Papers by Helene Lidström
Journal of Occupational Therapy, Schools, & Early Intervention
Work
BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging... more BACKGROUND: Establishment in productive occupations i.e. work and further studies, is challenging for students who experience special educational needs (SEN). OBJECTIVE: The study aim was to investigate productive occupations and perceived work ability one year after upper secondary education among former students with SEN who had received a student-centred information and communication technology (ICT) intervention. METHODS: Questionnaire data on productive occupations (n = 81) were complemented with the semi-structured Worker Role Interview (WRI) concerning perceived work ability (n = 20), in an embedded mixed methods design. Group comparisons between participants who were and were not established in productive occupations were performed. Written notes from the WRI were analysed with a deductive content analysis. RESULTS: Findings demonstrated that almost two-thirds (63% n = 51) of the former students with SEN were established in productive occupations. The established group had t...
I Arbetsterapi for barn och ungdom har 28 ledande experter inom arbetsterapi bidragit med gedigen... more I Arbetsterapi for barn och ungdom har 28 ledande experter inom arbetsterapi bidragit med gedigen kunskap och klinisk erfarenhet av barn och ungdom med funktionsnedsattningar.I boken finns ett tydl ...
The American Journal of Occupational Therapy, 2009
OBJECTIVE. The use and nonuse of assistive technology devices in school by students with physical... more OBJECTIVE. The use and nonuse of assistive technology devices in school by students with physical disabilities was investigated, and the students’ experiences in using these devices is described. METHOD. We used a mixed-methods approach with predominantly qualitative methods to collect and analyze data, which included observations of and interviews with 20 students with physical disabilities and the number and type of assistive technology devices provided. RESULTS. It is vital that devices be integrated into educational practice and that students experience immediate benefits for their function in everyday school activities without detrimental effects on their social participation. The latter was often more important than being able to perform activities independently. CONCLUSION. The students adopted both a functional and a psychosocial perspective of their devices, and providers should neglect neither. Children and youth need both verbal information and practical experience using ...
Child: Care, Health and Development, 2010
Stockholm 2011-Not every child has an equal talent or an equal ability or equal motivation; but c... more Stockholm 2011-Not every child has an equal talent or an equal ability or equal motivation; but children have the equal right to develop their talent, their ability, and their motivation.‖ (J F Kennedy) All previously published papers were reproduced with permission from the publisher.
The aim of the study was to investigate boys and girls with motor disabilities use and opinions o... more The aim of the study was to investigate boys and girls with motor disabilities use and opinions of Information Communication Technology (ICT) in outside-of-school activities compared with non-disabled children. Participants were 254 children and youths, with motor disabilities, attending mainstream schools. The participants responded to a questionnaire about the use of ICT activities outside-of-school. For group comparisons with non-disabled children, data from the survey “Kids and Media” was used. A significantly higher proportion of children with motor disabilities was engaged in ICT activities, such as using the Internet, playing computer games and visiting communities. Our study reveals a positive result from a gender perspective, where the use of ICT activities is more equal among boys and girls with disabilities than among non-disabled boys and girls. This brings new interest in ICT and computer activities as an opportunity for all boys and girls, since previous studies show t...
Use of myoelectric prostheses and participation in everyday activities : environmental factors im... more Use of myoelectric prostheses and participation in everyday activities : environmental factors impact on assistive technology use
Manga elever i dagens svenska skola ar i behov av anpassningar och sarskilt stod. For att ratt in... more Manga elever i dagens svenska skola ar i behov av anpassningar och sarskilt stod. For att ratt insatser ska kunna planeras och genomforas ar det viktigt att elevernas behov upptacks och kartlaggs p ...
From an occupational justice perspective this paper reports on young Swedish people’s (9-16 years... more From an occupational justice perspective this paper reports on young Swedish people’s (9-16 years) engagement in computer activities in school and during leisure time focusing on children and young people with disabilities in comparison with general population. Article 9 (on accessibility) in the United Nations’ Convention on the Rights of Persons with Disabilities states that the parties to the convention shall take appropriate measures to ‘promote access for persons with disabilities to new information and communications technologies and systems, including the Internet’. The United Nations’ position is that digital access is a matter involving equality between groups of people, the securing of democratic rights, and equal opportunities for all citizens. Analysis is based on survey data where computer and internet use by young people with disabilities (n= 389) are compared with a reference group from general population (n=940). The results demonstrate that young people with disabilities had restricted participation in computer use in educational activities, in comparison to young people in general. During leisure time however, the opposite pattern were found. Out of school young people with disabilities had a leading position with respect to internet use in a variety of activities. The discussion points to beneficial environmental conditions at home (and the reverse in school) as parts of the explanation for the differing engagement levels at home and at school, and among young people with disabilities and young people in general. internet activities, adolescence, equalit
Scandinavian Journal of Occupational Therapy, 2021
BACKGROUND Evidence-based information and communication technology (ICT) interventions to enhance... more BACKGROUND Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required. AIM To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs. MATERIALS AND METHODS Data on 300 students' assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students' ordinal SSI ratings. RESULTS In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline. CONCLUSION An ICT intervention is promising for improving school participation among upper secondary school students with SEN.
Computer use in school - a comparison between students with neuropsychiatric disabilities and mot... more Computer use in school - a comparison between students with neuropsychiatric disabilities and motor disabilities
Bedomning av anpassningar i skolmiljon (BAS) ar ett bedomningsinstrument som utvecklats i Sverige... more Bedomning av anpassningar i skolmiljon (BAS) ar ett bedomningsinstrument som utvecklats i Sverige for att anvandas inom skola. Det ar avsett for barn fran ungefar 7 ar och aldre. Anvandare av instr ...
Datoranvandning i skolan – en jamforelse mellan barn och ungdomar med neuropsykiatriska funktions... more Datoranvandning i skolan – en jamforelse mellan barn och ungdomar med neuropsykiatriska funktionsnedsattningar och barn och ungdomar med rorelsehinder
The SSI is a student-centred interview assessment intended for examing the level of student-envir... more The SSI is a student-centred interview assessment intended for examing the level of student-environment fit of students from approx. 7 years of age and older. The assessment focus on how environmental factors influence students’ activity and participation in school. SSI includes 16 items, which are scored by using a four-step rating scale.The 16 items are:1. Write2. Read3. Speak4. Remember things5. Do mathematics6. Do homework7. Take exams8. Participate in sports activities9. Participate in practical subjects10. Participate in the classroom11. Participate in social activities during breaks12. Participate in practical activities during breaks13. Go on field trips14. Get assistance15. Access to school16. Interact with staffFor each item, the following questions are asked:How do you act/manage in your class when you (e.g. 1. Write)?Do you have any supports or adjustments? If so, what type?Are you satisfied with the present situation?If not, what kind of change would help you the most?T...
Asian Journal of Occupational Therapy
Background: Children with neuropsychiatric disorders may have a limited participation in everyday... more Background: Children with neuropsychiatric disorders may have a limited participation in everyday activities. It is common that they tend to avoid engaging in activities due to a decreased ability to interpret sensory information. To increase these children's' activity performance ball vests are provided and prescribed as an intervention. The aim of this study was to explore the use of a ball vest in everyday activities from the perspective of adolescents with neuropsychiatric disorders, their parents and teachers. Method: A qualitative method, where six adolescents with neuropsychiatric disorders, their parents and teachers were interviewed concerning experiences of the adolescents' use of a ball vest for eight weeks. A qualitative content analysis approach was used. Results: The analysis identified four themes. The adolescents with neuropsychiatric disorders, their parents and teachers portrayed different aspects of the use of the vest which all were mainly positive. The adolescents experienced that their high activity level was influenced by using the ball vest in activities. A slightly delayed calming effect was also described which influenced the adolescents plan when to use of the ball vest during the day. Conclusion: This study identifies a positive though limited hypothesis regarding how a ball vest can be experienced in relation to everyday activities at home and in the school setting for adolescents with high activity levels and neuropsychiatric disorders.
European Journal of Special Needs Education
The aim of this study was twofold: (1) to identify factors associated with a high level of accomm... more The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students' perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students' mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students' needs for support in school activities.
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Papers by Helene Lidström