lnu.sePublikasjoner
Endre søk
Begrens søket
1 - 8 of 8
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Andersson, Per
    et al.
    Linköping University.
    Hellberg, Kristina
    Linköping University.
    Yrkeseleven2014Inngår i: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, s. 131-154Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Detta kapitel ger en introduktion vad gäller kunskap om och för förståelse av elever i yrkesutbildning. Kapitlet behandlar rekrytering och deltagande men även sociala kategorier och funktionsnedsättningar.

  • 2.
    Bolic Baric, Vedrana
    et al.
    Linköping University.
    Hellberg, Kristina
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Kjellberg, Anette
    Linköping University.
    Hemmingsson, Helena
    Linköping University.
    Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population2018Inngår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, nr 12, s. 1131-1139Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    OBJECTIVE: Adolescents' leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD.

    METHOD: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use.

    RESULTS: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities.

    CONCLUSION: Internet activities may provide adolescents with ADHD accessible means of social interaction.

  • 3.
    Bolic, Vedrana
    et al.
    Linköping University.
    Hellberg, Kristina
    Linköping University.
    Kjellberg, Anette
    Linköping University.
    Hemmingsson, Helena
    Linköping University.
    Support in school and the transition to further education and/or work: young adults with Asperger’s Disorder and ADHD2014Inngår i: 16th International Congress of the World Federation of Occupational Therapists, June 18-21, 2014, Yokohama, Japan, 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Introduction

    Individuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.

    Objectives

    The aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

    Methods

    Semi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  A qualitative data analysis was used. 

    Results

    Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school.  Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.

    Conclusion

    The experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation.  

    Contribution to the practice/evidence base of occupational therapy

    Based on the students’ perspectives this study showed that different forms of support in school are important for learning and participation.  Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.

  • 4.
    Hellberg, Kristina
    et al.
    Linköping University.
    Kjellberg, Anette
    Linköping University.
    Övergång till högre studier och arbetsliv: personer med neuropsykiatriska diagnoser: delaktighet och lärande2011Inngår i: FORSA:s nationella symposium 2011, 2011Konferansepaper (Fagfellevurdert)
  • 5.
    Joosten, Annette
    et al.
    Curtin University, Australia.
    Girdler, Sonya
    Curtin University, Australia.
    Albrecht, Matthew A
    Curtin University, Australia.
    Horlin, Chiara
    Curtin University, Australia.
    Falkmer, Marita
    Curtin University, Australia ; Jönköping University.
    Leung, Denise
    Curtin University, Australia.
    Ordqvist, Anna
    Linköping University ; Rehabilitation Centre Linköping.
    Fleischer, Håkan
    Jönköping University.
    Falkmer, Torbjörn
    Curtin University, Australia ; Linköping University ; Rehabilitation Centre Linköping.
    Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick2016Inngår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, nr 2, s. 95-102Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA. Methods: Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants’ eye movements were recorded using a head-mounted eye-tracker. Results: Children with AS/HFA looked less frequently and had shorter fixation on the magician’s direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician’s face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze. Conclusions: Information may enhance effective visual strategies in children with and without AS/HFA.

  • 6.
    Lundqvist, Lars-Olov
    et al.
    Örebro University.
    Ivarsson, Ann-Britt
    Örebro University.
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Schröder, Agneta
    Örebro University ; Norwegian University of Science and Technology, Norway.
    The attendees' view of quality in community-based day centre services for people with psychiatric disabilities.2018Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, nr 3, s. 162-171Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND/AIMS: Community-based day centres in Sweden are well-established arenas for psychiatric rehabilitation, but little is known of the attendees' perception of the quality of the service provided. The aim of the study was thus to describe and investigate the quality of the services in community-based day centre for people with psychiatric disabilities.

    METHODS: A sample of 218 attendees in 14 community-based day centre services in Sweden completed the Quality in Psychiatric Care - Daily Activities (QPC-DA).

    RESULTS: The results showed that people with psychiatric disabilities perceived the quality of community-based day centre services as high. Most notably, quality of service was rated higher by those with lower educational level, had waited shorter time to attend the centre, and had better mental and physical health. However, particularly aspects of a secluded environment and participation (information) may be areas with potential for improvement.

    CONCLUSION/SIGNIFICANCE: From an occupational science perspective, the results adhere to the importance of occupational balance, with periods of rest/privacy during the time at the centre.

  • 7.
    Neckman, Marcus
    et al.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Sjöfartshögskolan (SJÖ).
    Steneros, Adrian
    Linnéuniversitetet, Fakulteten för teknik (FTK), Sjöfartshögskolan (SJÖ).
    Svenska rederiers syn på krishantering: En kvalitativ undersökning om krishanteringsplaner2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Arbetet till sjöss är förenat med risker som kan medföra att olyckor sker. Det ska finnas en plan för krishantering redan innan en olycka har inträffat. Det grundläggande förutsättningarna för att hantera följderna av en händelse finns reglerade i svensk lagstifting men hur följs den drabbade sjömannens hälsa upp av rederiet som arbetsgivare? Med denna frågeställning som bakgrund är syftet med det här arbetet att undersöka hur svenska rederier använder sin krishanteringsplan med fokus på förberedande arbete och omhändertagande av personal efter en kris. För att få svar på frågeställningen har en kvalitativ intervjuundersökning används som metod för datainsamling. Undersökningen omfatter en delvis strukturerad intervju med sju respondenter från sex olika svenska rederier. Resultatet av undersökningen visar att rederierna förhåller sig till gällande krav och regelverk och för att uppfylla en del av kraven tar de hjälp av externa aktörer såsom företagshälsovård och psykologer. Rederierna poängterar att det är svårt att utforma en krisplan för något som inte har hänt, att förutse alla scenarion som kan inträffa betraktas inte som möjligt oavsett hur mycket de övar. Besättningen anses dock som det absolut viktigaste för verksamheten och det sätts inga gränser för att främja deras välbefinnande i kriser.

  • 8.
    Ordqvist, Anna
    et al.
    Linköping University ; Pain and Rehabilitation Centre Linköping.
    Falkmer, Marita
    Curtin University, Australia.
    Parsons, Richard
    Chalmers University of Technology.
    Leung, Denise
    Municipality Council of Norrköping ; Jönköping University.
    Dahlman, Joakim
    Jönköping University.
    Fleischer, Håkan
    Curtin University, Australia.
    Girdler, Sonya
    Curtin University, Australia ; Linköping University.
    Falkmer, Torbjörn
    University Hospital Linköping ; La Trobe University, Australia ; Jönköping University.
    Information and Repetition Change Children's Visual Strategies When Viewing Magic Tricks With and Without Gaze Cues2013Inngår i: Perceptual and Motor Skills, ISSN 0031-5125, E-ISSN 1558-688X, Vol. 116, nr 1, s. 144-162Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Gaze cues and direct gaze attract visual attention. However, few studies have explored visual cues in children within realistic contexts. The effect of information and repetitive stimulus presentation has not been thoroughly studied with dynamic stimuli. The aim of the present study was to investigate how information affects the visual strategies of children measured by the number of fixations on certain areas of interest and their durations. Furthermore, this study examined the effect of gaze cues and direct gaze. In two consecutive experiments, children's visual strategies when viewing magic tricks were measured by an eye tracker. Gaze cues were only present in Experiment 1.The results showed that repetitive stimulus presentation and information caused children to change their visual strategies when viewing magic tricks with and without gaze cues. However, the effect was larger when the gaze cues were not present. These findings in children were similar to those in adults.

1 - 8 of 8
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf