Våre nyeste publikasjoner

2019

Arntzen, R., Andreassen, U. R., Karlsen, J., & Kvifte, B. H. (2019). Teststrategier og testmotivasjon: Fire niendeklassingers erfaringer med nasjonal prøve i lesing. Nordic Journal of Literacy Research, 5(2). https://doi.org/10.23865/njlr.v5.1411

Dechsling, A., Larssen, L. M., & Herikstad, Y. (2019). Bruk av tegnøkonomi for å korte ned latenstiden etter friminutt for en elev med Downs syndrom. En systematisk replikasjon. Norsk Tidsskrift for Atferdsanalyse, 46, 65–69.

Kaale, A. & Nordahl-Hansen, A. (2019). Barn og unge med autismespekterforstyrrelse. I Befring, Næss & Tangen (red.). Spesialpedagogikk. 6. utgave. Cappelen Damm. ISBN 978-82-02-59205-9

Nordahl-Hansen, A. (2019). Regression in Autism is Far More Common Than Once Thought. Neuroscience Biobehavioral Reviews. Vol. 103. P. 29-30 https://doi.org/10.1016/j.neubiorev.2019.06.023

Nordahl-Hansen, A., Donolato, E., Lervåg, A., Norbury, C. F., & Melby-Lervåg, M. (2019). 
PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell systematic reviews, 15(4). https://doi.org/10.1002/cl2.1062

Nordahl-Hansen, A. & Øien, R.A. (2019). Autism: What do we know about Social Development and Intervention. I Yilmaz, M., Otizm ve Eğitim, Sanat, Mekan. Pegem Akademi Ankara. ISBN. 9786052416549.

Reichenberg, M. & Andreassen, R. (2019). Norwegian and Swedish teachers’ choice of textbooks in a deregulated system. In J.R. Rodriguez, T.M.B. Garcia, & E. Bruillard (Eds.) IARTEM 1991-2016: 25 Years Developing Textbook and Educational Media Research. Santiago de Compostela, Spain: International Association for Research on Textbooks and Educational Media.

Skafle, I., Nordahl-Hansen, A. & Øien, R.A. (2019). Short Report: Social Perception of High School Students with ASD in Norway. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-04281-w

Zhang, D., Bedogni, F., Boterberg, S., Camfield, C., Camfield, P., Charman, T., Nordahl-Hansen, A., & Marschik, P. (2019). Towards a consensus on developmental regression. Neuroscience & Biobehavioral Reviews.

Øien, Roald A, Cicchetti, D. V, Nordahl-Hansen, A. & Schjølberg, S, (2019). A Commentary to "Toddler Screening for Autism Spectrum Disorder: A Meta-Analysis of Diagnostic Accuracy". Journal of Autism and Developmental Disorders.

Øien, Roald A, Nordahl-Hansen, Anders & Chawarski, Marek (2019). Substance Use Problems/Disorders in Individuals with ASD. In Fred R. Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISBN 978-1-4614-6435-8.

Øien, Roald A, Nordahl-Hansen, Anders & Schjølberg, Synnve (2019). Mental Health and ASD. In Fred R. Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISBN 978-1-4614-6435-8.

Øien, Roald A, Nordahl-Hansen, Anders & Schjølberg, Synnve (2019). Screening Instruments for ASD. In Fred R. Volkmar (ed.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISBN 978-1-4614-6435-8.

2018

Amundsen, M-L. (2018). Gutter med problematisk eller skadelig atferd under barnevernets omsorg. Psykologi i kommunen. Nr.4: 35-44.

Amundsen, M-L. (2018). Sinte gutter gråter ikke. Psykologi i kommunen, Nr. 3. 2018;11-20. https://utdanningsforskning.no/artikler/sinte-gutter-grater-ikke/ 

Andreassen, Ulf Rune & Reichenberg, Monica (2018). Svenske og norske læreres forventninger om å mestre elevtilpasset leseopplæring: Betydningen av lærernes praksiserfaring og andre lærer- og skolerelaterte variabler. Nordic Studies in Education,35(3).

Giske, Elisabeth, Moe, Pål Kristian & Sträng, Dan Roger (2018). Lærerutdanning og digital musikkundervisning - Glimt av universet med det ukjente som mål, men med en digital gråsone på lovverk og særavtaler, I: Kristine Høeg Karlsen; Gunhild Brænne Bjørnstad (red.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske- tverrfaglige undervisningsmetoder i pedagogisk virksomhet. Universitetsforlaget. ISBN 9788215029979 Kapittel 10.

Jensen, Roald, Sørmo, Dag, Hoff-Jenssen, Reidun Karlsen, Kristine Høeg.
Teachers’ professional knowledge. A critical analysis of newly qualified teachers’ expectations and experiences (p. 107 – 115) in Droczak, R (2018): Leading and Manageing for Developement. Jagiellonian University. Yearbook of Labour 2018

Nordahl-Hansen, A., Øien, R. A., Volkmar, F., Shic, F. & Cicchetti, D. V. (2018). Enhancing the understanding of clinically meaningful results: A clinical research perspective. Psychiatry research, 270, 801-806. https://doi.org/10.1016/j.psychres.2018.10.069

Øien, R. A., Cicchetti, D. V. & Nordahl-Hansen, A. (2018). Gender dysphoria, sexuality and autism spectrum disorders: A systematic map review. Journal of autism and developmental disorders, 48(12), 4028-4037. https://doi.org/10.1007/s10803-018-3686-7

Nordahl-Hansen, A., Tøndevold, M. & Fletcher-Watson, S. (2018). Mental health on screen: A DSM-5 dissection of portrayals of autism spectrum disorders in film and TV. Psychiatry research, 262, 351-353. https://doi.org/10.1016/j.psychres.2017.08.050

Reichenberg, Monica & Andreassen, Ulf Rune (2018). Comparing Swedish and Norwegian teachers' professional development: How human capital and social capital factor into teachers' reading habits. Reading Psychology 39(5), p. 442-467. doi: 10.1080/02702711.2018.1464530

Sträng, Dan Roger (2018). The School Leader as Ideal Type: How to Reconcile Max Weber with the Concept of School Culture, In Fahriye Altinay (ed.), Open and Equal Access for Learning in School Management. INTECH. ISBN 9781789231748. Chapter 3. p. 41–56.

Sørmo, Dag & Æsøy, Knut Ove: What about Trigger and Piglet in school today (page 116 – 123), in Droczak, R (2018): Leading and Manageing for Developement. Jagiellonian University. Yearbook of Labour 2018.

2017

Amsrud, A., Amundsen, M-L. & Garmannslund, P.E. (2017). Postponement Behaviour and Learning Habits in Higher Education. Edulearn.

Amsrud, A., Amundsen, M-L., Bunting, M., Engh, R. & Garmannslund, P.E. (2017). Teacher Students in the Norwegian Practical-Pedagogical Education. Edulearn.

Amundsen , M-L. (2017). Når begynneropplæringen ender med nederlag. Psykologi i kommunen. Nr.2 (52).

Amundsen, M-L. (2017). Med skolen som motstander. Psykologi i kommunen. Nr. 2 (52.)

Amundsen, M-L. & Garmannslund, P. (2017). Ressurssterke jenter med ADHD-utsatthet for mobbing. Psykologi i kommunen. Nr. 1(52):61-68.

Amundsen, M-L. & Garmannslund, P.E. (2017). Kvinnelige studenter med ADHD og arbeidsvaner i høyere utdanning. https://psykisk-kommune.no/kvinnelige-studenter-med-adhd-arbeidsvaner-i-hoyere-utdanning/19.16

Andreassen, Rune, Jensen, Magne Skibsted Bråten, Ivar (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study. Reading and writing, 30(9), p. 1891-1916. doi: 10.1007/s11145-017-9758-9

Jensen, Magne Skibsted Andreassen, Rune (2017). Studiestrategier hos første års bachelorstudenter med dysleksi. Norsk tidsskrift for logopedi, 63(4), s 12- 24

Karlsen, J., Lyster, S-A.H. & Lervåg, A. (2017) Vocabulary development in Norwegian L2 kindergarten – school transition. Journal of Child Language 44(2), 402-426.

Karlsen, J. & Hjetland, H.N. (2017). Frog, where are you? Narrativ produksjon på andrespråket hos barn med urdu/panjabi som morsmål. Spesialpedagogikk 81(1), 39-54.

Nordahl-Hansen, A. (2017). Atypical: a typical portrayal of autism? The Lancet Psychiatry, 4(11), 837-838. https://doi.org/10.1016/S2215-0366(17)30397-8

Reichenberg, Monica & Andreassen, Rune (2017). Similar but not the same: Comparing Norwegian and Swedish teachers' influence on textbook selection and involvement in text discussions. IARTEM e-Journal, 9(1). ISSN 1837-2104.

Rygvold, A-L. & Karlsen, J. (2017). Leseferdigheter hos norske andreklassinger med ulike språklig bakgrunn. Norsk tidsskrift for logopedi 63(3), 28-38.

Sträng, Dan Roger & Sørmo, Dag (2017). A tool for school. The significance of guidance with reflecting team and empowerment in school, In Ilze Ivanova & Neimane Signe (ed.), Leading for Equity and Quality in Education. Rigas Izglitibas un informativi metodskiais centrs. ISBN 978-9934-8336-5-6. Chapter 6. p. 80 - 93.

Publisert 12. aug. 2019 13:12 - Sist endret 25. nov. 2019 15:28