Sökning: "Sven Bölte"

Hittade 5 avhandlingar innehållade orden Sven Bölte.

  1. 1. Early intervention and autism : Improving preschool program quality for children with autism spectrum disorder receiving Early Intensive Behavioral Intervention using the Autism Program Environment Rating Scale (APERS)

    Författare :Hampus Bejnö; Lise Roll-Pettersson; Sven Bölte; Lars Klintwall; Ulrika Långh; Corinna Grindle; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Applied Behavior Analysis; Autism Spectrum Disorder; Early Intensive Behavioral Intervention; Learning Environment; Preschool; Autism; mångsidiga program; förskola; lärmiljö; tillämpad beteendeanalys; specialpedagogik; Special Education;

    Sammanfattning : The quality of the learning environment in preschool is of significant importance for children with autism spectrum disorder (ASD). However, very limited research has addressed how this environment can be improved. LÄS MER

  3. 2. Recognizing Disability and Ability in Young Autistic Children

    Författare :Elisabeth Nilsson Jobs; Terje Falck-Ytter; Sven Bölte; Johan Wagemans; Uppsala universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Autism Spectrum Disorder; Early Development; CBCL 1.5 - C-TRF; SRS-2; Preschool Informants; Visual Ability; Local-Global Research; Autistic Empowerment; Psychology; Psykologi;

    Sammanfattning : Autism Spectrum Disorder (ASD) is characterized by impairments, or disabilities, in social communication and interaction (SCI), and restricted and repetitive behaviors (RRBs), but is also associated with enhanced abilities. Early identification of disability in ASD has been a primary focus in clinical practice, while abilities associated with ASD have neither been recognized nor assessed. LÄS MER

  4. 3. Equity in education for autistic students : professional learning to accommodate inclusive education

    Författare :Linda Petersson Bloom; Mona Holmqvist; Sven Bölte; Lotta Andersson; Susana Castro Kemp; Malmö universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Autism; Equity in Education; Inclusive Education; Mixed Methods; Preschool; Primary School; Professional development.;

    Sammanfattning : Purpose: This thesis aims to explore if and how professionals’ participation in professional development enhances the quality of education for autistic students, including the perspectives of autistic students, their parents, and professionals in pre- and primary school. Furthermore, the thesis directs attention to how professional development may lead to the development of accommodations in the learning environment to support autistic students. LÄS MER

  5. 4. Lärares relationskompetens i möte med elever med ADHD

    Författare :Linda Plantin Ewe; Jonas Aspelin; Sven Bölte; Girma Berhanu; Malmö universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; ADHD; neurodevelopmental disorders; RCM-model; Scheff; social bond; teachers’ relational competence; teacher-student relationship;

    Sammanfattning : Purpose: The purpose of this study is to contribute to knowledge of teachers’ relational competence with respect to students with ADHD. In addition, a specific focus is investigating whether teachers’ understanding of relational competence, regarding the targeted student group, can be developed using video-based interventions. LÄS MER

  7. 5. Exploring language skills and well-being in inclusive preschools : The impact of a dialogic reading intervention

    Författare :Rasmus Riad; Mara Westling Allodi; Eva Siljehag; Sven Bölte; Monica Melby-Lervåg; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; dialogic reading; language development; early childhood education; child well-being; vocabulary; narrative skills; professional development; universal intervention; specialpedagogik; Special Education;

    Sammanfattning : Language skills during the preschool years are important for cognitive and social development, learning, and well-being, especially for children that are less proficient in the language that peers and teachers use for communication and teaching, known as the majority language. The overall aim of this thesis is to explore the effect of a practice-embedded introduction of dialogic reading in preschool, a method that engages children in conversation, using language-promoting strategies. LÄS MER