Utveckling och prövning av insatser
Development and test of assessment methods, interventions and documentation in services for people with disabilities
Communication partners of children with severe cerebral palsy and intellectual disability prescribed with high technology speech generating devise.
Participants: Helena Tegler, Monica Blom Johansson, Mia Pless and Karin Sonnander
This project focuses on communication with high technology speech generating devices between speaking communication partners and children with severe cerebral palsy and intellectual disability. The aim of the first study is to examine speech and language pathologists’ practises and perceptions of high technology speech generating device intervention targeting communication partners (i.e. caregivers, teachers and as-sistants). The second study has two aims. First, to examine communication partners’ practice and percep-tions of communication with high technology SGD. Second, to examine in which contexts and for what reasons children use their SGDs. Study number three and four are intervention studies, which aim to eval-uate high technology speech generating device intervention targeting communication partners.
Aided communication between persons with Rett syndrome and their interaction partners
Participants: Helena Wandin, Per Lindberg, Karin Sonnander
Individuals with Rett syndrome have significant motor and communicative disabilities and it is difficult to assess their cognitive abilities. To express communication is therefore difficult for them and their non-linguistic communication is problematic to interpret for their communication partners. The aim of the pro-ject is to increase the knowledge of aided communication intervention targeting people with Rett syndrome. The different studies aim at 1) examining Swedish speech and language pathologists’ experiences of com-munication intervention, especially aided communication intervention provided to persons with Rett syn-drome 2) developing and evaluating instruments that measure different communicative aspects in interac-tion between individuals with Rett syndrome and a close communication partner 3) evaluating an aided communication intervention targeting the social network of persons with Rett syndrome. Caregivers take an active part in designing, performing and evaluating the intervention for each individual.
Development of clinical guidelines for the management of communication in individuals with Rett syn-drome
Participants: Leopold MG Curfs, Gillian Townend, Theresa Bartolotto, Helena Wandin, Anna Urban-owicz
A severe disruption in communication skills is one of the characteristic features of Rett syndrome and has a fundamental impact on quality of life for both individuals Rett syndrome and for their families. The lit-erature on best practices in communication assessment and intervention in Rett syndrome is limited. There is a need to develop guidelines which ensure consistent and evidence based information regarding the management of communication is provided to families internationally. The creation of such guidelines would help to empower families by giving them the opportunity to share them, and to work together with educators and therapists to assist in the design of best-practice intervention programmes. The guidelines will be developed through a Delphi process.
Barriers and facilitators in interaction between children with profound multiple disabilities and children without disabilities
Interaction with peers is important for development and wellbeing. To have a friend with a disability may influence acceptance of diversity and persons with disabilities in general. Interaction between children with and without disabilities seldom occurs. Children with disabilities do not participate in interaction and play to the same extent as children without disabilities. The aim of this study is to study barriers and facil-itators in interaction between children with profound disabilities and children with typical development. The research questions are a) what patterns of peer directed behaviours can be seen in interaction? b) what are the characteristics of situations in which interaction occurs? c) what do children with typical de-velopment view as facilitators in interaction with peers with profound multiple disabilities?
Reports on implementation of evidence-based practice
Participants: Mia Pless, Karin Sonnander
The overall aim is to report on implementation of evidence-based practice in multi-professional rehabilita-tion and habilitation services. A specific aim is to evaluate staffs´ knowledge and use of evidence-based interventions and the implementation of Health Technology Assessment as a structured model to do this for support of continuous quality improvement.
Parents with cognitive disabilities with children in foster care: parenting role, need of support and evaluation of a support group
Participants: Päivi Adolfsson, Karin Jöreskog, Gunnel Janeslätt, Helena Lindstedt
The aim is, by using semi-structured interviews, to describe mothers and fathers with cognitive difficulties who have children in foster care: parenting role, level of participation, influence on rights of access to children and need of support. A support group will be evaluated pre- and post-intervention by focus group interviews. A separate assignment, commissioned by The National Board of Health and Welfare, consti-tutes a systematic literature review on parenting and interventions targeting parenting tailored for parents with ADHD or ASD (Gunnel Janeslätt and Afsaneh Hayat Roshanai)
Evaluation of using an educational toolkit about parenthood and the "Real Care Baby" among individuals with intellectual disability
Participants: Margareta Larsson, Berit Höglund, Nina Klang, Maria Wikström, Ida Kåhlin, Rose-Marie Berglund, Lydia Springer, Gunnel Janeslätt
The aim of this project is to evaluate the use of conversational support material "Children-what does it involve" and a Real Care Baby simulator for special school students with intellectual disability.