Publications by Jørn Østvik
Intern rapport til Statped, Jun 13, 2019
Intern rapport til Statped som gjengir en kunnskapsgjennomgang skrevet med utgangspunkt i Utdanni... more Intern rapport til Statped som gjengir en kunnskapsgjennomgang skrevet med utgangspunkt i Utdanningsdirektoratets oppdragsbrev til Statped (Statped 01-17) fra 2017. Kunnskapsgjennomgangen omhandler tidlig innsats overfor barn i alderen 0-4 år med behov for ASK, som har store motoriske utfordringer som påvirker kommunikasjonen, men som ikke har uttalte kognitive funksjonsnedsettelser.
Friendships are one of the most important social relationships in life, and the school is an impo... more Friendships are one of the most important social relationships in life, and the school is an important arena where children establish these. Despite the extensive research on friendships among students without disabilities, very few studies have explored the friendships among
students with little or no functional speech who rely on augmentative and alternative communication (AAC).
The aim of this study was to achieve a deeper understanding of friendships among students who use AAC in the Norwegian primary mainstream public school. It addressed the following research questions: (1) What characterizes friendships between students using AAC
and their fellow students?
(2) What factors in the school environment affect friendships between students using AAC and fellow students?
(3) What is the role of students using AAC, fellow students, parents, and staff in the development of friendships among students who use AAC?
The study consists of a systematic literature review and an empirical study of seven students using AAC. The results are reported in five papers. The data in the empirical study included semi-structured interviews with students using AAC, fellow students, parents of
students using AAC, and staff. The transcriptions were analyzed using a constructivist grounded theory approach.
The results from the empirical study formed the basis for the development of a grounded theory on friendships among students using AAC, informed by seven conceptual categories. The grounded theory includes preconditions for the students’ friendships at the following three levels: (1) The organizational and structural level (i.e., lacking common
purpose, ambivalence and contradictions about structures, and visiting fellow students). (2) The interpersonal level (i.e., interactional facilitators and barriers). (3) The intrapersonal level (i.e., qualifying for friendships, demonstrating clear preferences). The issues at all levels influenced the development of few close social relationships among the students who used AAC. The discussion section includes theoretical implications, empirical implications, policy implications, and methodological reflections.
This study explores the personal characteristics that influence the establishment of friendships ... more This study explores the personal characteristics that influence the establishment of friendships among seven students who use augmentative and alternative communication (AAC) and fellow students in primary school. Students using AAC, fellow students, parents, and school staff were interviewed about how the students established friendships at school. The results revealed that students using AAC and fellow students exerted agency in friendship establishment by showing clear preferences for people and activities. Fellow students reported a larger number of personal as well as interactional qualifiers for friendship than students who used AAC. Implications of the findings are discussed.
Purpose: This paper investigates the perceptions among parents and staff of how relational aspect... more Purpose: This paper investigates the perceptions among parents and staff of how relational aspects among students who use AAC, fellow students, and staff may affect the students’ social relationships.
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)
The characteristics of friendships among children who use augmentative and alternative communicat... more The characteristics of friendships among children who use augmentative and alternative communication (AAC) are not well understood. Research on friendships among children without disabilities has identified similarity to each other as a key characteristic among friends. The aim of this study was to identify and describe the friendships between students using AAC and fellow students in Norwegian mainstream public schools. Participants were students using AAC in first to fourth class, fellow students, parents, and staff. Data were analysed using a constructive grounded theory approach. The participants provided diverse reports about the friendships, although all students using AAC reported having friendships at school. The friendships were described by parents and staff as superficial and students using AAC were seldom perceived as playmates by fellow students. The results indicated that friendships between students using AAC and fellow students were often unilateral. The results are discussed along with the implications for future research.
The importance of relationships and social inclusion for students in mainstream education is reco... more The importance of relationships and social inclusion for students in mainstream education is recognized by scholars as well as in national and international policy. However, there is limited research on the friendships and social life of students who use augmentative and alternative communication (AAC) in mainstream educational systems. This study explored the views of social life among students using AAC in the Norwegian mainstream, public school. Semi-structure interviews were conducted with 7 students using AAC in first to fourth grade, 10 fellow students, 6 parents, and 18 staff. Using a constructivist grounded theory approach, three organizational and structural premises for friendship between students using AAC and fellow students were identified. Students using AAC had different and weaker extrinsic premises for developing friendship compared with fellow students in class, and results revealed that they had a visiting role towards students in the mainstream class. The schools’ educational practice violated both national and international perspectives on inclusion.
Background
Although research on friendship among children without any reported disability is ext... more Background
Although research on friendship among children without any reported disability is extensive, the investigation of the characteristics of friendship among children who are using augmentative and alternative communication (AAC) has received little attention. In this systematic literature review we investigated the current research on friendship between children who use AAC under 13 years of age.
Method
Database searches were undertaken with English search terms. The review included 8 articles.
Results
The results revealed that current research lacks systematic development of knowledge. Children using AAC have a different basis for establishing and developing friendship, due to restrictions in presence, participation, interaction, and communication with peers.
Conclusions
Future research could pay closer attention to how children using AAC develop friendship, and how such relationships can be supported. This research could usefully incorporate the body of research on friendship among children without disability.
Safety Science, 1997
The present study focuses on emotional reactions to platform movements onboard an offshore instal... more The present study focuses on emotional reactions to platform movements onboard an offshore installation, and to investigate to what degree the safety climate onboard the installation had impact on such reactions. The sample consisted of 179 respondents, taking all three work shifts into consideration, representing all fields of work onboard. In general. emotional reactions to platform movements were not associated with the safety climate. The exception was instrumental protection. However, this tendency was to some extent altered when controlling for various job related and demographic variables. Gender, marital status and offshore experience promoted a moderate relationship between social support and emotional reactions. Moderate associations between emotional reactions and safety involvement were promoted by personnel category, offshore experience and age. Personnel category, offshore experience and age also promoted moderate associations between emotional reactions and satisfaction with aspects of safety and contingency measures. The respondents indicated engagement in emotion-focused and perception-focused coping responses when anticipating platform movements onboard.
Papers by Jørn Østvik
International Journal of Educational Research Open, May 31, 2024
Perspectives of the ASHA Special Interest Groups, Dec 1, 2022
Society, Health & Vulnerability, 2018
Scandinavian Journal of Disability Research, 2018
This study explores the personal characteristics that influence the establishment of friendships ... more This study explores the personal characteristics that influence the establishment of friendships among seven students who use augmentative and alternative communication (AAC) and fellow students in primary school. Students using AAC, fellow students, parents, and school staff were interviewed about how the students established friendships at school. The results revealed that students using AAC and fellow students exerted agency in friendship establishment by showing clear preferences for people and activities. Fellow students reported a larger number of personal as well as interactional qualifiers for friendship than students who used AAC. Implications of the findings are discussed.
Doctoral Thesis in Health Science , 2017
Friendships are one of the most important social relationships in life, and the school is an impo... more Friendships are one of the most important social relationships in life, and the school is an important arena where children establish these. Despite the extensive research on friendships among students without disabilities, very few studies have explored the friendships among students with little or no functional speech who rely on augmentative and alternative communication (AAC). The aim of this study was to achieve a deeper understanding of friendships among students who use AAC in the Norwegian primary mainstream public school. It addressed the following research questions: (1) What characterizes friendships between students using AAC and their fellow students? (2) What factors in the school environment affect friendships between students using AAC and fellow students? (3) What is the role of students using AAC, fellow students, parents, and staff in the development of friendships among students who use AAC? The study consists of a systematic literature review and an empirical study of seven students using AAC. The results are reported in five papers. The data in the empirical study included semi-structured interviews with students using AAC, fellow students, parents of students using AAC, and staff. The transcriptions were analyzed using a constructivist grounded theory approach. The results from the empirical study formed the basis for the development of a grounded theory on friendships among students using AAC, informed by seven conceptual categories. The grounded theory includes preconditions for the students’ friendships at the following three levels: (1) The organizational and structural level (i.e., lacking common purpose, ambivalence and contradictions about structures, and visiting fellow students). (2) The interpersonal level (i.e., interactional facilitators and barriers). (3) The intrapersonal level (i.e., qualifying for friendships, demonstrating clear preferences). The issues at all levels influenced the development of few close social relationships among the students who used AAC. The discussion section includes theoretical implications, empirical implications, policy implications, and methodological reflections.
European Journal of Special Needs Education, 2017
The characteristics of friendships among children who use augmentative and alternative communicat... more The characteristics of friendships among children who use augmentative and alternative communication (AAC) are not well understood. Research on friendships among children without disabilities has identified similarity to each other as a key characteristic among friends. The aim of this study was to identify and describe the friendships between students using AAC and fellow students in Norwegian mainstream public schools. Participants were students using AAC in first to fourth class, fellow students, parents, and staff. Data were analysed using a constructive grounded theory approach. The participants provided diverse reports about the friendships, although all students using AAC reported having friendships at school. The friendships were described by parents and staff as superficial and students using AAC were seldom perceived as playmates by fellow students. The results indicated that friendships between students using AAC and fellow students were often unilateral. The results are discussed along with the implications for future research.
Journal of Developmental and Physical Disabilities, 2017
The importance of relationships and social inclusion for students in mainstream education is reco... more The importance of relationships and social inclusion for students in mainstream education is recognized by scholars as well as in national and international policy. However, there is limited research on the friendships and social life of students who use augmentative and alternative communication (AAC) in mainstream educational systems. This study explored the views of social life among students using AAC in the Norwegian mainstream, public school. Semi-structure interviews were conducted with 7 students using AAC in first to fourth grade, 10 fellow students, 6 parents, and 18 staff. Using a constructivist grounded theory approach, three organizational and structural premises for friendship between students using AAC and fellow students were identified. Students using AAC had different and weaker extrinsic premises for developing friendship compared with fellow students in class, and results revealed that they had a visiting role towards students in the mainstream class. The schools’ educational practice violated both national and international perspectives on inclusion.
Presentasjon under Statped fagfestival 2016
Paper presented at the 7th Norwegian Network On Disability Research conference in Trondheim, May ... more Paper presented at the 7th Norwegian Network On Disability Research conference in Trondheim, May 9-10 2016.
Paper presented at the 13th Nordic Network on Disabilty Research Conference in Bergen, 6 - 8 May ... more Paper presented at the 13th Nordic Network on Disabilty Research Conference in Bergen, 6 - 8 May 2015.
Posters by Jørn Østvik
Fusion seminar for the Faculty of Medicin and Health Science, Trondheim 10 - 11 November 2016
Poster presentered at The Social Psychological & Society Conference in Trondheim, November 11 – 1... more Poster presentered at The Social Psychological & Society Conference in Trondheim, November 11 – 12 1999, NTNU
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Publications by Jørn Østvik
students with little or no functional speech who rely on augmentative and alternative communication (AAC).
The aim of this study was to achieve a deeper understanding of friendships among students who use AAC in the Norwegian primary mainstream public school. It addressed the following research questions: (1) What characterizes friendships between students using AAC
and their fellow students?
(2) What factors in the school environment affect friendships between students using AAC and fellow students?
(3) What is the role of students using AAC, fellow students, parents, and staff in the development of friendships among students who use AAC?
The study consists of a systematic literature review and an empirical study of seven students using AAC. The results are reported in five papers. The data in the empirical study included semi-structured interviews with students using AAC, fellow students, parents of
students using AAC, and staff. The transcriptions were analyzed using a constructivist grounded theory approach.
The results from the empirical study formed the basis for the development of a grounded theory on friendships among students using AAC, informed by seven conceptual categories. The grounded theory includes preconditions for the students’ friendships at the following three levels: (1) The organizational and structural level (i.e., lacking common
purpose, ambivalence and contradictions about structures, and visiting fellow students). (2) The interpersonal level (i.e., interactional facilitators and barriers). (3) The intrapersonal level (i.e., qualifying for friendships, demonstrating clear preferences). The issues at all levels influenced the development of few close social relationships among the students who used AAC. The discussion section includes theoretical implications, empirical implications, policy implications, and methodological reflections.
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)
Although research on friendship among children without any reported disability is extensive, the investigation of the characteristics of friendship among children who are using augmentative and alternative communication (AAC) has received little attention. In this systematic literature review we investigated the current research on friendship between children who use AAC under 13 years of age.
Method
Database searches were undertaken with English search terms. The review included 8 articles.
Results
The results revealed that current research lacks systematic development of knowledge. Children using AAC have a different basis for establishing and developing friendship, due to restrictions in presence, participation, interaction, and communication with peers.
Conclusions
Future research could pay closer attention to how children using AAC develop friendship, and how such relationships can be supported. This research could usefully incorporate the body of research on friendship among children without disability.
Papers by Jørn Østvik
Posters by Jørn Østvik
students with little or no functional speech who rely on augmentative and alternative communication (AAC).
The aim of this study was to achieve a deeper understanding of friendships among students who use AAC in the Norwegian primary mainstream public school. It addressed the following research questions: (1) What characterizes friendships between students using AAC
and their fellow students?
(2) What factors in the school environment affect friendships between students using AAC and fellow students?
(3) What is the role of students using AAC, fellow students, parents, and staff in the development of friendships among students who use AAC?
The study consists of a systematic literature review and an empirical study of seven students using AAC. The results are reported in five papers. The data in the empirical study included semi-structured interviews with students using AAC, fellow students, parents of
students using AAC, and staff. The transcriptions were analyzed using a constructivist grounded theory approach.
The results from the empirical study formed the basis for the development of a grounded theory on friendships among students using AAC, informed by seven conceptual categories. The grounded theory includes preconditions for the students’ friendships at the following three levels: (1) The organizational and structural level (i.e., lacking common
purpose, ambivalence and contradictions about structures, and visiting fellow students). (2) The interpersonal level (i.e., interactional facilitators and barriers). (3) The intrapersonal level (i.e., qualifying for friendships, demonstrating clear preferences). The issues at all levels influenced the development of few close social relationships among the students who used AAC. The discussion section includes theoretical implications, empirical implications, policy implications, and methodological reflections.
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)
Although research on friendship among children without any reported disability is extensive, the investigation of the characteristics of friendship among children who are using augmentative and alternative communication (AAC) has received little attention. In this systematic literature review we investigated the current research on friendship between children who use AAC under 13 years of age.
Method
Database searches were undertaken with English search terms. The review included 8 articles.
Results
The results revealed that current research lacks systematic development of knowledge. Children using AAC have a different basis for establishing and developing friendship, due to restrictions in presence, participation, interaction, and communication with peers.
Conclusions
Future research could pay closer attention to how children using AAC develop friendship, and how such relationships can be supported. This research could usefully incorporate the body of research on friendship among children without disability.