Long-term outcome and rehabilitation needs after acquired brain injury in children and adolescents - an evaluation in a Swedish cohort.

Unlabelled: Children with acquired brain injury (ABI) are at risk of developing cognitive, physical, or emotional impairments that affect their daily lives at home, school, and in society.

Purpose: To explore this, we used the Swedish version of the Child and Family Follow-up Survey (CFFS-SWE) to describe the participation of 39 children (aged 5-17 years) who had sustained ABIs.

Materials And Methods: We assessed their participation using the CFFS-SWE at three points: upon discharge from the acute hospital, six months post-discharge, and between one and four years after discharge.

Partnering for change (P4C) in Sweden- a study protocol of a collaborative school-based service delivery model to create inclusive learning environments.

Background: Inclusive learning environments are considered as crucial for children's engagement with learning and participation in school. Partnering for change (P4C) is a collaborative school-based service delivery model where services are provided at three levels of intensity based on children's needs (class, group-, individual interventions). Interventions in P4C are provided universally to support all children with learning, not only children with special education needs (SEN), and as such are expected to be health-promoting.

Using an interactive digital calendar with mobile phone reminders by senior people - a focus group study.

Background: New technologies such as mobile/smartphones have the potential to help senior people perform everyday activities. However, senior people may find it difficult using mobile/smartphones, especially the digital calendar and short text message features. Therefore, senior people might need user-friendly, flexible, and interactive digital calendars that provide them with active reminders about their everyday activities.

The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder.

The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder. This qualitative study was performed in Sweden and comprised interviews with 15 young adults recruited from community based day centres. Support influencing the process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace.