J. Wilder

发表

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

C. Nilholm, Gunilla Lindqvist, Nina Klang, 2020, Frontiers in Psychology.

Behaviour style and interaction between seven children with multiple disabilities and their caregivers.

M. Granlund, J. Wilder, 2003, Child: care, health and development.

Access and delivery of formal support to young children with developmental delay in Sweden

J. Wilder, 2015 .

Strategies that facilitate participation in family activities of children and adolescents with profound intellectual and multiple disabilities: parents’ and personal assistants’ experiences

C. Imms, J. Wilder, A. Axelsson, 2014, Disability and rehabilitation.

Studying interaction between children who do not use symbols in interaction and their parents within the family system – methodological challenges

M. Granlund, J. Wilder, 2006, Disability and rehabilitation.

Video Observations of Dyadic Interaction: Behaviour style of Presymbolic Children

J. Wilder, 2008 .

Parent?-?child interaction: a comparison of parents' perceptions in three groups

M. Granlund, J. Wilder, C. Axelsson, 2004, Disability and rehabilitation.

Engagement in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development.

M. Granlund, J. Wilder, A. Axelsson, 2013, Child: care, health and development.

Proximal processes of children with profound multiple disabilities

J. Wilder, 2008 .

Participation in daily life for adults with profound intellectual (and multiple) disabilities: How high do they climb on Shier’s ladder of participation?

J. Stier, C. Gustafsson, J. Wilder, 2019, Journal of intellectual disabilities : JOID.

Staff members and managers' views of the conditions for the participation of adults with profound intellectual and multiple disabilities.

J. Stier, C. Gustafsson, J. Wilder, 2018, Journal of applied research in intellectual disabilities : JARID.

Staffs’ documentation of participation for adults with profound intellectual disability or profound intellectual and multiple disabilities

J. Stier, C. Gustafsson, J. Wilder, 2018, Disability and rehabilitation.

Learning journey: a conceptual framework for analyzing children’s learning in educational transitions

J. Wilder, A. Lillvist, Anne Lillvist, 2018, European Early Childhood Education Research Journal.

Valued and performed or not? Teachers’ ratings of transition activities for young children with learning disability

J. Wilder, A. Lillvist, 2017 .

Hope, Despair and Everything in Between – Parental Expectations of Educational Transition for Young Children with Intellectual Disability

J. Wilder, A. Lillvist, Anne Lillvist, 2017 .

Collaboration in Transitions from Preschool : Young Children with Intellectual Disabilities

J. Wilder, A. Lillvist, 2017 .

Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities

Lennart Magnusson, E. Hanson, L. Magnusson, 2015 .

The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials

S. Dada, V. Reddy, K. Tönsing, 2022, Health expectations : an international journal of public participation in health care and health policy.

Sweden’s LSS and social integration: An exploration of the relationship between personal assistant type, activities, and participation for children with PIMD

M. Granlund, J. Wilder, A. Axelsson, 2016 .

Stability and change in sustainability of daily routines and social networks in families of children with profound intellectual and multiple disabilities.

M. Granlund, J. Wilder, 2015, Journal of applied research in intellectual disabilities : JARID.

Social Support and Families of Children with Disabilities : Towards Positive Family Functioning

M. Harty, J. Wilder, P. Rajaram, 2007 .

The International Classification of Functioning, Disability and Health and the version for children and youth as a tool in child habilitation/early childhood intervention – feasibility and usefulness as a common language and frame of reference for practice

R. Simeonsson, M. Granlund, L. Almqvist, 2010, Disability and rehabilitation.

Managing children with challenging behaviours. Parents’ meaning-making processes in relation to their children’s ADHD diagnosis

Max Scheja, A. Gustavsson, J. Wilder, 2020, International Journal of Disability, Development and Education.

Does Theming Camp Experiences Lead to Greater Quality, Satisfaction, and Promotion?

G. Ellis, Allen Taggart, Andrew Lacanienta, 2018 .

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

J. Wilder, A. Lillvist, 2021, European Journal of Special Needs Education.

AAC Interventions for Children in a Family Environment: Implementing Evidence in Practice

M. Granlund, J. Wilder, Regina Ylvén, 2008, Augmentative and alternative communication.

Frequency of occurrence and child presence in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development

Jenny Wilder, Anna Karin Axelsson, J. Wilder, 2014 .

Musical interaction with children and young people with severe or profound intellectual and multiple disabilities: a scoping review

S. Vehmas, J. Wilder, Linn Johnels, 2021, International journal of developmental disabilities.

Staff’s and Managers’ Conceptions of Participation for Adults with Profound Intellectual Disabilities or Profound Intellectual and Multiple Disabilities

J. Stier, C. Gustafsson, J. Wilder, 2019, Scandinavian Journal of Disability Research.