Forskergruppen fokuserer på intervensjoner på individ-, gruppe-, og systemnivå.

Forskergruppen har et spesielt fokus på evidensbaserte intervensjoner som styrker utvikling og læring for barn, ungdom og voksne, som trenger tilrettelegging for å stimulere utvikling og læringsutbytte. Dette omfatter tidlig identifisering av læringsrelaterte vansker samt iverksettelse av tiltak gjennom utvikling, implementering og evaluering av intervensjoner. Videre fokuserer forskergruppen på profesjoner og organisasjoner der innføring av teknologi og nye  arbeidsmetoder gir mulighet for kunnskapsutvikling og læring. 

Forskningsgruppen er tverrfaglig, og består av fagpersoner med bakgrunn fra spesialpedagogikk, pedagogikk, psykologi og nevrobiologi. Forskerne har en spisset kompetanse i innovasjonsarbeid og evalueringsforskning. Som forskningsmetode benytter vi både kvantitativ og kvalitativ metode. Intervensjonsforskningen benytter randomiserte kontrollerte undersøkelser for å undersøke effekter av tiltak. Kvalitativ metode benyttes for å få dybdekunnskap om ulike forhold ved implementeringen av tiltak.

Forskningsfokus

Publikasjoner 

Dechsling, Anders; Orm, Stian; Kalandadze, Tamara; Sütterlin, Stefan; Øien, Roald A; Shic, Frederick; & Nordahl-Hansen, Anders. (2021). Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review. Journal of Autism and Developmental Disorders s. 1-16

Dechsling, Anders; Shic, Frederick; Zhang, Dajie; Marschik, Peter B.; Esposito, Gianluca; Orm, Stian; Sütterlin, Stefan; Kalandadze, Tamara; Øien, Roald A; Nordahl-Hansen, & Anders Johan. (2021). Virtual reality and naturalistic developmental behavioral interventions for children with autism spectrum disorder. Research in Developmental Disabilities;Volum 111:103885. s. 1-11

Nergård-Nilssen, Trude; &Friborg, Oddgeir. (2021). The Dyslexia Marker Test for Children: Development and Validation of a New Test. Assessment for Effective Intervention (AEI) 2021 s. 1-11          

Schjølberg, Synnve; Shic, Frederick; Volkmar, Fred R.; Nordahl-Hansen, Anders; Stenberg, Nina; Torske, Tonje; Larsen, Kenneth; Riley, Katherine; Sukhodolsky, Denis G.; Leckman, James F.; Chawarska, Katarzyna; & Øien, Roald A. (2021)
What are we optimizing for in autism screening? Examination of algorithmic changes in the M‐CHAT. Autism Research.

Schultz, JH., Forsberg, JT., Harb, G., & Alisic, E. (2021). Prevalence and characteristic of posttraumatic nightmares in war- and conflict affected students. Nature and Science of Sleep, 13, 423-433. doi: 10.2147/NSS.S282967. 

Volkmar, Fred R.; Woodbury-Smith, Marc; Macari, Suzanne; & Øien, Roald A. (2021)
Seeing the forest and the trees: Disentangling autism phenotypes in the age of DSM-5. Development and Psychopathology 2021 (33) s. 625-633

Øien, Roald A.; Vivanti, Giacomo; Robins, & Diana L. (2021). Editorial S.I: Early Identification in Autism Spectrum Disorders: The Present and Future, and Advances in Early Identification. Journal of Autism and Developmental Disorders

Øien, Roald A; Volkmar, & Fred R. (2021). What causes autism? Biological and environmental influences on the development of autism spectrum disorders (Shenme yuanyin daozhi le zibizheng? yingxiang zibi puxi zhang’ai fazhan de shengwu he huanjing yinsu). I: Development, Assessment and Intervention of Autism Spectrum Disorders in Childhood: International and Chinese Perspectives (Ertong zibi puxi zhang’ai de fazhan, pinggu yu ganyu: guoji he zhongguo shijiao ). beijing: Guangming Daily Press 2021 ISBN 978-7-5194-6219-2. s. 51-65

Caglar‐Ryeng, Ø., Eklund, K., & Nergård‐Nilssen, T. (2020). The effects of book exposure and reading interest on oral language skills of children with and without a familial risk of dyslexia. Dyslexia, 26(4), 394-410; doi.org/10.1002/dys.1657. 

Caglar‐Ryeng, Ø., Eklund, K., & Nergård‐Nilssen, T. (2020). School‐entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia; doi.org/10.1002/dys.1656. 

Diab, S., & Schultz, J.H. (2020) Factors contributing to student academic underachievement in war and conflict: A multilevel qualitative study. Teaching and Teacher Education. doi: 10.1016/j.tate.2020.103211. 

Harb, G. & Schultz, J.H. (2020) The nature of posttraumatic nightmares and school functioning in war-affected youth. PLOS ONE. ISSN 1932-6203.s doi: 10.1371/journal.pone.0242414. 

Schultz, J.H, & Skarstein, D. (2020) I’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after trauma. International Journal of School & Educational Psychology. doi: 10.1080/21683603.2020.1837698. 

Warth, L.L (2020) Technology as a Tool to Promote Nontechnical Skills in Surgical Training. (fulltekst) International Journal On Advances in Internet Technology 2020; Volum 13. ISSN 1942-2652, pp 134 - 141. 

Warth, L.L (2020) Communication between Mentor and Mentee Using Videoconferencing in Surgical Training. International Academy, Research and Industry Association (IARIA) 2020 (12) ISBN 978-1-61208-763-4. ISSN 2308-4359. 

Caglar-Ryeng, Ø., Eklund, K., & Nergård-Nilssen, T. (2019). Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: a cross-lagged analysis. Journal of child language, 46(6), 1102-1126; doi.org/10.1017/S0305000919000333. 

Dyb, K. & Warth L.L. (2019) Implementing eHealth Technologies: The Need for Changed Work Practices to Reduce Medication Errors. Studies in Health Technology and Informatics; Volume 262. ISSN 0926-9630, pp 83 - 86. doi: 10.3233/SHTI190022.  

Hembre, O.J. & Warth, L.L. (2019) Assembling iPads and Mobility in Two Classroom Settings. Technology, Knowledge and Learning, Tech Know Learn, pp 1–15 https://doi.org/10.1007/s10758-019-09405-w. First Online: 10 June 2019 

Langballe, Å., Nilsen, L.G., & Schultz, J.H. (2019).  Å skape mening i det meningsløse. Ungdoms erfaringer fra deltakelse i egne rettsprosesser. Gyldendal Akademisk. ISBN 9788205522602.s 125 - 140. 

Larsen, K., Aasland, A., Schjølberg, S., Hansen, U. I., & Diseth, T. H. (2019). Piloting the Use of a Short Observation List for ASD-Symptoms in Day-Care: Challenges and Further Possibilities. Journal of Autism and Developmental Disorders, 1-11. 

Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13. 

Skarstein, D, & Schultz, J.H. (2019). Endrede identiteter - hvem er jeg nå? Gyldendal Akademisk ISBN 9788205522602. 

Schultz, J.H, Røkholt, E.G, Skarstein, D, Strøm, I.F, Langballe, Å. (2019) Pedagogisk oppfølging av traumatiserte elever - Hva kan skolen lære i etterkant av massakren på Utøya?.  Gyldendal Akademisk ISBN 9788205522602.s 106 - 117. 

Warth, L.L. & Dyb, K. (2019) eHealth initiatives; The Relationship Between Project Work and Institutional Practice. BMC Health Services Research; Volume 19:520. ISSN 1472-6963, pp 1 – 12, doi: 10.1186/s12913-019-4346-0. 

Warth. L.L., (2019) Creating Learning Opportunities by Using Videoconferencing in Surgical Education. Studies in Health Technology and Informatics; Volume 262. ISSN 0926-9630, pp 15 - 18. doi: 10.3233/SHTI190005. 

Andreassen, H.K. & Warth, L.L. (2018) The Impact of Telementoring. Studies in Health Technology and Informatics; Volume 255. ISSN 0926-9630, pp 127 - 131. doi: 10.3233/978-1-61499-921-8-127. 

Andreassen, H., Dyb, K., May, C., Pope, C., & Warth, L.L. (joint authorship/alphabetically) (2018) Digitized Patient–provider Interaction: How Does it Matter? A qualitative meta-synthesis. Social Science and Medicine; Volume 215. ISSN 0277-9536, pp 36 - 44. Doi: 10.1016/j.socscimed.2018.08.036. 

Dyb, K. & Warth, L.L. (2018) The Norwegian National Summary Care Record: A Qualitative Analysis of Doctors’ Use of and Trust in Shared Patient Information. BMC Health Services Research 2018. 18-252; doi.org/10.1186/s12913-018-3069-y. 

Larsen, K., Aasland, A., & Diseth, T. H. (2018). Identification of Symptoms of Autism Spectrum Disorders in the Second Year of Life at Day-Care Centres by Day-Care Staff: Step One in the Development of a Short Observation List. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-018-3489-x 

Nergård‐Nilssen, T., & Eklund, K. (2018). Evaluation of the psychometric properties of “the Norwegian screening test for dyslexia”. Dyslexia, 24(3), 250-262; doi.org/10.1002/dys.1577. 

Stene, L.E., Schultz, J.H., & Dyb, G. (2018). Returning to school after a terror attack: a longitudinal study of school functioning and health in terror‑exposed youth. European Child and Adolescent Psychiatry. ISSN 1018-8827.s 1 - 10.s doi: 10.1007/s00787-018-1196-y.