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  • 1.
    Ahlström, Sara
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Janeslatt, G.
    Uppsala Univ, Dept Publ Hlth & Caring Sci, Disabil & Habilitat, Uppsala, Sweden..
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    DEVELOPMENT AND EVALUATION OF A MODEL FOR INTERVENTION USING THE METHOD MY TIME AND TIME ASSITIVE DEVICES FOR CHILDREN WITH COGNITIVE DISABILITIES2019In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 63, no 7, p. 776-776Article in journal (Refereed)
  • 2.
    Janeslatt, Gunnel
    et al.
    Uppsala Univ, Sweden..
    Ahlström, Sara
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Ctr Clin Res Dalarna, Falun, Sweden.
    Granlund, Mats
    Jonkoping Univ, Sweden..
    Intervention in time-processing ability, daily time management and autonomy in children with intellectual disabilities aged 10-17 years - A cluster randomised trial2019In: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 66, no 1, p. 110-120Article in journal (Refereed)
    Abstract [en]

    Background/aim Difficulties with management of time are frequently observed in children and youth with intellectual disabilities (IDs). The aim of this study was to evaluate a new intervention programme 'My Time' to improve time-processing ability (TPA) in children with IDs aged 10-17 years (n = 61). Methods Cluster randomised and waiting-list control group design was used. Data collection included the Kit for assessment of TPA, the Time-Parent scale and a self-rating of autonomy to assess occupational performance in daily life. The method was implemented over an 8-week period. Effect size (ES) was calculated and an analysis of covariance on the individual level and a two-stage process on the cluster level. Results The estimated mean improvement in the KaTid-Child score from baseline (t1) to t2 was significantly higher in the intervention group compared to the waiting-list group, ES Cohen's d = 0.64. Conclusion The results present first evidence of the effectiveness of a new occupational therapy intervention programme ('My Time') to facilitate TPA in children with mild to moderate IDs. Children with IDs aged 10-17 years could improve their TPA at a measurable pace when given intervention. The method could complement interventions using time-assistive devices. Children with IDs should be identified to guide intervention. Further research is necessary to establish whether using the intervention programme can facilitate the development of TPA in younger children.

  • 3.
    Wallin Ahlström, Sara
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Janeslätt, Gunnel
    Center for Clinical Research Dalarna, Uppsala University, Falun Sweden.
    Gustavsson, Catharina
    Center for Clinical Research Dalarna Uppsala University Falun Sweden;School of Health and Welfare Dalarna University Falun Sweden;Department of Public Health and Caring Sciences Uppsala University Uppsala Sweden.
    Harder, Maria
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. School of Health, Care and Social Welfare (HVV) Mälardalen University Västerås Sweden.
    The experiences and the meaning of using MyTime in the preschool context from the perspective of children in need of special support, 5–6 years of age2023In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214Article in journal (Refereed)
    Abstract [en]

    Background

    Children in need of special support often display delays in time processing ability, affecting everyday functioning. MyTime is an intervention programme for systematic training of time processing ability. To support preschool children's development of time processing ability and everyday functioning, it is necessary to include their perspectives of the MyTime intervention programme. A previous study shows that MyTime is feasible with children in the preschool setting and shows positive effects on time processing ability for older children in special schools. Yet, there is a lack of knowledge regarding how preschool children experience the intervention programme and how they understand its meaning. The aim of this study was to explore the experiences and the meaning of using MyTime from the perspective of children with informal needs of special support (INS) 5–6 years of age in the preschool context.

    Methods

    To explore the children's perspectives, video-recorded interviews with 21 children were analysed hermeneutically. To facilitate the interview situation with the children in need of special support, the Talking Mats© was used. Both body and spoken languages were analysed.

    Results

    The results reveal children as active participants, willing to share their experiences of using the MyTime intervention in the preschool context. The conceptualization of the children's experiences and expressions uncovers their meaning of using the MyTime intervention as to know and to understand time by doing.

    Conclusions

    When children are given the opportunity to use concrete tools to understand and measure time, they experience themselves as active participants involved and engaged in the intervention. They reveal meaningful experiences to be able to manage time that facilitate their everyday functioning and participation in the preschool context.

  • 4.
    Wallin Ahlström, Sara
    et al.
    Mälardalen University, School of Health, Care and Social Welfare. School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden;Center for Clinical Research Dalarna, Falun, Sweden;Habilitation Services in Dalarna, Sweden.
    Janeslätt, Gunnel
    Center for Clinical Research Dalarna, Falun, Sweden;Habilitation Services in Dalarna, Sweden;Department of Public Health and Caring Sciences, Disability and Habilitation, Uppsala University, Uppsala, Sweden.
    Almqvist, Lena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. School of Health, Care and Social Welfare (HVV), Mälardalen University, Västerås, Sweden.
    Feasibility of an intervention to facilitate time and everyday functioning in preschoolers2022In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 29, no 4, p. 337-352Article in journal (Refereed)
    Abstract [en]

    Background Children in need of special support (INS) often display delays in time-processing ability (TPA) affecting everyday functioning. Typically developing (TD) children are not yet mature to use the information of a clock.Aim To investigate the feasibility of an intervention program, MyTime, to facilitate TPA and everyday functioning in pre-school children, including the subjective experiences of pre-school staff and the children.Materials and Methods The intervention sample consisted of 20 children: 4 INS and 16 TD. Intervention was given daily in 8 weeks with MyTime in the pre-school environment. Data collection procedures were evaluated and children were assessed for TPA pre- and post intervention. Everyday functioning were assessed by teachers, parents and children. Experiences of the intervention were assessed by a group interview with teachers and a Talking Mats© evaluation with children.Results MyTime worked well in pre-school and indicated an increase in the children’s TPA and everyday functioning. The program was perceived simple to use by teachers and children highlighted the importance to understand the duration of time.Conclusion The program MyTime was found to be feasible in the pre-school environment. Significance: The assessment and program design can be used to investigate intervention effectiveness in a randomised study.

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