Stian Orm

• Mebostad, Mette Ingebrigtsen; Orm, Cathrine; Orm, Stian & Nordahl-Hansen, Anders Johan (2024). School Refusal Behavior and Social Skills in Children with Attention-Deficit/Hyperactivity Disorder. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2024.2355340.
• Fjermestad, Krister Westlye; Orm, Stian; Fredriksen, Trude; Haukeland, Yngvild Bjartveit & Vatne, Torun Marie (2024). Factor Structure of the Experiences in Close Relationships— Relationship Structures Scale (ECR-RS) in Siblings of Children with Chronic Disorders. Children. ISSN 2227-9067. doi: 10.3390/children11050560.
• Dahl, Jorun Elin; Vee, Tove Sandvoll; Orm, Stian & Andersen, Irene Aasen (2024). Foreldre til barn med autismespekterforstyrringar sine erfaringar kring samarbeid mellom skule og heim. Psykologi i kommunen (PIK). ISSN 1892-3364. Vis sammendrag

  Bakgrunn: Barn med autismespekterforstyrring (ASF) har behov for eit heilskapleg tilpassa tilbod, og skule-heim samarbeidet er særleg viktig. Hensikta med studien var å undersøke korleis foreldre til barn med autismespekterforstyrringar erfarte involvering og samarbeid med skulen. Metode: Studien har ei kvalitativ tilnærming, basert på intervju med sju foreldre til barn med ASF. Data er analysert ved hjelp av systematisk tekstkondensering. Resultat: Foreldre vektlegg god dialog med skulen, og ønsker å medverke og involvere seg i barnet sin skulekvardag. Graden av medverknad og kommunikasjon med skulen varierer. Der skule-heim samarbeidet er basert på tett dialog, erfarer foreldra at skulen anerkjenner heimen som ein ressurs og opplever høg grad av medverknad. Andre foreldre opplever lav grad av foreldremedverknad. Dei kjenner seg til bry og opplever mykje konflikt med skulen. Konklusjon: For foreldre kjenneteiknar eit godt samarbeid at dei får ei oppleving av å vere likeverdig part og har ein tett dialog med skulen, og det kan bidra til å redusere foreldrestress. Det er nødvendig at skulen tek ansvar for eit strukturert samarbeid mellom skule og heim, og anerkjenner foreldre som ein likeverdig part i samarbeidet. Tilrettelegging for god og nær dialog kan potensielt bidra til å skape eit betre skule-heim samarbeid i utfordrande samarbeid.

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Øie, Merete Glenne; Skogli, Erik Winther & Pellicano, Elizabeth [Vis alle 7 forfattere av denne artikkelen] (2024). “I have to charge my social battery”: Perspectives from autistic young adults on Quality of Life. Autism. ISSN 1362-3613. doi: 10.1177/13623613241245578.
• Boettcher, Johannes; Orm, Stian & Fjermestad, Krister Westlye (2024). Autism traits, social withdrawal, and behavioral and emotional problems in a Norwegian cohort of adolescents with rare genetic disorders. Research in Developmental Disabilities. ISSN 0891-4222. 147. doi: 10.1016/j.ridd.2024.104699.
• Jensen, Vegar Hattestad; Orm, Stian; Øie, Merete Glenne; Andersen, Per Normann; Hovik, Kjell Tore & Skogli, Erik Winther (2023). Executive functions and ADHD symptoms predict educational functioning in children with ADHD: A two-year longitudinal study. Applied neuropsychology: Child. ISSN 2162-2965. doi: 10.1080/21622965.2023.2292264. Vis sammendrag

  The aim of this two-year longitudinal study was to investigate whether deficits in executive functions (EF) predict impaired everyday functioning after two years in children and adolescents with ADHD. A sample of 135 participants with and without ADHD were assessed with neuropsychological tests of EF and parent ratings of everyday functioning with the Child Behavior Checklist at baseline (Mage = 11.6, SD = 2.0), and after two years (Mage = 13.6, SD = 2.1). Results showed that ADHD symptoms and impaired EF at baseline predicted lower educational functioning when controlling for general cognitive ability (i.e. "IQ") at two-year follow-up. Furthermore, the results indicated that increased ADHD symptoms predicted problems both with social functioning and functioning in leisure activities (i.e. sport/hobbies/chores/jobs), whereas higher IQ predicted better functioning in leisure activities. The current study primarily highlights the importance of detecting and treating ADHD symptoms in order to prevent reduced functional outcomes, and that EF tests may contribute to identify children in need of educational interventions targeting EF deficits.

• Zapf, Holger; Boettcher, Johannes; Haukeland, Yngvild Bjartveit; Orm, Stian; Coslar, Sarah & Fjermestad, Krister Westlye (2023). A systematic review of the association between parent-child communication and adolescent mental health. JCPP Advances. ISSN 2692-9384. doi: 10.1002/jcv2.12205. Fulltekst i vitenarkiv Vis sammendrag

  Background This systematic review addresses how adolescent-rated parent-child communication (PCC) quality is related to adolescent mental health. Methods We performed a systematic literature search in Medline and APA PsycInfo, including peer-reviewed quantitative studies examining associations between adolescent-rated dyadic PCC quality and general as well as specific measures of adolescent mental health. Qualitative and case studies were excluded, as were studies reporting only parent-rated communication quality or instruments assessing other constructs than dyadic PCC. We screened 5314 articles, of which 37 were included in the review. We assessed study quality with the Mixed Methods Appraisal Tool. Results We synthesized the findings in a table and narratively, reporting the main outcomes organized according to mental health constructs. The included studies were mainly cross-sectional. The results showed that adolescent-rated PCC quality is negatively associated with mental health constructs, demonstrating small to large effects across different mental health constructs and populations. The associations were found for general mental health and specific domains, including depression, anxiety, psychosis, suicidal ideation, post-traumatic stress symptoms, and addictive internet use/gaming. Conclusions The findings demonstrate that PCC is a relevant variable to consider in assessing adolescent mental health and preventive efforts. Limitations include the exclusive focus on adolescent-reported PCC questionnaires since parent- and observer-rated instruments may lead to different results. Also, PCC is related to other constructs, such as dyadic relationships, that were not included in this review. We conclude that PCC is a relevant variable to consider in mental health research. Our findings suggest that PCC may be considered in mental health practice, both in terms of assessing its quality and potentially by tailoring interventions to enhance PCC. These may represent a mean to promote adolescent mental health.

• Orm, Stian; Wood, Jeffrey J.; Corbett, Blythe & Fjermestad, Krister Westlye (2023). Suicidal Risk Behaviors in Adolescents With Rare Neurodevelopmental Disorders: The Role of Sex, Autistic Traits, and Mental Health Difficulties. Journal of Pediatric Psychology. ISSN 0146-8693. 48(10), s. 852–860. doi: 10.1093/jpepsy/jsad051.
• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2023). Måleeenskaper ved et verktøy for måling av akseptabilitet og målingsrutiner i praksisfeltet. En oppdatering. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 50, s. 81–93. Fulltekst i vitenarkiv Vis sammendrag

  Innledning. Sosial validitet og underdimensjonen akseptabilitet er viktig i anvendt atferdsanalyse og atferdsanalyse i praksis, og er knyttet til en av de sju dimensjonene i anvendt atferdsanalyse, den anvendte dimensjonen. Akseptabilitet er en viktig del av atferdsanalysens estetikk og omhandler normative vurderinger og atferdsanalysens anseelse. Vi har tidligere gjennomført en pilotstudie på måleegenskapene ved en skala for akseptabilitet som antydet god strukturvaliditet og test-retest reliabilitet. I denne studien undersøker vi strukturvaliditet til skalaen i et større og mer heterogent utvalg av ulike yrkesgrupper fra ulike tjenester og med ytterligere en klinisk vignett. Metode. Studenter ved høgskoler og deltakere på konferanser ble invitert til å delta gjennom en lenke til anonyme spørreskjema via Nettskjema. 175 besvarte hele eller deler av spørreskjemaene. Resultater. Konfirmerende faktoranalyse understøtter faktorstrukturen funnet i pilotstudien, alle faktorladninger var over .925. Likt som ved en tidligere undersøkelse skilte skalaen på vignetter med antatt høy og lav grad av akseptabilitet, det var ikke signifikante forskjeller mellom skalaskårene i denne studien og i den tidligere med samme skala og vignetter. Videre korrelerte utdanningsnivå og rapportert bakgrunnskunnskap om akseptabilitet, moderat for utforming av tiltak (rs = .48), og sterk for igangsetting (rs = .50) og evaluering av tiltak (rs = .52). Diskusjon. Skalaen viser god strukturvaliditet og egner seg for måling av akseptabilitet. Fremtidige studier bør fokusere på anvendelse og implementering av skalaen i klinisk praksis.

• Orm, Stian; Blikstad-Blumenthal, Celina & Fjermestad, Krister Westlye (2023). Attitudes toward people with intellectual disabilities in Norway. International Journal of Developmental Disabilities (IJDD). ISSN 2047-3869. doi: 10.1080/20473869.2023.2230825. Vis sammendrag

  Background We investigated attitudes toward individuals with an intellectual disability (ID) in a Norwegian sample and tested the psychometric properties of a Norwegian translation of the Community Living Attitudes Scale – Intellectual Disability (CLAS-ID). Method The sample was 645 adults (M = 41.9 years, SD = 13.8, 80% female). One subgroup had working experience with individuals with an ID (n = 377), and another subgroup had a family member with an ID (n = 133). Results The four-factor structure of the CLAS-ID showed good model fit in a confirmatory factor analysis of the Norwegian translation with adequate internal consistency. Participants with working experience with ID or a family member with ID reported more favorable attitudes compared with participants without working experience or without a family member with ID, respectively. Women and older participants reported more positive attitudes compared to men and younger participants. Conclusion The Norwegian translation of the CLAS-ID appears to be a valid tool for assessing attitudes toward individuals with an ID. Individuals with first-hand experience with individuals with an ID have more positive attitudes than those without, and women and older people have more positive attitudes than men and younger people.

• Fossum, Ingrid Nesdal; Orm, Stian; Andersen, Per Normann; Geurts, Hilde M; Øie, Merete Glenne & Skogli, Erik Winther (2023). Childhood executive function predicts internalizing and externalizing symptoms in emerging adults with and without autism: A 10-year longitudinal study. Developmental Neuropsychology. ISSN 8756-5641. 48(3), s. 97–111. doi: 10.1080/87565641.2023.2206663. Fulltekst i vitenarkiv Vis sammendrag

  Individuals with autism spectrum disorder (ASD) and typically developing individuals were assessed on three neuropsychological tests of executive function (EF) and on scales of autism symptoms and co-occurring internalizing and externalizing symptoms at baseline (T1; N = 88, Mage = 11.8 years, 73% males), 2-year (T2; 99% retention, Mage = 13.9 years), and 10-year follow-ups (T3; 75% retention, Mage = 21.4 years). An EF composite score from T1 significantly predicted internalizing symptoms at T2 (β = .228) and internalizing and externalizing symptoms at T3 (β = .431 and .478, respectively), when controlling for age and autism symptoms. OThe findings suggest that EF difficulties are a long-term risk factor for more co-occurring symptoms.

• Orm, Stian; Dean, Michelle; Fletcher-Watson, Sue & Nordahl-Hansen, Anders (2023). Short report: Autistic adults’ recommendations on how to improve autistic portrayals in TV-series and movies. Research in Developmental Disabilities. ISSN 0891-4222. 136. doi: 10.1016/j.ridd.2023.104484. Fulltekst i vitenarkiv Vis sammendrag

  Background: TV-series and movies are important sources of knowledge about autism for the general public. Aims: This study’s purpose was to elicit autistic adults’ opinions on portrayals of autistic characters in film and television productions and how this can be improved. Methods and procedure: In this study, we examined the recommendations of autistic adults (n = 798, Mage = 30.3, 48% female) and non-autistic adults (n = 1463, Mage = 35.0, 62% female) from 90 countries on how film and television productions can improve autistic portrayals. Outcomes and results: Autistic adults rated three improvement factors as most important: (1) Appointing autistic writers, (2) Having an autistic consultant, and (3) Representing greater di- versity in autistic characters. Compared to the non-autistic groups, autistic adults rated “Appointing autistic writers” as more important. Autistic participants also endorsed “Having an autism-expert consultant” and “Making the character display all relevant diagnostic criteria” significantly less than non-autistic groups. Conclusions and implications: Participants strongly endorsed that autistic adults should to a much larger extent be included as writers, consultants and actors to enhance the making of autistic characters in film and TV.

• Andersen, Per Normann; Orm, Stian; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2023). Adolescence internalizing problems as a mediator between autism diagnosis in childhood and quality of life in emerging adults with and without autism: a 10-year longitudinal study. BMC Psychiatry. ISSN 1471-244X. 23(1). doi: 10.1186/s12888-023-04635-w. Fulltekst i vitenarkiv Vis sammendrag

  Background Individuals with autism tend to have a reduced quality of life across their lifespan. This reduced quality of life may be a result of autism traits, mental distress, and poor person/environment fit. In this longitudinal study, we looked at the role of adolescence internalizing and externalizing problems in mediating the relationship between having an autism diagnosis from childhood and perceived quality of life as emerging adults.Methods A total of 66 participants in a group of emerging adults with autism (mean age 22.2 years), and without autism (mean age 20.9 years) were assessed in three assessment waves (T1 at 12 years, T2 at 14 years, and T3 at 22 years of age). Parents filled out the Child Behavior Checklist at T2 and participants filled out the Perceived Quality of Life Questionnaire at T3. Total and indirect effects were tested in serial mediation analysis.Results The results showed that internalizing problems fully mediated the association between childhood autism diagnosis and the quality of life in emerging adulthood, while externalizing problems did not.Conclusion Our findings suggest that attention to adolescent internalizing problems is important to improve the later quality of life for emerging adults with autism.

• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Fjermestad, Krister Westlye; Andersen, Per Normann & Skogli, Erik Winther (2023). Predictors of Quality of Life and Functional Impairments in Emerging Adults With and Without ADHD: A 10-Year Longitudinal Study. Journal of Attention Disorders. ISSN 1087-0547. 27(5), s. 458–469. doi: 10.1177/10870547231153962. Vis sammendrag

  Objective: We tested the hypotheses that (1) a diagnosis of ADHD in childhood or adolescence is associated with reduced quality of life (QoL) and everyday functioning in emerging adulthood, and (2) executive function (EF) deficits, internalizing difficulties, and ADHD symptoms predict reduced QoL and more functional impairments. Method: We assessed 85 children and adolescents with ADHD and 50 typically developing (TD) peers at baseline (Mage = 11.6 years, 58% males), 2-year follow-up, and 10-year follow-up with neuropsychological tests of EF and self-reports. Results: Individuals with ADHD reported lower QoL and functional impairments in emerging adulthood compared to TD peers. More internalizing difficulties and ADHD symptoms at baseline and 2-year follow-up significantly predicted lower QoL and more functional impairments at the 10-year follow-up. Conclusion: ADHD and internalizing difficulties in childhood or adolescence have a negative impact on QoL and everyday functioning in emerging adulthood. Keywords: ADHD; anxiety; depression; executive function; functional impairments; longitudinal; quality of life.

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Pellicano, Elisabeth; Øie, Merete Glenne & Skogli, Erik Winther [Vis alle 7 forfattere av denne artikkelen] (2022). Exploring life with autism: Quality of Life, daily functioning and compensatory strategies from childhood to emerging adulthood: A qualitative study protocol. Frontiers in Psychiatry. ISSN 1664-0640. 13. doi: 10.3389/fpsyt.2022.1058601. Fulltekst i vitenarkiv Vis sammendrag

  Introduction: This study aims to investigate self-perceived quality of life, daily functioning, and the use of compensatory strategies in emerging adults with autism. Methods and analysis: Participants will be recruited from the Lillehammer Neurodevelopmental 10-year follow-up study (LINEUP), with the aim of 15 individual in-depth interviews. Subsequently, two focus groups with clinicians will be invited to reflect on the themes found in the individual interviews. All interviews will be recorded and analyzed using reflexive thematic analysis. Ethics and dissemination: The study is approved by the Regional Committee for Medical Research Ethics in South-East Norway. The findings will be disseminated to academic and clinical audiences through journal articles and conference presentations. To reach the broader autistic and autism communities, the findings will be shared with the Autism Society at national and local meetings, in their membership magazine, and on their social media channel.

• Zapf, Holger; Boettcher, Johannes; Haukeland, Yngvild Bjartveit; Orm, Stian; Coslar, Sarah & Wiegand-Grefe, Silke [Vis alle 7 forfattere av denne artikkelen] (2022). A Systematic Review of Parent–Child Communication Measures: Instruments and Their Psychometric Properties. Clinical Child and Family Psychology Review. ISSN 1096-4037. 26(1), s. 121–142. doi: 10.1007/s10567-022-00414-3. Fulltekst i vitenarkiv Vis sammendrag

  Parent–child communication represents an important variable in clinical child and family psychology due to its association with a variety of psychosocial outcomes. To give an overview of instruments designed to measure the quality of parent–child communication from the child’s (8–21 years) perspective and to assess the psychometric quality of these instruments, we performed a systematic literature search in Medline and PsycInfo (last: February 25, 2022). Peer-reviewed journal articles published in English with a child-rated instrument measuring the quality of parent–child communication were included. Initial screening for eligibility and inclusion, subsequent data extraction, and quality assessment were conducted by couples of review team members. Based on the screening of 5115 articles, 106 studies reported in 126 papers were included. We identified 12 parent–child communication instruments across the studies. The Parent-Adolescent Communication Scale (PACS) was used in 75% of the studies. On average, the evidence for psychometric quality of the instruments was low. Few instruments were used in clinical and at-risk samples. Several instruments are available to rate parent–child communication from the child’s perspective. However, their psychometric evidence is limited and the theoretical foundation is largely undocumented. This review has limitations with regard to selection criteria and language bias.

• Skogli, Erik Winther; Orm, Stian; Fossum, Ingrid Nesdal; Andersen, Per Normann & Øie, Merete Glenne (2022). Attention-deficit/hyperactivity disorder persistence from childhood into young adult age: a 10-year longitudinal study. Cognitive Neuropsychiatry. ISSN 1354-6805. 27(6), s. 447–457. doi: 10.1080/13546805.2022.2123735. Fulltekst i vitenarkiv Vis sammendrag

  Introduction The aim of this study was to estimate ADHD persistence in a European clinical sample of children diagnosed with ADHD and followed prospectively for 10 years into young adulthood. Methods We assessed 85 children with ADHD at baseline (Mage = 11.6, SD = 2.1, 54% male) and re-assessed 59 at 10-year follow-up (Mage = 21.4, SD = 2.3, 54% male). ADHD symptoms at baseline were assessed with a semi-structured clinical interview (Kiddie-Schedule for Affective Disorders and Schizophrenia/Present and lifetime version) and parent rating scales (ADHD Rating Scale IV, Child Behavior Checklist). ADHD symptoms at 10-year follow-up were assessed with a semi-structured clinical interview (MINI-Plus) and self-report scales (ADHD Self-Report Scale version 1.1 screener, Adult Self Report). Functional impairment at 10-year follow-up was assessed with the Global Assessment of Functioning scale. Results At 10-year follow-up, 39% met ADHD symptom thresholds based on clinical evaluation using MINI-Plus or the ADHD Self-Report Scale version 1.1 screener or the Adult Self Report together with clinicians’ rating of functional impairment. Conclusion ADHD persistence rates in this European clinical sample match previous estimates and indicate that a significant proportion of those diagnosed with ADHD as children still exhibit clinical levels of ADHD symptoms in adulthood.

• Vee, Tove Sandvoll; Orm, Stian; Løkke, Jon Arne & Finden, Eireen (2022). Gluten- og kaseinfrie dietter ved autismespekterforstyrrelser. Psykologi i kommunen (PIK). ISSN 1892-3364. Vis sammendrag

  Bakgrunn: Det er foreslått at økt opioidaktivitet knyttet til peptider fra gluten og kasein kan spille en kausal rolle ved autismespekterforstyrrelser. Hypotesen impliserer at autismespekterforstyrrelser kan behandles ved gluten- og kaseinfrie dietter. Formålet med litteraturoversikten er å undersøke dokumentasjonen på at gluten- og/eller kaseinfri diett fører til reduksjon av autismesymptomer. Kunnskapsgrunnlag: Systematisk litteratursøk etter randomiserte, kontrollerte studier som har undersøkt effekten av gluten- og/eller kaseinfrie dietter hos barn og ungdom med autismespekterforstyrrelser. Metode: Søket identifiserte ni randomiserte kontrollerte studier med totalt 395 deltakere i alderen 2-18 år. I seks av studiene ble det ikke funnet signifikant forskjell mellom diettgruppen og kontrollgruppen. Tre studier rapporterte en signifikant forbedring i kjernesymptomer knyttet til kommunikasjon og sosial interaksjon. To av de tre studiene har ikke kartlagt og ekskludert deltakere med allergi for gluten eller kasein til tross for at det er økt forekomst av mage-tarm problemer hos personer med autismespekterforstyrrelser. Konklusjon: Seks studier finner ingen signifikante endringer i kjernesymptomer etter en diettintervensjon. Flere av studiene er gjennomført med få deltakere og det er stor variasjon i intervensjonsvarighet. Det er derfor usikkert grunnlag for å anbefale gluten og/eller kaseinfri diett for behandling av autismespekterforstyrrelser.

• Vee, Tove Sandvoll; Orm, Stian & Løkke, Jon Arne (2022). Zoom fatigue under covid-19-pandemien: Hva innebærer fenomenet, og hvordan kan det forebygges? UNIPED. ISSN 1500-4538. 45(4), s. 264–279. doi: 10.18261/uniped.45.4.3. Fulltekst i vitenarkiv Vis sammendrag

  Studien tar for seg fenomenet Zoom fatigue, omfang og beskrivelse av fenomenet og mulige forklaringsmodeller. Studenter kan oppleve at det er vanskeligere å lære i Zoom-forelesninger, og studien ser på mulige tiltak for å forebygge fenomenet. Vi har benyttet scoping review, som gir oversikt over et forskningsfelt med stor heterogenitet mellom studiene. Resultatene viser at digital undervisning kan føre til utmattelse, slitenhet og stress, som samlet kan omtales som Zoom fatigue. Majoriteten av studentene opplever Zoom fatigue ved digital undervisning. Utfordringer ved teknologien, kognitiv belastning og opplevelse av sosial distansering trekkes frem som hovedforklaringer på Zoom fatigue. Zoom fatigue kan muligens forebygges eller reduseres ved å korte ned tiden på undervisningen og oppmuntre studentene til å bevege seg og ta hyppige pauser. Undervisning med studentaktivitet i små grupper i breakout rooms, omvendt klasserom, blandet læring, problembasert læring og kasusundervisning kan bidra til mindre utmattelse og forebygge Zoom fatigue. Fremtidig forskning bør undersøke hvordan ulike faktorer henger sammen med Zoom fatigue, og teste ut tiltak eksperimentelt.

• Orm, Stian; Andersen, Per Normann; Teicher, Martin H.; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2022). Childhood executive functions and ADHD symptoms predict psychopathology symptoms in emerging adults with and without ADHD: A 10-year longitudinal study. Research on Child and Adolescent Psychopathology. ISSN 2730-7166. doi: 10.1007/s10802-022-00957-7. Fulltekst i vitenarkiv Vis sammendrag

  Deficits in executive functions (EFs) are theorized to play an important role in causing functional impairment and associated psychopathology in individuals with ADHD. The objective of this study was to examine the role of EFs and ADHD symptoms as longitudinal predictors of psychopathology symptoms in individuals with ADHD and typically developing individuals. We assessed individuals with and without ADHD (N = 135) with neuropsychological tests of EFs and scales of ADHD symptoms and psychopathology symptoms at baseline (T1; Mage = 11.59, 57.8% boys), 2-year follow-up (T2; Mage = 13.63, 97% retention), and 10-year follow-up (Mage = 21.18, 75% retention). Baseline EFs predicted psychopathology symptoms at the 2- and the 10-year follow-up, explaining 17% and 12% of the variance, respectively. Baseline EFs predicted both internalizing and externalizing symptoms, and the predictive value of EFs on psychopathology symptoms at 10-year follow-up was accounted for by cognitive flexibility. Baseline ADHD symptoms were a significant predictor of all symptom domains at all time points. Thus, childhood EFs, in particular cognitive flexibility, can predict psychopathology symptoms in emerging adulthood beyond the effect of ADHD symptoms. This supports dominating theories of ADHD stating that executive dysfunction contributes to the observed phenotype, including associated psychopathology symptoms, and suggests that EFs are important targets of interventional efforts.

• Orm, Stian; Andersen, Per Normann; Fossum, Ingrid Nesdal; Øie, Merete Glenne & Skogli, Erik Winther (2022). Brief report: Autism spectrum disorder diagnostic persistence in a 10-year longitudinal study. Research in Autism Spectrum Disorders. ISSN 1750-9467. 97(102007). doi: 10.1016/j.rasd.2022.102007. Fulltekst i vitenarkiv Vis sammendrag

  Background: The aim was to examine diagnostic persistence of Autism Spectrum Disorder (ASD) in individuals without intellectual disability from childhood to emerging adulthood. Method: We assessed 38 children with estimated full-scale intelligence quotient (IQ) >70 who were diagnosed with ASD at baseline (Mage=12.0, SD=2.3, 84% male), and re-assessed two (n=37, Mage=14.2, SD=2.4, 84% male) and 10 years (n=23, Mage=21.7, SD=2.4, 78% male) later. Results: At two-year follow-up, all participants still met diagnostic criteria for ASD according to the Diagnostic and Statistical Manual for Mental Disorders – fourth version (DSM-IV). At 10-year follow-up, 65% met diagnostic criteria for ASD according to DSM-IV, 48% met diagnostic criteria according to the Diagnostic and Statistical Manual for Mental Disorders – fifth version (DSM-5), 57% met the ASD cut-off on the Autism Spectrum Quotient 10-item (AQ-10), and 78% met either DSM-IV criteria or cut-off on the AQ-10. Higher IQ in childhood predicted loss of ASD diagnosis according to DSM-IV criteria (Hedges g = 1.30). A higher proportion of girls compared to boys displayed loss of ASD diagnosis according to DSM-IV criteria. Conclusions: These findings suggest that ASD traits among individuals without intellectual disability may wane into emerging adulthood and that loss of ASD diagnosis is associated with higher IQ and being a girl. Diagnostic re-evaluations may be warranted for some individuals diagnosed with ASD as children or adolescents.

• Orm, Stian; Pollak, Yehuda; Fossum, Ingrid Nesdal; Andersen, Per Normann; Øie, Merete Glenne & Skogli, Erik Winther (2022). Decision-making and Risky Behavior in Individuals with Attention-Deficit/Hyperactivity Disorder: A 10-year Longitudinal Study. Developmental Neuropsychology. ISSN 8756-5641. 47(4), s. 193–209. doi: 10.1080/87565641.2022.2082430. Fulltekst i vitenarkiv Vis sammendrag

  We assessed 85 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and 50 typically developing children (TD) (Mage = 11.59, 57.8% boys) with the Hungry Donkey Task (HDT) at baseline and 2-year follow-up, and the Iowa Gambling Task at 10-year follow-up (75% retention). Improvement in the proportion of advantageous choices was observed from two- to 10-year follow-up, but the ADHD group improved less and was outperformed by the TD group at the 10-year follow-up. More advantageous choices on the HDT at baseline predicted less risky behavior at 10-year follow-up. Male sex and more inattentive or externalizing symptoms at baseline predicted more risky behavior.

• Skogli, Erik Winther; Andersen, Per Normann; Orm, Stian; Hovik, Kjell Tore & Øie, Merete Glenne (2022). Executive Functioning in Everyday Life in Youth with Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorders: A Two-Year Longitudinal Study. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2022.2095360. Fulltekst i vitenarkiv Vis sammendrag

  Problems with executive function (EF) are considered a hallmark of Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). However, little is known about the developmental pathway of everyday EF in these two groups, and whether the two groups follow a similar or different developmental course. In this longitudinal study, children and adolescents with ADHD (n = 84, Mage = 11.6, SD = 2.0), ASD (n = 38, Mage = 12.0, SD = 2.3), and typically developing children (TDC; n = 50, Mage = 11.6, SD = 2.0) were clinically diagnosed and assessed with parent-ratings of everyday EF at baseline and at two-year follow-up (97% retention). Results showed that both individuals with ADHD and individuals with ASD displayed elevated levels of everyday EF problems relative to the TDC at baseline (Hedges g = 1.99 to 2.99). Over the two-year period, everyday EF improved in individuals with ADHD relative to the TDC, whereas individuals with ASD displayed no improvement relative to the TDC. At two-year follow-up, individuals with ADHD and individuals with ASD continued to display elevated levels of everyday EF problems relative to the TDC (Hedges g = 1.61 to 3.19).

• Kirchhofer, Solveig Melanie; Orm, Stian; Haukeland, Yngvild Bjartveit; Fredriksen, Trude; Wakefield, Claire E. & Fjermestad, Krister Westlye (2022). A systematic review of social support for siblings of children with neurodevelopmental disorders. Research in Developmental Disabilities. ISSN 0891-4222. 126. doi: 10.1016/j.ridd.2022.104234. Fulltekst i vitenarkiv Vis sammendrag

  Background Social support is a protective factor for siblings of children with neurodevelopmental disorders. Aims We reviewed studies on social support received by siblings of children with neurodevelopmental disorders. Methods and procedures We conducted a pre-registered systematic review (CRD42020207686), searching PsycINFO, MEDLINE, Web of Science, and Scopus. Outcomes and results Fifteen articles were eligible for the review, 13 of which used cross-sectional designs. Two studies investigated sibling social support after an intervention. Multiple variables were negatively related to social support (e.g., sibling depression, loneliness, stress). Variables that were positively related to social support included prosocial behavior, competence (academic, social, and activity-related), problem-focused coping, and family quality of life. Potential moderators of the relationship between social support and psychosocial adjustment included the type of disorder of the affected sibling and the type of social support provider. We conclude with an overview of the reliability and validity of the seven social support measurements used across the studies. Conclusions and implications Lower levels of social support are associated with more negative psychosocial adjustment among siblings of children with neurodevelopmental disorders. We encourage future researchers to further investigate ways to increase social support for siblings to improve outcomes. Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.

• Orm, Stian; Orm, Cathrine; Mebostad, Mette Ingebrigtsen; Dechsling, Anders & Nordahl-Hansen, Anders Johan (2022). Confirming the Validity of the School-Refusal Assessment Scale—Revised in a Sample of Children With Attention-Deficit/Hyperactivity Disorder. Frontiers in Psychology. ISSN 1664-1078. 13, s. 1–6. doi: 10.3389/fpsyg.2022.849303. Fulltekst i vitenarkiv Vis sammendrag

  Children with developmental disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD), are at high risk of school-refusal behavior (SRB) compared with their peers. One of the most used scales to assess SRB is the School Refusal Behavior Scale – Revised (SRAS-R). The SRAS-R has demonstrated good psychometric properties when used with the general population of children but recently its validity has been questioned when used with children with developmental disorders. We tested the psychometric properties of the SRAS-R parental reports in 96 children with ADHD (Mage = 12.4; SD = 1.7, 61.5% boys). Results showed good model fit and internal consistency for the original four-factor structure. Three of the factors were strongly correlated, suggesting that SRB among children with ADHD are caused by several factors. Copyright © 2022 Orm, Orm, Mebostad, Dechsling and Nordahl-Hansen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

• Fjermestad, Krister Westlye; Orm, Stian; Silverman, Wendy K. & Cogo Moreira, Hugo (2022). Short report: COVID-19-related anxiety is associated with mental health problems among adults with rare disorders. Research in Developmental Disabilities. ISSN 0891-4222. 123. doi: 10.1016/j.ridd.2022.104181. Fulltekst i vitenarkiv Vis sammendrag

  Background For adults with rare disorders, COVID-19 can be more severe and deadlier. This may lead to anxiety about COVID-19 among adults with rare disorders, including worries about being infected. COVID-19 anxiety is linked with mental health problems in the general population. Aims To examine the levels of mental health problems and COVID-19 anxiety, and their association, among adults with rare disorders. Methods and procedures Adults with rare disorders (N = 58, Mage = 45.2 years, SD = 12.7, 69.0% females, 31.0% males) answered standardized mental health and COVID-19 anxiety questionnaires online. Their scores were compared with samples without rare disorders. Outcomes and results Mental health problems were higher than in a sample without rare disorders (effect size d = 1.14), as was COVID-19 anxiety (effect size d = 0.53). COVID-19 anxiety correlated significantly with mental health problems (r = .46). Controlling for age, gender, and work status, COVID-19 anxiety explained 16.1% of the variance in mental health problems (ΔR2 = .161, p = .001). Conclusions and implications COVID-19 anxiety is higher than norms and associated with mental health problems for adults with rare disorders. During the pandemic, clinicians are recommended to assess COVID-19 anxiety for patients with rare disorders.

• Orm, Stian & Fjermestad, Krister Westlye (2021). A Scoping Review of Psychosocial Adjustment in Siblings of Children with Attention-deficit/hyperactivity disorder. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 5(4), s. 381–395. doi: 10.1007/s41252-021-00222-w. Vis sammendrag

  Objectives Siblings of children with neurodevelopmental disorders are at higher risk for psychosocial maladjustment than other children. The risk may differ between neurodevelopmental disorders. One group of siblings that has been largely neglected in research is siblings of children with attention-deficit/hyperactivity disorder (ADHD). The objective was to review all studies examining psychosocial adjustment in siblings of children with ADHD to identify research gaps. Methods We conducted a systematic literature search with keywords related to ADHD and siblings in PsycINFO, MEDLINE, and ERIC. We included studies that relied on clinical ADHD diagnosis, used control group(s) for sibling data, and/or examined within-sibling sample associations. We included 15 papers examining psychosocial adjustment in a total of 3729 siblings aged below 18 years. Results We identified four main psychosocial adjustment categories across studies: mental health (k = 10), family environment (k = 4) quality of life (k = 1), and resilience (k = 1). For mental health, most of the reviewed studies found that siblings had more mental health problems than controls, with small to large effect sizes. A few studies found no difference. For family environment, the reviewed studies suggested that siblings experience more family conflicts and less support than controls, with medium effect sizes. Compared to controls, siblings had poorer quality of life and less resilience (large effect). Conclusions Siblings of children with ADHD display poorer psychosocial adjustment than controls. However, research is scarce and more studies are needed that examine associations between psychosocial variables and effects of interventions.

• Orm, Stian; Haukeland, Yngvild Bjartveit; Vatne, Torun & Fjermestad, Krister (2021). Measuring family communication in pediatric nursing: Psychometric properties of the Parent-Child Communication Scale – Child Report (PCCS-CR). Journal of Pediatric Nursing : Nursing Care of Children and Families. ISSN 0882-5963. 62, s. 78–83. doi: 10.1016/j.pedn.2021.10.022. Vis sammendrag

  Purpose: Communication quality is an essential indicator of family functioning and represents an important outcome after pediatric nursing interventions. However, few well-documented child-report questionnaires for family communication exist. We aimed to document the psychometric properties of a previously developed child-rated family communication scale for use in pediatric nursing. Design and Methods: We examined the Parent-Child Communication Scale – Child Report (PCCS-CR) in terms of factor structure, convergent validity against the Experiences in Close Relationships-Relationship Structures scale (ECR-RS), and discriminant validity between a sample of siblings of children with pediatric health conditions and controls. The sample comprised 101 siblings of children with a pediatric health condition and 44 controls (M age = 11.5 years, SD = 2.2). Results: We confirmed a two-factor structure of the PCCS-CR. One factor is communication from the child to the parent, labelled child communication (e.g., “I discuss problems with my parents”) and the other is communication from the parent to the child, labelled parent communication (e.g., “My parent is a good listener”). Convergent validity of the PCCS-CR was demonstrated through correlations with ECR-RS (r = -.73 to -.22, p ≤ .05). Further, construct validity through differences between families with and without a child with a pediatric health condition was demonstrated (g = .36-.83, p ≤ .052). Conclusion: The PCCS-CR appears to be a psychometrically sound measure of parent-child communication from the child’s point of view. Practical implications: The PCCS-CR can be administered in pediatric nursing care and can be used to target and measure the outcomes of interventions aimed at enhancing family functioning.

• Dechsling, Anders; Orm, Stian; Kalandadze, Tamara; Sütterlin, Stefan; Øien, Roald A & Shic, Frederick [Vis alle 7 forfattere av denne artikkelen] (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. s. 1–16. doi: 10.1007/s10803-021-05338-5. Fulltekst i vitenarkiv
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Andersen, Per Normann & Skogli, Erik Winther (2021). Declining Trajectories of Co-occurring Psychopathology Symptoms in Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder: A 10-Year Longitudinal Study. Frontiers in Psychiatry. ISSN 1664-0640. 12, s. 1–14. doi: 10.3389/fpsyt.2021.724759. Fulltekst i vitenarkiv Vis sammendrag

  Objective: Our objective was to examine developmental trajectories of co-occurring psychopathology symptoms from childhood to young adulthood in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD), individuals with Autism Spectrum Disorder (ASD), and typically developing (TD) individuals. Method: We assessed co-occurring psychopathology symptoms in 61 individuals with ADHD, 26 with ASD, and 40 TD individuals at baseline (T1; Mage = 11.72, 64% boys), 2-year follow up (T2; Mage = 13.77), and 10-year follow up (T3; Mage = 21.35). We analyzed trajectories of internalizing behaviors, externalizing behaviors, and total problems with linear mixed models. Results: From T1 to T3, the ADHD group displayed a small decline in internalizing behaviors (d = −0.49) and large declines in externalizing behaviors (d = −0.78) and total problems (d = −0.71). The ASD group displayed large declines in internalizing behaviors (d = −0.79), externalizing behaviors (d = −0.80), and total problems (d = −0.89). From T1 to T2, the decline in externalizing behaviors and total problems were significantly smaller in the ADHD group compared with the ASD group. The ADHD and the ASD group displayed more co-occurring symptoms compared with the TD group at T3. Conclusion: Individuals with ADHD and ASD, respectively, displayed declines in co-occurring symptoms from childhood to young adulthood. Individuals with ASD displayed an earlier decline compared with individuals with ADHD. Compared with TD individuals, individuals with ADHD and ASD, respectively, continued to display elevated levels of co-occurring symptoms in young adulthood.

• Orm, Stian; Haukeland, Yngvild; Vatne, Torun Marie; Silverman, Wendy K. & Fjermestad, Krister (2021). Prosocial behavior is a relative strength in siblings of children with physical disabilities or autism spectrum disorder. Journal of Developmental and Physical Disabilities. ISSN 1056-263X. doi: 10.1007/s10882-021-09816-7. Vis sammendrag

  Research on siblings of children with developmental and physical disabilities has emphasized negative influences on siblings’ mental health. Yet, such siblings may be more prosocial compared with siblings of children without disabilities, due to care responsibilities and their experiences with their brother’s or sister’s disability. We compared prosocial behavior between siblings of children with autism spectrum disorder (ASD; n = 47), physical disabilities (n = 42), and siblings of children without disabilities (n = 44) using a multi-informant approach (i.e., child-, mother-, and father-report). Prosocial behavior was measured with the Strengths and Difficulties Questionnaire. Drawing on the theoretical and empirical sibling literature, we also examined whether siblings’ internalizing and externalizing difficulties, adjustment to the sibling situation, and communication with parents correlated with siblings’ prosocial behavior. Child-reported internalizing difficulties and mother–child communication significantly correlated with mother-reported prosocial behavior. Child-reported internalizing and externalizing difficulties significantly correlated with father-reported prosocial behavior. No significant correlates with child-reported prosocial behavior was identified. When adjusting for siblings’ internalizing and externalizing difficulties and mother–child communication, siblings of children with physical disabilities scored significantly higher than siblings of children without disabilities on mother- and father-reported prosocial behavior. Siblings of children with ASD scored significantly higher on mother-reported prosocial behavior. We conclude that prosocial behavior may be a relative strength in siblings of children with developmental and physical disabilities, and that siblings’ prosocial behavior may be influenced by type of disability, mental health, and family communication. Interventions targeting siblings’ mental health and family communication may be helpful in promoting siblings’ prosocial behavior.

• Orm, Stian; Holt Holmberg, Ella; Harris, Paul L.; Nunez, Maria & Pons, Francisco (2021). Diachronic tendency and thinking style across the broader autism spectrum: Sources of individual differences? Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 5, s. 326–338. doi: 10.1007/s41252-021-00209-7. Vis sammendrag

  Objectives First, to see whether previous studies showing a limited capacity to spontaneously evoke the past and the future of a present moment (diachronic tendency) and a prevalence of mental images over inner speech (thinking style) in individuals with autism spectrum disorder could be replicated in individuals belonging to the broader autism phenotype. Second, to test the hypothesis that individuals thinking with mental images have a more limited diachronic tendency compared with individuals thinking with inner speech. Methods Adults (N = 309, Mage = 31.5 years, 76% women) with at least a high school degree were assessed with the Autism Spectrum Quotient, a test of diachronic tendency comprising four pictures varying in social interactivity and dynamicity, and a thinking style scale comprising three items representing three different everyday situations. Results The results showed that adults with many autistic traits have a limited diachronic tendency but only when the situation is socially interactive and dynamic, think more in mental images than individuals with no or few autistic traits but nevertheless still think more with inner speech than with mental images, and the more the participants reported thinking in inner speech, the more they evoked past and future events when describing a socially interactive and dynamic situation. Conclusions More autistic traits are associated with a limited diachronic tendency in socially interactive and dynamic situations and more thinking in mental images, and thinking style could be one of the determinants of diachronic tendency in socially interactive and dynamic situations.

• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2021). Psychometric Properties of the Norwegian Acceptance and Action Questionnaire in a Non-clinical Sample. International Journal of Psychology and Psychological Therapy. ISSN 1889-1780. 21(2), s. 199–206.
• Orm, Stian; Strømgren, Børge & Løkke, Jon Arne (2021). Kamuflering: Atferd under negativ forsterkningskontroll og et eksempel på psykologisk infleksibilitet? Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 48, s. 1–12.
• Orm, Stian; Vatne, Torun Marie; S. Tomeny, Theodore & Fjermestad, Krister (2021). Empathy and Prosocial Behavior in Siblings of Children with Autism Spectrum Disorder: A Systematic Review. Review Journal of Autism and Developmental Disorders. ISSN 2195-7177. doi: 10.1007/s40489-021-00251-0. Vis sammendrag

  Siblings of children with Autism Spectrum Disorder (ASD) have, as a group, more autistic traits than typically developing individuals. A high prevalence of autistic traits may (or may not) include lower scores on measures of empathy and prosocial behavior, compared to individuals without ASD. The purpose of this study was to conduct a systematic review of studies of empathy and prosocial behavior in siblings of individuals with ASD. We conducted a comprehensive literature search of studies published until March 2020. We identified 16 studies with a total of 1066 siblings that met inclusion criteria. Based on this review, we conclude that the current literature suggests that siblings of individuals with ASD exhibit normative empathic abilities and prosocial behavior.

• Dechsling, Anders; Shic, Frederick; Zhang, Dajie; Marschik, Peter B.; Esposito, Gianluca & Orm, Stian [Vis alle 10 forfattere av denne artikkelen] (2021). Virtual reality and naturalistic developmental behavioral interventions for children with autism spectrum disorder. Research in Developmental Disabilities. ISSN 0891-4222. 111:103885, s. 1–11. doi: 10.1016/j.ridd.2021.103885. Fulltekst i vitenarkiv
• Orm, Stian; Vatne, Torun Marie; Haukeland, Yngvild; Silverman, Wendy K. & Fjermestad, Krister (2021). The validity of a measure of adjustment in siblings of children with developmental and physical disabilities: a brief report. Developmental Neurorehabilitation. ISSN 1751-8423. 24(5), s. 355–358. doi: 10.1080/17518423.2020.1869338. Vis sammendrag

  Background: Few questionnaires are tailored for siblings of children with disabilities. The Negative Adjustment Scale (NAS) was developed to measure siblings’ adjustment, but has not yet been validated. Objective: To investigate the factor structure and convergent validity of the NAS. Method: We examined the validity of the NAS in terms of factor structure and convergent validity against a general mental health measure. The sample comprised 107 siblings (M age = 11.5 years, SD = 2.1, 53.8% boys) of children with disabilities. Results: We confirmed a one-factor structure for the NAS. Convergent validity was demonstrated through significant correlations (r=.29–.44) with sibling externalizing and internalizing mental health difficulties. Conclusion: The NAS holds promise as a measure tailored for the assessment of sibling’s adjustment.

• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2020). Måleegenskaper ved en skala for sosial akseptabilitet. En pilotstudie. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 47(2), s. 63–79. Fulltekst i vitenarkiv Vis sammendrag

  En vesentlig dimensjon ved anvendt atferdsanalyse er at tiltak skal være viktige for mottakeren og anerkjennes av relevante personer rundt; anvendt dimensjonen. En raffinering av dimensjonen førte til utvikling av begrepet sosial validitet; i hvilken grad et tiltak oppfattes som sosialt akseptabelt av omgivelsene. Formålet med studien er å gjøre tilgjengelig et norskspråklig instrument for vurdering av én dimensjon ved sosial validitet: akseptabilitet av tiltak. Vi har oversatt og revidert et engelskspråklig instrument sammen med andre profesjonelle terapeuter. Så testet vi ut den norske versjonen med andre-års vernepleierstudenter på to tidspunkter ved hjelp av to kliniske vignetter. Skalaens måleegenskaper ble vurdert gjennom analyser av strukturvaliditet (faktoranalyse) og reliabilitet. Instrumentet har god strukturvaliditet med én faktor og god reliabilitet. Skalaen er kort, enkel å administrere, og kan vise seg å ha nytteverdi i klinisk praksis og videre forskning. Videre forskning bør undersøke skalaens egenskaper med større og bredere sammensatt utvalg og i ulike kontekster. Nøkkelord: Sosial validitet, sosial akseptabilitet, tiltaksvurdering, faktoranalyse, reliabilitet, strukturvaliditet

• Orm, Cathrine; Mebostad, Mette Ingebrigtsen; Orm, Stian & Løkke, Jon Arne (2020). Skolefravær og skolevegring hos elever med ADHD: En scoping review. Psykologi i kommunen (PIK). ISSN 1892-3364. Vis sammendrag

  Barn og unge med Attention Deficit Hyperactivity Disorder (ADHD) kjennetegnes av et atferdsmønster med hyperaktivitet, impulsivitet og oppmerksomhetsvansker. Kjernevanskene ved ADHD kan gjøre det vanskelig å lære ulike sosiale- og skolefaglige ferdigheter. Sosiale vansker og manglende mestring i skolesituasjonen kan potensielt øke risikoen for høyt skolefravær og/eller skolevegringsatferd. Målet med denne studien var å kartlegge forskningsbasen rundt ADHD, skolefravær og skolevegring. Vi har gjennomført et systematisk litteratursøk i de to vitenskapelige databasene PsycINFO og ERIC etter studier som har undersøkt skolefravær og/eller skolevegring hos personer med ADHD. Vi fant 10 studier med totalt 14157 deltakere som har sett på skolefravær og/eller skolevegring hos elever med ADHD. Studiene som har sett på skolefravær viser at elever med ADHD har høyere skolefravær enn andre elever. Studier av skolevegring viser et mer blandet bilde, med en trend mot høyere forekomst av skolevegring hos elever med ADHD. Funnene viser at skoler og andre instanser bør være oppmerksomme på skolefravær hos elever med ADHD for å kunne sette inn målrettede tiltak før fraværet blir problematisk. Vi diskuterer funnene og kommer med forslag til videre forskning som kan bidra med nye funn til den eksisterende litteraturen.

• Orm, Stian & Løkke, Jon Arne (2020). Kan aksept- og forpliktelsesterapi øke psykologisk fleksibilitet hos personer med autismespekterforstyrrelser? Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 47(1), s. 17–31. Fulltekst i vitenarkiv Vis sammendrag

  Aksept- og forpliktelsesterapi (Acceptance and Commitment Therapy: ACT) er en tredjegenerasjons kognitiv atferdsterapi som i økende grad benyttes i behandlingen av psykiske lidelser og livsvaneproblemer. Et hovedformål i ACT er å øke psykologisk fleksibilitet og redusere rigid regelfølging. Et diagnostisk kjennetegn ved personer med Autismespekterforstyrrelser (ASF) er nettopp redusert psykologisk fleksibilitet med økt tendens til rigid regelfølging. Evidensbaserte intervensjoner for å øke psykologisk fleksibilitet bør være et tilbud til alle kliniske populasjoner – kliniske populasjoner som ASF bør ikke holdes utenfor. Vi har gjennomført et systematisk litteratursøk etter studier om ACT for personer med ASF. Vi identifiserte åtte studier som inkluderer ACT for personer med ASF. Det er stor heterogenitet i metode og utfallsmål mellom studiene. Studier som har benyttet ACT alene kan vise til lovende resultater på utfall som psykisk helse og stress, mens studier som har benyttet ACT i tillegg til annen atferdsanalytisk behandling viser små eller ingen økt effekt av å legge til komponenter fra ACT. Kun tre studier har inkludert utfallsmål direkte knyttet til fleksibilitet, og metodiske begrensninger ved disse studiene gjør det umulig å konkludere. Inntil videre bør atferdsanalytikere være tilbakeholdne med å velge ACT som intervensjon for personer med ASF. Det trengs mer forskning på mulige effekter og bieffekter.

• Løkke, Jon Arne; Orm, Stian & Strømgren, Børge (2020). Kort rapport: Måling av sosial validitet i studier publisert i Norsk Tidsskrift for Atferdsanalyse. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 47(1), s. 1–4. Fulltekst i vitenarkiv Vis sammendrag

  Sosial validitet har lenge vært et sentralt evalueringsområde, og kan utgjøre en del av «anvendt» dimensjonen i anvendt atferdsanalyse. Sosial validitet handler om hva folk i omgivelsene synes om tiltaket. Sosial validitet er et subjektivt anliggende med påfølgende kjente målingsproblemer. En litteraturgjennomgang av studier publisert i flaggskipstidsskriftet for anvendt atferdsanalyse, Journal of Applied Behavior Analysis, viste at kun 12% av studiene inkluderte evalueringer av sosial validitet (Ferguson et al., 2019, EJOBA). Formålet med denne studien var å undersøke hvordan studier innenfor anvendt atferdsanalyse og atferdsanalyse i praksis, publisert i Norsk Tidsskrift for Atferdsanalyse (NTA), har forholdt seg til sosial validitet. Vi har gått gjennom alle publiserte studier i Norsk Tidsskrift for Atferdsanalyse fra 2006 til 2020 innenfor kategoriene anvendt atferdsanalyse og atferdsanalyse i praksis (k = 66), og søkt etter «sosial validitet» i artiklene. Resultatet viser at kun 3% av studiene publisert i NTA har eksplisitt målt sosial validitet, mens 17% har nevnt sosial validitet som et evalueringsområde. De resterende 80% har hverken målt eller nevnt sosial validitet. Svært få studier publisert i NTA inkluderer eksplisitte og systematiske målinger av sosial validitet. Det er behov for en endring i praksis der evalueringer av sosial validitet inngår på lik linje med evalueringer av effekt og måloppnåelse. Nøkkelord: sosial validitet, tiltaksevaluering, anvendt atferdsanalyse, atferdsanalyse i praksis

• Orm, Stian; Løkke, Jon Arne; Haagensen, Gunn Elisabeth; Sletbakk, Elisabeth & Orm, Cathrine (2020). Psykoedukasjon for personer med nevroutviklingsforstyrrelser: en systematisk litteraturgjennomgang. Tidsskrift for Norsk Psykologforening. ISSN 0332-6470. 57(6), s. 425–433. Fulltekst i vitenarkiv Vis sammendrag

  Background: Psychoeducational interventions for individuals with neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD) and Tourette syndrome (TS) has become an integrated part of post diagnostic health services. The purpose of psychoeducational interventions is to improve mental health and to increase participant’s self-esteem and insight into their condition and knowledge about themselves. Method: We performed a systematic search in international databases to review the outcomes and evidence of psychoeducational intervention studies for individuals with ADHD, ASD and TS. Results: We found no studies on TS and few studies on ADHD and ASD. Reviewed studies report both positive, adverse and non-significant changes in relevant outcomes. Conclusion: There is a need for further research on psychoeducational interventions for individuals with neurodevelopmental disorders. In the meantime, clinicians should be careful in implementing and recommending psychoeducational interventions for this group. Keywords: Psychoeducation, ADHD, Autism Spectrum Disorders, Tourette Syndrome, Evidence Based Practice, Systematic Review

• Løkke, Jon Arne; Orm, Stian & Dechsling, Anders (2019). Misforståelser om anvendt atferdsanalyse i nevrodiversitetsbevegelsen. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 46(1), s. 55–63. Fulltekst i vitenarkiv Vis sammendrag

  Nevrodiversitetsbevegelsen er en bevegelse av autistiske personer og deres pårørende som stadig blir lagt mer merke til i Norge. Vi startet ut med en hypotese om at det i nevrodiversitetsbevegelsen finnes en rekke misforståelser om atferdsanalyse. Gjennom tematiske analyser av innlegg om nevrodiversitet har vi identifisert åtte kategorier med gjentakende misforståelser. Vi redegjør for paradigmatiske forståelser og mulige årsaker til misforståelsene. En analyse av grunnleggende antakelser innenfor nevrodiversitetsbevegelsen, atferdsanalyse, og den medisinsk-psykiatriske modellen viser mange ulikheter i epistemologi og teknikker. Ulikheter i grunnleggende antakelser er ikke et problem, men konstruerte misforståelser om atferdsanalyse bør forsøkes forebygd og endret.

• Orm, Stian; Løkke, Jon Arne & Løkke, Gunn Elisabeth Haagensen (2019). Pathological Demand Avoidance: en transaksjonell atferdsanalytisk forklaringsmodell uten patologi. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 46(1), s. 29–43. Fulltekst i vitenarkiv Vis sammendrag

  Pathological Demand Avoidance (PDA) er en ny atferdsprofil hos barn og unge med nevroutviklingsforstyrrelser, som består i ekstremt kravavvisende og sosialt manipulativ atferd. Vi presenterer en systematisk litteraturoversikt av forskningslitteraturen om PDA. Resultatene viser at forskningen på PDA er dominert av psykiatrisk forskning på området utredning, kartlegging og differensialdiagnostikk. PDA ser ut til å overlappe betydelig med Autismespekterforstyrrelser. Atferdsanalytikere har tradisjonelt sett vært opptatt av autisme, men det finnes ingen atferdsanalytisk forskningslitteratur om PDA. Vi presenterer en forklaringsmodell med utgangspunkt i operant psykologi og utviklingspsykopatologi. Av forklaringsmodellen følger det prediksjoner og forslag til fremtidig atferdsanalytisk forskning. Nøkkelord: Atferdsanalyse, Utviklingspsykopatologi, Pathological Demand Avoidance, Transaksjonell psykologi, Funksjonelle analyser

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• Fossum, Ingrid Nesdal; Øie, Merete Glenne; Orm, Stian; Hovik, Kjell Tore; Andersen, Per Normann & Skogli, Erik Winther (2023). Development of everyday executive function in Autism Spectrum Disorder and ADHD.
• Skogli, Erik Winther; Orm, Stian; Fossum, Ingrid Nesdal; Andersen, Per Normann & Øie, Merete Glenne (2023). ADHD persistence from childhood into young adult age.
• Orm, Stian (2023). Emosjonsregulering for personer med kognitive funksjonsnedsettelser, et forsømt område.
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Fjermestad, Krister Westlye; Andersen, Per Normann & Skogli, Erik Winther (2023). Executive Functioning and Anxiety/Depressive Symptoms as Mediators Between ADHD and Quality of Life: A 10-year Longitudinal Study. Vis sammendrag

  Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with impaired executive functioning and anxiety/depressive symptoms, which may contribute to reduced quality of life. We tested the hypotheses that (1) a childhood diagnosis of ADHD is related to reduced quality of life in emerging adulthood and that (2) this relationship is mediated by impaired executive functioning and anxiety/depressive symptoms. Participants and Methods: We assessed 85 children and adolescents with ADHD and 50 typically developing peers at baseline (Mean age = 11.6 years, 58% males), two-year follow-up, and 10-year follow-up with neuropsychological tests of executive functioning, the Behavioral Rating Inventory of Executive Function (BRIEF), the Short Moods and Feelings Questionnaire (SMFQ), and the Revised Children’s Manifest Anxiety Scale, second edition (RCMAS-2), as well as the Perceived Quality of Life scale (PQoL) at the 10-year follow-up. Four neuropsychological tests of executive functioning, the Letter-Number Sequencing test (working memory), the Color-Word Interference test condition 3 (response inhibition), the Color-Word Interference test condition 4 (shifting), and the trail making test condition 4 (cognitive flexibility) were combined into a neuropsychological executive functioning composite score based on high factor loadings (≥ .73). the parent-reported BRIEF indexes, the behavioral regulation index, and the metacognition index were used as measures of everyday executive functioning. We conducted independent samples t-tests to compare the groups and simple and parallel mediation analyses with full information maximum likelihood estimation to examine whether the different executive functioning measures and anxiety/depressive symptoms at two-year follow-up mediated the relationship between baseline ADHD and self-reported quality of life at 10-year follow-up. Results: Baseline ADHD was associated with more difficulties with executive functioning on a composite measure of neuropsychological tests (p < .001, Hedges g = .79) and parent-reported everyday metacognitive (p < .001, Hedges g = 2.37) and behavioral regulation executive functioning (p < .001, Hedges g = 1.55), as well as self-reported anxiety (p < .001, Hedges g = 1.05) and depressive symptoms (p < .001, Hedges g = 1.00) at two-year follow-up. Baseline ADHD was associated with lower self-reported quality of life (p = .001, Hedges g = -.67) at 10-year follow-up. The mediation analysis showed that everyday metacognitive executive functioning (p = .011, β = -.497) and an anxiety/depressive symptoms composite (p < .001, β = -.404) parallelly mediated the relationship between ADHD and quality of life. Conclusions: Impaired everyday executive functioning and anxiety/depressive symptoms may represent two distinct pathways to reduced quality of life in emerging adults with a childhood diagnosis of ADHD. These findings stress the importance of targeting both cognitive and emotional aspects in interventions for children and adolescents with ADHD to improve later quality of life.

• Orm, Stian & Løkke, Jon Arne (2022). "Kjærlighet på spekteret". Sjarmerende, men også feilinformasjon om autisme. Khrono.
• Løkke, Jon Arne & Orm, Stian (2022). "Hører du meg nå?" Hvordan forebygge Zoom-fatigue. Khrono.
• Løkke, Jon Arne; Orm, Stian; Haagensen, Gunn Elisabeth; Andersen, Fredrik & Strømgren, Børge (2022). Tiltak for å fremme psykologisk fleksibilitet hos personer med autismespekterdiagnoser: En litteraturgjennomgang.
• Orm, Stian (2022). Autismespekterforstyrrelser - Tilrettelegging for utvikling og læring.
• Orm, Stian (2022). Nevroutviklingsforstyrrelser fra barndom til ung voksen alder: Hvordan tilrettelegge for god livskvalitet?
• Andersen, Per Normann; Orm, Stian; Øie, Merete Glenne & Skogli, Erik Winther (2022). Livskvalitet hos unge voksne med autisme - betydningen av internaliserende vansker?
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Andersen, Per Normann & Skogli, Erik Winther (2022). Utvikling av psykisk helse fra barndom til ung voksen alder hos personer med ASD eller ADHD.
• Orm, Stian; Øie, Merete Glenne; Fossum, Ingrid Nesdal; Andersen, Per Normann & Skogli, Erik Winther (2022). Depressive Symptoms in Individuals with Autism Spectrum Disorder or Attention-Deficit/Hyperactivity Disorder: A 10-Year Longitudinal Study.
• Orm, Stian; Haukeland, Yngvild; Vatne, Torun Marie & Fjermestad, Krister Westlye (2022). Parent-Sibling Communication and Mental Health in Siblings of Children with Autism Spectrum Disorder Compared with Physical Disabilities.
• Kirchhofer, Solveig Melanie; Orm, Stian; Haukeland, Yngvild Bjartveit; Fredriksen, Trude; Wakefield, Claire E. & Fjermestad, Krister Westlye (2022). A systematic review of social support of siblings of children with neurodevelopmental disorders.
• Nordahl-Hansen, Anders ; Dean, Michelle; Fletcher-Watson, Sue & Orm, Stian (2022). Autistic People Don’t like Music – an International Survey on Community Opinions of Autistic Portrayals on Film and TV.
• Løkke, Jon Arne & Orm, Stian (2022). Motiverende intervjuing og stimulering av egen motivasjon hos personer med kognitiv funksjonsnedsettelse. I Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Red.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165.
• Løkke, Jon Arne & Orm, Stian (2022). Funksjonelle analyser: Et miljødiagnostisk supplement til utforming av tiltak. I Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Red.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165.
• Orm, Stian & Løkke, Jon Arne (2022). Emosjonsregulering for personer med kognitive funksjonsnedsettelser: et forsømt område. I Haugland, Silje; Berge, Ulf; Gjermestad, Anita; Høium, Kari & Løkke, Jon Arne (Red.), Kunnskapsbasert miljøterapeutisk arbeid. Universitetsforlaget. ISSN 9788215053165.
• Orm, Stian & Lofthus, Elisabeth (2021). Patologisk kravunnvikelse (PDA) er et alvorlig symptom. [Avis]. Lommelegen.
• Orm, Stian & Walter, Kenny (2021). Siblings of ADHD Children Face Psychosocial Challenges. [Avis]. HCP Live.
• Finden, Eireen & Orm, Stian (2021). Traumesensitive tilnærminger i skolen: En analyse av ulike konseptualiseringer og atferdsanalysens bidrag.
• Orm, Stian & Løkke, Jon Arne (2021). Selvendring og psykologisk fleksibilitet - fra rigiditet til sosial mestring.
• Orm, Stian (2021). Chair for symposium: Nevroutviklingsforstyrrelser i et livsløpsperspektiv: atferdsanalyse, psykisk helse og nevrovitenskap. Vis sammendrag

  Personer med nevroutviklingsforstyrrelser er en sentral målgruppe for anvendt atferdsanalyse og atferdsanalyse i praksis. Vi presenterer bidrag som fokuserer på atferdsanalytiske tiltak, forståelsen av nevroutvilingsforstyrrelser og utvikling gjennom livsløpet.

• Løkke, Jon Arne & Orm, Stian (2021). Miljøterapeutens tredje øye: egen psykologisk fleksibilitet.
• Løkke, Jon Arne; Orm, Stian; Myhre, Martin Øverlien & Dechsling, Anders (2021). Autisme og selvmord: En systematisk litteraturgjennomgang.
• Orm, Stian & Løkke, Jon Arne (2021). Aksept- og forpliktelsesterapi for personer med nevroutviklingsforstyrrelser.
• Strømgren, Børge; Orm, Stian & Løkke, Jon Arne (2021). Kamuflering, opplevelsesmessig unngåelse og negativ forsterkning.
• Orm, Stian & Løkke, Jon Arne (2021). Et optimistisk perspektiv på nevroutviklingsforstyrrelser.
• Strømgren, Børge; Løkke, Jon Arne & Orm, Stian (2021). Sosial validitet: Et blikk fremover og presentasjon av et måleverktøy.
• Løkke, Jon Arne & Orm, Stian (2021). Funksjonelle analyser som en kjerne i miljøterapi.
• Løkke, Jon Arne & Orm, Stian (2021). Kjerner i miljøterapeutisk arbeid og atferdsanalysens bidrag.
• Løkke, Jon Arne & Orm, Stian (2021). Psykopatologi faktor (P): En fellesfaktor på tvers av psykiske lidelser.
• Orm, Stian & Løkke, Jon Arne (2021). Autismespekterdiagnoser: Se mulighetene.
• Orm, Stian; Krogh Parken, Andrine; Haukeland, Yngvild; Mossige, Svein; Fjermestad, Krister & Vatne, Torun (2020). Siblings' Experience of Violence from Their Brother or Sister with a Neurodevelopmental Disorder.
• Orm, Stian; Dechsling, Anders; Sütterlin, Stefan; Øien, Roald A & Nordahl-Hansen, Anders Johan (2020). Virtual Reality to Enhance Social and Emotional Skills in Children with Autism Spectrum Disorders.
• Orm, Stian; Holt Holmberg, Ella & Pons, Francisco (2020). Visual Thinking and Impaired Temporal Cognition in Individuals with Autism Spectrum Disorders.
• Orm, Stian (2020). Episode 3: RDA (PDA) med Stian Orm. [Internett]. https://www.autismepodden.no/.
• Løkke, Jon Arne & Orm, Stian (2020). Autisme, avvik, atferdsanalyse og ACT.
• Løkke, Jon Arne; Orm, Stian & Vee, Tove Sandvoll (2020). Fake news. Klassekampen. ISSN 0805-3839.
• Løkke, Jon Arne & Orm, Stian (2020). Kan fagfellevurderingene bli litt mer dannet? Khrono.no. ISSN 1894-8995.
• Orm, Stian (2020). Reisebrev fra ABAI Autism 2020. [Internett]. https://atferd.no.
• Fjermestad, Krister; Vatne, Torun & Orm, Stian (2020). Hva med søsken? SIBS - et prosjekt for søsken og foreldre til barn med autisme. Autisme i dag. ISSN 0803-530X. 2020(1), s. 20–23.
• Orm, Stian (2020). Se mulighetene! Min historie med autisme.
• Orm, Stian & Freddy, de Ruiter (2020). Autisme i Arendal. [Radio]. NRK P1, Sørlandssendinga.
• Dechsling, Anders; Orm, Stian; Øien, Roald A; Sütterlin, Stefan & Nordahl-Hansen, Anders (2020). Virtual Reality and Behavior Analytic Interventions on Social Skills for People with Autism Spectrum Disorders: A Systematic Review.
• Orm, Stian & Løkke, Jon Arne (2020). Self-Management to Increase Social Skills in a Student With Autism. Vis sammendrag

  Deficits in social communication are characteristic of Autism Spectrum Disorders, and creates difficulties in the establishment of social relationships. Effective interventions to promote social skills in individuals with Autism Spectrum Disorders are warranted. In this study, an 18-year-old male with autism conducted a self-management project with the aim of increasing social initiatives and prosocial behavior. The independent variable consisted of a package of goal-setting, rule following and social skills training and tutoring. The dependent variable was prosocial behavior and social initiatives measured and analyzed with a single-subject design (N=1). Reliability and treatment integrity were measured. The results show that the self-management procedure increased social initiatives and prosocial behavior, and follow-up probs shows that the results were maintained four to six months after completion. Reliability and validity are challenges inherent in self-management interventions and is a challenge for researchers. In this study we used verbal reports and descriptions from the participant to the tutor and second author to established reliability and treatment integrity. The limited number of participants represents a challenge to generalization and clear-cut conclusions. The promise of self-management interventions in increasing social skills in people with autism should be investigated further through better designs.

• Løkke, Jon Arne; Orm, Stian & Dechsling, Anders (2020). Misconceptions About Behavior Analysis Among Neurodiversity Proponents. Vis sammendrag

  Misconceptions about behavior analysis is prevalent among students and teachers, but to our knowledge, no earlier study has investigated misconceptions among potential receivers of applied behavior analysis. People with autism, engaged in the neurodiversity movement, are potential receivers of ABA, but misconceptions might be a barrier to seeking behavior analytic service delivery. The main purpose of this study was to identify possible misconceptions in the neurodiversity movement. We identified N=20 entities (e.g. book chapters, articles, blog and social media posts, websites etc.) and used thematic analysis to identify the misconceptions and conceptions about behavior analysis in these posts. The current study shows that neurodiversity proponents holds, and spreads, several misconceptions about behavior analysis. The themes emerging from the thematic analysis will be presented together with descriptive statistics showing the frequency of each misconception. Misconceptions about behavior analysis in the neurodiversity discourse could potentially hinder autistic people and their families from getting balanced information about intervention alternatives.

• Løkke, Jon Arne & Orm, Stian (2020). Third Generation Cognitive Behavioral Therapy for Individuals with Autism: A Systematic Review. Vis sammendrag

  Third generation cognitive behavioral therapy, such as acceptance and commitment therapy (ACT), functional analytic psychotherapy (FAP) and dialectical behavior therapy (DBT) have shown great promise in treatment of psychological distress and increasing psychological flexibility in typical and clinical populations. Individuals with Autism Spectrum Disorders (ASD) have impaired psychological flexibility and repetitive and restrictive behavior, and are at increased risk for psychological distress. In this review we conducted a systematic literature search on acceptance and commitment therapy, functional psychotherapy and dialectical behavior therapy for individuals with Autism Spectrum Disorders. The data shows that there is limited research on these types of third generation cognitive behavioral therapy for individuals with ASD. However, the studies that do exists shows promise in reducing stress and psychological distress, as well as increasing psychological flexibility. It is important that treatments that works, as ACT, are an option also for people with ASD. Areas for further research will be discussed.

• Orm, Stian (2020). Fra eksklusjon til inklusjon i et autistisk perspektiv.
• Løkke, Jon Arne & Orm, Stian (2020). Mest lest i 2019. [Internett]. https://blogg.hiof.no/rektorat/.
• Orm, Stian & Løkke, Jon Arne (2020). Ny rekord for Khrono 2019. Her er de mest leste sakene. [Avis]. Khrono.no.
• Orm, Stian (2020). Autisme: emosjonell kompetanse og selvendring.
• Orm, Stian; Løkke, Gunn Elisabeth Haagensen & Løkke, Jon Arne (2020). Pathological Demand Avoidance (PDA) hos personer med nevroutviklingsforstyrrelser . Spesialpedagogikk. ISSN 0332-8457. 84(1), s. 24–35. Vis sammendrag

  Pathological Demand Avoidance (PDA) er ifølge artikkelforfatterne en atferdsprofil hos barn, unge og voksne med nevroutviklingsforstyrrelser som blant annet innebærer ekstrem kravunngåelse med bruk av sosial manipulasjon for å unngå krav. PDA representerer en utfordring i skole- og undervisningssammenheng. I denne artikkelen gis det en oversikt over forskning på PDA og spesialpedagogiske implikasjoner.

• Orm, Stian & Løkke, Jon Arne (2019). Stian og Jon - sammen: Fra samhandlingsfrykt til samhandlingskompetanse.
• Orm, Stian (2019). Selvendring.
• Orm, Stian & Lorentzen, Mariann (2019). Fagseminar for lærere og andre fagpersoner. [Tidsskrift]. Autisme i dag.
• Orm, Stian; Løkke, Jon Arne & Lie, Tove (2019). Stian (23) og Jon (57) er fagfeller: På vei fra utagerende autisme til doktorgrad. [Avis]. Khrono.no. Vis sammendrag

  Fagfeller «on track». Stian Orm (11) var sterkt utagerende med diagnosen barneautisme. Jon A. Løkke (45) var læreren og terapeuten hans. Nå publiserer Stian (23) og Jon (57) vitenskapelige artikler sammen. Det kan til og med bli en doktorgrad eller to av det.

• Orm, Stian (2019). Autisme i skolen: selvendring, tilrettelegging, stress og psykisk helse.
• Orm, Stian; Løkke, Jon Arne & Dechsling, Anders (2019). Stian Orm og Jon Arne Løkke for NAFO Østfold 2018. [Internett]. Vimeo.com.
• Orm, Stian & Løkke, Jon Arne (2019). Fra sosial eksklusjon til inklusjon: Autisme og selvendring.
• Orm, Stian; Løkke, Jon Arne & Ellingsen, Cato Brunvand (2019). Stian & Jon – sammen. [Internett]. vernepleieren.com.
• Orm, Stian & Løkke, Jon Arne (2019). Stian Oms livsreise fra barneautisme til psykologistudier. [Avis]. Panorama.
• Orm, Stian & Løkke, Jon Arne (2019). Behandling/tiltak for voksne med autisme.
• Orm, Stian & Løkke, Jon Arne (2019). Autisme og psykisk helse i skolen - angstbehandling og trening i emosjonelle ferdigheter.
• Orm, Stian (2019). Se mulighetene - Autismespekterforstyrrelser i skolen.
• Orm, Stian (2019). Autisme i skolen - en nødvendig time-out fra klasserommet.
• Orm, Stian (2019). Fra dårlig til god spesialundervisning.
• Orm, Stian & Løkke, Jon Arne (2019). Ekstrem Kravunngåelse og Flukt (EKUF): Kunnskapsstatus og perspektiver på veien videre.
• Orm, Stian (2019). Åsebråten 50 år - en historie om autisme og BUP-HABU.
• Orm, Stian & Lorentzen, Mariann (2019). En retningsendring - om autisme og ungdomsskolen.
• Orm, Stian & Dechsling, Anders (2019). Autismespekterforstyrrelser i barnehagen.
• Orm, Stian & Dechsling, Anders (2019). Autisme og spesialpedagogikk i barnehage.
• Orm, Stian; Løkke, Jon Arne & Løkke, Gunn Elisabeth Haagensen (2019). Pathological Demand Avoidance: en transaksjonell atferdsanalytisk forklaringsmodell uten patologi*. Autisme i dag. ISSN 0803-530X. BD46(3), s. 16–30.
• Orm, Stian & Løkke, Jon Arne (2019). Self-management: from social exclusion to inclusion in an educational setting. 12th Autism-Europe International Congress ABSTRACTBOOK. s. 599–599. Vis sammendrag

  Self-management interventions has been described as highly effective for individuals with autism in enhancing both social and academic skills. In this study the first author conducted a self-management project in high-school. The challenges were to establish relations to classmates and to participate in the social settings at school and outside of school. The research question was whether a self-management procedure could increase social initiatives and prosocial behaviour targeted to classmates. Methods The participant was an 18-year-old male with classical autism and the intervention were carried out in a high school setting. The independent variable consisted of a package of social skills training and tutoring. The dependent variable was prosocial behaviour and social and other initiatives measured and analysed with a single subject design (N=1). Reliability and treatment integrity were controlled by the tutor. Results The self-management procedure increased social initiatives and prosocial behaviour targeted at co-students, in accordance with predicted outcomes. The participant reported qualitatively the experience of increased social belongingness to the social community of the class and classmates. Follow-up probes four to six months after the completion of the intervention shows that results were maintained. Discussion In accordance with existing literature, this study suggests that self-management interventions are effective in increasing social skills in students with autism. Reliability and validity are challenges inherent in self-management interventions and is a challenge for researchers and practitioners to overcome. In this study we used verbal reports and descriptions from the participant to the tutor and second author to established reliability and treatment integrity of the measured results. The limited number of participants in this study represents a challenge to generalization and clear-cut conclusions, but seen in connection with existing literature there seems to be good grounds to think that self-management interventions are effective for people with autism spectrum disorders. The promise of self- management interventions in increasing social skills in people with autism should be investigated further. Self-management interventions represent a promising way to deliver interventions that is characterized by a high degree of client involvement and autonomy, and thus promote empowerment in service delivery. Keywords: Learning, Self determination, Social

• Orm, Stian & Løkke, Jon Arne (2019). Self-management: from social exclusion to inclusion in an educational setting. Vis sammendrag

  Self-management interventions has been described as highly effective for individuals with autism in enhancing both social and academic skills. In this study the first author conducted a self-management project in high-school. The challenges were to establish relations to classmates and to participate in the social settings at school and outside of school. The research question was whether a self-management procedure could increase social initiatives and prosocial behaviour targeted to classmates.The participant was an 18-year-old male with classical autism and the intervention were carried out in a high school setting. The independent variable consisted of a package of social skills training and tutoring. The dependent variable was prosocial behaviour and social and other initiatives measured and analysed with a single subject design (N=1). Reliability and treatment integrity were controlled by the tutor. The self-management procedure increased social initiatives and prosocial behaviour targeted at co-students, in accordance with predicted outcomes. The participant reported qualitatively the experience of increased social belongingness to the social community of the class and classmates. Follow-up probes four to six months after the completion of the intervention shows that results were maintained.In accordance with existing literature, this study suggests that self-management interventions are effective in increasing social skills in students with autism. Reliability and validity are challenges inherent in self-management interventions and is a challenge for researchers and practitioners to overcome. In this study we used verbal reports and descriptions from the participant to the tutor and second author to established reliability and treatment integrity of the measured results. The limited number of participants in this study represents a challenge to generalization and clear-cut conclusions, but seen in connection with existing literature there seems to be good grounds to think that self-management interventions are effective for people with autism spectrum disorders. The promise of self-management interventions in increasing social skills in people with autism should be investigated further. Self-management interventions represent a promising way to deliver interventions that is characterized by a high degree of client involvement and autonomy, and thus promote empowerment in service delivery.

• Orm, Stian & Løkke, Jon Arne (2019). Autisme og selvendring: Et forsømt område Fra samhandlingsfrykt til samhandlingskompetanse . Autisme i dag. ISSN 0803-530X. s. 28–33. Vis sammendrag

  Sammendrag: Studier har vist at selvendringsintervensjoner er effektive for å øke sosiale og akademiske ferdigheter hos personer med autisme. I denne studien gjennomførte en videregående elev med autisme et selvendringsprosjekt for å øke egne sosiale ferdigheter. Effekten ble målt som antall prososiale handlinger, sosiale initiativ og andre initiativ ovenfor jevnaldrende. Intervensjonen besto av en pakke med sosiale ferdighetstrening og veiledning med fokus på selvsnakking, selvinstruksjon og selvmonitorering. Resultatene viser en stor økning i prososiale handling og sosiale initiativ, og oppfølgingsmålinger 4 til 6 måneder etter viser at resultatene vedvarte etter avsluttet intervensjon. Nøkkelord: Selvendring, autisme, sosial kompetanse

• Orm, Stian & Løkke, Jon Arne (2019). Autisme, atferdsanalyse og selvendring.
• Orm, Stian & Løkke, Jon Arne (2019). Erfaringer: Fra samhandlingsfrykt til samhandlingskompetanse.
• Orm, Stian & Løkke, Jon Arne (2019). Fra samhandlingsfrykt til samhandlingskompetanse.
• Orm, Stian; Løkke, Jon Arne; Sletbakk, Elisabeth; Orm, Cathrine & Løkke, Gunn Elisabeth Haagensen (2019). Psykoedukasjon for personer med nevroutviklingsforstyrrelser: en systematisk litteraturgjennomgang (systematic review). . Vis sammendrag

  Psykoedukasjon for barn, unge og voksne med nevroutviklingsforstyrrelser som autismespekterforstyrrelse (ASF), ADHD og Tourettes syndrom er de senere årene blitt sett på som en vesentlig komponent i et helhetlig opplærings- og behandlingstilbud. Anvendt atferdsanalyse har tradisjonelt stått sterkt som opplærings- og behandlingsteknikk for personer med nevroutviklingsforstyrrelser,. For atferdsanalytikere er det relevant med en oversikt over forskningslitteratur om psykoedukasjon for personer med nevroutviklingsforstyrrelser. Vi har gjort et systematisk litteratursøk i vitenskapelige databaser på søkeord knyttet til psykoedukasjon for personer med ASF, ADHD og Tourettes syndrom. Data viser at det er lite forskningslitteratur om psykoedukasjon for denne gruppen, og i kunnskapsbasert praksis bør behandlere være tilbakeholden med å anbefale eller inkludere psykoedukasjon for personer med nevroutviklingsforstyrrelser inntil det er kommet mer forskning på feltet. *Stian Orm og Jon Arne Løkke har bidratt likt til denne studien.

• Orm, Stian; Løkke, Jon Arne & Løkke, Gunn Elisabeth Haagensen (2019). Pathological demand avoidance (PDA) og autisme; en systematisk litteraturgjennomgang (systematic review). Vis sammendrag

  Pathological Demand Avoidance (PDA) er en atferdsprofil som får stadig større oppmerksomhet innenfor autismefeltet. Den første studien om PDA ble publisert i 2003. Innenfor anvendt atferdsanalyse har man viet mye oppmerksomhet til autisme, men det er lite litteratur å finne om PDA. Vi har gjennomført et systematisk litteratursøk i internasjonale databaser, blant annet med hensikt på å identifisere hvilke intervensjoner som kan være effektivt for personer med PDA. Vi konkluderer gjennomgangen med forslag til atferdsanalytikere om videre teoretisk og empirisk arbeid for å hjelpe personer med PDA. * Stian Orm og Jon Arne Løkke har bidratt likt til denne studien.

• Løkke, Jon Arne & Orm, Stian (2019). PDA: Et læringsfenomen hos personer med autisme omdannet til personlighetssvikt. Vis sammendrag

  Pathological Demand Avoidance, eller PDA, er et populært begrep innenfor autismefeltet. De tidligste studiene om PDA ble publisert på 2000-tallet. PDA omtales som en tilstand og antas å være en vanlig tilleggsvanske ved, eller en del av, Autismespekterforstyrrelser. Hverken DSM-5 eller ICD-11 har inkludert PDA som selvstendig diagnose, men flere lekfolk og fagpersoner mener PDA burde vært inkludert som selvstendig diagnose. Årsaken til atferdene omtales som en indre patologisk tilstand eller et syndrom. Vår påstand er at PDA etableres som både en mentalistisk og sirkulær forklaring. Vårt utgangspunkt er at atferdene som omtales som PDA kan forklares som et læringsfenomen, og at en atferdsanalytisk forklaringsmodell bidrar til en mer positiv prognose og tilgjengelig atferdsanalytisk behandling.

• Løkke, Jon Arne & Orm, Stian (2019). Misforståelser om atferdsanalyse i diskursen om autisme og nevrodiversitet. Vis sammendrag

  Kategori: Konseptuell/teoretisk atferdsanalyse Sammendrag: Vi tar utgangspunkt i artikkelen "On Misconceptions About Behavior Analysis Among University Students and Teachers" (Arntzen, Løkke, Løkke & Eilertsen, The Psychological Record 60(2):325-336 March 2010). Med misforståelsene i denne artikkelen som utgangspunkt, har vi lest og analysert litteraturen og innlegg i offentlige medier om autisme og nevrodiversitet. Hovedhypotesen er at denne diskursen preges av mange misforståelser og vrangforestillinger om atferdsanalyse. Et eksempel er retorikken brukt av Facebooksiden "Autistics and Allies Against ABA Ireland" som skriver at "ABA is abuse against Autistics" og lignende. Vi presenterer noen av misforståelsene og noen mulige løsninger som gjør at personer som er opptatt av autisme kan få en balansert fremstilling av atferdsanalyse.

• Orm, Stian (2019). En snuoperasjon fra institusjon til universitet: vernepleiernes bidrag.
• Løkke, Jon Arne; Orm, Stian & Dechsling, Anders (2019). Misforståelser om atferdsanalyse i nevrodiversitetskulturen: en gjennomgang av fremstillinger i ulike medier. Vis sammendrag

  Vi tar utgangspunkt i artikkelen "On Misconceptions About Behavior Analysis Among University Students and Teachers" (Arntzen, Løkke, Løkke & Eilertsen, The Psychological Record 60(2):325-336 March 2010). Med misforståelsene i denne artikkelen som utgangspunkt, har vi lest og analysert litteraturen og innlegg i offentlige medier om autisme og nevrodiversitet. Hovedhypotesen er at denne diskursen preges av mange misforståelser og vrangforestillinger om atferdsanalyse. Et eksempel er retorikken brukt av Facebooksiden "Autistics and Allies Against ABA Ireland" som skriver at "ABA is abuse against Autistics" og lignende. Vi presenterer noen av misforståelsene og noen mulig løsninger som gjør at personer som er opptatt av autisme kan få en balansert fremstilling av atferdsanalyse.

• Dechsling, Anders; Orm, Stian; Sütterlin, Stefan; Øien, Roald A & Nordahl-Hansen, Anders (2019). Virtual reality interventions for persons with autism spectrum disorders:: A systematic scoping review.
• Orm, Stian (2018). Autismespekterforstyrrelser i skolen – Se mulighetene!
• Orm, Stian (2018). Autisme, sosial kompetanse og selvendring.
• Orm, Stian & Orm, Cathrine (2018). Fra storm til god form. Intervju med Stian Orm. [Tidsskrift]. Autisme i dag.
• Orm, Stian (2018). Mot strømmen – et intervju med Stian Orm. [Internett]. aspergerinformator.com.
• Orm, Stian (2018). Autismespekteret: utfordringer og tilrettelegging i skolen.
• Orm, Stian (2018). Min historie.
• Orm, Stian & Løkke, Jon Arne (2018). Er begrepet «særlig sensitive barn» et godt valgt begrep og trenger disse barna vernepleiere? Vernepleier.no.
• Orm, Stian & Løkke, Jon Arne (2018). Fra samhandlingsfrykt til samhandlingskompetanse.
• Orm, Stian & Orm, Cathrine (2018). Trening i emosjonell kompetanse for elever med autismespekterforstyrrelse. Autisme i dag. ISSN 0803-530X. 43(3).
• Orm, Stian & Orm, Cathrine (2018). Trening i emosjonell kompetanse for elever med autismespekterforstyrrelser. Spesialpedagogikk. ISSN 0332-8457. 83(2), s. 42–51. Vis sammendrag

  Elever med autismespekterforstyrrelser (ASF) har vansker med sosial interaksjon og gjensidig kommunikasjon med andre. Dette påvirker deres sosiale og emosjonelle kompetanse. Å kunne gjenkjenne, forstå og regulere emosjoner er sentralt både for sosialt samspill og skolefaglig mestring. Forfatterne av denne artikkelen foreslår derfor at man bør rette et større fokus mot disse ferdighetene i arbeidet med elever med ASF. De gir her et konkret eksempel med ulike tilnærminger til hvordan man kan lære elever med ASD dette.

• Orm, Stian (2017). Autismespekterforstyrrelser i skolen – Se mulighetene!
• Orm, Stian (2017). Bak fasaden: utfordringer i autismefeltet.
• Orm, Stian (2017). Psykologi og autisme: Oppsummering og tiltak.
• Orm, Stian (2017). Psykologi og autisme: Utfordringer gjennom livsløpet.
• Orm, Stian (2016). Sosial selvendring.
• Orm, Stian (2023). Attention-Deficit/Hyperactivity Disorder in Emerging Adulthood: A 10-year Longitudinal Study of the Relationships with Neurocognitive Functioning, Co-occurring Psychopathology, Functional Outcomes, and Quality of Life . Universitetet i Oslo. ISSN 1504-3991.
• Orm, Stian & Fjermestad, Krister (2020). Prosocial Behavior in Siblings of Children with Autism Spectrum Disorder: A Case-Control Study. Universitetet i Oslo.

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