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Hallin, A. E. & Partanen, P. (2022). Factors affecting speech-language pathologists’ language assessment procedures and tools–challenges and future directions in Sweden. Logopedics, Phoniatrics, Vocology
Open this publication in new window or tab >>Factors affecting speech-language pathologists’ language assessment procedures and tools–challenges and future directions in Sweden
2022 (English)In: Logopedics, Phoniatrics, Vocology, ISSN 1401-5439, E-ISSN 1651-2022Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose: National surveys of speech-language pathologists’ (SLP) practices play an important role in professional development, and previous research show that many challenges faced by the profession are similar across the globe. This study aims to describe Swedish SLP assessment practices, examine factors that may affect this practice, and discuss the results in the light of international studies. Methods: Data from 584 SLPs were collected through an online questionnaire with multiple choice and open-ended questions. A mixed-method design was deployed where a deductive qualitative analysis of free-text responses complemented quantitative data. Results: In line with previous results from English-speaking countries, both standardized discrete skill tests and contextualized assessments were used by the respondents but fewer used language sample analysis and dynamic assessment procedures, despite international recommendations. There were few differences based on experience, work setting, proportion of multilingual assessments and socio-economic status of the health catchment area. Main challenges reported were lack of time and difficulty prioritizing, and assessment and/or diagnosis of multilingual/L2 children, which is similar to challenges faced by SLPs in other countries. Swedish SLPs also reported lack of national clinical guidelines as a main challenge. Factors contributing to better assessments included experience, and the combination of many sources of information, including professional and interprofessional discussions. Conclusions: The accumulated evidence from this and previous studies show that to address challenges and build on strengths, changes on a systemic level are needed. This includes more time and resources for continuing education and implementation of recommended assessment methods, as well as professional and interprofessional collaborations. 

Keywords
assessment, children, professional issues, Speech-language pathologists, survey, Sweden
National Category
Otorhinolaryngology
Identifiers
urn:nbn:se:miun:diva-46790 (URN)10.1080/14015439.2022.2158218 (DOI)000904713200001 ()2-s2.0-85145479473 (Scopus ID)
Available from: 2023-01-10 Created: 2023-01-10 Last updated: 2023-01-19Bibliographically approved
Partanen, P. (2021). Elevers kognitiva förmågor och studiestrategier i lärandet på gymnasiet. Stockholm: Skolverket
Open this publication in new window or tab >>Elevers kognitiva förmågor och studiestrategier i lärandet på gymnasiet
2021 (Swedish)Report (Other academic)
Abstract [sv]

I denna artikel presenteras hur vi kan förstå elevers varierande kognitiva förmågor (tankeförmågor) och hur dessa hänger ihop med deras studiestrategier i lärandet. Vidare beskrivs vad dessa kan innebära för elevernas möte med undervisningen och de olika kunskaper som de ska lära sig. I artikeln berörs forskning kring elevers självregleringsförmåga och metakognition och särskilt den så kallade PASS-teorin för kognitiva förmågor. Den variation av kognitiva förmågor som eleverna har med sig av förutsättningar är särskilt relaterad till elevers förmåga att ta eget ansvar, arbeta självständigt, kunna planera, genomföra och utvärdera sitt lärande samt göra självbedömningar – förmågor som betonas i gymnasiets läroplansmål. I artikeln berörs hur man som lärare kan uppmärksamma sambanden mellan dessa och elevers kunskapsutveckling inom olika områden, hur man kan främja elevernas egen medvetenhet, och som lärare öka sin förståelse för vilka konsekvenser elevers varierande kognitiva förmågor kan ha i mötet med undervisningen och dess utformning.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2021. p. 20
Series
Specialpedagogik för lärande
Keywords
Kognitiva förmågor, studiestrategier, metakognition, sjålvreglering, PASS-teorin
National Category
Applied Psychology Educational Sciences
Identifiers
urn:nbn:se:miun:diva-44795 (URN)
Available from: 2022-04-06 Created: 2022-04-06 Last updated: 2022-04-07Bibliographically approved
Partanen, P. & Jansson, B. (2020). A first exploration of neurocognitive abilities in Swedish school children with and without SEN. In: Jo Van Herwegen (Ed.), EARLI SIG 15 – Special Educational Needs Biennial Meeting 2020: Learning difficulties and inclusion: Challenges (and solutions) for the future. Paper presented at EARLI SIG 15 – Special Educational Needs Biennial Meeting 2020 [DIGITAL] - University College London, Institute of Education, 10-12 august 2020..
Open this publication in new window or tab >>A first exploration of neurocognitive abilities in Swedish school children with and without SEN
2020 (English)In: EARLI SIG 15 – Special Educational Needs Biennial Meeting 2020: Learning difficulties and inclusion: Challenges (and solutions) for the future / [ed] Jo Van Herwegen, 2020Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The role of different neurocognitive abilities in learning is well documented. Research also shows that neurocognitive abilities, such as different facets of executive functions (EF) as well as analogical thinking and fluid reasoning abilities (FR) are challenged among children with Special Educational Needs (SEN) and/or Learning Difficulties (LD). However, research on neurocognitive abilities in larger representative samples as well as subgroups of children eligible for SEN support in Swedish school context is sparse. This is of particular interest since the Swedish SEN support eligibility system stresses curricular and knowledge based goal criteria (and not diagnostic (LD) criteria). The Swedish SEN support system is organized in three tiers, offering differentiated and individualized instruction to all children (tier 1), intensified adjustments to some children in an inclusive classroom environment (tier 2), and more prolonged SEN support outside classroom and/or reduced curricula (tier 3). The current study is a first exploration of data drawn from a large study on the relation between different neurocognitive abilities and their role in learning in general, and in children eligible for different type of SEN support in particular. The study reports data from children aged 6 to 16 drawn from a representative sample (n = 471) of Swedish school children on three indices of neurocognitive abilities (attention EF, planning EF and FR). Three groups of children are compared: children without explicit SEN support (tier 1), children with intensified inclusive classroom adjustment support (tier 2), and children with more persistent/outside classroom SEN support (tier 3). Results show that there are significant differences between the three groups with regards to neurocognitive abilities. Preliminary conclusions are drawn about the role of neurocognitive abilities in children with and without SEN in a curriculum-based SEN support delivery system. Also, conclusions for future directions for research are drawn. 

Keywords
Special Educational Needs, Neurocognitive Abilities, Three-tiered system, Sweden
National Category
Applied Psychology Educational Sciences
Identifiers
urn:nbn:se:miun:diva-40571 (URN)
Conference
EARLI SIG 15 – Special Educational Needs Biennial Meeting 2020 [DIGITAL] - University College London, Institute of Education, 10-12 august 2020.
Available from: 2020-11-24 Created: 2020-11-24 Last updated: 2020-12-28Bibliographically approved
Partanen, P., Jansson, B. & Sundin, Ö. (2020). Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties. Educational Psychology in Practice, 36(3), 229-240
Open this publication in new window or tab >>Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties
2020 (English)In: Educational Psychology in Practice, ISSN 0266-7363, E-ISSN 1469-5839, Vol. 36, no 3, p. 229-240Article in journal (Refereed) Published
Abstract [en]

The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the com- plex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices.

Keywords
Psychological assessment, fluid reasoning, working memory, executive function, planning, mathematical learning difficulties
National Category
Psychology
Identifiers
urn:nbn:se:miun:diva-38852 (URN)10.1080/02667363.2020.1736518 (DOI)000524783700001 ()2-s2.0-85083251973 (Scopus ID)
Available from: 2020-04-08 Created: 2020-04-08 Last updated: 2020-09-03Bibliographically approved
Partanen, P. (2019). Att utveckla förmågor på vetenskaplig grund i skolan (1ed.). Östersund: Skolutvecklarna Sverige AB
Open this publication in new window or tab >>Att utveckla förmågor på vetenskaplig grund i skolan
2019 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Östersund: Skolutvecklarna Sverige AB, 2019. p. 169 Edition: 1
National Category
Applied Psychology Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36054 (URN)978-91-7773-998-2 (ISBN)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-04-26Bibliographically approved
Partanen, P. (2019). Hälsa för lärande - lärande för hälsa. Skolverket
Open this publication in new window or tab >>Hälsa för lärande - lärande för hälsa
2019 (Swedish)Report (Other academic)
Abstract [sv]

Forskning visar entydigt att det finns ett starkt dubbelriktat samband mellan studieresultat och hälsa. Goda resultat leder till bättre hälsa samti-digt som god hälsa ger bättre förutsättningar att nå kunskapsmålen. Vad innebär detta samband mellan hälsa och lärande för undervisningen, för en förskolas eller skolas samlade hälsofrämjande och förebyggande arbete, för utformande av lärmiljöer, för rektorns roll i ledarskapet och för personal som möter barn och unga i vardagen? Vilka frisk- eller skyddsfaktorer kan förskolan och skolan främja och hur kan förekomsten av olika riskfaktorer minskas genom förebyggande arbete?

Syftet med Hälsa för lärande – lärande för hälsa är att inspirera till diskussion och egen fördjupning kring hur hälsa och välbefinnande kan främjas och hur problem och svårigheter kan förebyggas av alla som arbetar i skola och förskola.

Place, publisher, year, edition, pages
Skolverket, 2019. p. 134
Series
Forskning för skolan
Keywords
Hälsofrämjande skolutveckling, Hälsa, Lärande, Elevhälsa
National Category
Educational Sciences Learning Health Sciences Applied Psychology
Identifiers
urn:nbn:se:miun:diva-36055 (URN)978-91-7559-335-7 (ISBN)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-11-21Bibliographically approved
Partanen, P. (2019). Working Memory and Executive Functions to Mediated Learning and Metacognition (-and Back!). In: Oong-Seng Tan, Bee-Leng Chua, Isabella Yuen-Fun Wong (Ed.), Advances in Mediated Learning Experience for 21st Century Education: Competencies, Contexts and Culture. Singapore: Delmar Cengage Learning
Open this publication in new window or tab >>Working Memory and Executive Functions to Mediated Learning and Metacognition (-and Back!)
2019 (English)In: Advances in Mediated Learning Experience for 21st Century Education: Competencies, Contexts and Culture / [ed] Oong-Seng Tan, Bee-Leng Chua, Isabella Yuen-Fun Wong, Singapore: Delmar Cengage Learning, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Singapore: Delmar Cengage Learning, 2019
National Category
Applied Psychology
Identifiers
urn:nbn:se:miun:diva-41590 (URN)978-981-48-7831-9 (ISBN)
Available from: 2021-03-11 Created: 2021-03-11 Last updated: 2021-04-07Bibliographically approved
Partanen, P. (2016). Assessment and Remediation for Children with Special Educational Needs: The role of Working Memory, Complex Executive Function and Metacognitive Strategy Training. (Doctoral dissertation). Östersund: MIttuniversitetet
Open this publication in new window or tab >>Assessment and Remediation for Children with Special Educational Needs: The role of Working Memory, Complex Executive Function and Metacognitive Strategy Training
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis was to explore the role of different assessment tools and training regimens in assessment and remediation for children with special educational needs in school. A central purpose of assessment explored was that it should inform remediation, teaching and instruction. The concepts of working memory, complex executive function and metacognitive strategy training for children with special educational needs were specifically explored in relation to this purpose of assessment. Complex executive function refers to planning and metacognitive ability, that many children with special educational needs struggle with, and which they are expected to handle in learning during school day. Of particular interest in the thesis was the contrast between working memory and complex executive function and how these concepts inform assessment and remediation practices. In this context, special attention was given to mathematical learning difficulties.

The thesis was based on four studies (I‑IV). Study I explored the prevalence of different assessment tools, and dilemmas and challenges as perceived by assessment professionals, teachers and parents, in the work with children with special educational needs in Europe. In Study II, a metacognitive strategy training framework was developed as a training regimen, guided by research on complex executive function, and applied on working memory training. Effects of working memory training were compared between the two training regimens, with and without metacognitive strategy training, and also the overall effect of working memory training on cognitive functioning and the school related skills of reading, writing and arithmetic. In Study III, different types of measures of working memory and their predictive capacities in relation to mathematics achievement in national curriculum assessments were explored, as well as the effects of working memory training on mathematics achievement. In Study IV the role of working memory and complex executive function in identifying risk for mathematical learning difficulties in children with special educational needs was explored.

The results from Study I suggested that assessment and remediation practices can contribute to a deficiency‑oriented outlook on children with special educational needs. In contrast parents and teachers in Sweden also reported that assessment could help them to better understand the needs of the child. Results from studies II-IV showed that only the use of a metacognitive strategy training regimen targeting complex executive function resulted in improvements following working memory training. The results also indicated that working memory training strongly predicted mathematical performance in national curriculum assessments of mathematics in school, and that a more complex change measure of working memory was a better predictor than simple working memory measures in this regard. Finally, the results also showed that complex executive function, defined as planning ability, was a better predictor than simple working memory in the assessment of risk for mathematical learning difficulties.

The results from the studies were discussed in relation to the purpose of assessment to inform remediation, teaching and instruction for children with special educational needs. It was concluded that, in addition to working memory, as complex executive function – planning and metacognitive ability - seems to be an important cognitive function related to learning, this should be addressed both in the assessment of children with special educational needs as well as in the remediation when designing training regimens and interventions for children with special educational needs in general, and children at risk for mathematic learning difficulties in particular. It was also highlighted that in remediation, the role of the teacher as a mediator of metacognition and complex executive function seems vital.

Abstract [sv]

Det övergripande syftet med avhandlingen var att undersöka den roll som olika utredningsverktyg och begrepp spelar i utformandet av utrednings‑ och stödinsatser för barn i behov av stöd i skolan. Ett centralt syfte med utredningar som utforskades är att de ska bidra med kunskaper vid utformande av stödinsatser och undervisning. I relation till detta syfte utforskades specifikt begreppen arbetsminne, komplex exekutiv funktion och metakognitiv strategiträning för barn i behov av stöd. Komplex exekutiv funktion syftar till planerings- och metakognitiv förmåga, något som många barn i behov av stöd upplevs ha svårigheter med, och som de förväntas kunna hantera i lärandet i skolans vardag. Av särskilt intresse i avhandlingen var kontrasten mellan arbetsminne och komplex exekutiv funktion och hur dessa begrepp bidrar till en förståelse i utformandet av utrednings- och stödinsatser. I detta sammanhang uppmärksammades särskilt matematiksvårigheter hos barn i behov av stöd.

Avhandlingen bygger på fyra studier (I-IV). I Studie I undersöktes förekomsten av olika utredningsverktyg, samt utredares, lärares och föräldrars uppfattningar av dilemman och utmaningar i arbetet kring barn i behov av stöd, i Europa. I Studie II utformades ett koncept för metakognitiv strategiträning med utgångspunkt från forskning kring komplex exekutiv funktion och tillämpades i arbetsminnesträning. Effekten av arbetsminnesträning med och utan metakognitiv strategiträning jämfördes, liksom effekten av arbetsminnesträning på kognitiva funktioner och skolrelaterade färdigheter inom läsning, skrivning och aritmetik. I Studie III undersöktes olika mått på arbetsminne, och deras prediktiva kapacitet i relation till matematisk förmåga mätt genom nationella prov i matematik, samt effekten av arbetsminnesträning på matematisk förmåga. I Studie IV undersöktes vilken roll arbetsminne och komplex exekutiv funktion har i identifiering av barn i behov av stöd i riskzon för matematiksvårigheter.

Resultaten från Studie I visade att utrednings- och stödinsatser kunde bidra till att förstärka ett brist-orienterat synsätt på barn i behov av stöd. I kontrast till detta, delgav lärare och föräldrar i Sverige att utredningar kunde hjälpa dem att förstå barnets behov på ett bättre sätt. Resultaten från studie II-IV visade att enbart den metakognitiva träningen, fokuserad på komplex exekutiv funktion, bidrog till förbättringar efter arbetsminnesträning. Resultatet indikerade också att arbetsminnesträning predicerar matematisk prestation i nationella prov i matematik, och att ett mer komplext arbetsminnesmått var en bättre prediktor än enklare arbetsminnesmått. Slutligen visade resultaten också att komplex exekutiv funktion i form av planeringsförmåga var en bättre prediktor än enkelt arbetsminnesmått vid utredning av risk för matematiksvårigheter.

Resultaten från studierna diskuterades i relation till syftet med utredning: att bidra med kunskaper vid utformande av extra anpassningar, särskilt stöd och undervisning för barn i behov av stöd. Eftersom komplex exekutiv funktion –planerings- och metakognitiv förmåga - verkar vara en viktig kognitiv funktion i lärandet, bör man ta hänsyn till detta både i utrednings- och stödinsatser kring barn i behov av stöd generellt, och särskilt kring barn i riskzon för matematiksvårigheter. Det belystes också att i stödinsatser är lärarens roll som mediator av metakognition och komplex exekutiv funktion viktig.

Place, publisher, year, edition, pages
Östersund: MIttuniversitetet, 2016. p. 61
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 240
Keywords
Children with special educational needs, Assessment, Working memory, Working memory training, Complex executive function, Planning, Metacognition, Mathematical learning difficulties, Barn i behov av stöd, Utredning, Arbetsminne, Arbetsminnesträning, Komplex exekutiv funktion, Planering, Metakognition, Matematiksvårigheter
National Category
Applied Psychology
Identifiers
urn:nbn:se:miun:diva-27099 (URN)978-91-88025-55-5 (ISBN)
Public defence
2016-03-18, F234, Östersund, 10:15 (English)
Opponent
Supervisors
Note

Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 (inskickat), delarbete 4 (inskickat)

At the time of the doctoral defence the following papers were unpublished: paper 3 (submitted), paper 4 (submitted)

Available from: 2016-02-24 Created: 2016-02-23 Last updated: 2016-02-24Bibliographically approved
Partanen, P., Jansson, B., Lisspers, J. & Sundin, Ö. (2015). Metacognitive Strategy Training Adds to the Effects of Working Memory Training in Children with Special Educational Needs. International Journal of Psychological Studies, 7(3), 130-140
Open this publication in new window or tab >>Metacognitive Strategy Training Adds to the Effects of Working Memory Training in Children with Special Educational Needs
2015 (English)In: International Journal of Psychological Studies, ISSN 1918-7211, E-ISSN 1918-722X, Vol. 7, no 3, p. 130-140Article in journal (Refereed) Published
Abstract [en]

The effects of computer-based Working Memory (WM) training using two training procedures were examined among sixty-four primary-school children with Special Educational Needs (SEN). Measures of general cognitive ability, auditory and visuospatial working memory, arithmetic ability, and reading and writing skills were gathered and analysed. The referred group of SEN children predominantly had lower performance in auditory WM, arithmetics and reading and writing skills. The SEN children within respective school were randomized into either an active WM training group or a control group and ten schools participating in the WM training study were randomized into one of two different training conditions. At five schools the SEN children received regular WM training and at the other five schools the children received WM training with the addition of metacognitive strategy training. Results showed a significant difference in WM performance during training in favor of the metacognitive intervention. Furthermore, transfer effects occurred on visuospatial WM measures at posttest and at 6-month follow-up. Post-hoc tests showed that the effects pertained only to the metacognitive intervention. No transfer to arithmetic or reading and writing skills occurred after training in the two training conditions. Results were discussed in terms of metacognitive factors being important in optimizing performance in WM training, and that such factors should be taken into consideration when designing interventions for children with SEN. It is also suggested that in referral of children with SEN to remediation with WM training the WM profiles should be taken into consideration to a greater degree. 

Place, publisher, year, edition, pages
Canadian Center of Science and Education, 2015
Keywords
children with special educational needs, metacognitive strategy training, working memory training
National Category
Psychology
Identifiers
urn:nbn:se:miun:diva-26402 (URN)10.5539/ijps.v7n3p130 (DOI)
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2017-12-01Bibliographically approved
Partanen, P., Jansson, B. & Sundin, Ö. (2015). The role of Working Memory, complex Executive Function and Metacognitive Strategy Training in Assessment and Intervention for Children with Special Educational Needs. In: : . Paper presented at VIIIth International Congress of Clinical Psychology, 19th - 21st of November, 2015, Granada, Spain..
Open this publication in new window or tab >>The role of Working Memory, complex Executive Function and Metacognitive Strategy Training in Assessment and Intervention for Children with Special Educational Needs
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:miun:diva-33573 (URN)
Conference
VIIIth International Congress of Clinical Psychology, 19th - 21st of November, 2015, Granada, Spain.
Available from: 2018-05-07 Created: 2018-05-07 Last updated: 2018-05-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4653-8415

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