Elisabeth Øverland

• Skogli, Erik Winther; Andersen, Per Normann; Fossum, Ingrid Nesdal; Øverland, Elisabeth; Kjørren, Eldri Skjelkvåle & Hovik, Kjell Tore [Show all 8 contributors for this article] (2025). Deliberate and Affective Driven Decision-Making. A 10-Year Longitudinal Study of Decision-Making in Autism. Developmental Neuropsychology. ISSN 8756-5641. p. 1–16. doi: 10.1080/87565641.2025.2595934. Full text in Research Archive Show summary

  We investigated the developmental trajectory of decision-making in autistic individuals from childhood into emerging adulthood and examined the impact of internalizing symptoms on decision-making strategies. Thirty-eight autistic and 50 non-autistic individuals were assessed at baseline (Mage = 11.8 years, 72.7% boys), at 2-year, and 10-year follow-up. Autistic and non-autistic individuals showed similar improvements in decision-making performance over time. However, the autistic participants exhibited a more risk-averse decision-making style compared to the non-autistic participants. The pattern of risk-averse decision-making in the autistic individuals reflected a more deliberate thinking style in advantageous situations and the influence of internalizing symptoms in disadvantageous situations.

• Øverland, Elisabeth; Andersen, Per Normann; Skogli, Erik Winther; Hauge, Åshild Lappegard & Pellicano, Elizabeth (2025). “One must think autism in everything one does”: Clinicians’ Experiences of Supporting Autistic Patients. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-025-07070-w. Full text in Research Archive Show summary

  Purpose Studies have consistently shown that autistic individuals often find their interactions with healthcare professionals unhelpful, indicating unmet needs. This issue is exacerbated by healthcare professionals’ inadequate knowledge about autism and communication difficulties between healthcare professionals and autistic patients. This qualitative study sought to gain a deeper understanding of clinical encounters between healthcare professionals and autistic patients, from the perspectives of clinicians. Methods We conducted five in-depth focus groups with 20 experienced clinicians in Child and Adult Mental Health services in Norway. We used reflexive thematic analysis to analyze the data, using an inductive approach. Results We found that, overall, clinicians want to be respectful and flexible in their clinical encounters with their autistic patients. We also identified four themes, including that clinicians: 1) are attentive to the varied responses to diagnoses; 2) understand the importance of adapting their communication styles toward the needs of their autistic patients; 3) recognize the need for greater focus on quality of life and autonomy; and 4) acknowledge the significant role that parents play in autistic young people’s lives. Conclusion Although neurodiversity-affirming attitudes amongst clinicians are encouraging, whether they are demonstrated in practice needs further investigation. The findings indicate that support for autistic patients should be more comprehensive and persist for a longer time.

• Reindal, Lise & Øverland, Elisabeth (2025). Måleegenskaper ved den norske versjonen av Movement Assessment Battery for Children-2 (MABC-2). PsykTestBarn. 15(1), p. 1–25. doi: 10.7557/29.7827. Full text in Research Archive Show summary

  Beskrivelse: The Movement Assessment Battery for Children-2 (MABC-2) inkluderer en standardisert test og en sjekkliste for å identifisere og beskrive motoriske vansker hos barn. Testbatteriet er utviklet i Storbritannia av Henderson, Sugden og Barnett (2007). Norsk og internasjonal rettighetshaver er Pearson. Den norske oversettelsen fra 2010 inneholder både norsk og britisk materiell. Vår gjennomgang omhandler den standardiserte testen, som er normert for britiske barn fra 3 til 16 år, fordelt på tre aldersintervaller. Testen tar 20–40 minutter å gjennomføre og består av åtte oppgaver, fordelt på tre komponenter av grov- og finmotoriske ferdigheter. En total testskåre gjenspeiler barnets samlede prestasjon. Norsk rettighetshaver beskriver følgende kompetansekrav: Autorisert Psykolog, Ergoterapeut, Fysioterapeut, Spesialpedagog. Litteratursøk: Av 343 treff oppfylte ni norske og 18 svenske eller danske publikasjoner inklusjonskriteriene. Utvalgene var i hovedsak kliniske grupper eller barn med risikofaktorer for nevrologisk skade, særlig premature barn og barn med lav fødselsvekt. Psykometri: Det er indikasjoner på at skandinaviske barn skårer bedre på MABC-2 sammenlignet med den britiske normgruppen. Stor tilfeldig variasjon, samt gulv- og takeffekter stiller spørsmål ved instrumentets endringssensitivitet. Skandinaviske studier understøtter reliabilitet, begrepsvaliditet og kriterievaliditet. Det er imidlertid variasjon i hvor grundig de psykometriske egenskapene er undersøkt for hvert aldersintervall. Konklusjon: MABC-2 ser ut til å være et nyttig instrument i klinikk og forskning for å vurdere barn med mistenkte motoriske vansker, men de psykometriske egenskapene til den norske versjonen er ikke tilstrekkelig undersøkt. Mangel på skandinaviske normer er en stor svakhet. Dataene er også mangelfulle når det gjelder faktorstruktur, indre konsistens og kriterievaliditet. Fagpersoner bør derfor være forsiktige med å basere kliniske beslutninger på MABC-2 alene. En revidert versjon (MABC-3) ble introdusert høsten 2024. Fagmiljøet bør være oppmerksom på behovet for å vurdere denne versjonens reliabilitet og validitet i de skandinaviske landene.

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Øie, Merete Glenne; Skogli, Erik Winther & Pellicano, Elizabeth [Show all 7 contributors for this article] (2024). “I have to charge my social battery”: Perspectives from autistic young adults on Quality of Life. Autism. ISSN 1362-3613. 28(6), p. 1369–1381. doi: 10.1177/13623613241245578. Full text in Research Archive Show summary

  Several studies report on lower quality of life for autistic people when compared to non-autistic people. However, there are ongoing discussions about the conceptualization of quality of life for the autistic population. This qualitative study investigated self-perceived quality of life in the context of autistic young adults’ everyday lives. Participants (age range 21–29 years) were recruited from a 10-year follow-up study, Lillehammer Neurodevelopmental Follow-up Study, all diagnosed in childhood and adolescence. Fourteen individual in-depth interviews were conducted. When asked about what was important for having a good quality of life, our autistic participants described relationships to people and pets as important, as well as having meaningful activities. Specific interests had guided many to their choice of both academic and work career. Many also described obstacles in their environment that had influenced their quality of life negatively, such as being misunderstood by teachers and other professionals, being bullied, and sensory and emotional overload. Our findings indicate that those in supportive roles should provide help with establishing connections to activities and people/animals, as this seems to be essential for creating a good quality of life. Taking advantage of passions and interests can create opportunities for autistic people. Findings suggest that future research should address the communication barriers between autistic people and professionals that can lead to misunderstandings

• Øverland, Elisabeth; Andersen, Per Normann; Orm, Stian; Øie, Merete Glenne; Skogli, Erik Winther & Hauge, Åshild Lappegard (2024). “I Have Tried to Fit In, but I Just Want to Be Me”: Development Toward Identity Formation in Young Autistic Adults. Autism in Adulthood. ISSN 2573-9581. doi: 10.1089/aut.2024.0156. Full text in Research Archive Show summary

  Abstract Background: Research increasingly focuses on how autistic individuals use different strategies to adapt to their social environment. Awareness about how these strategies could impact well-being is essential. In this study, we aimed to explore the developmental perspective of social strategies and identity formation from childhood to young adulthood among young autistic adults. Methods: Participants were initially recruited in 2009 when diagnosed with an autism spectrum disorder at Child and Adolescent Mental Health Services (CAMHS) centers in one region of Norway (Mage = 12 years). For this follow-up study, 14 participants agreed to take part in individual in-depth, semistructured interviews conducted ∼12 years later. We applied reflexive thematic analysis to the interview material. Results: From the analysis of the interviews, we identified one overarching theme: I have tried to fit in, but I just want to be me: Development toward agency. The overarching theme represents an ongoing process of agency, tied to three main themes. Participants reported functioning differently in social situations throughout development (Theme 1) when compared with non-autistic peers. Consequently, they reflected on helpful strategies (Theme 2) that they found beneficial in navigating the social world. Gradually, the participants developed identity formation toward acceptance of being different (Theme 3). Conclusion: This study highlights the complexity of social interaction and self-perception in autism. Participants recognized their unique ways of interacting and used various strategies to fit in. Growing older, they became more self-aware and preferred social situations that met their needs for predictability, quiet environments, and routines. Interestingly, participants did not always view autism as a core part of their identity. This suggests that autistic adults may be more satisfied in acknowledging and appreciating their differences rather than trying to fit into conform identities. Our findings highlight the need to encourage strategies that promote well-being and individuality as autistic individuals become adults.

• Øverland, Elisabeth; Hauge, Åshild Lappegard; Orm, Stian; Pellicano, Elisabeth; Øie, Merete Glenne & Skogli, Erik Winther [Show all 7 contributors for this article] (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. 13. doi: 10.3389/fpsyt.2022.1058601. Full text in Research Archive Show summary

  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.

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• Ekornås, Belinda; Øverland, Elisabeth & Brunovskis, Anette (2025). Læreren som ressurs for elevers psykiske helse. Universitetsforlaget. ISBN 9788215031347. 254 p. doi: https:/www.universitetsforlaget.no/laereren-som-ressurs-for-elevers-psykiske-helse. Full text in Research Archive Show summary

  · Hvordan kan du som lærer støtte elever som strever? · Hvordan kan vi forstå, forebygge og utvikle strategier for elever som er urolige, har opplevd kriser eller har atferd som utfordrer? Som lærer møter du daglig elever som opplever stress eller er urolige. Med denne boken viser forfatterne at det er viktig å forstå hva som gjør elever urolige og sinte, for å kunne møte dem og deres utfordringer på en god måte. Pedagogisk personell må forstå hva som ligger bak elevenes atferd og reaksjoner. Da blir det også lettere å finne løsninger som fungerer, og læreren kan bli en ressurs for å støtte elevers psykiske helse, mestring, trivsel og læring. Den viktigste målsetningen med boken er å gi deg som lærer mer kunnskap om vanlige psykiske vansker og reaksjoner hos elever, og eksempler på skoletilpasninger for disse elevene. Slik kan du bli trygg nok til å handle når du ser at en eller flere av elevene dine strever. Forfatterne anbefaler at kunnskap om og tiltak for elever som har psykiske vansker bør bli en naturlig del av den allmennpedagogiske kompetansen. Målgruppen for boken er studenter i lærerutdanninger, barnehagelærere, lærere, spesialpedagoger og andre faggrupper som enten jobber i skolen og barnehagen, eller veileder ansatte der.

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• Skogli, Erik Winther; Nybakken, Gunn; Ericson, Stine; Køhn, Kristian & Øverland, Elisabeth (2026). Pearson hindrer nødvendig innsyn. 63(9), p. 604–606. Full text in Research Archive Show summary

  Skjulte normdata gir uholdbare konsekvenser for klinikere og brukere.

• Vartun, Marika & Øverland, Elisabeth (2025). Lisa (15) har vokst opp i Norge, men sliter likevel med språket. Forskning.no. ISSN 1891-635X. doi: https:/www.forskning.no/barn-og-ungdom-partner-pedagogikk/lisa-15-har-vokst-opp-i-norge-men-sliter-likevel-med-spraket/2565701. Full text in Research Archive Show summary

  Lisa har noe som heter DLD – utviklingsmessige språkforstyrrelser. Det gjør hverdagen hennes mer utfordrende.

• Øverland, Elisabeth (2024). "Jeg må lade det sosiale batteriet mitt" Perspektiver fra unge voksne autistiske personer om livskvalitet. Full text in Research Archive
• Skogli, Erik Winther; Øverland, Elisabeth & Söderström, Kerstin (2024). Norsk Nevropsykologi rett Øst - Reisebrev fra Winther School i Hanoi. Full text in Research Archive
• Øverland, Elisabeth; Pellicano, Elizabeth; Skogli, Erik Winther; Hauge, Åshild Lappegard; Orm, Stian & Øie, Merete Glenne [Show all 7 contributors for this article] (2023). Growing up with autism: Perspectives from autistic emerging adults on Quality of Life. Full text in Research Archive
• Lundahl, Kathe-Inger; Øverland, Elisabeth & Askheim, Siw (2022). Selektiv mutisme hos barn og unge - hvordan arter det seg i barnehage og skole og hva er god hjelp? Psykologi i kommunen (PIK). ISSN 1892-3364. Full text in Research Archive
• Øverland, Elisabeth; Damsgaard, Kristine; Nordby, Maren-Johanne; Wilberg, Espen Langbråten; Tjäder, Hedda Gjesti & Bredesen, Aud (2021). Elever med nevroutviklingsforstyrrelser og alvorlig skolefravær. Spesialpedagogikk. ISSN 0332-8457. Full text in Research Archive Show summary

  I denne artikkelen presenterer vi hva elever med nevroutviklingsforstyrrelser selv mener er årsaken til skolefraværet de har hatt, og hva som bør endres for at elever med slike vansker skal få en bedre skolehverdag.

• Øverland, Elisabeth & Zahl, Erica (2021). Gruppetilbud til unge med autismespekterforstyrrelse. Tidsskrift for Norsk psykologforening (Psykologtidsskriftet). ISSN 0332-6470. 58(5), p. 362–367. Full text in Research Archive
• Øverland, Elisabeth; Andersen, Per Normann; Skogli, Erik Winther & Hauge, Åshild Lappegard (2026). Exploring Life with Autism: Quality of Life and Daily Functioning from Childhood to Emerging Adulthood. Universitet i Innlandet / University of Inland Norway. Full text in Research Archive Show summary

  This PhD project has aimed to explore what contributes to and shapes Quality of Life in autistic individuals during emerging adulthood, in a nuanced, contextually grounded narrative, by bringing together lived experiences of autistic young adults with the perspectives of clinicians. The study has had a cross-sectional design, with a retrospective view on changes over time from childhood to emerging adulthood. To shed light on these topics, a sample of young adults (N=14) who received an autism diagnosis in childhood have participated in in-depth interviews. Clinicians working in the specialist health service (N=20) have shared their reflections on their encounters with autistic people and their families, through focus group interviews. The findings show that the autistic participants emphasised close relationships and being engaged in meaningful activities as important for a good quality of life. At the same time, they described challenges such as sensory overload, bullying and communication difficulties with teachers and healthcare personnel, that negatively affected their quality of life. Despite these challenges, participants reported living meaningful lives. Several described developing strategies to manage the challenges of daily life, particularly in balancing the energy they spent on social activities. They experienced greater open-mindedness from their surroundings as they got older, and this had a positive impact on their quality of life. Regarding social relationships and identity formation, several described trying hard to fit in with their peers during adolescence but gradually learning to embrace and accept their differences as they transitioned into emerging adulthood. Many participants emphasised other aspects of their identity in addition to being autistic or having autism, suggesting intersectionality. The clinicians acknowledged their own role in being able to support autistic people and pointed out that challenges do arise in communication. The clinicians saw a clear need for follow-up of autistic patients and their close support persons over time. They emphasised the importance of prioritising quality of life and autonomy in treatment and highlighted that the need for follow-up changes across different phases of life. They further described parents as significant resource persons who also have an important role when their children become adults. The findings indicate that quality of life for autistic individuals depends on social support that is grounded in their individual strengths, needs, and interests, is adapted to their current life stage, and helps them maintain close relationships.

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