Communication intervention for persons with profound disabilities: A swedish perspective

References

• Bailey, D. B., & Simeonsson, R. J. (1988). Family assessment in early intervention. London: Merrill Publishing Company.
   Google Scholar
• Barnett, D. W., Macmann, G. M., & Carey, K. T. (1992). Early intervention and assessment of developmental skills: Chal-lenges and directions. Topics in Early Childhood Special Edu-cation, 12, 21–43.
   Web of Science ®Google Scholar
• Beukelman, D., & Mirenda, P. (1992). Augmentative and Alterna-tive Communication. New York: Paul H. Brookes.
   Google Scholar
• Bjorck-Akesson, E. (1992a, June). PRESS 7-Communicative in-teraction of young physically disabled nonspeaking children and their parents. Paper presented at Summer Course Cogni-tive and Communicative Handicaps, Goteborg, Sweden.
   Google Scholar
• Bjorck-Akesson, E. (1992b). Samspel mellan sma barn med rdrelsehinderoch talhandikapp och deras föräldrar - en longi-tudinell studie [Interactive communication between small chil-dren with motor disability and speech impairment and their parents]. Goteborg: ACTA Universitatis Gothenburgensis.
   Google Scholar
• Bjorck-Akesson, E., & Faith, I-B. (in preparation). Family-focused communication intervention. Jönkoping: Jönkoping University.
   Google Scholar
• Bjorck-Akesson, E., & Granlund, M. (1995). Family involvement in the habilitation process: Perceptions of parents and profes-sionals. Exceptional Children, 61.
   Google Scholar
• Bjorck-Akesson, E., Rydeman, B., Henriksson, K-A., & Hen-riksson, R. (1992). Peters talande dator [Peter's talking com-puter]. Gothenburg: SIL Laromedel.
   Google Scholar
• Brodin, J. (1991). Att tolka barns signaler. Gravt utvecklings-störda flerhandikappade barns lek och kommunikation [To interpret childrens'signals. Play and communication in children with profound mental retardation and multiple handicaps]. Stockholm: Stockholm University.
   Google Scholar
• Brodin, J. (1992). Har Peters kommunikation utvecklats? En longitudinell studie av en gravt utvecklingsstörd mans kommu- nikation [Has Peter's communicative ability increased? A lon-gitudinal study of a man with profound mental retardation]. Stockholm: Stockholm University.
   Google Scholar
• Brodin, J., & Lindberg, M. (1990). Utvecklingsstörda i habiliterin-gen [Persons with mental retardation in the services for per-sons with disabilities]. Stockholm: Riksförbundet for Utvecklingsstorda Barn, ungdomar och vuxna.
   Google Scholar
• Cadman, D., Shurvel, B., Davies, P., & Bradfield, S. (1984). Compliance in the society with consultants' recommendations for developmentally handicapped children. Developmental Medicine and Child Neurology, 26, 40–46.
   PubMed Web of Science ®Google Scholar
• Calculator, S. (1990). Evaluating the efficacy of AAC intervention for children with severe disabilities. In J. Brodin & E. Bjorck-Akesson (Eds.), Methodological issues in research in Augmen-tative and Alternative Communication (pp. 22–35). Stockholm: ISAAC.
   Google Scholar
• Caplan, G., & Grunebaum, H. (1967). Perspectives on primary prevention. Archives of General Psychiatry, 17, 331–348.
   PubMed Web of Science ®Google Scholar
• Dunst, C. J., Leet, H., & Trivette, C. (1988). Family resources, personal well-being, and early intervention. Journal of Special Education, 22, 108–116.
   Google Scholar
• Granlund, M. (1991). Staff inservice training on interventions with persons with impairments. European Journal of Special Needs Education, 6, 165–176.
   Google Scholar
• Granlund, M. (1993). Communicative competence in persons with profound mental retardation - interventions focused on the social context. Acta Universitatis Upsaliensis, Studia Psy-chologica Clinica Upsaliensia, 3.
   Google Scholar
• Granlund, M., & Olsson, C. (1987). Utvärdering av fortbildning i kommunikation och grava handikapp [Inservice training in communication and persons with profound disabilities]. Stock-holm: Stiftelsen ALA.
   Google Scholar
• Granlund, M., & Olsson, C. (1988). Kommunicera mera [Ways to communicate]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Granlund, M., & Olsson, C. (1993). Investigating communicative functions in profoundly retarded persons - a comparison of two methods for obtaining information about communicative behaviors. Mental Handicap Research, 6,50–68.
   Google Scholar
• Granlund, M., Olsson, C., Andersson, M., & von Dardel, T. (1990). Parents, group home staff and school staff working together around children with profound multiple disabilities. British Jour-nal of Mental Subnormality, 36(2), 37–52.
   Google Scholar
• Granlund, M., Olsson, C., & Jadne, K. (1988). Personlig aterkop-piing som en metod att förbättra fortbildningseffekter [Individ-ual feedback as a means to increase the effects of inservice training]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Granlund, M., Philipsson, E., Bjorck-Akesson, E., Olsson, C., Steensson, A-L., & Terneby, J. (1994). Konsultfärdigheter hos habiliteringsexperter [The consultation skills of early interven-tion professionals]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Granlund, M., Steensson, A-L., Sundin, M., & Olsson, C. (1992a). Inservice training in collaborative problem solving and goal setting for special education teacher consultants working with profoundly impaired persons. British Journal of Mental Subnor-mality, 38(2), 94–113.
   Google Scholar
• Granlund, M., Steensson, A-L., Sundin, M., & Philipsson, E. (1992b). Teamsamspel [The interdisciplinary team process]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Granlund, M., Terneby, J., & Olsson, C. (1992c). Subject charac-teristics and the communicative environment of profoundly retarded adults. Scandinavian Journal of Educational Re-search, 36,323–338.
   Google Scholar
• Granlund, M., Terneby, J., & Olsson, C. (1992d). Creating com-municative opportunities through a combined inservice train-ing/supervision package. European Journal of Special Needs Education, 7,229–252.
   Google Scholar
• Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation, 96,442–453.
   PubMedGoogle Scholar
• Gustavsson, A. (1985). Samhällsideal och föräldraansvar [Socie-tal ideals and parents' responsibilities]. Stockholm: Stockholm University.
   Google Scholar
• Haight, S. L. (1984). Special education teacher consultant: Ide-alism versus realism. Exceptional Children, 50, 507–515.
   PubMed Web of Science ®Google Scholar
• Hellqvist, B. (1989). Nya SIT - Sprakligt Impressivt Test [The impressive language test]. Loddekoping: Pedagogisk Design.
   Google Scholar
• Houghton, J., Bronicki, G. J., & Guess, D. (1987). Opportunities to express preferences and make choices among students with severe disabilities in classr000m settings. Journal of the Association for Persons with Severe Handicaps, 12, 18–27.
   Web of Science ®Google Scholar
• Idol, L., & West, F. (1987). Consultation in special education (part II): Training and practice. Journal of Learning Disabilities, 20, 474–494.
   PubMed Web of Science ®Google Scholar
• Johansson, I. (1988). Sprakutveckling hos handikappade barn [Language development in children with disabilities]. Stock-holm: Studentlitteratur.
   Google Scholar
• Karlsson, J-0., & Norstrom, H. (1994). Utveckling i samspel [Development in the context of interaction]. Stockholm: Stock-holm University.
   Google Scholar
• Kazdin, A. E. (1982). Single case research designs. New York: Oxford University Press.
   Google Scholar
• Light, J. (1989). Toward a definition of communicative compe-tence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Com-munication, 5, 137–144.
   Google Scholar
• Mallory, B. L. (1992). Is it always appropriate to be developmen-tal? Convergent model for early intervention practice. Topics in Early Childhood Special Education, 11, 1–21.
   Google Scholar
• Nelson, R. 0. (1977). Assessment and therapeutic functions of self-monitoring. In I. M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior therapy (pp. 264–308). New York: John Wiley & Sons.
   Google Scholar
• Nielsen, L. (1988). Lilla Rummet - en undersökning om rum-suppfattning hos blinda spädbam [Spatial perception in blind infants]. Stockholm: RPH-Syn.
   Google Scholar
• Nordenfeldt, L. (1991). Towards a theory of health promotion - a logical analysis. Health Service Studies, 5,1–50.
   Google Scholar
• Nordenfeldt, L. (1993). On the notions of disability and handicap. Scandinavian Journal of Social Welfare, 1, 1–13.
   Google Scholar
• Nytroen, B., & Larsen, A. (1989). Malvalgsprocessen i opplaring av psykisk utvecklingshemmede [The process of goal setting in interventions with mentally retarded persons]. Diskriminan-ten, 16, 4–14.
   Google Scholar
• Ogletree, B. T., Wetherby, A. M., & Westling, D. L.(1992). Profile of the prelinguistic intentional communicative behaviors of children with profound mental retardation. American Journal on Mental Retardation, 97, 186–196.
   PubMedGoogle Scholar
• Olsson, C., & Granlund, M. (1991). The effects of providing independent mobility on the use of communicative behaviors of a profoundly retarded adolescent. Stockholm: Stiftelsen ALA.
   Google Scholar
• Olsson, C., & Granlund, M. (1994). Förutsättningaroch möjligheter [Subject characteristics and environmental possibilities]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Orlinsky, D. E., & Howard, K. I. (1986). Process and outcome in psychotherapy. In S. L. Garfield & A. E. Bergin (Eds.), Hand-book of psychotherapy and behavior change (pp. 311–381). London: John Wiley & Sons.
   Google Scholar
• Parker, S. J., & Zuckerman, B. S. (1990). Therapeutic aspects of the assessment process. In S. J. Meisels & J. P. Shonkoff (Eds.), Handbook of early childhood intervention. New York: Cambridge University Press.
   Google Scholar
• Philipsson, E., & Granlund, M. (1994). Habiliteringsteamens kun-skaper om funktionsnedsättningar hos sma handikappade barn [Knowledge on handicapping conditions of professionals in interdisciplinary teams]. Stockholm: Stiftelsen ALA.
   Google Scholar
• Preisler, G. (1990). The development of communication in blind infants. In I. S. Aitken, M. Buultjens, & S. Spungin (Eds.), Realities and opportunities. Washington: American Founda-tion for the Blind.
   Google Scholar
• Preisler, G. (1991). Early patterns of interaction between blind infants and their sighted mothers. Child: Care, Health and Development, 17, 65–90.
   PubMed Web of Science ®Google Scholar
• Price, E. (1988). Bamhabilitering [Habilitation of children]. Gothenburg: University of Gothenburg.
   Google Scholar
• Reynell, J. (1969). Reynell Developmental Language Scales. Windsor: NFER Publishing Company.
   Google Scholar
• Rönning, J. A., & Thorsen, S. A. (1980). Prosedyrer for general-isering og varighet av adferdsendring. Del ll kognitive pro-cedyrer [Techniques to maintain behavior change]. Scandi-navian Journal of Behavior Therapy, 9, 187–202.
   Google Scholar
• Sailor, W., Gee, K., Goetz, L., & Graham, M. (1988). Progress in educating students with the most severe disabilities: Is there any? Journal of the Association for Persons with Severe Handi-caps, 13, 87–99.
   Web of Science ®Google Scholar
• Sameroff, A. J. (1987). The social context of development. In N. Eisen berger (Ed.). Contemporary topics in developmental psy-chology (pp. 273–291). New York: John Wiley & Sons.
   Google Scholar
• Schweigert, P., & Rowland, C. (1992). Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities. Augmentative and Alternative Communication, 8, 273–286.
   Google Scholar
• Shonkoff, J., & Hauser-Cram, P. (1987). Early intervention for disabled infants and their families: A quantitative analysis. Pediatrics, 80, 650–658.
   PubMed Web of Science ®Google Scholar
• Simeonsson, R. J. (1991). Early intervention eligibility: A preven-tion perspective. Infants and Young Children, April, 49–55.
   Google Scholar
• Simeonsson, R. J., & Bailey, D. B. (1988). Essential elements of the assessment process. In T. Wachs & R. Sheehan (Eds.), Assessment of developmentally delayed children (pp. 25–41). New York: Plenum Press.
   Google Scholar
• Sjogren, 0. (1989). IC/OH - handikappsyn och klassifikation [ICIDH - handicap and classification]. Goteborg: Nordiska Halsohögskolan.
   Google Scholar
• Soder, M. (1981). Vardorganisation, vardideologi och integrering [Organization of services, ideologies of care and integration]. Acta Universitatis Upsaliensis.
   Google Scholar
• Sonnander, K., & Nilsson-Embro, A-C. (1984). Utvecklingsstor-das livskvalitet [Quality of life for persons with mental retarda-tion]. Uppsala: Projekt Mental Retardation.
   Google Scholar
• Spragale, D., & Micucci, S. (1990). Sign of the week: A functional approach to manual sign training. Augmentative and Alterna-tive Communication, 6,29–37.
   Google Scholar
• Terneby, J., Granlund, M., & Olsson, C. (1994). Kommunikation hos personer med flerhandikapp - en jamförelse mellan lika aldersgrupper [Communication in persons with profound mul-tiple disabilities - a comparison between age groups]. Stock-holm: Stiftelsen ALA.
   Google Scholar
• Uzgiirs, L., & Hunt, J. (1975). Assessment in infancy, ordinal scales of infant development. Urbana, IL: University of Illinois Press.
   Google Scholar
• Vygotsky, L. (1981). Psykologi och dialektik [Psychology and dialectics]. Stockholm: Natur och kultur.
   Google Scholar
• Wertsch, J. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff & J. Wertsch (Eds.), Children's learning in the zone of proximal development (pp. 7–18). San Francisco: Jossey Bass.
   Google Scholar
• West, J. F., & Cannon, G. S. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21, 56–63.
   PubMed Web of Science ®Google Scholar