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Janeslätt, G., Larsson, M., Wickström, M. & Höglund, B. (2019). An Intervention using the parenting Tool-kit ”Children – what does it involve?” and the Real-Care-Baby simulator among students with ntellectual disability: a feasibility study. JARID: Journal of applied research in intellectual disabilities, 32(2), 380-389
Open this publication in new window or tab >>An Intervention using the parenting Tool-kit ”Children – what does it involve?” and the Real-Care-Baby simulator among students with ntellectual disability: a feasibility study
2019 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, no 2, p. 380-389Article in journal (Refereed) Published
Abstract [en]

Background: There is limited knowledge about how young people with intellectual disability can be facilitated in their process of deciding about parenthood. This study aimed to evaluate the feasibility of an upcoming trial to evaluate an intervention using the Toolkit “Children—what does it involve?” and the “Real‐Care‐Baby” (RCB) simulator among students with intellectual disability.

Methods: Six students with intellectual disability participated in an intervention with eight educational sessions and a 3‐day caring session with the RCB simulator. Data were collected with questionnaires and interviews.

Results: The study showed that it is possible to evaluate an intervention using these instruments among students with intellectual disability in order to provide them with further insights about parenthood.

Conclusion: It is feasible to evaluate the Toolkit and the RCB in a cluster‐randomized study and that such a study could add to our knowledge about possible intervention strategies regarding reproduction and parenting among students with intellectual disability.

Keywords
Parenthood, Intellectual disability, Reproduction, Intervention, Adolescents, Feasibility
National Category
Obstetrics, Gynecology and Reproductive Medicine
Identifiers
urn:nbn:se:uu:diva-369089 (URN)10.1111/jar.12535 (DOI)000458339000012 ()
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2019-03-12Bibliographically approved
Janeslätt, G., Jöreskog, K., Lindstedt, H. & Adolfsson, P. (2019). Experiences of the maternal role and support in mothers with cognitive limitations who have children in placement. Child & Family Social Work, 24(4), 494-502
Open this publication in new window or tab >>Experiences of the maternal role and support in mothers with cognitive limitations who have children in placement
2019 (English)In: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 24, no 4, p. 494-502Article in journal (Refereed) Published
Abstract [en]

In Sweden, when needed, children of mothers with cognitive limitations are placed infoster homes. There is a lack of knowledge about the mothers with cognitive limitations,their experiences of their maternal role, whether they get the support neededto maintain the relationship with their children, and whether the support system isadapted to mothers with cognitive limitations. The aim was to describe the experiencesof the maternal role and support given in mothers with cognitive limitationswho have children in placement. An explorative and qualitative design was used.Eleven respondents were interviewed with support from a study‐specific guide. Amodel representing the respondents' experiences revealed one theme “Struggling,dependent and frustrated mothers,” and three categories: I am a mother, I am dependenton an incomprehensible system, and I reluctantly accept my situation. Motherswith children in placement experience a threat to their identity and experience a needto alter their maternal role. They need adapted support to understand the decisionsmade and facilitate the cooperation with child protection services and the fosterhome. Offering service adapted to their cognitive limitations could be helpful forthe struggling, dependent, and frustrated mothers.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
ADHD, foster care, mental disabilities, support
National Category
Social Work
Identifiers
urn:nbn:se:uu:diva-369324 (URN)10.1111/cfs.12629 (DOI)
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-11-18Bibliographically approved
Janeslätt, G., Wallin Ahlström, S. & Granlund, M. (2019). Intervention in time‐processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years: A cluster randomised trial. Australian Occupational Therapy Journal, 66(1), 110-120
Open this publication in new window or tab >>Intervention in time‐processing ability, daily time management and autonomy in children with intellectual disabilities aged 10–17 years: A cluster randomised trial
2019 (English)In: Australian Occupational Therapy Journal, ISSN 0045-0766, E-ISSN 1440-1630, Vol. 66, no 1, p. 110-120Article in journal (Refereed) Published
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.

Keywords
Child, intellectual disability, intervention study, time management, time perception
National Category
Occupational Therapy
Identifiers
urn:nbn:se:uu:diva-369117 (URN)10.1111/1440-1630.12547 (DOI)000457755700013 ()30548268 (PubMedID)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2019-10-11Bibliographically approved
Holmefur, M., Lidstrom-Holmqvist, K., Roshanai, A., Arvidsson, P., White, S. & Janeslätt, G. (2019). Pilot Study of Let's Get Organized: A Group Intervention for Improving Time Management. American Journal of Occupational Therapy, 73(5), Article ID 7305205020.
Open this publication in new window or tab >>Pilot Study of Let's Get Organized: A Group Intervention for Improving Time Management
Show others...
2019 (English)In: American Journal of Occupational Therapy, ISSN 0272-9490, E-ISSN 1943-7676, Vol. 73, no 5, article id 7305205020Article in journal (Refereed) Published
Abstract [en]

Importance: There is a need for evidence-based occupational therapy interventions to enhance time management in people with time management difficulties. Objective: To pilot test the first part of the Let's Get Organized (LGO) occupational therapy intervention in a Swedish context by exploring enhancements of time management skills, aspects of executive functioning, and satisfaction with daily occupations in people with time management difficulties because of neurodevelopmental or mental disorders. Design: One-group pretest-posttest design with 3-mo follow-up. Setting: Outpatient psychiatric and habilitation settings. Participants: Fifty-five people with confirmed or suspected mental or neurodevelopmental disorder and self-reported difficulties with time management in daily life. Intervention: Swedish version of Let's Get Organized (LGO-S) Part 1, with structured training in the use of cognitive assistive techniques and strategies using trial-and-error learning strategies in 10 weekly group sessions of 1.5 hr. Outcomes and Measures: Time management, organization and planning, and emotional regulation were measured with the Swedish version of the Assessment of Time Management Skills (ATMS-S). Executive functioning was measured with the Swedish version of the Weekly Calendar Planning Activity, and satisfaction with daily occupations was assessed with the Satisfaction With Daily Occupations measure. Results: Participants displayed significantly improved time management, organization and planning skills, and emotional regulation, as well as satisfaction with daily occupations. Aspects of executive functioning were partly improved. ATMS-S results were sustained at 3-mo follow-up. Conclusion and Relevance: LGO-S Part 1 is a promising intervention for improving time management skills and satisfaction with daily occupations and should be investigated further. What This Article Adds: This study shows that LGO-S Part 1 is feasible for use in psychiatric and habilitation outpatient services. The results are promising for improved time management skills, organization and planning skills, and satisfaction with daily occupations and need to be confirmed in further studies.

Place, publisher, year, edition, pages
AMER OCCUPATIONAL THERAPY ASSOC, INC, 2019
National Category
Occupational Therapy
Identifiers
urn:nbn:se:uu:diva-396634 (URN)10.5014/ajot.2019.032631 (DOI)000489158800009 ()31484026 (PubMedID)
Available from: 2019-11-08 Created: 2019-11-08 Last updated: 2019-11-08Bibliographically approved
Roshanai, A., Janeslätt, G., Suzanne, W. & Kajsa, L. H. (2019). Time management skills in relation to general self-efficacy and parental sense of competence in individuals with and without cognitive disabilities. COGENT PSYCHOLOGY, 6(1), Article ID 1655981.
Open this publication in new window or tab >>Time management skills in relation to general self-efficacy and parental sense of competence in individuals with and without cognitive disabilities
2019 (English)In: COGENT PSYCHOLOGY, ISSN 2331-1908, Vol. 6, no 1, article id 1655981Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of the study was to investigate to what extent time management skills are associated with general self-efficacy and parental sense of competence, and if there are any differences between individuals with and without cognitive disabilities in these aspects.

Material and Methods: The study had a comparative cross-sectional design. Totally 86 individuals with cognitive disabilities (of whom 31 were parents), and 154 without disabilities (of whom 68 were parents) were included (N = 240). The Swedish versions of the Assessment of Time Management Skills (including time management, organisation & planning, and regulation of emotion subscales), General Self-Efficacy, and Parental Sense of Competence scale (including satisfaction, efficacy, and interest subscales) were used to collect data.

Results: There were significant differences (p < .001) between individuals with and without cognitive disabilities in all three subscales of Assessment of Time Management Skills and in General Self-Efficacy. Overall, individuals with a cognitive disability scored lower than persons without cognitive disabilities.

A significant difference was observed between parents in all three subscales of time management skills after controlling for age and education (p < .0005). Parents with cognitive disabilities, compared to parents without cognitive disability, scored significantly lower in all measured scales, except for the interest subscale. In parents with a cognitive disability, there was a significant correlation between all three subscales of Time Management Skills and satisfaction. Among parents without a cognitive disability there was a significant correlation between time management; and organisation & planning subscales; and efficacy, and between General Self-Efficacy and time management.

Conclusions: Poor time management, planning and organisational skills, as well as a deficit in regulation of emotions may have a negative impact on general self-efficacy and parental sense of competence.

Keywords
time management, cognitive disability, self-efficacy, parental sense of competence
National Category
Applied Psychology
Identifiers
urn:nbn:se:uu:diva-394977 (URN)10.1080/23311908.2019.1655981 (DOI)000486506500001 ()
Available from: 2019-10-11 Created: 2019-10-11 Last updated: 2019-10-11Bibliographically approved
Janeslätt, G., Larsson, M. & Höglund, B. (2018). An intervention using the preparing for Parenting Toolkit: "Children - what does it involve?" and the Real-Care-Baby simulator among students with ID - a feasibility study. Paper presented at 5th International IASSIDD Europe Congress, 17–20 July, 2018, Athens, Greece.. JARID: Journal of applied research in intellectual disabilities, 31(4), 598-598
Open this publication in new window or tab >>An intervention using the preparing for Parenting Toolkit: "Children - what does it involve?" and the Real-Care-Baby simulator among students with ID - a feasibility study
2018 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 31, no 4, p. 598-598Article in journal, Meeting abstract (Other academic) Published
National Category
Other Social Sciences not elsewhere specified Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:uu:diva-366824 (URN)10.1111/jar.12488 (DOI)000435941500398 ()
Conference
5th International IASSIDD Europe Congress, 17–20 July, 2018, Athens, Greece.
Note

Meeting Abstract: 5451

Available from: 2018-11-26 Created: 2018-11-26 Last updated: 2019-10-11Bibliographically approved
Janeslätt, G., Lidström Holmqvist, K., White, S. & Holmefur, M. (2018). Assessment of time management skills: psychometric properties of the Swedish version. Scandinavian Journal of Occupational Therapy, 25(3), 153-161
Open this publication in new window or tab >>Assessment of time management skills: psychometric properties of the Swedish version
2018 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 25, no 3, p. 153-161Article in journal (Refereed) Published
Abstract [en]

Background: Persons with impaired time management skills are often in need of occupational therapy. Valid and reliable instruments to assess time management and organizational skills are needed for the evaluation of intervention. The purpose of this study was to evaluate the psychometric properties of a Swedish version of the Assessment of Time Management Skills (ATMS-S) for persons with and without impaired time management skills.

Method: A total of 238 persons participated in the study, of whom 94 had self-reported impaired time management skills due to mental disorders such as schizophrenic spectrum or neurodevelopmental disorders such as attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and mild intellectual disabilities, and 144 persons had no reported impaired time management skills. Rasch analysis was used to analyze data.

Results: Three subscales were detected: the time management subscale with 11 items, the organization & planning subscale with 11 items, and the subscale of regulation of emotions with 5 items, with excellent to acceptable psychometric properties. The conclusions were that: ATMS-S is a valid instrument for self-rating of time management, organization & planning and for the regulation of emotions. ATMS-S can be useful for persons with mental disorders including mild neurodevelopmental disorders.

Keywords
Psychometrics, executive function, rehabilitation, reproducibility of results, mental disorders
National Category
Occupational Health and Environmental Health
Identifiers
urn:nbn:se:uu:diva-342963 (URN)10.1080/11038128.2017.1375009 (DOI)000429357900001 ()
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2019-10-11Bibliographically approved
Wennberg, B., Janeslätt, G., Kjellberg, A. & Gustafsson, P. A. (2018). Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study. European Child and Adolescent Psychiatry, 27(3), 329-342
Open this publication in new window or tab >>Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study
2018 (English)In: European Child and Adolescent Psychiatry, ISSN 1018-8827, E-ISSN 1435-165X, Vol. 27, no 3, p. 329-342Article in journal (Refereed) Published
Abstract [en]

Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9-15-year age range were randomly allocated to an intervention or a control group. The children's TPA was measured with a structured assessment (KaTid), and the children's DTM was rated by a parent questionnaire (Time-Parent scale) and by children's self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children's DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9-15 years.

National Category
Other Medical Sciences
Identifiers
urn:nbn:se:uu:diva-342965 (URN)10.1007/s00787-017-1052-5 (DOI)000427592600009 ()28956183 (PubMedID)
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2019-10-11Bibliographically approved
Lindstedt, H., Janeslätt, G., Jöreskog, K. & Adolfsson, P. (2018). Evaluation of "Mothers in Spite of All": a group intervention for mothers with cognitive limitations who have children in placement. JARID: Journal of applied research in intellectual disabilities, 31(4), 625-625
Open this publication in new window or tab >>Evaluation of "Mothers in Spite of All": a group intervention for mothers with cognitive limitations who have children in placement
2018 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 31, no 4, p. 625-625Article in journal, Meeting abstract (Other academic) Published
National Category
Other Social Sciences not elsewhere specified Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:uu:diva-366827 (URN)10.1111/jar.12476 (DOI)000435941500482 ()
Note

Meeting Abstract: 5669

Available from: 2018-11-28 Created: 2018-11-28 Last updated: 2019-10-11Bibliographically approved
Jöreskog, K., Lindstedt, H., Adolfsson, P. & Janeslätt, G. (2018). Experiences of the parenting sole and support in mothers with cognitive limitations who have children in placement. JARID: Journal of applied research in intellectual disabilities, 31(4), 624-624
Open this publication in new window or tab >>Experiences of the parenting sole and support in mothers with cognitive limitations who have children in placement
2018 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 31, no 4, p. 624-624Article in journal, Meeting abstract (Other academic) Published
National Category
Public Health, Global Health, Social Medicine and Epidemiology Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:uu:diva-366826 (URN)10.1111/jar.12476 (DOI)000435941500479 ()
Note

Meeting Abstract: 5603

Available from: 2018-11-28 Created: 2018-11-28 Last updated: 2019-10-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4948-5331

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