Tamara Kalandadze

• Kalandadze, Tamara; Gabunia, Maia; Javakhishvili, Nino; Kobuladze, Tamar & Tchintcharauli, Tinatin (2026). Perspectives of Autistic People, Parents, and Healthcare Professionals on Communication in Healthcare Settings and Related Needs in Georgia: A Qualitative Study. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-026-07422-0. Full text in Research Archive
• Kalandadze, Tamara; Karhulahti, Veli-Matti; Redi-Tränk, Cathrine Rismo; Loftås, Jørgen; Orrego, Paula & McGregor, Karla (2026). Developing With Developmental Language Disorder: An Interpretative Phenomenological Analysis. Collabra: Psychology. ISSN 2474-7394. 12(1). doi: 10.1525/collabra.165150. Full text in Research Archive Show summary

  Developmental Language Disorder (DLD), affecting approximately 6-8% of children, emerges in childhood and presents challenges to the lives of individuals into their adult lives. However, the lived experiences and perspectives of adults with DLD have not been extensively studied. In this first-ever Norwegian study of its kind, 13 adults with DLD participated in semi-structured interviews in which they shared their perspectives and reflections on how DLD has affected their lives, focusing on the risks and protective factors that shaped their educational, occupational, and socioemotional outcomes. We present two major themes: Navigating life with DLD and Incorporating DLD in self-identities. The stories of the participants call for efforts to improve identification and diagnostic processes, enhance school-based supports, and celebrate neurodevelopmental diversity. The study provides person-centered novel evidence and understanding of DLD in a specific sociocultural context, Norway, adding to the small number of first-person or qualitative accounts of the experiences of adults with DLD.

• Rebecchi, Kevin; López-Resa, Patricia; Skafle, Ingjerd; Kalandadze, Tamara; Gabarron, Elia & Nordahl-Hansen, Anders (2026). Wikipediautism: A Multilingual Analysis of Autism-Related Wikipedia Articles in Six Languages. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-026-07416-y. Full text in Research Archive Show summary

  Background Wikipedia is a major health information resource, yet little is known about how autism is represented across language editions. Objectives To examine sourcing, framing, editorial dynamics and readership of autism-related Wikipedia pages in six languages (English, Spanish, French, Italian, Norwegian and Georgian). Methods We constructed a corpus of the main autism article in each language and used Python-based pipelines to extract references, revision histories (2004–2024) and monthly pageviews (2020–2024). We conducted descriptive statistics, lexicometric analyses and inductive thematic coding. Results Across languages, autism is lexically and thematically framed primarily as a childhood, biomedical condition: child-related terms outranked adult-related terms in all editions, and “neurodiversity” appeared only marginally. Sourcing patterns differed markedly, with English and Italian relying more heavily on journals, French and Spanish on websites, Norwegian on institutional documents and Georgian under-sourced. Pageviews were highly unequal in absolute terms but, once normalised per million speakers, smaller language communities (Georgian, Norwegian and Italian) showed the highest relative demand. These high-demand editions nonetheless had the smallest editorial bases and fewest cumulative edits. Conclusion Autism-related Wikipedia pages constitute pivotal but uneven knowledge infrastructures. Strengthening adult, lifespan and neurodiversity perspectives and supporting smaller language communities could improve the robustness of online autism information.

• López-Resa, Patricia; Skafle, Ingjerd; Rebecchi, Kevin; Kalandadze, Tamara; Nordahl-Hansen, Anders & Gabarrón, Elia (2026). Discursive constructions of autism on social media: a multilingual analysis across five languages. Frontiers in Psychology. 17. doi: 10.3389/fpsyg.2026.1769965. Full text in Research Archive Show summary

  Introduction Language choices in autism-related social media discourse reflect ideological models and shape public understanding. Although neuroaffirmative and identity-first language is increasingly visible, cross-linguistic patterns on social media remain poorly understood. These platforms provide a valuable setting to observe how autistic identity and competing medical and neuroaffirmative frameworks circulate internationally. Methods This observational multilingual study analyzed 678 public posts collected through stratified keyword sampling in English, Spanish, French, Norwegian, and Georgian. Posts were normalized, anonymized, and classified using multilingual lexicons and sentence-embedding-assisted disambiguation. Variables included theoretical frame (medical, neuroaffirmative, both, neutral), linguistic style (identity-first, person-first), sentiment (−5 to +5), and engagement metrics. Descriptive statistics and longitudinal trend analyses were conducted. Results Medical and neuroaffirmative discourse coexisted across languages. Spanish showed the highest medical framing (45.1%), while English (43.4%) and French (36.4%) favored neuroaffirmative discourse; Norwegian and Georgian leaned neutral. Identity-first language predominated overall, with person-first usage most frequent in Norwegian and minimal in Georgian. Sentiment was largely neutral. Engagement varied by language, with identity-first posts generating the highest interaction in English. Neuroaffirmative discourse increased across all languages after 2023. Discussion Autism discourse on X/Twitter reflects a global but uneven shift toward neuroaffirmative and identity-first language shaped by linguistic and cultural context, positioning social media as a key arena for renegotiating autistic identity and expertise.

• Bochynska, Agata; Kalandadze, Tamara; Korbmacher, Max; Mayiwar, Lewend; Mayor, Julien & Quintana, Daniel (2025). Grassroots networks can help implement and harmonize open research efforts. Nordic Perspectives on Open Science. ISSN 2464-1839. 10. doi: 10.7557/11.8343. Full text in Research Archive Show summary

  Grassroots networks are peer-led, bottom-up initiatives that can drive meaningful change in research reform. Norwegian Reproducibility Network (NORRN), a nation-wide initiative after the model from similar networks around the world, is an example of a grassroots network where a community of researchers works together towards more transparent, rigorous and robust research. By connecting with other researchers, librarians and research support staff across Norwegian universities and colleges as well as various stakeholders, including higher-education institutions and research funders, NORRN aims to help implement and harmonize open and reproducible research efforts across the country. In this paper, we describe the origins, mission, and structure of NORRN and similar networks, as well as successes, challenges and future directions of NORRN’s efforts that show a critical role of grassroots initiatives in supporting research improvement.

• Hagen, Åste Mjelve & Kalandadze, Tamara (2025). Unmasking Inclusion: Reclaiming Neurodivergent Childhoods in Scandinavian Early Childhood Education. Topics in Early Childhood Special Education. ISSN 0271-1214. doi: 10.1177/02711214251371621. Full text in Research Archive Show summary

  Inclusion is a central value in Scandinavian early childhood education (ECE), yet everyday practices often reflect norms of school readiness and developmental conformity. This position paper argues for a shift toward neurodiversity-affirming inclusion, an approach that challenges deficit-based views and emphasizes the importance of accommodating diverse developmental profiles, especially for autistic children and others with neurodevelopmental differences. We trace the evolution of inclusion in Scandinavian ECE, identifying both strengths and persistent tensions. We then review international discourse on neurodiversity, inclusive terminology, and rights-based education. Finally, we propose a conceptual model for neurodiversity-affirming inclusion grounded in values of acceptance, flexibility, and environmental design. We offer actionable implications for research, preschool practice, teacher education, and policy. Our aim is to foster dialogue and innovation by bridging inclusive Scandinavian traditions with emerging global perspectives that center the voices and rights of neurodivergent children.

• Roettger, Timo; Askelund, Jo Adrian Dahl; Birkenæs, Viktoria; Bjørndal, Ludvig Daae; Bochynska, Agata & Glaser, Bernt Damian [Show all 13 contributors for this article] (2025). Transparency in epidemiological analyses of cohort data a case study of the Norwegian mother, father, and child cohort study (MoBa). BMC Medical Research Methodology. 25, p. 1–11. doi: 10.1186/s12874-025-02601-6. Full text in Research Archive Show summary

  Background Epidemiological research is central to our understanding of health and disease. Secondary analysis of cohort data is an important tool in epidemiological research but is vulnerable to practices that can reduce the validity and robustness of results. As such, adopting measures to increase the transparency and reproducibility of secondary data analysis is paramount to ensuring the robustness and usefulness of findings. The uptake of such practices has not yet been systematically assessed. Methods Using the Norwegian Mother, Father, and Child Cohort study (MoBa; [23, 24]) as a case study, we assessed the prevalence of the following reproducible practices in publications between 2007–2023: preregistering secondary analyses, sharing of synthetic data, additional materials, and analysis scripts, conducting robustness checks, directly replicating previously published studies, declaring conflicts of interest and publishing publicly available versions of the paper. Results Preregistering secondary data analysis was only found in 0.4% of articles. No articles used synthetic data sets. Sharing practices of additional data (2.3%), additional materials (3.4%) and analysis scripts (4.2%) were rare. Several practices, including data and analysis sharing, preregistration and robustness checks became more frequent over time. Based on these assessments, we present a practical example for how researchers might improve transparency and reproducibility of their research. Conclusions The present assessment demonstrates that some reproducible practices are more common than others, with some practices being virtually absent. In line with a broader shift towards open science, we observed an increasing use of reproducible research practices in recent years. Nonetheless, the large amount of analytical flexibility offered by cohorts such as MoBa places additional responsibility on researchers to adopt such practices with urgency, to both ensure the robustness of their findings and earn the confidence of those using them. A particular focus in future efforts should be put on practices that help mitigating bias due to researcher degrees of freedom – namely, preregistration, transparent sharing of analysis scripts, and robustness checks. We demonstrate by example that challenges in implementing reproducible research practices in analysis of secondary cohort data—even including those associated with data sharing—can be meaningfully overcome.

• Lindström, Esther R; Fleming, Jesse I; Pfeiffer, Danika L; Kalandadze, Tamara & G, Cook Bryan (2025). Open-Access Publishing in Special Education and Related Fields: Making Scholarship Freely Available to All. Septentrio Conference Series. doi: 10.25894/rise.2490. Full text in Research Archive Show summary

  Open access to research findings, syntheses of research, and papers providing guidance on implementing research based practices is critical for informing policy and practice in special education and related fields. Yet most published articles are behind paywalls and cannot be accessed freely by many practitioners, policymakers, individuals with disabilities and their families, and other interested parties. In this article, we describe the benefits of open-access publishing for researchers and research consumers, as well as different types of open-access publishing–with a particular focus on self-archiving or green open-access publishing. Self-archiving makes papers freely available, with little time burden and no monetary cost to authors. We provide recommendations for what, where, when, and how to self-archive one’s papers. We conclude by sharing our own experiences with open-access publishing.

• Skoog, Malin Dahlby; Kalandadze, Tamara; Karltorp, Eva; Lyxell, Björn & Löfkvist, Ulrika (2025). Hearing Early Opens More Doors: Long-Term Effects of Age at Implantation on Metaphor Comprehension in Adolescents and Young Adults With Cochlear Implants. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 68(3), p. 1105–1125. doi: 10.1044/2024_JSLHR-24-00480. Full text in Research Archive Show summary

  Purpose: There is solid evidence that an early age at cochlear implantation, which reduces the period of auditory deprivation, positively impacts early spoken language development. However, there is an urgent need for more research to understand the long-term effects of early implantation on higher linguistic skills, such as metaphor comprehension. In this study, we explored metaphor comprehension in Swedish-speaking adolescents and young adults with cochlear implant (CI), compared to that of typically hearing peers, as well as its relationship with the age at first CI. Method: The participants consisted of 39 individuals who received CI before 30 months of age (Mage = 16.9 years, mean age at implant = 15.7 months) and a group of 27 individuals with typical hearing (Mage = 14.9 years). To assess metaphor comprehension, we developed a multiple-choice task that was administrated verbally. Standardized tests were used to evaluate vocabulary, reading skills, and nonverbal cognitive skills. Results: No significant differences were found in metaphor comprehension or other linguistic or cognitive skills between individuals with CI and the typically hearing peers. Further analysis indicated a moderate negative correlation between metaphor comprehension and age at implantation and other linguistic skills. Conclusions: Early-implanted children develop metaphor comprehension comparable to their typically hearing peers, with earlier age at implantation being associated with better metaphor comprehension in adolescence. However, age at implantation only partially explains the variation in metaphor comprehension abilities. Further research is needed to identify other factors that influence the development of metaphor comprehension in individuals with CI.

• Allum, Ine Bakke; Gjevikhaug, Ann Cathrin Korsnes & Kalandadze, Tamara (2024). Erfaringene til mødre til autistiske barn som strever med selektive spisevansker. Spesialpedagogikk. ISSN 0332-8457. p. 42–53. Full text in Research Archive Show summary

  The aim of this study is to contribute with knowledge about mothers’ experiences of parenting an autistic child with selective eating. Four mothers of autistic children were interviewed using semi-structured interviews. The findings of the study show that the mothers’ experiences with the autistic child's restrictive eating entail significant challenges in everyday life of the families. Both practical and emotional strain affects how the parents periodically evaluate their own quality of life. Lack of adequate treatment and support force the parents to find different solutions to assure that the child is provided with sufficient nutrition. Knowledge of autism and selective eating, combined with appropriate accommodation in kindergarten and school are considered crucial for families by the parents.

• Zaneva, Mirela; COLL-MARTÍN, TAO; Héjja-Brichard, Yseult; Kalandadze, Tamara; Kis, Andrea & Koperska, Alicja [Show all 22 contributors for this article] (2024). Point of View: An annotated introductory reading list for neurodiversity. eLIFE. 13. doi: 10.7554/eLife.102467. Full text in Research Archive
• Röseler, Lukas; Kaiser, Leonard; Doetsch, Christopher; Klett, Noah; Seida, Christian & Schütz, Astrid [Show all 97 contributors for this article] (2024). The Replication Database: Documenting the Replicability of Psychological Science. Journal of Open Psychology Data. 12(1). doi: 10.5334/jopd.101. Full text in Research Archive Show summary

  In psychological science, replicability—repeating a study with a new sample achieving consistent results (Parsons et al., 2022)—is critical for affirming the validity of scientific findings. Despite its importance, replication efforts are few and far between in psychological science with many attempts failing to corroborate past findings. This scarcity, compounded by the difficulty in accessing replication data, jeopardizes the efficient allocation of research resources and impedes scientific advancement. Addressing this crucial gap, we present the Replication Database (https://forrt-replications.shinyapps.io/fred_explorer), a novel platform hosting 1,239 original findings paired with replication findings. The infrastructure of this database allows researchers to submit, access, and engage with replication findings. The database makes replications visible, easily findable via a graphical user interface, and tracks replication rates across various factors, such as publication year or journal. This will facilitate future efforts to evaluate the robustness of psychological research.

• Pownall, Madeleine; Azevedo, Flávio; König, Laura M.; Slack, Hannah R.; Evans, Thomas Rhys & Flack, Zoe [Show all 70 contributors for this article] (2023). Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes. Royal Society Open Science. 10(5). doi: 10.1098/rsos.221255. Full text in Research Archive Show summary

  In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

• Topor, Marta; Pickering, Jade S.; Mendes, Ana Barbosa; Bishop, Dorothy V. M.; Büttner, Fionn & Elsherif, Mahmoud M. [Show all 22 contributors for this article] (2023). An integrative framework for planning and conducting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR). Meta-Psychology. 7. doi: 10.15626/MP.2021.2840. Full text in Research Archive Show summary

  Most of the commonly used and endorsed guidelines for systematic review protocols and reporting standards have been developed for intervention research. These excellent guidelines have been adopted as the gold-standard for systematic reviews as an evidence synthesis method. In the current paper, we highlight some issues that may arise from adopting these guidelines beyond intervention designs, including in basic behavioural, cognitive, experimental, and exploratory research. We have adapted and built upon the existing guidelines to establish a complementary, comprehensive, and accessible tool for designing, conducting, and reporting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR). NIRO-SR is a checklist composed of two parts that provide itemised guidance on the preparation of a systematic review protocol for pre-registration (Part A) and reporting the review (Part B) in a reproducible and transparent manner. This paper, the tool, and an open repository (https://osf.io/f3brw) provide a comprehensive resource for those who aim to conduct a high quality, reproducible, and transparent systematic review of non-intervention studies.

• Hobson, Hannah; Linden, Audrey; Crane, Laura & Kalandadze, Tamara (2023). Towards reproducible and respectful autism research: Combining open and participatory autism research practices. Research in Autism Spectrum Disorders. ISSN 1750-9467. 106. doi: 10.1016/j.rasd.2023.102196. Full text in Research Archive Show summary

  Background Open research broadly refers to a set of practices that aim to increase transparency, rigor, reproducibility and inclusivity of research. Participatory research refers to incorporating the views and sharing power with the autism community to decide what research gets done, how it is done and how it is implemented. There is growing interest in both open and participatory practices in autism research. To date, however, these practices have tended to be considered separately. Method In this paper, we outline the value of both open and participatory approaches to the autism research field, highlighting key points of overlap. Results We propose three core principles underpinning open and participatory autism research: (1) the need for adequate expertise and infrastructure to facilitate high quality research, (2) the need for a greater degree of accessibility at all stages of the research process, and (3) the need to foster trusting relationships between the autistic and research communities. Conclusion There are various challenges and opportunities of adopting open and participatory principles in autism research. We hope our principles support researchers to embed these approaches more fully within their work.

• Kalandadze, Tamara & Olsen, Kathrin (2023). Historiske og nåtidige perspektiver på autisme. In Hesjedal, Elisabeth & Furnes, Bjarte Reidar (Ed.), Spesialpedagogikk mellom profesjon og disiplin. En utviklingslinje i tre deler. Fagbokforlaget. ISSN 9788245044669. p. 139–158. Full text in Research Archive
• Gourdon-Kanhukamwe, Amélie; Kalandadze, Tamara; Kit, Yeung Siu; Azevedo, Flavio; Iley, Bethan J. & Mai, Phan Jenny [Show all 15 contributors for this article] (2023). Opening up understanding of neurodiversity: A call for applying participatory and open scholarship practices. The Cognitive Psychology Bulletin. ISSN 2397-2661. doi: 10.53841/bpscog.2023.1.8.23. Full text in Research Archive Show summary

  This is a pre-publication version of the following article: Gourdon-Kanhukamwe, A., Kalandadze, T., Yeung, S. K., Azevedo, F., Iley, B., Phan, J., Ramji, A., Shaw, J., Zaneva, M., Dokovova, M., Hartmann, H., Kapp, S., Warrington, K., FORRT & Elsherif, M. (2023). Opening up Understanding of Neurodiversity: A Call for Applying Participatory and Open Scholarship Practices. The Cognitive Psychology Bulletin, 8, 23-27. https://doi.org/10.53841/bpscog.2023.1.8.23

• Korbmacher, Max; Azevedo, Flavio; Pennington, Charlotte R.; Hartmann, Helena; Pownall, Madeleine & Schmidt, Kathleen [Show all 30 contributors for this article] (2023). The replication crisis has led to positive structural, procedural, and community changes. Communications Psychology. doi: 10.1038/s44271-023-00003-2. Full text in Research Archive Show summary

  The emergence of large-scale replication projects yielding successful rates substantially lower than expected caused the behavioural, cognitive, and social sciences to experience a so-called ‘replication crisis’. In this Perspective, we reframe this ‘crisis’ through the lens of a credibility revolution, focusing on positive structural, procedural and community-driven changes. Second, we outline a path to expand ongoing advances and improvements. The credibility revolution has been an impetus to several substantive changes which will have a positive, long-term impact on our research environment.

• Kalandadze, Tamara (2022). Quantitative Systematic Reviews: A Lived Experience. In Dikilitas, Kenan & Reynolds, Kate (Ed.), Research methods in language teaching and learning : A practical guide. John Wiley & Sons. ISSN 9781119701637. Full text in Research Archive
• Kalandadze, Tamara & Hart, Sara A. (2022). Open developmental science: An overview and annotated reading list. Infant and Child Development. ISSN 1522-7227. doi: 10.1002/icd.2334. Full text in Research Archive Show summary

  The increasing adoption of open science practices in the last decade has been changing the scientific landscape across fields. However, developmental science has been argued to be relatively slow in adopting open science practices. One of the barriers to applying open science practices might be a lack of knowing ‘how to start’ among developmental researchers. To address this issue, we followed the format of Crüwell et al. (2019) and created summaries and an annotated list of informative and actionable resources discussing ten topics in developmental science: Open science practices; Issues with reproducibility and replication; Open data, materials and code; Open access; Preregistration; Registered reports; Replication; Incentives; Collaborative developmental science. This article offers researchers in developmental science a starting point for understanding how open science intersects with developmental science. After getting familiarized with this article, developmental scientists should understand the core tenets of open and reproducible developmental science, and feel motivated to start applying open science practices in their workflow.

• Dechsling, Anders; Orm, Stian; Kalandadze, Tamara; Sütterlin, Stefan; Øien, Roald A & Shic, Frederick [Show all 7 contributors for this article] (2021). Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review. Journal of Autism and Developmental Disorders. ISSN 0162-3257. p. 1–16. doi: 10.1007/s10803-021-05338-5. Full text in Research Archive Show summary

  In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.

• Kalandadze, Tamara; Braeken, Johan; Brynskov, Cecilia & Næss, Kari-Anne Bottegaard (2021). Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Core Language Skills Matter. Journal of Autism and Developmental Disorders. ISSN 0162-3257. 52, p. 1–11. doi: 10.1007/s10803-021-04922-z. Full text in Research Archive Show summary

  Poor metaphor comprehension was considered a hallmark of autism spectrum disorder (ASD), but recent research has questioned the extent and the sources of these difculties. In this cross-sectional study, we compared metaphor comprehension in individuals with ASD (N=29) and individuals with typical development (TD; N=31), and investigated the relationship between core language and metaphor comprehension. Individuals with ASD showed more difculty but also a more variable performance in both metaphor and literal items of the task used than individuals with TD did. This indicates that core language ability accounts for metaphor comprehension and should be considered in future research and interventions aiming to improve metaphor comprehension in individuals with ASD.

• Dechsling, Anders; Shic, Frederick; Zhang, Dajie; Marschik, Peter B.; Esposito, Gianluca & Orm, Stian [Show all 10 contributors for this article] (2021). Virtual reality and naturalistic developmental behavioral interventions for children with autism spectrum disorder. Research in Developmental Disabilities. ISSN 0891-4222. 111:103885, p. 1–11. doi: 10.1016/j.ridd.2021.103885. Full text in Research Archive Show summary

  <p>Background: Naturalistic Developmental Behavioral Interventions (NDBI) have been evaluated as the most promising interventions for children with autism spectrum disorder. In recent years, a growing body of literature suggests that technological advancements such as Virtual Reality (VR) are promising intervention tools. However, to the best of our knowledge no studies have combined evidence-based practice with such tools. <p>Aim: This article aims to review the current literature combining NDBI and VR, and provide suggestions on merging NDBI-approaches with VR. <p>Methods: This article is divided into two parts, where we first conduct a review mapping the research applying NDBI-approaches in VR. In the second part we argue how to apply the common features of NDBI into VR-technology. <p>Results: Our findings show that no VR-studies explicitly rely on NDBI-approaches, but some utilize elements in their interventions that are considered to be common features to NDBI. <p>Conclusions and implications: As the results show, to date, no VR-based studies have utilized NDBI in their intervention. We therefore, in the second part of this article, suggests ways to merge VR and NDBI and introduce the term Virtual Naturalistic Developmental Behavioral Interventions (VNDBI). VNDBI is an innovative way of implementing NDBI which will contribute in making interventions more accessible in central as well as remote locations, while reducing unwanted variation between service sites. VNDBI will advance the possibilities of individually tailoring and widen the area of interventions. In addition, VNDBI can provide the field with new knowledge on effective components enhancing the accuracy in the intervention packages and thus move forward the research field and clinical practice.

• Kalandadze, Tamara; Tonini, Elisabetta & Bambini, Valentina (2021). When Dancers Are Butterflies: How the Brain Understands Metaphors. Frontiers for Young Minds. doi: 10.3389/frym.2021.606160. Full text in Research Archive Show summary

  When we speak, we often say things that are dierent from what we actually mean. For example, at a ballet, we might say that the dancers are butterflies. Dancers are not really butterflies, but this statement is not a lie; it is a metaphor. A metaphor is a figure of speech quite common in our everyday language and in books. In this article, we explain what metaphors are, why we use them, and what happens in our brains when we must understand a metaphor. Understanding metaphors requires a lot of brain work, which is why it is not always easy. Some people might find metaphors particularly diffcult to understand, for example, very young children and people who are autistic. At the end of the article, we suggest things that teachers and speech and language therapists can do to help those who have diffculty understanding metaphors.

• Kalandadze, Tamara (2020). Når Knausgård står i hyllen og Per blir bjørn:Forståelse av figurativt språk hos personer med autismespekterforstyrrelse. Norsk tidsskrift for logopedi. ISSN 0332-7256. 66(4), p. 24–29. Full text in Research Archive
• Kalandadze, Tamar; Valentina, Bambini & Næss, Kari-Anne Bottegaard (2019). A Systematic Review and Meta-analysis of Studies on Metaphor Comprehension in Individuals with Autism Spectrum Disorder: Do Task Properties Matter? Applied Psycholinguistics. ISSN 0142-7164. 40(6), p. 1421–1454. doi: 10.1017/S0142716419000328. Full text in Research Archive
• Wilson, Kaitlyn P.; Steinbrenner, Jessica R. Dykstra; Kalandadze, Tamar & Handler, Lara (2019). Interventions Targeting Expressive Communication in Adults With Autism Spectrum Disorders: A Systematic Review. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 62, p. 1959–1978. doi: 10.1044/2018_JSLHR-L-18-0219. Full text in Research Archive
• Kalandadze, Tamar; Norbury, Courtenay; Nærland, Terje & Næss, Kari-Anne Bottegaard (2016). Figurative language comprehension in individuals with autism spectrum disorder: A meta-analytic review. Autism. ISSN 1362-3613. 22(2), p. 99–117. doi: 10.1177/1362361316668652. Full text in Research Archive
• Tabakhmelashvili, Tamara (2008). Georgiske læreres holdninger til inkludering av barn med spesielle behov i vanlige skoler i Georgia. Spesialpedagogikk. ISSN 0332-8457. 73(9), p. 34–43. Full text in Research Archive

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• Hagen, Åste Mjelve & Kalandadze, Tamara (2025). Nei, autisme er ikke noe man «påføres» av skjermer. Full text in Research Archive Show summary

  Les innlegget.

• Hagen, Åste Mjelve & Kalandadze, Tamara (2025). Er skolen klar for de autistiske barna til høsten? Full text in Research Archive Show summary

  KRONIKK: Flere barn får i dag en autismediagnose – ikke fordi det er blitt flere autistiske barn, men fordi vi endelig har begynt å se dem. Men å se dem er ikke nok.

• Hagen, Åste Mjelve & Kalandadze, Tamara (2025). Forskere kritiske til Aftenposten-artikkel: «Nei, du får ikke autisme av skjerm». Full text in Research Archive Show summary

  I Aftenpostens artikkel gis det inntrykk av at skjermbruk kan forårsake autisme. Dette er skremselspropaganda forkledd som folkehelse.

• Kalandadze, Tamara (2025). Open and Reproducible Special Education Research. In Goodall, Emma & Bennett, Gabriel (Ed.), The Palgrave Encyclopedia of Disability: Living reference work. Palgrave Macmillan. ISSN 9783031408588. Full text in Research Archive Show summary

  Disability is a human experience that most of us will encounter, either directly (i.e., being born disabled or acquiring a disability via injury) or indirectly (i.e., knowing someone with a disability). The Palgrave Encyclopedia of Disability provides the most comprehensive and contemporary research from leading international scholars about specific disabilities and how our understanding of these disabilities is shaped by historical, social, legal, religious, economic, geopolitical, and cultural factors. Offering multidisciplinary insights and analysis, this encyclopedia is an authoritative guide intended for scholars and students from different medical and allied health disciplines. It is also of benefit to those who develop health policies, medical doctors, psychologists, allied health professionals, legal experts etc.

• Olsen, Kathrin & Kalandadze, Tamara (2025). Gi plass til de utypiske. Full text in Research Archive
• Kalandadze, Tamara & Cathrine, Redi (2024). Lived Experiences of Developmental Language Disorder (DLD). Full text in Research Archive
• Kalandadze, Tamara (2023). Neurodiverse academics call for better inclusion in research. [Internet]. https://www.port.ac.uk/news-events-and-blogs/news/neurodiver. Full text in Research Archive Show summary

  A group of academics say autistic, ADHD, dyslexic, and dyspraxic people are often considered objects of study rather than active research contributors

• Hobson, Hannah; Linden, Audrey; Crane, Laura & Kalandadze, Tamara (2023). Towards reproducible and respectful autism research: Combining open and participatory autism research practices. Full text in Research Archive
• Kalandadze, Tamara & Fredheim, Nina Skajaa (2023). Utviklingsmessige språkforstyrrelser er svært vanlig, men likevel lite kjent og neglisjert. [Internet]. https://www.hiof.no/lusp/om/aktuelt/aktuelle-saker/2023/utvi. Full text in Research Archive Show summary

  Forekomsten av utviklingsmessige språkforstyrrelser (DLD) er om lag fem ganger høyere enn forekomsten av autisme. Til tross for dette, er DLD fremdeles en relativt ukjent tilstand. Forskere vil derfor utvikle ny kunnskap samt finne ut hva som gjøre livet bedre for de som strever med språket.

• Kalandadze, Tamara (2023). Utviklingsmessige språkforstyrrelser (DLD). Full text in Research Archive Show summary

  I alle land, i alle skoler og i alle klasser sitter gjennomsnittlig to elever som strever med å forstå hva andre sier og/eller å finne de riktige ordene for å uttrykke seg. Mange av disse barna fortsetter å streve gjennom skoleårene uten at noen forstår hva de egentlig strever med fordi vanskene de har er usynlige og det ikke finnes en kjent biologisk forklaring på disse vanskene. Dette gjelder altså et av 14 barn, statistisk sett. Det er nemlig bare 20% av disse barna som blir identifisert, men mange av dem får ikke adekvat hjelp på skolen. Ofte kan disse barna dessverre få merkelapper som ‘lat’, ‘uhøflig’, ‘sjenert’, ‘dum’, ‘en som ikke prøver hardt nok, forstyrrende osv. En av hovedgrunnene til det er at foreldre og lærere har veldig sjeldent hørt om tilstanden disse barna har. Tilstanden heter nemlig Utviklingsmessige Språkforstyrrelser eller DLD som er da forkortet fra den engelske Developmental Language Disorder.

• Kalandadze, Tamara (2023). Open Science: What? Why? How? Full text in Research Archive
• Kalandadze, Tamara (2023). Developmental Language Disorder in Georgia: Terminology and diagnostic criteia. Full text in Research Archive
• Kalandadze, Tamara (2023). Relationship between language, speech and communication skills and mental health. Full text in Research Archive
• Kalandadze, Tamara; Tchincharauli, Tinatin; Gabunia, Maia & Djavakhishvili, Nino (2023). Cross-neurotype communication and related needs: the case of Georgia. Full text in Research Archive
• Quintana, Daniel; Kalandadze, Tamara; Bochynska, Agata & Nordahl-Hansen, Anders Johan (2022). RIOT Science Club: Five things about open science that every researcher should know | Dr Dan Quintana. Full text in Research Archive
• Pennington, Charlotte; Nordahl-Hansen, Anders; Bochynska, Agata & Kalandadze, Tamara (2022). A new way of publishing: Registered Reports 2.0 by Dr Charlotte Pennington. Full text in Research Archive Show summary

  Growing concerns of replicability and reproducibility have ushered in fast-paced changes to scientific reform under the umbrella term of ‘open science’. We now understand that such concerns stem from academic incentives that reward novel surprising results and quantity over quality which fuel a range of questionable research practices. Study preregistration and Registered Reports (RRs) represent two open science initiatives that aim to improve research quality and rigour, and emerging empirical research demonstrates their effectiveness. However, neither are perfect. This talk will outline study preregistration and the standard Registered Report model before introducing a new form of Registered Reports that reshape academic publishing – Peer Community In Registered Reports (PCI RR). PCI RR is a community-driven initiative that reviews and recommends RRs across the full spectrum of STEM, medicine, social sciences, and humanities. Upon receiving In Principle Acceptance (IPA) of a Stage 1 manuscript, authors are then free to choose from a range of ‘PCI friendly journals’ who agree to publish the Stage 2 manuscript without the need for additional peer review. PCI RRs, therefore, represent an exciting new way of publishing that puts the authors back in control.

• Bochynska, Agata; Quintana, Daniel; Mayor, Julien; Leknes, Siri; Roettger, Timo & Mayiwar, Lewend [Show all 7 contributors for this article] (2022). Fram for troverdig forskning: Forskningen må være gjennomsiktig og etterprøvbar. 54(4), p. 38–39. Full text in Research Archive Show summary

  Forskere ved Universitetet i Oslo, Handelshøyskolen BI og Høgskolen i Østfold har etablert det nasjonale nettverket Norwegian Reproducibility Network (NORRN). NORRN skal bidra til god forskningspraksis i Norge gjennom å fremme og legge til rette for åpenhet og etterprøvbarhet av forskningsresultater.

• Kalandadze, Tamara (2022). Open and Participatory Autism Research. Full text in Research Archive
• Fredheim, Nina Skajaa & Kalandadze, Tamara (2022). Ordbruk innen åpen forskning kan skape forvirring. [Internet]. https://www.hiof.no/lusp/pil/forskning/aktuelt/aktuelle-sake. Full text in Research Archive Show summary

  Både ferske og godt etablerte forskere kan føle seg fullstendig overveldet av ord, begreper og uttrykk som brukes når det snakkes om forskning generelt og om «åpen forskning» spesielt. En ny elektronisk og fritt tilgjengelig ordliste skal fungere som et nyttig hjelpemiddel for å hindre forvirringen og misforståelser.

• Hart, Sara A.; Kalandadze, Tamara & Bochynska, Agata (2022). RIOT Science Club: Data sharing in developmental science. Full text in Research Archive Show summary

  In this talk, Dr Sara Hart talked about her experiences in creating a data repository and otherwise supporting open science, as well as working with her research community to understand hesitations around data sharing and support those towards open data goals.

• Bochynska, Agata & Kalandadze, Tamara (2022). Preregistration: Benefits, challenges, and practical tips by Dr Agata Bochynska. Full text in Research Archive Show summary

  More and more researchers across disciplines are preregistering their hypotheses, methods, and analysis plans before they collect or analyze the data. Preregistration motivates us to think more carefully about research designs, helps prevent manipulating the study outcomes, and increases research transparency and visibility. But how and where do we preregister research studies? In this talk, Agata Bochynska will lay out the benefits and challenges of preregistration and provide practical tips for preregistering studies on Open Science Framework (OSF) – a well-developed platform for research registration and sharing.

• Fredheim, Nina Skajaa & Kalandadze, Tamara (2022). Ny ordliste skal forhindre misforståelser blant forskere. [Internet]. Forskning.no. Full text in Research Archive Show summary

  Både ferske og erfarne forskere kan føle seg fullstendig overveldet av ord og uttrykk i forskningen.Særlig innen det som kalles åpen forskning kan det oppstå forvirring. Åpen forskning handler blant annet om å gjøre forksningsprosessen åpen for alle. Dette inkluderer blant annet manuskripter, gjerne kalt «preprints», som forskere gjør tilgjengelig allerede før det er fagfellevurdert og eventuelt publisert. Fagfellevurdering er kvalitetssikring av fagartikler eller bøker ved at eksperter innenfor faget kritisk vurderer bidraget før publikasjon. Forhåndsinnsendte manuskript som inneholder en detaljert plan for en planlagt forskningsstudie av forskere, såkalte «registered reports», skal også gjøres åpent tilgjengelig i de nye åpne forskningsprosessene. En slik åpenhet skal styrke kvalitet og troverdighet. Hele forskningsprosessen og kunnskapen skal være fritt tilgjengelig på tvers av fagmiljøer, sektorer og land. Åpen forskning blir også brukt til å gjøre vitenskapelige artikler, bøker eller bokkapitler gratis og tilgjengelig for alle på nettet. Dette står i motsetning til «lukket forskning» der man ofte må betale for å få tilgang.

• Kalandadze, Tamara (2022). What senior academics can do to support reproducible and open research: a short, three-step guide. Full text in Research Archive Show summary

  Increasingly, policies are being introduced to reward and recognise open research practices, while the adoption of such practices into research routines is being facilitated by many grassroots initiatives. However, despite this widespread endorsement and support, as well as various efforts led by early career researchers, open research is yet to be widely adopted. For open research to become the norm, initiatives should engage academics from all career stages, particularly senior academics (namely senior lecturers, readers, professors) given their routine involvement in determining the quality of research. Senior academics, however, face unique challenges in implementing policy changes and supporting grassroots initiatives. Given that—like all researchers—senior academics are motivated by self-interest, this paper lays out three feasible steps that senior academics can take to improve the quality and productivity of their research, that also serve to engender open research. These steps include changing (a) hiring criteria, (b) how scholarly outputs are credited, and (c) how we fund and publish in line with open research principles. The guidance we provide is accompanied by material for further reading.

• Kalandadze, Tamara (2022). 'Pausepraten: live' (S1E5) - Åpen forskning: bare fordeler? Full text in Research Archive Show summary

  De fleste av oss har opplevd å ikke ha tilgang til en artikkel som er bak en betalingsmur, eller at et vitenskapelig tidsskrift ikke ville innta/har avslått en artikkel rett og slett fordi artikkelen ikke rapporterer nye, statistisk signifikante og banebrytende funn. Disse og andre strukturelle problemer i akademia har ført til diskutable forskningspraksiser som for eksempel HARKing og p-hacking, for å nevne noe. Disse praksisene har resultert i ulike gjennomgripende problemer i forskning på tvers av felt/disipliner. Noen omtaler disse problemene som replikasjons- eller reproduserbarhetskrise. Som en av responsene til disse problemene har åpen forskning (open science, open scholarship) blitt foreslått. Åpen forskning er et paraplybegrep som spenner over et vidt spekter av vitenskapelige prinsipper og praksiser. Åpen forskning har i løpet av det siste tiåret gradvis endret måten forskere gjør jobben sin på/forsker på og har fått en viktig posisjon i strategier og retningslinjer for forsking. Mens mange forskere i økende grad anvender praksiser for åpen forskning i sitt arbeid, har vi fremdeles en lang vei å gå. I denne episoden diskuterer vi om det bare er fordeler med åpen forskning.

• Skoog, Malin Dahlby; Kalandadze, Tamara; Lyxell, Björn; Karltorp, Eva & Löfkvist, Ulrika (2022). Long-term effects of early age at cochlear implantation on metaphor comprehension and executive functions in Swedish teenagers. Full text in Research Archive
• Lui, Meng; Kalandadze, Tamara; Grinschgl, Sandra & Lazić, Aleksandra (2022). Mapping the landscape of the open scholarship literature: themes and developments in the social sciences. Full text in Research Archive Show summary

  Researchers usually work in silos, without much awareness of or access to what's going on in other fields. The solitary nature of research often means that both within and across social science disciplines, the sharing of information or best practices relating to reproducible scientific methods is difficult. This can lead to a problem of “reinventing the wheel” whilst also resulting in knowledge that is biased or misleading (e.g., believing some finding is unique to a certain field when it’s not). Collating an interdisciplinary database of open scholarship (OS) literature would help address this issue because it can reduce the information barriers and expedite the accumulation of evidence. An interdisciplinary synthesis is particularly necessary as in many fields, particularly those where OS is an emerging topic, efforts are isolated and scattered. Through mapping the landscape of OS literature, an up-to-date picture can be revealed, facilitating a transparent and timely understanding of OS literature in terms of commonalities, uniqueness, and directions for future efforts.

• Kalandadze, Tamara (2022). Åpen og samskapende autismeforskning. Full text in Research Archive
• Parsons, Sam; Azevedo, Flavio; Elsherif, Mahmoud M.; Guay, Samuel; Shahim, Own N. & Govaart, Gisela H. [Show all 50 contributors for this article] (2022). A community-sourced glossary of open scholarship terms. Nature Human Behaviour. doi: 10.1038/s41562-021-01269-4. Full text in Research Archive
• Kalandadze, Tamara (2021). Introduction to Open and Credible Science. Full text in Research Archive
• Kalandadze, Tamara (2021). Introduksjon til åpen forskning. Full text in Research Archive
• Azevedo, Flavio; Kalandadze, Tamara & Nordahl-Hansen, Anders Johan (2021). RIOT Science Club Norway: Measuring ideology: Current practices, consequences, and recommendations by Dr Flávio Azevedo. Full text in Research Archive
• Kalandadze, Tamara & Cranner., Kristin Vestrheim (2020). Ho endrar forutsetnadene for systematiske kunnskapsoppsummeringar. [Internet]. https://www.uis.no/nb/ho-endrar-forutsetnadene-systematiske-. Full text in Research Archive Show summary

  Tamara Kalandadze ved Kunnskapssenter for utdanning (KSU), Universitetet i Stavanger, er del av eit internasjonalt team som utviklar nye retningslinjer for systematiske kunnskapsoppsummeringar

• Linda, Berg Kjærås & Kalandadze, Tamara (2019). Ny artikkel sammenstiller studier om metaforforståelse hos personer med autisme. Full text in Research Archive Show summary

  Tamara Kalandadze har publisert en artikkel i anerkjente Cambridge University Press ved tittelen «A systematic review and meta-analysis of studies on metaphor comprehension in individuals with autism spectrum disorder: Do task properties matter?»

• Kalandadze, Tamara (2019). Dette er de tiflige tegnene på autisme. Et stort og bredt spekter av vansker kjennetegner autisme. Full text in Research Archive
• Kalandadze, Tamar; Braeken, Johan; Brynskov, Cecilia & Næss, Kari-Anne Bottegaard (2019). Difficulties in Metaphor Comprehension: A Hallmark of Autism Spectrum Disorder or of Poor Structural Language Ability? Full text in Research Archive
• Kalandadze, Tamara & Vartun, Marika (2019). Forsker avkrefter myte om personer med autisme. [Internet]. Forskning.no. Full text in Research Archive Show summary

  Mange tror at personer med autisme tolker alle uttrykk bokstavelig. Men ny forskning viser at det er vanlige språkvansker – og ikke autisme – som kan stå i veien for å forstå ironi og metaforer.

• Wilson, Kaitlyn; Steinbrenner, Jessica; Kalandadze, Tamara & Handler, Larry (2019). ). Communication Interventions for Adults with Autism: A Meta-Analysis. Full text in Research Archive
• Kalandadze, Tamara (2019). ogopediens dag 6.mars 2019 med Tamara Kalandadze. [Internet]. https://www.youtube.com/watch?v=j19n4F2Eu_o. Full text in Research Archive Show summary

  Det er ikke autisme som gjør at noen ikke forstår billedlig språk - det skyldes heller språkvansker, sier Tamara Kalandadze ved Institutt for spesialpedagogikk i forbindelse med årets Logopediens dag.

• Kalandadze, Tamara (2018). Blir barnet ditt lei seg? Tips til deg med følsomme barn som gråter lett. Full text in Research Archive
• Kalandadze, Tamara (2018). The Association for Researching and Applying Metaphor. THE METAPHOR COLUMN. Tamara Kalandadze has been interviewed by David O’Reilly. Full text in Research Archive
• Kalandadze, Tamara (2018). The Association for Researching and Applying Metaphor. THE METAPHOR COLUMN. Tamara Kalandadze interviewed prof Valentina Bambini. Full text in Research Archive
• Kalandadze, Tamara (2017). Slik kan unge med autisme lettere forstå ironi. Full text in Research Archive
• Kalandadze, Tamara (2017). Skreddersy undervisningen til elever med autisme. Full text in Research Archive
• Kalandadze, Tamara (2017). Figurative Language Comprehension in Individuals with Autism Spectrum Disorder. Full text in Research Archive
• Kalandadze, Tamara (2017). Meta-analysis. Full text in Research Archive
• Kalandadze, Tamara (2016). „ენობრივი და კომუნიკაციური უნარები აუტისტური სპექტრის მქონე ბავშვებსა და მოზარდებში“. Full text in Research Archive
• Kalandadze, Tamara (2015). Comprehension of figurative/nonliteral Language by persons with Autism Spectrum Disorder (ASD). A meta-analytic review. Full text in Research Archive
• Munthe, Elaine; Kalandadze, Tamara & Keles, Serap (2021). Språklig og sosial inkludering av minoritetsspråklige barn i barnehage: En kunnskapsoversikt. Kunnskapssenter for utdanning. Full text in Research Archive
• Kalandadze, Tamara (2019). Making Sense of the Word and the World: Figurative Language Comprehension in Individuals with Autism Spectrum Disorder. Universitetet i Oslo. Full text in Research Archive Show summary

  This article-based thesis aimed to investigate figurative language comprehension in individuals with autism spectrum disorder (ASD). The first article reports the meta-analysis of 41 studies that examined figurative language in individuals with ASD compared with individuals with typical development (TD). The main finding is that although individuals with ASD as a group performed poorer than individuals with TD on figurative language comprehension tasks, the differences between studies were associated with the group matching strategies (whether the groups were matched based on participants' core language ability, on chronological age, or both) and differences in figurative language types. In particular, group differences were small and nonsignificant when the groups were matched based on the language ability. In addition, the results revealed that individuals with ASD performed poorer than individuals with TD on metaphor tasks than on irony tasks. The second article investigated metaphor comprehension and its relationship to core language abilities in Norwegian-speaking children and adolescents with ASD (N=28; aged 10-16 years) compared with peers with TD (N=31). The main finding was that individuals with ASD on average scored lower on multiple-choice metaphor task, but this was to a great degree related to participants' inferior core language ability rather than the ASD diagnosis per se. The third article reports a systematic review and a meta-analysis of studies on metaphor comprehension in individuals with ASD compared with individuals with TD with a special focus on assessment tools. Overall, studies in ASD have used different, often study-specific tasks to assess metaphor comprehension. Verbal explanation task resulted in the largest effect size indicating that explaining metaphors verbally is most challenging for individuals with ASD. Overall, individuals with ASD were outperformed by individuals with TD on metaphor comprehension, but due to the sparse experimental manipulations, the role of metaphor task properties could not be established.

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