http://hj.diva-portal.org/smash/person.jsf?pid=authority-person:49976
Almqvist, Lena
Granlund, M., Almqvist, L., Wilder, J., Allodi Westling, M., Bölte, S. & Danielsson, H. (2019). Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Formal and Informal Support to Children with Behavioral Problems in Swedish Preschools. What Increases the Odds for Receiving Support, Do Formal or Informal Support Form Matter?
Granlund, Mats
Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Education and Communication, HLK, CHILD. Mälardalens högskola, Akademin för hälsa, vård och välfärd.
Wilder, Jenny
Jönköping University, School of Health and Welfare, HHJ. CHILD. Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
Allodi Westling, Mara
Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
Bölte, Sven
Danielsson, Henrik
Linköping university.
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
In Sweden, Early Childhood Education and Care is a right for every child and children in need of special support have access to these provisions in inclusive mainstream settings. National evaluations show great quality variations in special educational support in preschools and schools across the country. A Multicenter Research School with 10 PhD students from four Universities and international partners has been funded (2018- 2021) by the Swedish Research Council to develop knowledge in early intervention. Preschool/school environments are assessed and tailored interventions at unit or child level are developed. The projects are built on previous research and identified needs in research and practice. The theoretical framework for the Research School will be described, results from a systematic review of previous research and specific plans for various topics (engagement, early literacy, expressive language development, socio- emotional development, self-regulation) will be presented and linked to the theoretical framework.
Psychology Educational Sciences
urn:nbn:se:hj:diva-47116 (URN)
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia
Almqvist, L., Granlund, M. & Danielsson, H. (2019). Longitudinal Typical Patterns of Behaviour and Engagement of Children with Swedish or Other Ethnicity and the Impact of Special Support in Swedish Preschools. In: : . Paper presented at International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, 25-28 June 2019, Sydney, Australia.
Open this publication in new window or tab >>Longitudinal Typical Patterns of Behaviour and Engagement of Children with Swedish or Other Ethnicity and the Impact of Special Support in Swedish Preschools
It is of concern that some children, even at a young age, are less engaged than others. Findings indicate that children of other ethnicities are less engaged in preschool activities than their Swedish peers. They also more commonly display behaviour difficulties. Such negative patterns tend to be stable over time. Provision of special support in preschool could change this; however children of other ethnicities have been found to be less supported in preschool, compared to Swedish children. This study aimed to explore longitudinal typical patterns of engagement and behaviour of children of Swedish and other ethnicities in Swedish preschools and the association with special support provision. Data were collected at three time points (n=197; 110 boys; 48 of other ethnicities; 15-57 months). A longitudinal pattern analysis revealed five stable types, examined regarding the influence of provision of support and proportion of children with other ethnicities.
Lygnegård, F., Almqvist, L., Granlund, M. & Huus, K. (2019). Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions. Developmental Neurorehabilitation, 22(1), 27-38
Open this publication in new window or tab >>Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions
Lygnegård, Frida
Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD.
Jönköping University, School of Education and Communication, HLK, CHILD. Mälardalen University.
Huus, Karina
Jönköping University, School of Health and Welfare, HHJ, Dep. of Nursing Science. Jönköping University, School of Health and Welfare, HHJ. CHILD.
2019 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 22, no 1, p. 27-38Article in journal (Refereed) Published
PURPOSE: To investigate how individual and environmental factors relate to self-reported participation profiles in adolescents with and without impairments or long-term health conditions.
METHODS: A person-oriented approach (hierarchical cluster analysis) was used to identify cluster groups of individuals sharing participation patterns in the outcome variables frequency perceived importance in domestic life and peer relations. Cluster groups were compared using one-way analysis of variance (ANOVA).
RESULTS: A nine-cluster solution was chosen. All clusters included adolescents with impairment and long-term health conditions. Perceived importance of peer relations was more important than frequent attendance in domestic-life activities. Frequency of participation in dialogues and family interaction patterns seemed to affect the participation profiles more than factors related to body functions.
CONCLUSION: Type of impairment or long-term health condition is a weaker determinant of membership in clusters depicting frequency and perceived importance in domestic life or peer relations than dialogue and family environment.
Taylor & Francis, 2019
ICF-CY, Participation pattern, cluster analysis, everyday functioning, person-oriented method
urn:nbn:se:hj:diva-38459 (URN)10.1080/17518423.2018.1424266 (DOI)000456885100005 ()29313401 (PubMedID)2-s2.0-85040965252 (Scopus ID)HOA HHJ 2019 (Local ID)HOA HHJ 2019 (Archive number)HOA HHJ 2019 (OAI)
Almqvist, L., Sjöman, M., Golsäter, M. & Granlund, M. (2018). Special support for behavior difficulties and engagement in Swedish preschools. Frontiers in Education, 3, Article ID 35.
Open this publication in new window or tab >>Special support for behavior difficulties and engagement in Swedish preschools
Jönköping University, School of Education and Communication, HLK, CHILD. School of Health, Care, and Welfare, Mälardalen University, Västerås, Sweden.
Sjöman, Madeleine
Jönköping University, School of Education and Communication, HLK, CHILD.
Golsäter, Marie
Jönköping University, School of Health and Welfare, HHJ. CHILD. Futurum Region Jönköping County, Jönköping, Sweden.
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Department of Special Education, Oslo University, Oslo, Norway.
2018 (English)In: Frontiers in Education, ISSN 2504-284X, Vol. 3, article id 35Article in journal (Refereed) Published
The Swedish preschool curriculum stipulates that all children independent of support needs should attend mainstream preschool groups, with equal opportunities for learning and engagement. Preschool teachers are responsible for paying attention to children in need of special support to achieve this. How support is provided for children in need of special support due to behavior difficulties in Swedish preschools varies, however. Some children, often formally identified as in need of special support, are supported by preschool staff supervised by external services. Other children receive support initiated and implemented by preschool staff, without supervision from external services. A further number of children receive no support for behavior difficulties, on top of what is provided to all children. This study investigated associations between support format (i.e. supervised support, staff-initiated support or no additional support), support content (i.e. implementation of support), behavior difficulties, socio-demographics and engagement. A mixed methods approach was used with a sample of 232 preschool children 15 to 71 months with assessed behavior difficulties. Preschool staff reported on the children's engagement, behavior difficulties, socio-demographics and support provision. Logistic regression models were used to analyze the probability of children receiving either support format. Content analysis was used to categorize the support content, reported by preschool staff through open-ended questions. Point-biserial correlations were used to test associations between support content, behavior, socio-demographics and engagement. All children receiving supervised support for behavior difficulties were formally identified by external services as in need of special support. Supervised support was also more common if children disturbed the free play in the preschool group, with the most frequent support being collaboration with external teams. Staff-initiated support was most commonly given to children with high engagement, and for children who are not early second language learners. These children were most frequently supported by staff paying attention to negative behavior. Children who were not perceived as a burden to the group were less likely to receive any form of additional support. Ways of managing the preschool group seem to guide support strategies for children with behavior difficulties, rather than child-focused strategies emphasizing engagement in everyday activities.
Frontiers Media S.A., 2018
special support, preschool, behavior difficulties, engagement, support format, support content, supervised support, staff-initiated support
urn:nbn:se:hj:diva-39517 (URN)10.3389/feduc.2018.00035 (DOI)
Swedish National Board of Health and Welfare, 2011/491Forte, Swedish Research Council for Health, Working Life and Welfare, 2013/38
Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L. & Nilholm, C. (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational review (Birmingham), 69(4), 490-505
Open this publication in new window or tab >>Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
Göransson, Kerstin
Department of Educational Studies, Karlstad University, Karlstad, Sweden.
Lindqvist, Gunilla
Department of Education, Uppsala University, Uppsala, Sweden.
Möllås, Gunvie
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
Nilholm, Claes
2017 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 69, no 4, p. 490-505Article in journal (Refereed) Published
Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, SNEs with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this article are to investigate the occurrence of SNEs and SuTs within the compulsory school system in 10 municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in 10 municipalities (n = 511, response rate 61.6%). Main results indicate that: (a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; (b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; (c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; (d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a "traditional special-education teacher". Results are discussed in relation to Thomas Skrtic's theoretical accounts of inclusive education and Andrew Abbott's notion of jurisdictional control.
inclusion, jurisdictional control, occupational roles, Special needs educators, support teachers, work tasks
urn:nbn:se:hj:diva-32218 (URN)10.1080/00131911.2016.1237477 (DOI)000402077900006 ()2-s2.0-84991492593 (Scopus ID)
Castro, S., Granlund, M. & Almqvist, L. (2017). The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study. European Early Childhood Education Research Journal, 25(1), 122-135
Open this publication in new window or tab >>The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study
Castro, Susana
School of Education, University of Roehampton, London, UK.
Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Health and Welfare, HHJ. CHILD.
2017 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 25, no 1, p. 122-135Article in journal (Refereed) Published
Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood Education and Care (ECEC) across countries. This study aims to describe the quality of Swedish preschool classrooms and its relationship with students' engagement over time. Data was collected from 165 preschool teachers in 55 preschool units in Sweden. Results show that all classroom-related variables (Emotional Support, Instructional Support and Classroom Organisation) have increased levels over time, while engagement remained stable. Three groups of preschool classroom units were identified with similar patterns of classroom quality over time (higher emotional support and lower instructional practice) and similar differences in level. Emotional Support was found to be the best predictor of student engagement over time.
Routledge, 2017
Engagement, Sweden, preschool, Classroom Assessment Scoring System (CLASS), quality
urn:nbn:se:hj:diva-28683 (URN)10.1080/1350293X.2015.1102413 (DOI)000396583500009 ()2-s2.0-84946434700 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Sjöman, M., Granlund, M. & Almqvist, L. (2016). Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool. Early Child Development and Care, 186(10), 1649-1663
Open this publication in new window or tab >>Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool
Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
Jönköping University, School of Education and Communication, HLK, CHILD. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Mälardalens Högskola.
2016 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 186, no 10, p. 1649-1663Article in journal (Refereed) Published
This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18–71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement. Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.
Preschool, engagement, hyperactivity, conduct problems, social interactions
Early detection and early intervention - a longitudinal study of children's engagement and behavior problems in Swedish preschool environments
Forte, Swedish Research Council for Health, Working Life and WelfareSwedish National Board of Health and Welfare
Nilsson, S., Björkman, B., Almqvist, A.-L., Almqvist, L., Björk-Willén, P., Donohue, D., . . . Hvit, S. (2015). Children's voices – Differentiating a child perspective from a child's perspective. Developmental Neurorehabilitation, 18(3), 162-168
Open this publication in new window or tab >>Children's voices – Differentiating a child perspective from a child's perspective
School of Health Sciences, Borås University, Borås, Sweden.
Björkman, Berit
Jönköping University, School of Health and Welfare, HHJ. CHILD.
Almqvist, Anna-Lena
School of Health, Care and Social Welfare, Mälardalen University, Sweden.
Björk-Willén, Polly
Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
Donohue, Dana
Centre for AAC, University of Pretoria, South Africa.
Enskär, Karin
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Education and Communication, HLK, CHILD.
Hvit, Sara
2015 (English)In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 18, no 3, p. 162-168Article in journal (Refereed) Published
Objective: The aim of this paper was to discuss differences between having a child perspective and taking the child's perspective based on the problem being investigated.
Methods: Conceptual paper based on narrative review.
Results: The child's perspective in research concerning children that need additional support are important. The difference between having a child perspective and taking the child's perspective in conjunction with the need to know children's opinions has been discussed in the literature. From an ideological perspective the difference between the two perspectives seems self-evident, but the perspectives might be better seen as different ends on a continuum solely from an adult's view of children to solely the perspective of children themselves. Depending on the research question, the design of the study may benefit from taking either perspective. In this article, we discuss the difference between the perspectives based on the problem being investigated, children's capacity to express opinions, environmental adaptations and the degree of interpretation needed to understand children's opinions.
Conclusion: The examples provided indicate that children's opinions can be regarded in most research, although to different degrees.
Child perspective, child's perspective, methodology
urn:nbn:se:hj:diva-21778 (URN)10.3109/17518423.2013.801529 (DOI)000354216600004 ()23924164 (PubMedID)2-s2.0-84929179113 (Scopus ID)HHJCHILDIS, HLKCHILDIS (Local ID)HHJCHILDIS, HLKCHILDIS (Archive number)HHJCHILDIS, HLKCHILDIS (OAI)
Norling, M., Sandberg, A. & Almqvist, L. (2015). Engagement and emergent literacy practices in Swedish preschools. European Early Childhood Education Research Journal, 23(5), 619-634
Open this publication in new window or tab >>Engagement and emergent literacy practices in Swedish preschools
Norling, Martina
Sandberg, Anette
Mälardalen University.
Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.
preschool engagement, preschool quality, emergent literacy, language, social environment
urn:nbn:se:hj:diva-28777 (URN)10.1080/1350293X.2014.996423 (DOI)000365605600004 ()2-s2.0-84948580089 (Scopus ID)
Niia, A., Almqvist, L., Ellinor, B. & Granlund, M. (2015). Student participation and parental involvement in relation to academic achievement. Scandinavian Journal of Educational Research, 59(3), 297-315
Open this publication in new window or tab >>Student participation and parental involvement in relation to academic achievement
Niia, Anna
Jönköping University, School of Health and Welfare, HHJ. CHILD. Mälardalen University.
Ellinor, Brunnberg
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 3, p. 297-315Article in journal (Refereed) Published
This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely related to activity and academic performance. Despite these differences, teachers and students are in close agreement regarding activities of a social nature. Teachers' and parents' ratings of parents' involvement in school demonstrate a higher agreement, but also correlate negatively with the academic achievement of the student. This is likely because communication is more frequent with parents of underachieving students than students demonstrating high academic performance. The partly inconsistent results in previous research regarding the relation between participation and academic achievement can here be explained by the choice of raters, as this connection only exists in ratings carried out by teachers.
participation, students, parental involvement, self-ratings
Humanities Social Sciences
urn:nbn:se:hj:diva-25384 (URN)10.1080/00313831.2014.904421 (DOI)000351839400003 ()2-s2.0-84926252573 (Scopus ID)
Jönköping University, School of Education and Communication, HLK, CHILD