Björck-Åkesson, Eva
    Jönköping Univ.
    Using content analysis to link texts of assessment and intervention to International Classification of Functioning, Disability and Health - version for children and youth (ICF-CY)2011In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 43, no 8, p. 728-733Article in journal (Refereed)
    Abstract [en]

    Objective: To explore how content analysis can be used together with linking rules to link texts on assessment and intervention to the International Classification of Functioning, Disability and Health version for children and youth (ICF-CY).

    Methods: Individual habilitation plans containing texts on assessment and intervention for children with disabilities and their families were linked to the ICF-CY using content analysis. Texts were first divided into meaning units in order to extract meaningful concepts. Meaningful concepts that were difficult to link to ICF-CY codes were grouped, and coding schemes with critical attributes were developed. Meaningful concepts that could not be linked to the ICF-CY were assigned to the categories "not-definable" and "not-covered", using coding schemes with mutually exclusive categories.

    Results: The size of the meaning units selected resulted in different numbers and contents of meaningful concepts. Coding schemes with critical attributes of ICF-CY codes facilitated the linking of meaningful concepts to the most appropriate ICF-CY codes. Coding schemes with mutually exclusive categories facilitated the classification of meaningful concepts that could or could not be linked to the ICF-CY.

    Conclusion: Content analysis techniques can be applied together with linking rules in order to link texts on assessment and intervention to the ICF-CY.

  • 11.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Change patterns in interprofessional documentation of individual habilitaton plans after in-service training in ICF-CY2009Conference paper (Refereed)
  • 12.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Internationell klassifikation av funktionstillstånd, funktionshinder och hälsa2009In: Med sikte på förskolan: Barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur, 2009, p. 279-295Chapter in book (Other academic)
  • 13.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Self-assessment processes in children in need of special support.2010Conference paper (Refereed)
  • 14.
    Klang, Nina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication. Örebro University.
    Pless, Mia
    Mälardalen University, School of Health, Care and Social Welfare.
    Granlund, Mats
    Örebro University.
    The utility of ICF for describing interaction in non-speaking children with disabilities: Caregiver ratings and perceptions2007In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 26, no 22, p. 1689-1700Article in journal (Refereed)
  • 15. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Att koda enligt ICF2011In: Handbok i att använda ICF och ICF-CY, Lund: Studentlitteratur, 2011, 1, p. 111-127Chapter in book (Other (popular science, discussion, etc.))
  • 16. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    ICF som klassifikation2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless och Mats Granlund, Lund: Studentlitteratur, 2011, 1, p. 53-70Chapter in book (Other (popular science, discussion, etc.))
  • 17. Pless, Mia
    et al.
    Adolfsson, Margareta
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    ICF som tankemodell2011In: Handbok i att använda ICF och ICF-CY / [ed] Mia Pless och Mats Granlund, Lund: Studentlitteratur, 2011, 1, p. 19-35Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Pless, Mia
    et al.
    Uppsala universitet.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Adolfsson, Margareta
    Högskolan i Jönköping.
    Björck-Åkesson, Eva
    Högskolan i Jönköping.
    Granlund, Mats
    Högskolan i Jönköping.
    Evaluation of in-service training in using the ICF and ICF version for children and youth2009In: Journal of Rehabilitation Medicine, ISSN 1650-1977, E-ISSN 1651-2081, Vol. 41, no 6, p. 451-458Article in journal (Refereed)
    Abstract [en]

    Objective: To study the effects of in-service training on staff's self-reported knowledge, understanding and use of the International Classification of Functioning, Disability and Health (ICF) and ICF Children and Youth version (ICF-CY).

    Design: Quasi-experimental with a questionnaire prior to training and another one year after training.

    Methods: Intervention was in-service training in using the ICF and ICF-CY. Subjects were 113 professionals working in habilitation services. Two subgroups were compared: (i) subjects who reported one year after the training that they had used the ICF and ICF-CY in daily practice; and (it) subjects who had not used these frameworks.

    Results: The gender, age, and years of work experience of the members in the subgroups were similar. The professionals who used what they learnt from the training, and who already had knowledge about and a positive attitude to the ICF/ICF-CY prior to the training, were found to benefit most from the training. They also increased their ability to apply it to statements about everyday work. These professionals should focus on increasing their understanding and use of the ICF/ICF-CY in their everyday work and in assessment, while those who have limited prior knowledge of the ICF/ICF-CY should focus on gaining knowledge and understanding the purpose, terms and components of the framework.

    Conclusion: It is recommended that in-service training in using the ICF and ICF-CY is tailored to different groups of professionals depending on their degree of knowledge of the ICF/ICF-CY.

1 - 18 of 18
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