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dc.contributor.authorKocher Stalder, Cornelia-
dc.contributor.authorKottorp, Anders Börje Mauritz-
dc.contributor.authorSteinlin, Maja-
dc.contributor.authorHemmingsson, Helena-
dc.date.accessioned2018-07-26T08:25:17Z-
dc.date.available2018-07-26T08:25:17Z-
dc.date.issued2018-
dc.identifier.issn1103-8128de_CH
dc.identifier.issn1651-2014de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/8502-
dc.description.abstractBackground: Children with acquired brain injury (ABI) often present with functional deficits that influence their societal participation and well-being. Successful reintegration into school calls for individual support to meet each child’s adjustment needs. The adjustment needs of children with ABI in school settings have not previously been explored. Aim: The objectives of the present study were (a) to describe adjustment needs in school settings for children with ABI and (b) to explore differences and similarities between reports from the children and their teachers. Methods: In this cross-sectional study, 20 children with ABI (mean age 12.8 ± 3.4 years; class grade 1-10) and their teachers were interviewed individually, using the School Setting Interview (SSI). Data were analyzed with descriptive and with non-parametric statistics. Results: (a) In the overall group, children rated that 55.6% of the 16 activities in the SSI needed no adjustment. The corresponding percentage for teachers was 48.4%. (b) In the child-teacher pairs, there was a positive relationship between teachers’ and children’s responses only in 3 out of 16 school activities and agreement varied strongly according to the activity in question. Conclusions and significance: It is important for occupational therapists and other professionals to specifically consider adjustment needs relating to school activities from various perspectives when aiming to provide individualized interventions.de_CH
dc.language.isoende_CH
dc.publisherTaylor & Francisde_CH
dc.relation.ispartofScandinavian Journal of Occupational Therapyde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectAdjustmentde_CH
dc.subjectSchool-setting interviewde_CH
dc.subjectSchool participationde_CH
dc.subjectSelf-reportde_CH
dc.subjectStudent-environment fitde_CH
dc.subject.ddc371: Schulen und schulische Tätigkeitende_CH
dc.subject.ddc610: Medizin und Gesundheitde_CH
dc.titleChildren’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injuryde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementGesundheitde_CH
zhaw.organisationalunitInstitut für Ergotherapie (IER)de_CH
dc.identifier.doi10.1080/11038128.2017.1325932de_CH
dc.identifier.pmid28494632de_CH
zhaw.funding.euNode_CH
zhaw.issue4de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end242de_CH
zhaw.pages.start233de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume25de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
Appears in collections:Publikationen Gesundheit

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Kocher Stalder, C., Kottorp, A. B. M., Steinlin, M., & Hemmingsson, H. (2018). Children’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injury. Scandinavian Journal of Occupational Therapy, 25(4), 233–242. https://doi.org/10.1080/11038128.2017.1325932
Kocher Stalder, C. et al. (2018) ‘Children’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injury’, Scandinavian Journal of Occupational Therapy, 25(4), pp. 233–242. Available at: https://doi.org/10.1080/11038128.2017.1325932.
C. Kocher Stalder, A. B. M. Kottorp, M. Steinlin, and H. Hemmingsson, “Children’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injury,” Scandinavian Journal of Occupational Therapy, vol. 25, no. 4, pp. 233–242, 2018, doi: 10.1080/11038128.2017.1325932.
KOCHER STALDER, Cornelia, Anders Börje Mauritz KOTTORP, Maja STEINLIN und Helena HEMMINGSSON, 2018. Children’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injury. Scandinavian Journal of Occupational Therapy. 2018. Bd. 25, Nr. 4, S. 233–242. DOI 10.1080/11038128.2017.1325932
Kocher Stalder, Cornelia, Anders Börje Mauritz Kottorp, Maja Steinlin, and Helena Hemmingsson. 2018. “Children’s and Teachers’ Perspectives on Adjustments Needed in School Settings after Acquired Brain Injury.” Scandinavian Journal of Occupational Therapy 25 (4): 233–42. https://doi.org/10.1080/11038128.2017.1325932.
Kocher Stalder, Cornelia, et al. “Children’s and Teachers’ Perspectives on Adjustments Needed in School Settings after Acquired Brain Injury.” Scandinavian Journal of Occupational Therapy, vol. 25, no. 4, 2018, pp. 233–42, https://doi.org/10.1080/11038128.2017.1325932.


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