eliseok

• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2026). Exploring children’s play behaviour, language, and attention: a latent profile approach. Early Child Development and Care. ISSN 0300-4430. doi: 10.1080/03004430.2026.2646303. Fulltekst i vitenarkiv
• Helland, Siri Saugestad; Røysamb, Espen; Schjølberg, Synnve; Øksendal, Elise & Gustavson, Kristin (2022). Pathways From Preschool Language Difficulties to School-Age Internalizing Problems. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 65(4), s. 1561–1573. doi: 10.1044/2021_JSLHR-21-00548. Fulltekst i vitenarkiv
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2021). Associations between poor gross and fine motor skills in pre-school and peer victimization concurrently and longitudinally with follow-up in school age – results from a population-based study. British Journal of Educational Psychology. ISSN 0007-0998. s. 1–19. doi: 10.1111/bjep.12464. Fulltekst i vitenarkiv Vis sammendrag

  Background Children with poor motor skills are at increased risk of peer victimization. However, it is unclear whether poor gross and fine motor skills are differently linked to peer victimization among pre-school and schoolchildren. Aims To investigate associations between poor gross and fine motor skills measured in pre-school and the associations to peer victimization measured concurrently and in school age. Sample Data from the Norwegian Mother, Father and Child Cohort Study (MoBa), and the Medical Birth Registry of Norway were used. Participants with complete questionnaires at 3, 5, and 8 years (n = 23 215) were included. Methods A longitudinal design and an autoregressive cross-lagged model were used to investigate if poor gross and fine motor skills at 3 and 5 years predicted peer victimization at 5 and 8 years. Because emotional difficulties are associated with both motor skills and peer victimization, the results were adjusted for emotional difficulties. Results Only poor fine motor skills at 3 years had a significant association to peer victimization at 5 years. Poor gross motor skills at 5 years had a stronger association to peer victimization measured concurrently compared to poor fine motor skills, and only poor fine motor skills at 5 years was significantly linked to peer victimization at 8 years. No gender difference was found between these paths. Conclusions Teachers and parents should be aware that motor skills predict peer victimization, and that poor gross and fine motor skills have different associations to peer victimization measured at different ages.

• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Wolke, Dieter; Helland, Siri Saugestad; Holte, Arne & Wang, Mari Vaage (2021). Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 64(7), s. 2698–2714. doi: 10.1044/2021_JSLHR-20-00406. Fulltekst i vitenarkiv
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2019). Peer-Victimization of Young Children With Developmental and Behavioral Difficulties—A Population-Based Study. Journal of Pediatric Psychology. ISSN 0146-8693. 44(5), s. 589–600. doi: 10.1093/jpepsy/jsy112. Fulltekst i vitenarkiv
• Øzerk, Kamil; Øksendal, Elise & Øzerk, Meral R. (2018). Educational Psychological Counseling and Collective Competance Improvement Related to Autism/Autism Spectrum Disorders (ASD). International Electronic Journal of Elementary Education. 10(3), s. 339–354. doi: 10.26822/iejee.2018336192. Fulltekst i vitenarkiv Vis sammendrag

  Abstract A collective Competence Improvement Project (CIP) was conducted for educational psychological counselors (n=5) along with teachers (n=11), special education teachers (n=7), and child and youth workers (n=11). All of the participants were involved in the training and teaching of children with autism/ASD in a small municipality in Norway. The CIP focused primarily on competence improvement in the participants’ overall knowledge and theoretical conceptions about autism/ASD. Additionally, other goals included competence improvement in Discrete Trial Teaching (DTT), Pivotal Response Training (PRT), and Social Stories™ (SS). The results demonstrate that the CIP contributed to improvements in some of these targeted areas but not in all. Educational psychological counsellors and special education teachers benefited more and satisfactorily from the CIP than teachers and child and youth workers (CYWs). It is now clear that achieving significant improvement in competency does not necessarily equate to satisfactory improvement. Additionally, improving the professionals’ theoretical knowledge is important, but it does not necessary lead to improving their operational knowledge--their capacity for implementing their knowledge in practice. This paper presents the background, implementation, and results of the CIP, and it closes with a discussion of the findings and conclusions about their implications for future CIPs and research.

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• Øksendal, Elise; Rydland, Veslemøy & Lekhal, Ratib (2026). Exploring associations between teacher-rated and individ ual assessments of language skills in Norwegian ECEC class rooms. Fulltekst i vitenarkiv
• Lekhal, Ratib; Bratlie, Siri Steffensen; Karlsen, Lisa-Marie; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Wilhelmsen, Tiril [Vis alle 7 forfattere av denne artikkelen] (2026). Oslo Early Education Study (OEES): Enhancing Interaction Quality through Practice-Based Professional Development in Early Childhood Education and Care. Fulltekst i vitenarkiv
• Øksendal, Elise; Lekhal, Ratib; Grøver, Vibeke; Ovati, Tone Sofie Røsholt & Rydland, Veslemøy (2025). Did a language-focused professional development intervention impact teacher talk in group play? Fulltekst i vitenarkiv
• Øksendal, Elise; Lekhal, Ratib; Grøver, Vibeke; Ovati, Tone Sofie Røsholt & Rydland, Veslemøy (2025). Do teacher talk features in small group play change after receiving a professional development intervention? Fulltekst i vitenarkiv
• Wilhelmsen, Tiril; Lekhal, Ratib; Rydland, Veslemøy; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Coplan, Robert J. (2025). Supporting children's peer-play development in ECEC through emotion socialisation. Fulltekst i vitenarkiv
• Ovati, Tone Sofie Røsholt; Lekhal, Ratib; Rydland, Veslemøy; Øksendal, Elise & Grøver, Vibeke (2025). Teacher Talk during Shared Reading Predicts Child Oral Language Development in Multi-Ethnic ECEC Settings. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2025). Hvem er frilekens vinnere og tapere? Hvordan ser dette ut i Språksterk-barnehager? Fulltekst i vitenarkiv
• Øksendal, Elise (2024). Mobbing og utenforskap blant barn med nevrobiologiske vansker. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2024). Hvilke barn deltar mest i sosial lek i flerspråklige barnehager? Fulltekst i vitenarkiv
• Øksendal, Elise; Lekhal, Ratib; Grøver, Vibeke & Rydland, Veslemøy (2024). Vannlek i Språksterk-barnehager? Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen & Lekhal, Ratib (2024). Hvem er frilekens vinnere og tapere? Hvordan ser dette ut i Språksterk-barnehager? Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke (2023). Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen (2023). Latent profiles of language, communication, attention and play behavior. Fulltekst i vitenarkiv
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2017). Bully-victimization of preschool children with developmental difficulties – A Norwegian population-based study. Fulltekst i vitenarkiv

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