Kristine Stadskleiv

• Tetzchner, Stephen von; Smith, Martine M.; Soto, Gloria & Stadskleiv, Kristine (2026). Augmentative and Alternative Communication and Language: Some Old and New Urgent Issues. Current Developmental Disorders Reports. 13(1). doi: 10.1007/s40474-026-00363-4. Full text in Research Archive Show summary

  Purpose of Review Some children struggle with speech development and a small minority never achieve intelligible speech. This review explores research on the use of augmentative and alternative communication (AAC) to support their development of communication and language. Recent findings There is no generally accepted definition of AAC or coherent theoretical framework, and the nature of AAC is rarely discussed. Most AAC research concerns short-term interventions and studies on AAC processes and development are rare. Longitudinal studies are generally lacking and many central issues in research on spoken language development have received limited attention in AAC research, including vocabulary use, figurative language, and bimodal and bilingual development. Communication is often slow among individuals with severe speech and motor disabilities and artificial intelligence has been suggested to increase conversational speed. Summary Most research on AAC concern intervention and typically report short-term results, while many of the issues addressed in research on spoken language are not addressed. Theoretical and empirical bases for understanding AAC development are lacking. This implies that a significant basis for AAC intervention is lacking. After 40 years of research, there are still core issues that have not been sufficiently addressed. This paper outlines these issues to inform new directions in AAC research and practice.

• Stadskleiv, Kristine; Knudsen, Maja Jasmin; Hollung, Sandra Julsen & Andersen, Guro Lillemoen (2026). Parental Perceptions of Neuropsychological Assessment in Children with Cerebral Palsy. Developmental Neuropsychology. ISSN 8756-5641. p. 14–14. doi: 10.1080/87565641.2026.2694317. Full text in Research Archive Show summary

  Norwegian children with cerebral palsy (CP) are offered regular neuropsychological assessments, but little is known about parental perspectives on the assessments. Survey responses from 181 parents were compared with data in the Norwegian Quality and Surveillance Registry for Cerebral Palsy. Parental satisfaction was not associated with the child’s IQ, 94% of the parents considered the conclusion accurate/nearly accurate, and 65% believed that the assessment contributed positively to follow-up. Among 63 children reported by parents as having normal cognition, 62 had normal IQ. Among 55 children parents perceived as functioning significantly below age-expected, 32 (58%) were registered with an intellectual disability.

• Alriksson-Schmidt, Ann I.; Lindquist, Barbro; Knudsen, Maja Jasmin; Ödman, Pia; Korsfeldt, Åsa & Stadskleiv, Kristine (2025). Cognitive functioning in children and adolescents with cerebral palsy living in Sweden. Child Neuropsychology: A Journal of Normal and Abnormal Development in Childhood and Adolescence. ISSN 0929-7049. 32(3), p. 414–414. doi: 10.1080/09297049.2025.2566090. Full text in Research Archive Show summary

  Cognition in children with cerebral palsy (CP) is often affected. How cognition differs by functional level and subtype is not clear, and the effects of adapted response modes need investigation. In this study, the aims were to investigate how many psychologists reported that interpreters and/or augmentative and alternative communication (AAC) were used, how many assessments were adapted, if there were clinical characteristics associated with whom had been assessed, and to delineate scores from the Wechsler scales with CP by sex, subtype, gross motor function (GMFCS), manual abilities (MACS), and communication level (CFCS). This was a Swedish register study that included two cohorts of children with CP. Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III/IV) and Wechsler Intelligence Scale for Children (WISC-IV/V) served as dependent variables. Descriptive statistics, logistic regression, and multiple regressions were performed. Interpreters and AAC were used in 5% and 13% of the assessments, respectively. Adapted assessments were associated with lower verbal intelligence (VIQ), performance intelligence (PIQ), and full-scale intelligence (FSIQ) mean scores. Assessment practices were associated with GMFCS, MACS, and subtype. Age was negatively associated with PIQ and FSIQ. Children with spastic unilateral CP scored higher than children with ataxic CP on VIQ, PIQ, and FSIQ. Mean scores were significantly different across MACS levels. Children with less affected gross motor, manual, and communication functioning and those with spastic CP were more likely to be assessed. Irrespective of subtype, GMFCS, MACS, and CFCS levels, the ranges of scores were wide, highlighting the great heterogeneity of cognition in this population.

• Coan-Brill, Juno; Costigan, Frances Aileen; Chau, Tom; Geytenbeek, Johanna; Stadskleiv, Kristine & Batorowicz, Beata [Show all 10 contributors for this article] (2025). Clinician perspectives on implementing the C-BiLLT-CAN for non-speaking children with cerebral palsy: a focus group study. Disability and Rehabilitation. ISSN 0963-8288. 48(4), p. 976–976. doi: 10.1080/09638288.2025.2520998. Full text in Research Archive Show summary

  Purpose Currently available methods may not reliably assess language comprehension in children with significant speech and motor limitations. The Computer-Based instrument for Low motor Language Testing (C-BiLLT) is a standardized assessment designed for children with cerebral palsy that allows them to participate using various alternative response methods. This study aimed to understand speech-language pathologists’ and occupational therapists’ perceived facilitators and barriers to implementing the Canadian C-BiLLT (C-BiLLT-CAN). Materials and Methods Six focus groups were conducted with 30 clinicians. Transcripts were analyzed using a semi-deductive thematic analysis. The Consolidated Framework for Implementation Research was used to guide the identification of clinicians’ perceived facilitators and barriers. Results Clinicians unanimously reported interest in implementing the C-BiLLT-CAN. Facilitators and barriers were classified into five primary themes. Key facilitators related to the test’s evidence-based design, standardized nature, and potential flexibility. Key barriers related to Internet connectivity, the need to expand customization and response options to meet a greater breadth of needs, privacy policies, lack of resources, and perceived costs associated with equipment, training, and time. Conclusions Many perceived barriers aligned with previous European and Canadian C-BiLLT implementation research. However, findings elucidated unique considerations that will inform adaptations to the C-BiLLT-CAN and development of training/educational materials. IMPLICATIONS FOR REHABILITATION Clinicians unanimously expressed interest in implementing the C-BiLLT-CAN in their clinical practice with children with limited functional speech and motor skills Facilitators to implementing the C-BiLLT-CAN related to its evidence-based design, standardized nature, and potential flexibility Key barriers related to Internet connectivity, the need to expand customization and response options to meet a greater breadth of needs, privacy policies, lack of resources, and potential costs Findings will inform an adapted C-BiLLT-CAN to facilitate clinical implementation, as well as training and educational materials to support implementation

• Costigan, F. Aileen; Chau, Tom; Geytenbeek, Johanna; Stadskleiv, Kristine; Batorowicz, Beata & Hopmans, Sarah [Show all 11 contributors for this article] (2025). Bringing the Computer‐Based Instrument for Low Motor Language Testing to Canada: A Survey of Caregiver and Clinician Perspectives. International journal of language and communication disorders. ISSN 1368-2822. p. 1–19. doi: 10.1111/1460-6984.70176. Full text in Research Archive Show summary

  Background Accurate assessment of language comprehension is crucial to positive outcomes for children with cerebral palsy (CP) but is difficult for those with significant speech and physical impairments (SSPI). Standardized tools that typically require these children to speak, vocalize or select directly pose particular challenges. Aim To describe Canadian caregivers’ and clinicians’ language comprehension assessment experiences and needs for children with CP and SSPI prior to soliciting feedback to advance the Computer‐Based instrument for Low motor Language Testing (C‐BiLLT‐CAN), a standardized and accessible tool designed specifically for these children. Methods and Procedures Recruiting from Canadian children's treatment centres, augmentative and alternative communication clinics, and via social media, we conducted an environmental scan of caregivers of and clinicians providing services to children with CP and SSPI. Surveys designed using the Knowledge to Action Framework solicited both quantitative and qualitative data, summarized using descriptive statistics and inductive content analysis, respectively. Outcomes and Results Twenty‐two caregivers (21 females, 1 male; mean age = 42 years) and 39 clinicians (36 females, 3 males; mean age = 41 years) from 7 Canadian provinces completed the survey. Most caregivers had experienced language comprehension assessment but were typically only ‘somewhat confident’ in the results, despite considering accuracy ‘very important.’ Most clinicians were involved in language comprehension assessment and overwhelmingly relied on non‐standardized tools despite feeling at best ‘fairly confident’ in their results. Qualitative comments indicated the utility of a population‐specific test/testing procedures and/or associated normative data to complement non‐standardized tools. Participants indicated that the C‐BiLLT‐CAN could be improved by expanding available response methods and supporting visual and auditory access modifications to promote customization. Anticipated benefits of the C‐BiLLT‐CAN included improved interaction with, participation for, and understanding of the abilities of children with CP and SSPI; and improved interventions and outcomes for these children and their families. Conclusions and Implications The C‐BiLLT‐CAN could fill a critical gap in services available to Canadian children with CP and SSPI. Caregivers and clinicians recognized the benefits of incorporating a reliable and valid standardized tool as part of a comprehensive language comprehension assessment battery for this population but valued additional response methods and features to support access and implementation. Integration of the additional response methods and customization options recommended by end users is expected to further increase the usefulness and feasibility of the C‐BiLLT‐CAN in the Canadian clinical context.

• Johnsen, Siri; Sørensen, Kristian; Skranes, Jon; Vestrheim, Ida Eline; Modahl, Mette & Jahnsen, Reidun Birgitta [Show all 10 contributors for this article] (2025). Predictors of Parent-Reported Health-Related Quality of Life in Young Children with Early Brain Damage and Severe Motor Dysfunction. Journal of Clinical Medicine. 14(19), p. 7054–7054. doi: 10.3390/jcm14197054. Full text in Research Archive Show summary

  Background/Objectives: This cross-sectional study aimed to identify predictors of parent-reported health-related quality of life (HRQOL) in young children with early brain damage and severe motor dysfunction. It used baseline data from the PIH Multi Study, a randomized controlled trial evaluating an intensive, family-centered habilitation program for preschool children and their parents. Methods: Parent-reported HRQOL were measured using the CPCHILD questionnaire. Potential predictors included adaptive function (PEDI-CAT), gross motor function (GMFM-66), postural control and balance (ECAB), and communication function (FOCUS). These were selected to reflect the domains of the ICF-CY framework. Data were collected by professionals and by parents. Linear regression analyses were conducted to identify significant predictors. Results: Analyses included 65 children. Better adaptive skills, gross motor function, postural control, and communication all predicted higher parent-reported HRQOL. Adaptive skills—particularly in self-care and mobility—and gross motor function emerged as the strongest predictors. Conclusions: The study highlights the importance of targeting basic functional skills in early habilitation efforts for children with severe disabilities. The findings support a multidimensional understanding of health in line with the ICF-CY framework and underline the value of early, individualized, and family-centered interventions. Future research should investigate these predictors longitudinally and explore ways to integrate children’s own perspectives in assessment of HRQOL.

• Stadskleiv, Kristine; Lorentzen, Lena Elin & Hollung, Sandra Julsen (2025). Cognitive assessment practices of children with cerebral palsy: a national cohort study. Developmental Neurorehabilitation. ISSN 1751-8423. 28(4-5), p. 125–131. doi: 10.1080/17518423.2025.2526357. Full text in Research Archive Show summary

  Aim Children with cerebral palsy (CP) are at risk of cognitive impairments. Cognitive assessments identify support needs. However, not all children with CP are assessed. This study investigates if there are systematic differences between children with CP cognitively assessed and not assessed. Method Children registered in the Norwegian Quality and Surveillance Registry for Cerebral Palsy born 2002–2014 were included. Results Of the 1532 children included, 972 (63.4%) had a cognitive assessment. Children with Motor Ability Classification System levels IVV and/or Viking Speech Scale level IV were less likely to be assessed. Discussion It is disconcerting that children with CP and the most severe impairments are less likely to be offered assessments, given their needs for individually tailored interventions.

• Coan-Brill, Juno; Costigan, Frances Aileen; Kay, Jessica; Stadskleiv, Kristine; Batorowicz, Beata & Chau, Tom [Show all 10 contributors for this article] (2025). Developing a Profile of Canadian Children With Cerebral Palsy Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology. ISSN 1058-0360. 34(2), p. 605–616. doi: 10.1044/2024_AJSLP-24-00284. Full text in Research Archive Show summary

  Purpose: Cerebral palsy (CP) is the most prevalent motor disability affecting children. Many children with CP have significant speech difficulties and require augmentative and alternative communication (AAC) to participate in communication. Despite demonstrable benefits, the use of AAC systems among children with CP remains constrained, although research in Canada is lacking. Method: Data were collected as part of an exploratory survey of Canadian caregivers and clinicians (N = 60) who shared their perspectives on children's need for, access to, and use of AAC systems. Quantitative data were summarized using descriptive statistics. Qualitative data were analyzed using inductive content analysis. Results: Caregivers and clinicians reported high rates of need for AAC systems (> 75%) among children with CP. Both groups reported that access was roughly equivalent to need, although caregiver reports were lower. Despite high rates of need and access, only 38% of children used AAC systems. Children who used AAC primarily used high-tech systems, mostly to make choices, rather than engaging in meaningful reciprocal interactions and conversations. Conclusions: Canadian children with CP who required AAC systems generally received them. However, AAC systems were not used to their full potential, suggesting limited participation in social and learning situations. Like reports on other pediatric populations, barriers to obtaining AAC systems related to service, family, and child-specific factors. Although our sample captured the complexity present in the CP population, sample sizes were small and unlikely to be representative of the population of Canada, indicating the need for further research on a national scale.

• Coan-Brill, Juno; Friesen, Jodi; Kay, Jessica; Costigan, Frances Aileen; Chau, Tom & Geytenbeek, Johanna [Show all 13 contributors for this article] (2025). “My child is completely underestimated”: Canadian parents’ perspectives on implementing an accessible language comprehension assessment for non-speaking children with cerebral palsy. Disability and Rehabilitation. ISSN 0963-8288. 47(20), p. 5214–5226. doi: 10.1080/09638288.2025.2468844. Full text in Research Archive Show summary

  Purpose Reliable assessment of language comprehension is difficult for children with significant speech and motor limitations. The Computer-Based instrument for Low motor Language Testing (C-BiLLT) was designed for children with cerebral palsy (CP) and speech and motor limitations. A Canadian English version (C-BiLLT-CAN) has been validated. However, early investigation identified feasibility challenges necessitating further exploration. This study aimed to understand parents’ perceived barriers and facilitators to implementing the C-BiLLT-CAN in the Canadian clinical context. Materials and methods Seven focus groups were conducted synchronously online with 16 parents from five Canadian provinces/territories. Transcripts were analyzed using semi-deductive thematic analysis, framing results within the Consolidated Framework for Implementation Research (CFIR). Results Parents unanimously expressed interest in making the C-BiLLT-CAN clinically available. Facilitators and barriers were discussed under five themes. Key facilitators included the unique design, standardized nature, and potential flexibility of the C-BiLLT-CAN. Barriers involved the inability to accommodate all children, the potential for unintended assessment impacts, and clinics’ readiness and willingness to prioritize implementation. Conclusions This study contributes new knowledge surrounding the assessment needs of parents of children with CP and speech and motor limitations. Alongside findings from a parallel clinician study, results will inform adaptations to the C-BiLLT-CAN to facilitate implementation. IMPLICATIONS FOR REHABILITATION Parents showed interest in having the Canadian English Computer-Based Instrument for low-motor Language Testing (C-BiLLT-CAN) made available to their children Facilitators included the unique, standard, and flexible design of the C-BiLLT-CAN Barriers included doubts about accommodating all children and unintended impacts of assessment Findings will inform an adapted C-BiLLT-CAN to facilitate implementation in Canada

• Tateo, Luca; Dazzani, Virginia; Min, He & Stadskleiv, Kristine (2025). The Research-Tandem Model as Student-Led Training to International Research. In Dazzani, Virginia; Stadskleiv, Kristine; He, Min & Tateo, Luca (Ed.), Research-Based International Student Involvement The Research-Tandem Model. Springer Nature. ISSN 9783031788369. p. 1–12. doi: 10.1007/978-3-031-78837-6_1. Full text in Research Archive Show summary

  This collective volume presents an innovative pedagogical model of research-based international student mobility called “research-tandem”. The research-tandem model and its pedagogical philosophy provide insights for the involvement of students in research from very early stages of the academic trajectory in higher education. The book also presents several interdisciplinary empirical studies (i.e., special needs education, cultural psychology, anthropology, etc.) produced by undergraduate students’ teams from different countries who participated in the mobility. Finally, commentaries from invited scholars contribute to offer valuable feedback and future directions to the tandem model.

• Stadskleiv, Kristine; Latham, Katy; Spanne, Kristina Tufteskog; Sætre, Karen; Fraas, Anna & Ruscito, Ilaria [Show all 8 contributors for this article] (2025). Assessment of Cognition and Language Using Alternative Response Modalities. Assessment (ASM). ISSN 1073-1911. 33(1), p. 46–58. doi: 10.1177/10731911251315012. Full text in Research Archive Show summary

  Assessing cognition and language using standardized tests is challenging when the individual has severe speech and motor impairments. Tests with a multiple-choice format may be adapted without compromising standardization using alternative response modes like partner assisted scanning (PAS) and eye-pointing (EP). Standardization of such assessment is little researched. The study investigates the (a) reliability of, (b) transparency of, and (c) adherence to assessment protocols using PAS and EP. The participants were students from special needs education and speech and language therapy, who worked in dyads (n = 39). Two observers recorded a number of errors made in protocol delivery, independently of each other. The dyads made between 0 and 81.5 errors. Number of errors was not related to response mode, t(38) = –0.21, p = .839. The observers were in high agreement, with an intraclass correlation coefficient of .97, p < .001. The study suggests that assessing language involving alternative modes of responding can be successfully taught to novice practitioners.

• Batorowicz, Beata; Stadskleiv, Kristine; Campell, Fiona & Tetzchner, Stephen von (2025). Unraveling time in communicative interactions involving children who use aided communication. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. doi: 10.1080/07434618.2025.2477701. Full text in Research Archive Show summary

  Time use and timing are of particular relevance for people who use communication aids because of the role time plays in communication. However, the use of time in real-life communicative interactions of aided communicators has not been much researched. The present study explores time use in goal-oriented and activity-based communicative interactions involving 72 children who used aided communication and 56 children who used natural speech, aged 5–15 years, and their communication partners. The children using aided communication took significantly longer time than their naturally speaking peers to complete the tasks using language. Access method, whether direct or scanning, did impact aided communicators’ time use, with children using direct access being faster than children using scanning. Time use was not statistically related to age or verbal comprehension but was related to non-verbal reasoning: to communicate with their partners, children with higher non-verbal reasoning scores used less time than children with lower reasoning scores. Regardless of access method, aided communicators who used less time to communicate had more success in solving the tasks. The results suggest that to tackle the issue of time, aided language interventions with children could focus on communicative problem-solving with partners in real-life situations.

• Lorentzen, Lena Elin; Hollung, Sandra Julsen & Stadskleiv, Kristine (2025). Considerations when assessing cognition in children with cerebral palsy. The Clinical Neuropsychologist. ISSN 1385-4046. 40(5), p. 1317–1338. doi: 10.1080/13854046.2025.2547010. Full text in Research Archive Show summary

  Objective: To describe cognitive assessment results in relation to clinical characteristics in children with cerebral palsy (CP) and to compare methods for calculating composite scores, taking their motor impairments into account. Method: All children registered in the Norwegian Quality and Surveillance Registry for Cerebral Palsy born 2002–2014 were included. The contribution of clinical characteristics per assessment results were investigated using one-way ANOVA (eta-squared (η2) effect size) and multiple linear regression analyzes. Composite scores were compared with paired samples t-test (Cohen’s d effect size). Results: Of the 1532 children with CP registered, 972 (63.4%) had a cognitive assessment. An Intelligence Quotient (IQ) score was available for 451 (46.4%) of the assessed children (range 40 − 129, mean 82.3). Twenty-two percent had an intellectual disability. Mean IQ was lowest in children with spastic quadriplegic CP, epilepsy, and/or severe hearing impairment (effect sizes were small, η2 = 0.05, 0.05 and 0.01, respectively). The Verbal Comprehension Index score was highest and Visual Spatial Index lowest, with moderate effect size, d = 0.7. Fine motor skills and speech ability contributed most towards explaining variability in Wechsler Full Scale IQ (FSIQ). General Ability Index, Fluid Reasoning Index and Nonmotor Full Scale Score were higher than FSIQ, with small to moderate effect sizes of d = 0.61, 0.46 and 0.62, respectively. Conclusions: Variability in cognitive functioning underscores the importance of individual assessments. Better scores were obtained on composite measures using subtests that did not place high demands on fine motor skills, indicating a need for tailoring assessment practice to children with CP.

• Friede, Pamela; Hollung, Sandra Julsen; Vik, Torstein; Andersen, Guro Lillemoen; Cameron, David Lansing & Benavent, Sigrid Aune de Rodez [Show all 10 contributors for this article] (2023). Norwegian paediatric habilitation centres judge their own competence on cerebral visual impairment as limited. Acta Paediatrica. ISSN 0803-5253. 112(7), p. 1530–1536. doi: 10.1111/apa.16778. Full text in Research Archive Show summary

  Aim: Cerebral visual impairment (CVI), a frequently occurring functional impairment in children with neurodevelopmental disorders, leads to communicative, social and academic challenges. In Norway, children with neurodevelopmental disorders are assessed at paediatric habilitation centres. Our aims were to explore how CVI is identified, how paediatric habilitation centres assess their CVI competence and the reported prevalence of CVI among children with cerebral palsy. Methods: An electronic questionnaire was sent to all 19 Norwegian paediatric habilitation centre leaders in January 2022. The results were analysed quantitatively and qualitatively. The prevalence of CVI among children with cerebral palsy was estimated using register-based data. Results: The questionnaire was answered by 17. Only three judged their habilitation centre as having sufficient competence on CVI. None of the centres used screening questionnaires systematically, and 11 reported that CVI assessment was not good enough. Awareness that a child may have CVI typically occurred during examinations for other diagnoses. The prevalence of CVI among children with cerebral palsy was only 8%, while CVI status was unknown in 33%. Conclusion: Better knowledge and assessment of CVI at Norwegian paediatric habilitation centres are needed. CVI appears to be often overlooked in children with neurodevelopmental disorders.

• Rike, Per-Ola; Aa, Sigrunn Grønningen; Storenes, Ann Kathrin; Stadskleiv, Kristine & Eliassen, Carl Fredrik Andestad (2023). Driving training and behaviour among young adults with cerebral palsy – A follow-up pilot study. Transportation Research Part F: Traffic Psychology and Behaviour. ISSN 1369-8478. 93, p. 23–33. doi: 10.1016/j.trf.2022.12.006. Full text in Research Archive Show summary

  Objective Investigate medical, demographic and neuropsychological variables associated with driving in patients with cerebral palsy (CP). Methods This study has a retrospective cohort design. A follow-up survey was sent to former patients with CP that previously had passed a multidisciplinary driving assessment. Participants included a total of 17 persons, 3 men and 14 women, mean age 26 years at follow-up. The follow-up survey included data from driving training, self-reported driving behaviour and measures of perceived pain and fatigue. The survey data was analysed in comparison with retrospective medical and neuropsychological data. Results Two-thirds of the participants had obtained a valid driver’s license at the time of follow-up. Cognitive impairments were found within both the driving and non-driving group, but more severely among the non-drivers. A subgroup had been repeatedly involved in traffic incidents and crashes. Conclusion When assessing fitness to drive in persons with CP, clinicians need to give realistic prognostics based on a multidisciplinary clinical assessment before starting the arduous and costly process that obtaining a driving license represents.

• Bootsma, Jael; Stadskleiv, Kristine; Phoenix, Michelle; Geytenbeek, Johanna; Gorter, J.W. & McCauley, Dayle [Show all 10 contributors for this article] (2023). Implementation of the C-BiLLT, an accessible instrument to assess language comprehension in children with limited motor and speech function: an international clinician survey. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 39(3), p. 135–143. doi: 10.1080/07434618.2023.2197060. Full text in Research Archive Show summary

  This study assessed implementation of the Computer-based Instrument for Low-motor Language Testing (C-BiLLT). The C-BiLLT is an accessible language comprehension assessment tool originally developed for children with cerebral palsy and complex communication needs. The purpose of the current study was to understand the clinical contexts in which the C-BiLLT is used in the Netherlands, Belgium, and Norway and assess barriers and facilitators to implementation. An online survey was distributed to rehabilitation clinicians working in the Netherlands, Dutch-speaking parts of Belgium, and Norway. A total of 90 clinicians reported their training in and use of the C-BiLLT; assessed its acceptability, appropriateness, and feasibility; and commented on perceived barriers as well as advantages of the tool. Acceptability, appropriateness, and feasibility were all rated highly. The C-BiLLT was used with various populations and age groups but most often with children who were younger than 12 years of age, and those with cerebral palsy. The main implementation facilitator was clinicians’ motivation; the main barriers were related to resources and complexity of cases. Findings suggest implementation of new assessment tools is an ongoing process that should be monitored following initial training, in order to understand clinical contexts in which the tools are being used.

• Fjeldvang, Ragnhild Therese; Nordaas, Marit Giske; Tetzchner, Stephen von & Stadskleiv, Kristine (2023). Measuring impact of augmentative and alternative communication interventions: adapting the family impact of assistive technology scale for augmentative and alternative communication (FIATS-AAC-No) for use in Norway. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 39(3), p. 170–180. doi: 10.1080/07434618.2023.2170276. Full text in Research Archive Show summary

  Individuals who require augmentative and alternative communication (AAC) comprise a heterogeneous group, but all need follow-up to assure the appropriateness of implemented interventions. To enable this, outcome measures such as the Family Impact of Assistive Technology Scale for Augmentative and Alternative Communication (FIATS-AAC) may be used. However, instrument must be adapted to the language and culture in which they are to be used. The aim of the study was to therefore to explore the suitability of the Norwegian short-form version (FIATS-AAC-No) by investigating the reliability, validity, and perceived clinical usefulness. The study utilized a mixed-method design, including an online survey and two small group interviews. In total, 47 parents responded to the online survey. The online survey was comprised of three questionnaires, where FIATS-AAC-No was one of the questionnaires. Two group interviews, with two parents and two clinicians, were conducted. Findings show satisfactorily reliability, construct validity and content validity. The interviews revealed a need for specification of key concepts, that there are challenges involved in being parents of a child needing AAC, and that completing questionnaires was perceived as stressful by many parents. The clinicians viewed the FIATS-AAC-No as a potentially useful clinical tool and expressed that it brought to attention the need for follow-up parents have.

• Lillehaug, Hilde Aven; Klevberg, Gunvor Lilleholt & Stadskleiv, Kristine (2023). Provision of augmentative and alternative communication interventions to Norwegian preschool children with cerebral palsy: are the right children receiving interventions? Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 39(4), p. 219–229. doi: 10.1080/07434618.2023.2212068. Full text in Research Archive Show summary

  Preschool children with cerebral palsy (CP) with no or unintelligible speech need augmentative and alternative communication (AAC), but not all children needing AAC have access to it. This study describes the use and perceived benefit of AAC and explores factors associated with receiving AAC interventions. Using a cross-sectional design, we combined parent-reported data with data from the Norwegian Quality and Surveillance Registry for Cerebral Palsy (NorCP). Communication, speech and hand function was classified according to the Communication Function Classification System (CFCS), Viking Speech Scale (VSS), and Manual Ability Classification System (MACS), accordingly. The need for AAC was defined as Levels III–V on the CFCS, without simultaneous classification at VSS Level I, and/or Levels III–IV on VSS. Parents reported on child- and family-directed AAC interventions using the Habilitation Services Questionnaire. Of the 95 children (42 females) with CP (M = 39.4 months, SD = 10.3), 14 had communication aids. Of the 35 children (31.4%) defined as needing AAC, 11 had been provided with communication aids. Parents of children with a communication aid reported satisfaction with and frequent use of the aid. Children at MACS Level III–V (OR = 3.4, p = .02) or with epilepsy (OR = 8.9, p < .01) were most likely to have received an AAC intervention. The low proportion of children receiving communication aids indicates an unmet need for AAC interventions among preschool children with CP.

• Bootsma, J.N.; Phoenix, M.; Geytenbeek, J.J.M.; Stadskleiv, Kristine; Gorter, J.W. & Fiske, Sara Ida [Show all 7 contributors for this article] (2022). Implementing the language comprehension test C-BiLLT: a qualitative description study using the COM-B model of behaviour change. BMC Health Services Research. 22(1). doi: 10.1186/s12913-022-08803-8. Full text in Research Archive Show summary

  Background It is challenging to reliably assess the language comprehension of children with severe motor and speech impairments using traditional assessment tools. The Computer Based instrument for Low motor Language Testing (C-BiLLT) aims to reduce barriers to evidence-based assessment for this population by allowing children to access the test using non-traditional methods such as eye gaze so they can independently respond to test items. The purpose of this study is to develop a contextualized understanding of the factors that influenced clinicians’ implementation of the C-BILLT in practice in the Netherlands and Norway. Materials and methods A qualitative approach including semi-structured individual interviews with 15 clinicians (speech-language pathologists, neuropsychologists, and one teacher, counsellor, and vision specialist) was used. Data analysis was conducted in two rounds. First, a deductive approach including a codebook was used to code data within the COM-B components describing clinicians’ capability, opportunity, and motivation for behaviour change. Then, an abductive approach applying thematic analysis was used to identify meaningful patterns within the COM-B components. Results Several meaningful barriers and facilitators were identified across the data. Clinicians used the C-BiLLT with two distinct groups of clients: (1) the population it was originally developed for, and (2) clients that could have also been assessed using a traditional language test. Clinicians working with the first group experienced more, and more complex barriers across all COM-B components, to successful C-BiLLT use than the latter. Conclusion This study provides timely insights into the capability, opportunity, and motivation factors important for creating and sustaining assessment behaviour change in clinicians who used or attempted to use the C-BiLLT. Potential tailored intervention strategies aimed at improving implementation of novel assessment tools are discussed and may be helpful for others working to improve service delivery for children with complex needs.

• Stadskleiv, Kristine; Balkom, Hans van & Tetzchner, Stephen von (2022). Cognition and assessment. In Tetzchner, Stephen von & Murray, Janice (Ed.), Becoming an Aided Communicator (BAC): Theory, wethods, findings and practical implications. Proceedings of Communication Matters’ Study Day, Leeds, June 21st 2022.. Communication Matters. ISSN 9781910029824. p. 10–20. Full text in Research Archive
• Murray, Janice; Batorowicz, Beata; Deliberato, Débora; Drosopoulou, Christina Sotiropoulou; Launonen, Kaisa & Massaro, Munique [Show all 16 contributors for this article] (2022). Reflections on the discussions. In Tetzchner, Stephen von & Murray, Janice (Ed.), Becoming an Aided Communicator (BAC): Theory, wethods, findings and practical implications. Proceedings of Communication Matters’ Study Day, Leeds, June 21st 2022.. Communication Matters. ISSN 9781910029824. p. 51–70. Full text in Research Archive
• Walter, Cátia Crivelenti de Figueiredo; Stadskleiv, Kristine; Murray, Janice & Tetzchner, Stephen von (2022). After BAC – Participants' reflections on involvement in research. In Tetzchner, Stephen von & Murray, Janice (Ed.), Becoming an Aided Communicator (BAC): Theory, wethods, findings and practical implications. Proceedings of Communication Matters’ Study Day, Leeds, June 21st 2022.. Communication Matters. ISSN 9781910029824. p. 46–50. Full text in Research Archive
• Knudsen, Maja Jasmin; Stadskleiv, Kristine; O'Regan, Elisabeth; Alriksson-Schmidt, Ann I.; Andersen, Guro Lillemoen & Hollung, Sandra Julsen [Show all 8 contributors for this article] (2022). The implementation of systematic monitoring of cognition in children with cerebral palsy in Sweden and Norway. Disability and Rehabilitation. ISSN 0963-8288. doi: 10.1080/09638288.2022.2094477. Full text in Research Archive Show summary

  Children with cerebral palsy (CP) are at risk of cognitive impairments and need to be cognitively assessed to allow for individualized interventions, if applicable. Therefore, a systematic protocol for the follow-up of cognition in children with CP, CPCog, with assessments offered at five/six and 12/13 years of age, was developed. This report presents and discusses assessment practices in Sweden and Norway following the introduction of CPCog and a quality improvement project in Norway aimed at increasing the number of children offered cognitive assessments. Materials and methods A questionnaire investigating assessment practices was sent to pediatric habilitation centers in Sweden and Norway. In Norway, the habilitation centers also participated in a quality improvement project aimed at increasing adherence to the CPCog protocol. Results Of the respondents, 64–70% report that they assess cognition in children with all degrees of motor impairment, and 70–80% assess at the ages recommended in CPCog. Following the quality improvement project in Norway, the percentage of children assessed increased from 34 to 62%. Conclusions The findings illustrate that the provision of information is not sufficient to change practice. Implementation of new re/habilitation procedures is aided by targeting health care practices individually.

• Stadskleiv, Kristine (2022). A novel investigation of eye-gaze as an access method for children with dyskinetic cerebral palsy. Developmental Medicine & Child Neurology. ISSN 0012-1622. doi: 10.1111/dmcn.15269. Full text in Research Archive
• Stadskleiv, Kristine; Batorowicz, Beata; Sandberg, Annika Dahlgren; Launonen, Kaisa; Murray, Janice & Neuvonen, Kirsi [Show all 14 contributors for this article] (2022). Aided communication, mind understanding and co-construction of meaning. Developmental Neurorehabilitation. ISSN 1751-8423. doi: 10.1080/17518423.2022.2099030. Full text in Research Archive Show summary

  Mind understanding allows for the adaptation of expressive language to a listener and is a core element when communicating new information to a communication partner. There is limited knowledge about the relationship between aided language and mind understanding. This study investigates this relationship using a communication task. The participants were 71 aided communicators using graphic symbols or spelling for expression (38/33 girls/boys) and a reference group of 40 speaking children (21/19 girls/boys), aged 5;0–15;11 years. The task was to describe, but not name, drawings to a communication partner. The partner could not see the drawing and had to infer what was depicted from the child’s explanation. Dyads with aided communicators solved fewer items than reference dyads (64% vs 93%). The aided spellers presented more precise details than the symbol users (46% vs 38%). In the aided group, number of correct items correlated with verbal comprehension and age.

• O'Regan, Elisabeth; Stadskleiv, Kristine; Czuba, Thomas & Alriksson-Schmidt, Ann I. (2022). Cognitive assessments among children with cerebral palsy in Sweden and the use of augmentative and alternative communication and interpreters: a cross-sectional registry study. Disability and Rehabilitation. ISSN 0963-8288. p. 1–12. doi: 10.1080/09638288.2022.2138571. Full text in Research Archive Show summary

  Children with cerebral palsy (CP) have an increased risk of cognitive difficulties and should be offered cognitive assessments. In Sweden, the CPCog protocol recommends children with CP undergo cognitive assessments at the start of primary and secondary school. To assess children with CP can be challenging, in particular when children are non-vocal or do not speak the local language. In such instances, augmentative and alternative communication (AAC) and qualified medical interpreters should be considered. The purpose of this study was to monitor the implementation and equitable delivery of the CPCog protocol in Sweden between the years 2017–2020.

• Ericson, Stine; Hesla, Marianne Winge & Stadskleiv, Kristine (2021). Gaining Super Control: Psychoeducational group intervention for adolescents with mild intellectual disability and their parents. Journal of Intellectual Disabilities. ISSN 1744-6295. p. 1–15. doi: 10.1177/1744629521995373. Full text in Research Archive Show summary

  Adolescents with intellectual disability experience psychological and social challenges in their transition to adulthood. Knowledge about the diagnosis and insight into own strengths and difficulties can help them manage the limitations and barriers they face, but suitable interventions with this purpose are scarce. The present paper presents a psychoeducational group intervention, The Super Control Project, for adolescents (15–17 years old) with mild intellectual disability (n = 23) and their parents. In a pre-post design, adolescent outcome data was obtained through teacher and parent questionnaires, and interviews with the adolescents. Parents and adolescents also evaluated the interventions’ usefulness. Results indicated positive impact on participants’ understanding of the diagnosis, managing of everyday challenges, and social networking. The intervention seemed to fit the participants’ needs and abilities. The study encourages further implementation and rigorous evaluation.

• Drosopoulou, Christina Sotiropoulou; Murray, Janice; Smith, Martine M.; Launonen, Kaisa; Neuvonen, Kirsi & Lynch, Yvonne [Show all 8 contributors for this article] (2021). Conversation patterns between children with severe speech impairment and their conversation partners in dyadic and multi-person interactions. Applied Linguistics. ISSN 0142-6001. 43(3), p. 473–492. doi: 10.1093/applin/amab043. Full text in Research Archive Show summary

  Abstract Active engagement in interactions is crucial for the development of identity, social competence, and cognitive abilities. For children with severe speech impairment (SSI) who have little or no intelligible speech, active participation in conversations is challenging and can be critical for their social inclusion and participation. The present study investigated the conversational patterns emerging from interactions between children with SSI who use aided communication and typically speaking conversation partners (CPs) and explored whether active participation was different in interactions with different numbers of partners (dyadic versus multi-person interactions). An unusually large multilingual dataset was used (N = 85 conversations). This allowed us to systematically investigate discourse analysis measures indicating participation: the distribution of conversational control (initiations versus responses versus recodes) and summoning power (obliges versus comments). The findings suggest that (i) conversations were characterized by asymmetrical conversational patterns with CPs assuming most of the conversational control and (ii) multi-person interactions were noticeably more symmetric compared to dyadic, as children’s active participation in multi-person interactions was significantly increased. Clinical implications and best practice recommendations are discussed.

• Kildal, Emilie; Stadskleiv, Kristine; Boysen, Elin Sundby; Øderud, Tone; Dahl, Inger-Lise & Seeberg, Trine Margrethe [Show all 10 contributors for this article] (2021). Increased heart rate functions as a signal of acute distress in non-communicating persons with intellectual disability. Scientific Reports. 11(1). doi: 10.1038/s41598-021-86023-6. Full text in Research Archive
• Stadskleiv, Kristine; Walsem, Marleen R. van; Andersen, Guro Lillemoen; Bergqvist, Lena; Bøttcher, Louise & Christensen, Klaus [Show all 16 contributors for this article] (2021). Systematic Monitoring of Cognition for Adults With Cerebral Palsy—The Rationale Behind the Development of the CPCog-Adult Follow-Up Protocol. Frontiers in Neurology. 12, p. 1–10. doi: 10.3389/fneur.2021.710440. Full text in Research Archive Show summary

  Cerebral palsy (CP) comprises a heterogeneous group of conditions recognized by disturbances of movement and posture and is caused by a non-progressive injury to the developing brain. Birth prevalence of CP is about 2–2.5 per 1,000 live births. Although the motor impairment is the hallmark of the diagnosis, individuals with CP often have other impairments, including cognitive ones. Cognitive impairments may affect communication, education, vocational opportunities, participation, and mental health. For many years, CP has been considered a “childhood disability,” but the challenges continue through the life course, and health issues may worsen and new challenges may arise with age. This is particularly true for cognitive impairments, which may become more pronounced as the demands of life increase. For individuals with CP, there is no one-to-one correlation between cognition and functioning in other areas, and therefore, cognition must be individually assessed to determine what targeted interventions might be beneficial. To facilitate this for children with CP, a systematic follow-up protocol of cognition, the CPCog, has been implemented in Norway and Sweden. However, no such protocol currently exists for adults with CP. Such discontinuity in healthcare services that results from lack of follow-up of cognitive functioning and subsequent needs for adjustments and interventions makes transition from pediatric to adult healthcare services challenging. As a result, a protocol for the surveillance of cognition in adults with CP, the CPCog-Adult, has been developed. It includes assessment of verbal skills, non-verbal reasoning, visual–spatial perception, and executive functioning. It is recommended to perform these assessments at least once in young adulthood and once in the mid-fifties. This report describes the process of developing the CPCog-Adult, which has a three-fold purpose: (1) to provide equal access to healthcare services to enable the detection of cognitive impairments; (2) to provide interventions that increase educational and vocational participation, enhance quality of life, and prevent secondary impairments; and (3) to collect systematic data for research purposes. The consent-based registration of data in the well-established Swedish and Norwegian national CP registries will secure longitudinal data from childhood into adulthood.

• Neuvonen, Kirsi; Launonen, Kaisa; Smith, Martine M.; Stadskleiv, Kristine & Tetzchner, Stephen von (2021). STRATEGIES IN CONVEYING INFORMATION ABOUT UNSHARED EVENTS USING AIDED COMMUNICATION. Child Language Teaching and Therapy. ISSN 0265-6590. 38, p. 78–94. doi: 10.1177/02656590211050865. Full text in Research Archive Show summary

  Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3–15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.

• Stadskleiv, Kristine (2021). Zibi puxi zhang’ai ertong yuyan he renzhi nengli pinggu (Assessment of language and cognition in children with autism spectrum disorders). In Tetzchner, Stephen von; Su, Xueyun & XIAO, FEI (Ed.), Ertong zibi puxi zhang’ai de fazhan, pinggu yu ganyu: guoji he zhongguo shijiao (Development, assessment and intervention of autism spectrum disorders in childhood: International and Chinese perspectives). Guangming Daily Press. ISSN 9787519462192. p. 134–155. Full text in Research Archive
• Fiske, Sara Ida; Haddeland, Anne Lise; Skipar, Ingvild; Bootsma, Jael N.; Geytenbeek, Johanna J. & Stadskleiv, Kristine (2020). Assessing language comprehension in motor impaired children needing AAC: validity and reliability of the Norwegian version of the receptive language test C-BiLLT. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 36(2), p. 95–106. doi: 10.1080/07434618.2020.1786857. Full text in Research Archive Show summary

  Children with severe motor impairments who need augmentative and alternative communication (AAC) comprise a heterogeneous group with wide variability in cognitive functioning. Assessment of language comprehension will help find the best possible communication solution for each child, but there is a lack of appropriate instruments. This study investigates the reliability and validity of the Norwegian version of the spoken language comprehension test C-BiLLT (computer-based instrument for low motor language testing) – the C-BiLLT-Nor – and whether response modality influences test results. The participants were 238 children with typical development aged 1;2 to 7;10 (years/months) who were assessed with the C-BiLLT-Nor and tests of language comprehension and non-verbal reasoning. There was excellent internal consistency and good test–retest reliability. Tests of language comprehension and non-verbal reasoning correlated significantly with the C-BiLLT-Nor, indicating good construct validity. Factor analysis yielded a two-factor solution, suggesting it as a measure of receptive vocabulary, grammar, and overall language comprehension. No difference in results could be related to response mode, implying that gaze pointing is a viable option for children who cannot point with a finger. The C-BiLLT-Nor, with norms from 1;6–7;6 is a reliable measure of language comprehension.

• Stensvold, Einar; Stadskleiv, Kristine; Myklebust, Tor Åge; Wesenberg, Finn; Helseth, Eirik & Bechensteen, Anne Grete [Show all 7 contributors for this article] (2020). Unmet rehabiliation needs in 86% of Norwegian paediatric embryonal brain tumour survivors. Acta Paediatrica. ISSN 0803-5253. 109(9), p. 1875–1886. doi: 10.1111/apa.15188. Full text in Research Archive Show summary

  Aim To study incidence, types and degrees of late effects in a geographical cohort of paediatric medulloblastoma and central nervous system primitive neuroectodermal tumour (CNS‐PNET) survivors, and identify the need for rehabilitation. Methods Between 1974 and 2013, 63 patients survived treatment for paediatric medulloblastoma and CNS‐PNET at Oslo University Hospital, Norway. Of these, 50 accepted invitation and were included in this study. Results Median follow‐up was 20 years (range 3.2‐41), and 96% of participants had developed late effects. Cognitive impairment was found in 72%, reduced hearing in 68%, endocrine deficits in 66%, epilepsy in 32% and another 30% had been diagnosed with one or more second primary neoplasms. Radiotherapy significantly increased risk of secondary primary neoplasms and endocrinological deficits, chemotherapy risk of ototoxicity and endocrinological deficits, and epilepsy was found significantly more often in CNS‐PNET than medulloblastoma patients. Epilepsy was the main cause of cognitive impairments (full‐scale IQ) in our study. 86% of participants had an unmet rehabilitation need. Conclusion Significant late effects and unmet rehabilitation needs were documented in the large majority of survivors after treatment for paediatric medulloblastoma and CNS‐PNET.

• Stadskleiv, Kristine (2020). Cognitive functioning in children with cerebral palsy. Developmental Medicine & Child Neurology. ISSN 0012-1622. 62(3), p. 283–289. doi: 10.1111/dmcn.14463. Full text in Research Archive Show summary

  Children with cerebral palsy (CP) have an increased risk of cognitive impairments. This narrative review of the literature discusses assessment of cognition in children with CP, presents the most salient characteristics of cognitive functioning pertaining to each subtype, and discusses the relationships between brain injury, functioning, and intervention from a developmental perspective. A search for original studies of cognitive functioning in children with different subtypes of CP was performed. The search resulted in 81 unique hits. There were few studies with a representative sample of children with CP where all participants were individually assessed. Cognitive functioning in children with the most severe motor impairments were often assumed and not assessed. Furthermore, there was a confounding of IQ below 70 and intellectual disability, possibly leading to an overestimation of the prevalence of intellectual disability. Longitudinal neuropsychological studies, including also very young children and those with the most severe speech and motor impairments, as well as intervention studies, are called for.

• Stadskleiv, Kristine; Stensvold, Einar; Stokka, Kjersti; Bechensteen, Anne Grete & Brandal, Petter (2020). Neuropsychological functioning in survivors of childhood medulloblastoma/CNS-PNET: The role of secondary medical complications. The Clinical Neuropsychologist. ISSN 1385-4046. doi: 10.1080/13854046.2020.1794045. Full text in Research Archive Show summary

  To investigate the long-term cognitive consequences of malignant pediatric brain tumor and its treatment, and factors explaining variability in cognitive functioning among survivors. Method: A geographical cohort of survivors of pediatric medulloblastoma (MB) and supratentorial primitive neuroectodermal tumor (CNS-PNET), treated between 1974 and 2013, was invited to participate. Of the 63 surviving patients, 50 (79%) consented to participation. The participants were tested with a battery of neuropsychological tests covering a wide age range. Verbal cognition, nonverbal cognition, processing speed, attention, memory, executive functioning, and manual dexterity were assessed. The participants were between 5:5 and 51:11 years of age at time of assessment. Assessments took place on average 19 years after primary tumor resective surgery. Results: One participant had a severe intellectual disability. For the rest, IQ varied from 52 to 125, with a mean score of 88.0 (SD 19.7). Twenty-eight (56%) of the participants had full-scale IQ scores in the age-average range or above. Gender, age at operation, time since operation, the presence of secondary medical complications, and treatment variables explained 46% of the variability in IQ scores, F(4,44) =  9.5, p<.001. The presence of endocrine insufficiency in combination with either epilepsy and/or hydrocephalus was associated with lowered IQ, lowered processing speed, and memory impairments. Conclusion: Patients treated for childhood MB and CNS-PNET have a lifelong risk of medical sequelae, including impaired cognitive functioning. This study adds to the literature by demonstrating the importance of following neuropsychological functioning closely, especially processing speed, learning, and memory, in survivors who have multiple secondary medical complications.

• Alriksson-Schmidt, Ann I.; Jarl, Johan; Rodby-Bousquet, Elisabeth; Josenby, Annika; Westbom, Lena & Himmelmann, Kate [Show all 14 contributors for this article] (2019). Improving the health of individuals with cerebral palsy: protocol for the multidisciplinary research program MOVING ON WITH CP. JMIR Research Protocols. 8(10). doi: 10.2196/13883. Full text in Research Archive
• Stadskleiv, Kristine (2019). Motoriske vansker og konsekvenser for utvikling og læring, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 478–499. Full text in Research Archive
• Batorowicz, Beata; Stadskleiv, Kristine; Renner, Gregor; Sandberg, Annika Dahlgren & Tetzchner, Stephen von (2018). Assessment of aided language comprehension and use in children and adolescents with severe speech and motor impairments. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 54–67. doi: 10.1080/07434618.2017.1420689. Full text in Research Archive
• Tetzchner, Stephen von; Launonen, Kaisa; Batorowicz, Beata; Nunes, Leila Regina d'Oliveira de Paula; Walter, Cátia Crivelenti de Figueiredo & Oxley, Judith D. [Show all 10 contributors for this article] (2018). Communication aid provision and use among children and adolescents developing aided communication: An international survey. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 79–91. doi: 10.1080/07434618.2017.1422019. Full text in Research Archive
• Smith, Martine; Batorowicz, Beata; Sandberg, Annika Dahlgren; Murray, Janice; Stadskleiv, Kristine & Balkom, Hans van [Show all 8 contributors for this article] (2018). Constructing narratives to describe video events using aided communication. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 40–53. doi: 10.1080/07434618.2017.1422018. Full text in Research Archive
• Deliberato, Débora; Jennische, Margareta; Oxley, Judith D.; Nunes, Leila R. d'Oliveira de Paula; Walter, Cátia C. Figueiredo & Massaro, Munique [Show all 12 contributors for this article] (2018). Vocabulary comprehension and strategies in name construction among children using aided communication. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 16–29. doi: 10.1080/07434618.2017.1420691. Full text in Research Archive
• Stadskleiv, Kristine; Batorowicz, Beata; Massaro, Munique; Balkom, Hans van & Tetzchner, Stephen von (2018). Visual-spatial cognition in children using aided communication. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 68–78. doi: 10.1080/07434618.2017.1422017. Full text in Research Archive
• Murray, Janice; Sandberg, Annika Dahlgren; Smith, Martine M.; Deliberato, Débora; Stadskleiv, Kristine & Tetzchner, Stephen von (2018). Communicating the unknown: descriptions of pictured scenes and events presented on video by children and adolescents using aided communication and their peers using natural speech. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 34(1), p. 30–39. doi: 10.1080/07434618.2017.1420690. Full text in Research Archive
• Stadskleiv, Kristine; Jahnsen, Reidun; Andersen, Guro Lillemoen & Tetzchner, Stephen von (2018). Neuropsychological profiles of children with cerebral palsy. Developmental Neurorehabilitation. ISSN 1751-8423. 21(2), p. 108–120. doi: 10.1080/17518423.2017.1282054. Full text in Research Archive
• Stadskleiv, Kristine; Jahnsen, Reidun; Andersen, Guro Lillemoen & Tetzchner, Stephen von (2017). Executive Functioning in Children Aged 6–18 Years with Cerebral Palsy. Journal of Developmental and Physical Disabilities. ISSN 1056-263X. 29(4), p. 663–681. doi: 10.1007/s10882-017-9549-x. Full text in Research Archive
• Stadskleiv, Kristine (2017). Experiences from a support group for families of preschool children in the expressive AAC user group. Augmentative and Alternative Communication : AAC. ISSN 0743-4618. 33(1), p. 3–13. doi: 10.1080/07434618.2016.1276960. Full text in Research Archive
• Kurmanaviciute, Ramune & Stadskleiv, Kristine (2017). Assessment of verbal comprehension and non-verbal reasoning when standard response mode is challenging: A comparison of different response modes and an exploration of their clinical usefulness. Cogent Psychology. 4(1). doi: 10.1080/23311908.2016.1275416. Full text in Research Archive
• Tetzchner, Stephen von & Stadskleiv, Kristine (2016). Constructing a language in alternative forms. In Smith, Martine & Murray, Janice (Ed.), The Silent Partner? Language, interaction and aided communication. J&R Press. ISSN 9781907826306. p. 17–34. Full text in Research Archive

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• Tetzchner, Stephen von; Martinsen, Harald & Stadskleiv, Kristine (2026). Comunicación aumentativa y alternativa para niños, adolescentes y adultos con trastornos del desarrollo. Edicones Pirámide. ISBN 9788436851403. 422 p. Full text in Research Archive
• Tetzchner, Stephen von; Martinsen, Harald & Stadskleiv, Kristine (2025). 보완대체의사소통 발달장애 아동, 청소년, 성인을 위한. Hakjisa Publishers. ISBN 9788999734670. 589 p. Full text in Research Archive
• Dazzani, Virginia; Stadskleiv, Kristine; He, Min & Tateo, Luca (2025). Research-Based International Student Involvement The Research-Tandem Model. Springer Nature. ISBN 9783031788369. 258 p. doi: 10.1007/978-3-031-78837-6. Full text in Research Archive Show summary

  This collective volume presents an innovative pedagogical model of research-based international student mobility called “research-tandem”. The research-tandem model and its pedagogical philosophy provide insights for the involvement of students in research from very early stages of the academic trajectory in higher education. The book also presents several interdisciplinary empirical studies (i.e., special needs education, cultural psychology, anthropology, etc.) produced by undergraduate students’ teams from different countries who participated in the mobility. Finally, commentaries from invited scholars contribute to offer valuable feedback and future directions to the tandem model.

• Tetzchner, Stephen von; Martinsen, Harald & Stadskleiv, Kristine (2025). Augmentative and alternative communication for children, adolescents and adults with developmental disorders. Routledge. ISBN 9781032481456. 471 p. Full text in Research Archive

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• Tetzchner, Stephen von & Stadskleiv, Kristine (2026). Young aided communicators’ reasoning about pragmatic scenarios. Full text in Research Archive
• Stadskleiv, Kristine; Lopez-Pedersen, Anita & Haukedal, Christiane (2026). Nevropsykologisk utredning av barn med lærevansker. Full text in Research Archive
• Johnsen, Siri; Sørensen, Kristian; Skranes, Jon; Vestrheim, Ida Eline; Sæther, Rannei & Jahnsen, Reidun Birgitta [Show all 9 contributors for this article] (2025). Health and Well-being in Preschool Children with Severe Complex Disabilities, and Parental Empowerment. Full text in Research Archive
• Wandem, Fredrik Solli & Stadskleiv, Kristine (2025). Kort forklart: Hva er ASK? Full text in Research Archive Show summary

  Hva gjør vi når noen ikke kan bruke tale for å uttrykke seg? Svaret er alternativ og supplerende kommunikasjon, ofte forkortet ASK.

• Wandem, Fredrik Solli & Stadskleiv, Kristine (2025). Dette kan gi språk til dem uten tale. Forskning.no. ISSN 1891-635X. Full text in Research Archive Show summary

  Hva gjør vi når noen ikke kan bruke tale for å uttrykke seg? Svaret er alternativ og supplerende kommunikasjon, ofte forkortet ASK.

• Kløve, Nina; Klevberg, Gunvor Lilleholt; Jahnsen, Reidun; Sandberg, Cathrine Utne; Bousquet, Elisabet Rodby & Stadskleiv, Kristine [Show all 10 contributors for this article] (2024). Development of evidence-based clinical guidelines for individuals with cerebral palsy through the lifespan. Full text in Research Archive
• Stadskleiv, Kristine; Lorentzen, Lena Elin & Hollung, Sandra Julsen (2024). Cognitive functioning in children with cerebral palsy: Results from a national cohort study. Developmental Medicine & Child Neurology. ISSN 0012-1622. doi: 10.1111/dmcn.15934. Full text in Research Archive
• Stadskleiv, Kristine (2022). Paediatric neuropsychology within the multidisciplinary context. Developmental Medicine & Child Neurology. ISSN 0012-1622. 64(9), p. 1176–1176. doi: 10.1111/dmcn.15264. Full text in Research Archive
• Stadskleiv, Kristine (2022). Comprehensive assessment of communication in children with severe speech and motor impairments. Full text in Research Archive
• Drosopoulou, Christina Sotiropoulou; Murray, Janice; Smith, Martine M.; Launonen, Kaisa; Neuvonen, Kirsi & lynch, yvonne [Show all 8 contributors for this article] (2022). Appraising conversation patterns between children and young people who use aided AAC and their conversation partners in two-person and multi-person interactions – clinical implications. Full text in Research Archive
• Stadskleiv, Kristine (2021). Assessment of cognition in children and adults with severe speech and motor impairments. Full text in Research Archive
• Stadskleiv, Kristine; Robotham, Ro Julia & Alriksson-Schmidt, Ann I. (2021). Overcoming challenges in assessing cognition in children and adults with cerebral palsy. Full text in Research Archive
• Stadskleiv, Kristine (2021). Pragmatic skills in aided communicators in special and inclusive education. Full text in Research Archive
• Stadskleiv, Kristine (2021). Tidlig innsats ved ervervet hjerneskade hos barn. Full text in Research Archive
• Stadskleiv, Kristine (2021). Neuropsychological challenges associated with congenital and early acquired brain injury. Full text in Research Archive
• Stadskleiv, Kristine & Alriksson-Schmidt, Ann I. (2021). CPCog - an update. Full text in Research Archive
• Stadskleiv, Kristine; Warschausky, Seth & Larson, Jennifer Clarie Gidley (2020). Neuropsychology of cerebral palsy: updates and recommendations. Specific domains – challenges and follow-up. Full text in Research Archive
• Stadskleiv, Kristine (2020). AAC and literacy: Some reflections from an intervention study with Blissymbolics. Full text in Research Archive
• Stadskleiv, Kristine; Andersen, Guro Lillemoen & Hollung, Sandra Julsen (2020). Children with cerebral palsy: Parental perceptions of the usefulness of neuropsychological assessments. Full text in Research Archive
• Stadskleiv, Kristine & Geytenbeek, Johanna (2020). Enhancing the use of augmentative and alternative communication (AAC): The importance of having knowledge of a person’s language comprehension skills. Full text in Research Archive
• Stadskleiv, Kristine; Andersen, Guro Lillemoen & Hollung, Sandra Julsen (2020). Resultater fra kvalitetsforbedringsprosjektet i 2019 for å øke andelen barn med CP som blir utredet kognitivt. Full text in Research Archive
• Stadskleiv, Kristine; Seeland, Lisbeth & Andersen, Silje Heen (2020). Presentasjon fra Blissprosjektet "Bedre liv med Bliss". Full text in Research Archive
• Østvik, Jørn; Skogdal, Signhild; Stadskleiv, Kristine & Tetzchner, Stephen von (2020). Trenger elever å kunne snakke for å lære på skolen? Full text in Research Archive
• Stadskleiv, Kristine; Andersen, Guro Lillemoen & Hollung, Sandra Julsen (2020). Felles løft for å avhjelpe kognitive vansker hos barn og voksne med CP. CP bladet. ISSN 0801-4752. 2, p. 35–39. Full text in Research Archive
• Stadskleiv, Kristine (2019). How can we assist children developing aided communication in their development of language? Full text in Research Archive
• Stadskleiv, Kristine (2019). Assessment of children needing augmentative and alternative communication (AAC). Full text in Research Archive
• Stadskleiv, Kristine (2019). Tilrettelagte metoder for nevropsykologisk vurdering. Full text in Research Archive
• Bootsma, Jael; Stadskleiv, Kristine; Fiske, Sara; Oostrom, Kim & Geytenbeek, Johanna (2019). Thorough cross-cultural adaptation leads to promising Norwegian, German, and English language tests for children with severe cerebral palsy. Full text in Research Archive
• Stadskleiv, Kristine (2019). Utvikling av kognitive ferdigheter. Full text in Research Archive
• Stadskleiv, Kristine & Tetzchner, Stephen von (2019). Motor impairment, aided communication and visual-spatial cognition. Full text in Research Archive
• Alriksson-Schmidt, Ann I.; Stadskleiv, Kristine & Gullien, Marit (2019). Cognition in children with cerebral palsy. Full text in Research Archive
• Stadskleiv, Kristine (2019). Play and communication: a practical approach. Full text in Research Archive
• Stadskleiv, Kristine (2019). A case story about the importance of aided communication for participation and education. Full text in Research Archive
• Geytenbeek, Johanna; Oostrom, Kim; Stadskleiv, Kristine & Bootsma, Jael (2019). Communication in children with complex communication needs: implementation of the C-BiLLT: How to cross language borders and facilitate AAC. Full text in Research Archive
• Xia, Feng; Wen, Yuyun; Shilon, Shula Friedrich; Stadskleiv, Kristine & Tetzchner, Stephen von (2019). Using augmentative and alternative communication to improve communication in a child with multiple disabilities. Full text in Research Archive
• Liu, Lu; Lu, Chun Juan; Stadskleiv, Kristine & Tetzchner, Stephen von (2019). The story of Shuoshuo and augmentative and alternative communication. Full text in Research Archive
• Stadskleiv, Kristine & Tetzchner, Stephen von (2019). Mode of aided communication and mind understanding. Full text in Research Archive
• Batorowicz, Beata; Stadskleiv, Kristine & Tetzchner, Stephen von (2019). Spatial cognition and aided communication. Full text in Research Archive
• Stadskleiv, Kristine & Aden, Petra (2018). cerebral parese, ryggmargsbrokk og andre nevrologiske bevegelseshemminger. In Urnes, Anne-Margrethe (Eds.), Den interaktive hjernen hos barn og unge. Forståelse og tiltak ved nevroutviklingsforstyrrelser og nevropsykiatriske tilstander. Gyldendal Akademisk. ISSN 9788205510937. p. 227–237. Full text in Research Archive
• Stadskleiv, Kristine (2018). Intellektuell funksjonsnedsettelse. In Urnes, Anne-Margrethe (Eds.), Den interaktive hjernen hos barn og unge. Forståelse og tiltak ved nevroutviklingsforstyrrelser og nevropsykiatriske tilstander. Gyldendal Akademisk. ISSN 9788205510937. p. 251–262. Full text in Research Archive
• Stadskleiv, Kristine; Liu, Lu; Sem, Arild & Tetzchner, Stephen von (2017). Fast acquisition of graphic communication in adolescence. Full text in Research Archive
• Stadskleiv, Kristine & Tetzchner, Stephen von (2017). Alternativ og supplerende kommunikasjon ved Nilens kilde. Full text in Research Archive
• Batorowicz, Beate; Campbell, Fiona M.; Stadskleiv, Kristine & Tetzchner, Stephen von (2016). Two girls who use communication aids interact with peers and adults: A story of discernment. Full text in Research Archive
• Stadskleiv, Kristine; Tetzchner, Stephen von; Jahnsen, Reidun & Andersen, Guro Lillemoen (2016). Access to AAC in a geographical sample of children with CP. Full text in Research Archive
• Stadskleiv, Kristine; Tetzchner, Stephen von; Jahnsen, Reidun & Andersen, Guro Lillemoen (2016). Assessment of cognition in children with severe CP. Full text in Research Archive
• Andersen, Guro Lillemoen; Kløve, Nina; Klevberg, Gunvor Lilleholt; Sandberg, Cathrine Utne; Jahnsen, Reidun Birgitta & Stadskleiv, Kristine [Show all 62 contributors for this article] (2024). Kunnskapsbasert retningslinje for diagnostisering og oppfølging av personer med cerebral parese i Norge. Sykehuset i Vestfold. Full text in Research Archive
• Stadskleiv, Kristine; Andersen, Guro Lillemoen & Hollung, Sandra Julsen (2020). Økt andel barn med cerebral parese som tilbys kognitiv utredning. Sluttrapport fra kvalitetsforbedringsprosjekt med bruk av data fra nasjonale medisinske kvalitetsregistre. Sykehuset i Vestfold. Full text in Research Archive

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