Anders Johan Nordahl-Hansen

• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Cogo Moreira, Hugo; Øien, Roald A & Nordahl-Hansen, Anders (2024). Reading instruction for students with intellectual disabilities who require augmentative and alternative communication: A multiple single case study with baseline, posttest, follow-up, and maintenance. Research in Developmental Disabilities. ISSN 0891-4222. 151. doi: https:/doi.org/10.1016/j.ridd.2024.104790. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the current study was to examine whether seven children, aged 6–10 years, with intellectual disabilities who require augmentative and alternative communication, could acquire phonological awareness and reading skills by using a reading material that is based on research on the evidence-based reading program Accessible literacy learning. The effect of the measures has been examined using a multiple single-case design with baseline, posttest, follow-up, and maintenance. All the teachers were trained to deliver the reading intervention in the students’ familiar place at school. The results indicated that students with intellectual disabilities who require augmentative and alternative communication could acquire phonological awareness and decoding by working systematically with reading material based on evidence-based strategies.

• Mebostad, Mette Ingebrigtsen; Orm, Cathrine; Orm, Stian & Nordahl-Hansen, Anders Johan (2024). School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder. International Journal of Disability, Development and Education. ISSN 1034-912X. doi: 10.1080/1034912X.2024.2355340.
• Nordahl-Hansen, Anders & Cogo-Moreira, Hugo (2024). Very low association between multidimensional musical environment exposure and musical perception skills among children: Evidence from a large multilevel cross-sectional study. Psychology of Music. ISSN 0305-7356. doi: 10.1177/03057356241235665. Fulltekst i vitenarkiv Vis sammendrag

  This study aimed to explore whether music perception is correlated with the load of exposure to musical activities in daily life, such as attending musical events, playing an instrument, attending music classes (at school or for a social project), and the time children spend listening to music using a non-experimental design. We are reusing data from the studies by Barros et al. and Cogo-Moreira & Lamont, from a random school-based sample (multilevel design) including 1,006 children from first to fifth grade in 14 schools in São Paulo, Brazil. Data were collected using the “M-factor”, a new paradigm to assess music perception, and a questionnaire to track children’s self-reported musical activities related to their individual daily lives in different environments (home and school). At the within-participants level, self-reported exposure to music activity accounted for only 5.3% of the variance in music perception after adjusting for age and sex. Hence, the magnitude of the association between music exposure and music perception skills was small when both music exposure and music perception skills were evaluated under continuous scores and using a heterogeneous population.

• Skafle, Ingjerd; Gabarron, Elia & Nordahl-Hansen, Anders (2024). Social media shaping autism perception and identity. Autism. ISSN 1362-3613. doi: 10.1177/13623613241230454.
• Nordahl-Hansen, Anders ; Cogo Moreira, Hugo; Panjeh, Sareh & Quintana, Daniel (2023). Redefining effect size interpretations for psychotherapy RCTs in depression. Journal of Psychiatric Research. ISSN 0022-3956. 169, s. 38–41. doi: 10.1016/j.jpsychires.2023.11.009. Fulltekst i vitenarkiv
• Donolato, Enrica; Toffalini, Enrico; Rogde, Kristin; Nordahl-Hansen, Anders ; Lervåg, Arne & Norbury, Courtenay Frazier [Vis alle 7 forfattere av denne artikkelen] (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell systematic reviews. ISSN 1891-1803. 19(4), s. 1–48. doi: 10.1002/cl2.1368. Fulltekst i vitenarkiv
• Børtveit, Line; Nordgreen, Tine & Nordahl-Hansen, Anders (2023). Therapists’ experiences with providing guided internet-delivered cognitive behavioral therapy for patients with mild to moderate depression: a thematic analysis. Frontiers in Psychology. ISSN 1664-1078. 14. doi: 10.3389/fpsyg.2023.1236895. Fulltekst i vitenarkiv
• Ulriksen, Line Britt; Bilet-Mossige, Marthe; Cogo-Moreira, Hugo; Larsen, Kenneth & Nordahl-Hansen, Anders (2023). Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials. ISSN 1745-6215. 24(1). doi: 10.1186/s13063-023-07452-4. Fulltekst i vitenarkiv
• Panjeh, Sareh; Nordahl-Hansen, Anders & Cogo Moreira, Hugo (2023). Establishing new cutoffs for Cohen's d: An application using known effect sizes from trials for improving sleep quality on composite mental health. International Journal of Methods in Psychiatric Research. ISSN 1049-8931. doi: 10.1002/mpr.1969.
• Dechsling, Anders; Cogo Moreira, Hugo; Gangestad, Jonathan; Johannessen, Sandra & Nordahl-Hansen, Anders (2023). Evaluating the Feasibility of Emotion Expressions in Avatars Created from Real Person Photos: Pilot Web-Based Survey of Virtual Reality Software. JMIR Formative Research. ISSN 2561-326X. 7. doi: 10.2196/44632.
• Dechsling, Anders & Nordahl-Hansen, Anders (2023). Virtual Reality and Autism. I Sætra, Henrik Skaug (Red.), Technology and Sustainable Development: The Promise and Pitfalls of Techno-Solutionism. Routledge. ISSN 978-1-032-35056-1. s. 85–95. doi: 10.1201/9781003325086-7.
• Orm, Stian; Dean, Michelle; Fletcher-Watson, Sue & Nordahl-Hansen, Anders (2023). Short report: Autistic adults’ recommendations on how to improve autistic portrayals in TV-series and movies. Research in Developmental Disabilities. ISSN 0891-4222. 136. doi: 10.1016/j.ridd.2023.104484. Fulltekst i vitenarkiv Vis sammendrag

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

• Gabarron, Elia; Skafle, Ingjerd; Nordahl-Hansen, Anders & Wynn, Rolf (2023). Social media interventions for autistic individuals: Systematic review. Frontiers in Psychiatry. ISSN 1664-0640. 14. doi: 10.3389/fpsyt.2023.1089452. Fulltekst i vitenarkiv
• Panjeh, Sareh; Nordahl-Hansen, Anders & Cogo Moreira, Hugo (2023). Moving Forward to a World Beyond 0.2, 0.5, and 0.8 Effects Sizes: New Cutoffs for School-Based Anti-Bullying Interventions. Journal of Interpersonal Violence. ISSN 0886-2605. 38(11-12), s. 7843–7851. doi: 10.1177/08862605221147065.
• Lim, Mengyu; Carollo, Alessandro; Neoh, Michelle Jin Yee; Sacchiero, Mariza; Azhari, Atiqah & Balboni, Giulia [Vis alle 10 forfattere av denne artikkelen] (2022). Developmental disabilities in Africa: A scientometric review. Research in Developmental Disabilities. ISSN 0891-4222. 133. doi: 10.1016/j.ridd.2022.104395.
• Marschik, PB; Widmann, Claudius; Lang, sigrun; Kulvcius, Tomas; Boterberg, Sofie & Nielsen-Saines, Karin [Vis alle 14 forfattere av denne artikkelen] (2022). Emerging Verbal Functions in Early Infancy: Lessons from Observational and Computational Approaches on Typical Development and Neurodevelopmental Disorders. Advances in Neurodevelopmental Disorders. ISSN 2366-7532. 6(4), s. 369–388. doi: 10.1007/s41252-022-00300-7. Fulltekst i vitenarkiv
• Sætra, Henrik Skaug; Nordahl-Hansen, Anders ; Fosch-Villaronga, Eduard & Dahl, Christine (2022). Normativity assumptions in the design and application of social robots for autistic children. Linköping Electronic Conference Proceedings. ISSN 1650-3686. s. 136–140. doi: 10.3384/ecp187023. Fulltekst i vitenarkiv
• Børtveit, Line; Dechsling, Anders; Sütterlin, Stefan; Nordgreen, Tine & Nordahl-Hansen, Anders (2022). Guided Internet-Delivered Treatment for Depression: Scoping Review. JMIR Mental health. ISSN 2368-7959. 9(10), s. 1–24. doi: 10.2196/37342. Fulltekst i vitenarkiv
• Skafle, Ingjerd; Nordahl-Hansen, Anders ; Quintana, Daniel; Wynn, Rolf & Gabarron, Elia (2022). Misinformation about Covid-19 Vaccines on Social Media: Rapid Review. Journal of Medical Internet Research. ISSN 1438-8871. 24(8). doi: 10.2196/37367. Fulltekst i vitenarkiv
• Gabarron, Elia; Henriksen, André & Nordahl-Hansen, Anders (2022). Social media, physical activity and autism: better or bitter together? A scoping review . Linköping Electronic Conference Proceedings. ISSN 1650-3686. s. 111–117. doi: 10.3384/ecp187019. Fulltekst i vitenarkiv
• Hammer Smedsrud, Jørgen; Nordahl-Hansen, Anders & Idsøe, Ella Maria Cosmovici (2022). Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study. Frontiers in Psychology. ISSN 1664-1078. 13. doi: 10.3389/fpsyg.2022.876350. Fulltekst i vitenarkiv Vis sammendrag

  Competent mathematics teachers who have knowledge of gifted students’ needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how Norwegian gifted students perceive their earlier teachers’ mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers’ mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics.

• Davis, Rachael; Den Houting, Jacquiline; Nordahl-Hansen, Anders & Fletcher-Watson, Sue (2022). Helping Autistic Children. I Smith, Peter K. & Hart, Craig H. (Red.), The Wiley-Blackwell Handbook of Childhood Social Development, 3rd Edition. Wiley-Blackwell. ISSN 978-1-119-67898-4. s. 729–746. doi: https:/doi.org/10.1002/9781119679028.ch39. Vis sammendrag

  Given the emphasis on social and communication difficulties in the diagnostic criteria of autism, and the pivotal role they play in development generally, these domains are commonly key targets for autism interventions. This chapter provides an overview of different types of traditional social interventions, and evaluate their effectiveness and validity. It also presents some of the possible risks associated with such interventions, and suggests a number of means for autistic children to develop social and communication capacities on their own terms, in both family and educational settings. There are well-established racial disparities in autism diagnosis: Black and Hispanic children have historically been less likely to receive an autism diagnosis, compared to White children. The chapter concludes by considering some other factors essential for understanding the social development of autistic children in context, and informing development and delivery of supports.

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

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

• Denise de Almeida, Maia; Farid, Bardid; Tobias, Koch; Paula, Okuda; George, Ploubidis & Nordahl-Hansen, Anders [Vis alle 8 forfattere av denne artikkelen] (2022). Is Motor Milestone Assessment in Infancy Valid and Scaled Equally Across Sex, Birth Weight, and Gestational Age? Findings From the Millennium Cohort Study. Frontiers in Psychology. ISSN 1664-1078. 12(781602), s. 1–9. doi: 10.3389/fpsyg.2021.781602. Fulltekst i vitenarkiv Vis sammendrag

  Is the assessment of motor milestones valid and scaled equivalently for all infants? It is not only important to understand if the way we use gross and fine motor scores are appropriate for monitoring motor milestones but also to determine if these scores are confounded by specific infant characteristics. Therefore, the aim of the study is to investigate the latent structure underlying motor milestone assessment in infancy and measurement invariance across sex, birth weight, and gestational age. For this study, the birth cohort data from the United Kingdom Millennium Cohort Study (MCS) was used, which includes the assessment of eight motor milestone tasks from the Denver Developmental Screening Test in 9-month-old infants (N = 18,531), depicting early motor development of the first children of generation Z. Confirmatory factor analyses showed a better model fit for a two-factor structure (i.e., gross and fine motor development) compared to a one-factor structure (i.e., general motor development), and multiple indicators multiple causes modeling revealed no differential item functioning related to sex, birth weight, and gestational age. The study provides support for the use of gross and fine motor scores when assessing motor milestones in infants—both boys and girls with different birth weights and of varying gestational ages. Further investigation into widely adopted assessment tools is recommended to support the use of valid composite scores in early childhood research and practice.

• Gabarron, Elia; Dechsling, Anders; Skafle, Ingjerd & Nordahl-Hansen, Anders (2022). Discussions of Asperger Syndrome on Social Media: Content and Sentiment Analysis on Twitter. JMIR Formative Research. ISSN 2561-326X. 6(3). doi: 10.2196/32752. Fulltekst i vitenarkiv
• Schjølberg, Synnve; Shic, Frederick; Volkmar, Fred R.; Nordahl-Hansen, Anders ; Stenberg, Nina & Torske, Tonje [Vis alle 12 forfattere av denne artikkelen] (2021). What are we optimizing for in autism screening? Examination of algorithmic changes in the M‐CHAT. Autism Research. ISSN 1939-3792. s. 1–9. doi: 10.1002/aur.2643. Fulltekst i vitenarkiv
• Dechsling, Anders; Orm, Stian; Kalandadze, Tamara; Sütterlin, Stefan; Øien, Roald A & Shic, Frederick [Vis alle 7 forfattere av denne artikkelen] (2021). Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review. Journal of Autism and Developmental Disorders. ISSN 0162-3257. s. 1–16. doi: 10.1007/s10803-021-05338-5. Fulltekst i vitenarkiv
• Dahl, Christine; Sætra, Henrik Skaug & Nordahl-Hansen, Anders Johan (2021). Computer-Aided Games-Based Learning for Children with Autism. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12789, s. 145–158. doi: 10.1007/978-3-030-77277-2_12.
• Dean, Michelle & Nordahl-Hansen, Anders Johan (2021). A Review of Research Studying Film and Television Representations of ASD. Review Journal of Autism and Developmental Disorders. ISSN 2195-7177. 9(4), s. 470–479. doi: 10.1007/s40489-021-00273-8. Fulltekst i vitenarkiv Vis sammendrag

  An increasing number of characters with autism spectrum disorder (ASD) are appearing in film and television, leading to increased public perceptions of ASD. This review examined the current state of research focused on ASD representations in film and television, and the extent to which characterizations of ASD have been studied. Eighty-seven characters with ASD were discussed across the 26 articles. Characters were culturally and linguistically diverse, and portrayals of ASD appear to be moving away from typical disability-tropes. Researchers studying ASD portrayals were also culturally and academically diverse, with the majority representing fields outside of traditional ASD research disciplines. Connecting diverse methodological procedures may be a useful next-step to enhance empirical studies of ASD representations.

• Skafle, Ingjerd; Gabarron, Elia; Dechsling, Anders & Nordahl-Hansen, Anders Johan (2021). Online Attitudes and Information-Seeking Behavior on Autism, Asperger Syndrome, and Greta Thunberg. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 18(9). doi: 10.3390/ijerph18094981. Fulltekst i vitenarkiv
• Speyer, Renee; Chen, Yu-Wei; Kim, Jae-Huyn; Wilkes-Gillan, Sarah; Nordahl-Hansen, Anders Johan & Wu, Ho Ching [Vis alle 7 forfattere av denne artikkelen] (2021). Non-pharmacological Interventions for Adults with Autism: a Systematic Review of Randomised Controlled Trials. Review Journal of Autism and Developmental Disorders. ISSN 2195-7177. doi: 10.1007/s40489-021-00250-1. Fulltekst i vitenarkiv Vis sammendrag

  To determine the effects of non-pharmacological randomised controlled trials in adults with autism, a systematic review was conducted across five electronic databases. A total of 3865 abstracts were retrieved, of which 41 articles met all inclusion criteria: randomised controlled trial; non-pharmacological intervention; adults with autism; and English publication. Twenty included studies had strong methodological quality ratings. No meta-analysis could be performed due to heterogeneity between studies. Articles reported on interventions for (1) social functioning and language skills, (2) vocational rehabilitation outcomes, (3) cognitive skills training, and (4) independent living skills. Social functioning was the most studied intervention. PEERS for young adults and Project SEARCH plus ASD support interventions had the strongest evidence. Emerging evidence suggests nonpharmacological interventions could be effective

• Dechsling, Anders; Shic, Frederick; Zhang, Dajie; Marschik, Peter B.; Esposito, Gianluca & Orm, Stian [Vis alle 10 forfattere av denne artikkelen] (2021). Virtual reality and naturalistic developmental behavioral interventions for children with autism spectrum disorder. Research in Developmental Disabilities. ISSN 0891-4222. 111:103885, s. 1–11. doi: 10.1016/j.ridd.2021.103885. Fulltekst i vitenarkiv
• Sánchez Pérez, Patricia; Nordahl-Hansen, Anders Johan & Kaale, Anett (2020). The Role of Context in Language Development for Children With Autism Spectrum Disorder. Frontiers in Psychology. ISSN 1664-1078. 11. doi: 10.3389/fpsyg.2020.563925. Fulltekst i vitenarkiv Vis sammendrag

  Parent and preschool teacher ratings of the 10 noun categories of MacArthur-BatesCommunication Development Inventory (CDI) were used to study expressive languagein 2–4-year-old children with autism spectrum disorder (ASD) (N= 58) across the homeand preschool context. There was no significant difference in the total number of wordsthe children said in the two contexts, but the children said significantly more words inthe noun categories “Furniture and rooms” and “People” at home. Only one third of thewords the children said were said both at home and in the preschool, while the other twothirds were said only at home or only in preschool. This suggests that what words thechildren use across contexts differ substantially and that their vocabulary is larger than itseems when measured only in one context. This novel study highlights the importanceof assessing the language in children with ASD in multiple contexts in order to bettermeasure their vocabulary and to design appropriate language interventions.

• Pesonen, Henri; Itkonen, Tiina; Saha, Mari & Nordahl-Hansen, Anders (2020). Framing autism in newspaper media: an example from Finland. Advances in Autism (AIA). ISSN 2056-3868. doi: 10.1108/AIA-01-2020-0003.
• Dechsling, Anders; Øien, Roald A & Nordahl-Hansen, Anders (2020). Om metode: Bruk av inter-observatør enighet og inter-rater reliabilitet i NTA, og forslag til utvidelse av repertoaret i atferdsanalytiske studier. Norsk Tidsskrift for Atferdsanalyse (NTA). ISSN 0809-781X. 47(1), s. 5–16. Fulltekst i vitenarkiv
• Skafle, Ingjerd; Øien, Roald A & Nordahl-Hansen, Anders (2020). Secondary and Postsecondary Students with Autism Spectrum Disorder. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders: living edition. Springer Science+Business Media B.V.. ISSN 978-1-4614-6435-8. doi: 10.1007/978-1-4614-6435-8_102202-1. Vis sammendrag

  This entry addresses topics regarding students with autism spectrum disorder (ASD) without intellectual disabilities (ID) in secondary and postsecondary education. This is a group of individuals on the autism spectrum that is often referred to as having a higher functioning autism (Zeliadt 2016) or has been diagnosed with Asperger syndrome according to The International Classification of Diseases and Related Health Problems (ICD-10) (World Health Organization 1992). One of the hallmarks of ASD is to have challenges when it comes to social communication, thus making students with ASD at risk of being socially excluded in school settings. In this entry, we address issues pertaining to students with ASD without ID’s school – and student life, especially issues regarding social experiences and mental well-being.

• Nordahl-Hansen, Anders & Kvernbekk, Tone (2020). Construct Validity in Scientific Representation: A Philosophical Tour. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 6, s. 88–99. doi: 10.23865/ntpk.v6.1704. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a philosophical tour encircling the concept construct validity. Encapsulated by two major perspectives, realism and antirealism, we visit key topics within the philosophy of educational science such as representation and reference, truth, explanation and causation. We discuss how realism and antirealism deal with unobservables through the distinction between appearance and reality. We examine the two perspectives’ stance on observational terms (O-terms) and theoretical terms (T-terms), and look at the consequences implied for researchers that reside within the two perspectives. We argue that the understanding of the concept of construct validity is essential for educational researchers and researchers from any scientific discipline. Furthermore, the discussions of construct validity raised here is important beyond the research realm, such as in educational practice and in all everyday inferences people make about theoretical entities. Any researcher and practitioner is free to choose between the -isms, but must be aware that the choice has consequences.

• Nordahl-Hansen, Anders; Dechsling, Anders; Sütterlin, Stefan; Børtveit, Line; Zhang, Dajie & Øien, Roald A [Vis alle 7 forfattere av denne artikkelen] (2020). An Overview of Virtual Reality Interventions for two Neurodevelopmental Disorders: Intellectual Disabilities and Autism. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12197, s. 257–267. doi: 10.1007/978-3-030-50439-7_17.
• Dechsling, Anders; Sütterlin, Stefan & Nordahl-Hansen, Anders (2020). Acceptability and normative considerations in research on Autism Spectrum Disorders and Virtual Reality. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12197, s. 161–170. doi: 10.1007/978-3-030-50439-7_11.
• Kaale, Anett & Nordahl-Hansen, Anders (2019). Barn og unge med autismespekterforstyrrelse, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. s. 523–547.
• Nordahl-Hansen, Anders; Donolato, Enrica; Lervåg, Arne; Norbury, Courtenay Frazier & Melby-Lervåg, Monica (2019). PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review. Campbell systematic reviews. ISSN 1891-1803. 15:e1062(4), s. 1–21. doi: 10.1002/cl2.1062. Fulltekst i vitenarkiv Vis sammendrag

  This protocol presents the plan for a systematic review that will investigate the effect of oral language interventions for children with intellectual disability (ID), language disorder (LD), autism spectrum disorder (ASD), Down syndrome (DS), Williams syndrome (WS), and fragile X syndrome (FXS). Language development is a highly frequent area of difficulty for children within these diagnostic groups, and oral language interventions are therefore important. However, to provide better evidence‐informed practice, we need to investigate what oral language interventions are effective and for whom. The systematic review will not only investigate the effect of oral language interventions targeted at specific disorders but also identify interventions that may be yield similar improvements in different neurodevelopmental disorders.

• Skafle, Ingjerd; Nordahl-Hansen, Anders & Øien, Roald A (2019). Short report: Social perception of High School students with ASD in Norway. Journal of Autism and Developmental Disorders. ISSN 0162-3257. s. 1–6. doi: 10.1007/s10803-019-04281-w. Fulltekst i vitenarkiv
• Zhang, Dajie; Bedogni, Francesco; Boterberg, Sofie; Camfield, Carol; Camfield, Peter & Charman, Tony [Vis alle 34 forfattere av denne artikkelen] (2019). Towards a consensus on developmental regression. Neuroscience and Biobehavioral Reviews. ISSN 0149-7634. doi: 10.1016/j.neubiorev.2019.08.014.
• Øien, Roald A; Nordahl-Hansen, Anders & Schjølberg, Synnve (2019). Mental Health and ASD. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISSN 978-1-4614-6435-8. doi: 10.1007/978-1-4614-6435-8_102050-1. Fulltekst i vitenarkiv
• Øien, Roald A; Nordahl-Hansen, Anders & Chawarski, Marek (2019). Substance Use Problems/Disorders in Individuals with ASD. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISSN 978-1-4614-6435-8. doi: 10.1007/978-1-4614-6435-8_102122-1.
• Øien, Roald A; Nordahl-Hansen, Anders & Schjølberg, Synnve (2019). Screening Instruments for ASD. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer Science+Business Media B.V.. ISSN 978-1-4614-6435-8. doi: 10.1007/978-1-4614-6435-8_102295-1.
• Nordahl-Hansen, Anders; Cicchetti, Domenic V. & Øien, Roald A (2018). A Review Update on Gender Dysphoria and ASD and Response to Corrections. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-018-3863-8.
• Nordahl-Hansen, Anders; Tøndevold, Magnus; Øien, Roald A & Fletcher-Watson, Sue (2018). En Empirisk Studie av Autisme på Film og TV. Tidsskrift for Norsk Psykologforening. ISSN 0332-6470. 55(12). Fulltekst i vitenarkiv Vis sammendrag

  There has been a rise of character portrayals of persons with Autism or autistic traits in TV and film. In this quantitative study we analyse 26 films and TV-shows with characters with Autistic traits and how these relate to diagnostic criteria in DSM-5. Out of all 26 portrayals, 20 showed at least 10 of all 12 symptom items. Our main findings indicate that portrayals, although aligning closely to diagnostic criteria, run the risk of upholding and increasing stereotypes about the highly complex disorder. Researchers, clinicians and practitioners with knowledge of the disorder have a responsibility to nuance public understanding of Autism Spectrum Disorders.

• Nordahl-Hansen, Anders; Øien, Roald A; Volkmar, Fred R.; Shic, Frederick & Cicchetti, Domenic V. (2018). Enhancing the Understanding of Clinically Meaningful Results: A Clinical Research Perspective. Psychiatry Research. ISSN 0165-1781. 270, s. 801–806. doi: 10.1016/j.psychres.2018.10.069. Fulltekst i vitenarkiv Vis sammendrag

  Published research often address aspects related to “statistical significance” but fail to address the clinical and practical importance and meaning of results. Our main objectives in this article are to investigate the merit of common measures of Effect Size in statistical research and to highlight the importance of the simple Relative Risk ratio. In this article we present data where we consider two widely utilized effect size measures (Cohen's d and Pearson's r) in relations to relative risk. We conclude that probability analyses of risk surpass the most commonly used statistical approach used in clinical trials today and should thus be the preferred compared to the misuse and misunderstanding of reporting for instance p-values alone.

• Øien, Roald A; Bergman, Ella Maja & Nordahl-Hansen, Anders (2018). Gender Dysphoria and Autism Spectrum Disorders. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer. ISSN 978-1-4614-6435-8. s. 1–4. doi: 10.1007/978-1-4614-6435-8_102292-1. Vis sammendrag

  The term Gender Dysphoria (GD) is defined as a mismatch between the phenotypic sex of an individual and that person’s perception of their biological gender (American Psychiatric Association 2013), and was previously defined as Gender Identity Disorder (American Psychiatric Association 2000; World Health Organization 1992). GD hereby used to describe Gender Identity Disorder (GID), and Gender Dysphoria (GD) is increasingly reported in ASD research.

• Øien, Roald A; Cicchetti, Domenic V. & Nordahl-Hansen, Anders (2018). Gender Dysphoria, Sexuality and Autism Spectrum Disorders: A Systematic Map Review. Journal of Autism and Developmental Disorders. ISSN 0162-3257. s. 1–10. doi: 10.1007/s10803-018-3686-7. Fulltekst i vitenarkiv
• Smedsrud, Jørgen; Nordahl-Hansen, Anders; Idsøe, Ella Maria Cosmovici; Ulvund, Stein Erik; Idsøe, Thormod & Lang-Ree, Ole Christian (2018). The Associations Between Math Achievement and Perceived Relationships in School Among High Intelligent Versus Average Adolescents. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–15. doi: 10.1080/00313831.2018.1476406. Fulltekst i vitenarkiv Vis sammendrag

  Research regarding highly intelligent adolescents in Scandinavia is scarce. We know little about highly intelligent adolescents’ experiences with the school-system and how they experience their social relationships and relationships with their teachers. We used survey and test data from approximately 16,000 respondents from the Norwegian Armed Forces to investigate reported math grades and their potential associations with gender, teacher relations, and social relations with peers. Furthermore, we explored whether intelligence moderated these associations. Intelligence and teacher relations were positively associated with math grades, social relations were negatively associated with math grades, and the association was more negative for students with higher intelligence scores. The association with gender was moderated by intelligence. Among the students with higher intelligence scores, girls reported higher math scores than boys. Intelligence did not moderate the association between teacher relations and math scores, indicating that the teacher relationship is the same across all levels of intelligence.

• Øien, Roald A; Schjølberg, Synnve; Volkmar, Fred R.; Shic, Frederick; Cicchetti, Domenic V. & Nordahl-Hansen, Anders Johan [Vis alle 14 forfattere av denne artikkelen] (2018). Clinical Features of Children With Autism Who Passed 18-Month Screening. Pediatrics. ISSN 0031-4005. 141(6). doi: 10.1542/peds.2017-3596. Fulltekst i vitenarkiv
• Øien, Roald A; Vambheim, Sara Magelssen; Hart, Logan; Nordahl-Hansen, Anders; Erickson, Craig & Wink, Logan [Vis alle 10 forfattere av denne artikkelen] (2018). Sex-Differences in Children Referred for Assessment: An Exploratory Analysis of the Autism Mental Status Exam (AMSE). Journal of Autism and Developmental Disorders. ISSN 0162-3257. 48(7), s. 2286–2292. doi: 10.1007/s10803-018-3488-y. Fulltekst i vitenarkiv Vis sammendrag

  The autism mental status exam is an 8-item observational assessment that structures the way we observe and document signs and symptoms of ASD. Investigations of test performance indicate strong sensitivity and specificity using gold-standard assessment as reference standard. This study aims to explore potential sex differences in AMSE test performance and observations of 123 children referred for autism assessment. Results indicates more language deficits in females with ASD than in males with ASD and less sensory symptoms in females compared to males with ASD. The AMSE performance is similar in identifying ASD and non-ASD in females compared to males. Less disruptive behaviors in females, might cause a need for a bigger hit to other areas of development to raise concern.

• Nordahl-Hansen, Anders & Øien, Roald A (2018). Movie and TV Depictions of Autism Spectrum Disorder. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer. ISSN 978-1-4614-6435-8. s. 1–5. doi: 10.1007/978-1-4614-6435-8_102247-1. Fulltekst i vitenarkiv
• Nordahl-Hansen, Anders Johan; Tøndevold, Magnus & Fletcher-Watson, Sue (2018). Mental health on screen: a DSM-5 dissection of portrayals of Autism Spectrum Disorders in film and TV. Psychiatry Research. ISSN 0165-1781. 262, s. 351–353. doi: 10.1016/j.psychres.2017.08.050. Fulltekst i vitenarkiv
• Nordahl-Hansen, Anders (2017). Atypical: A typical portrayal of Autism? The Lancet Psychiatry. ISSN 2215-0374. 4(11), s. 837–838. doi: 10.1016/S2215-0366(17)30397-8. Fulltekst i vitenarkiv
• Kaale, Anett; Smith, Lars; Nordahl-Hansen, Anders; Fagerland, Morten & Kasari, Connie (2017). Early interaction in autism spectrum disorder: Mothers' and children's behaviours during joint engagement. Child: Care, Health and Development. ISSN 0305-1862. 44(2), s. 312–318. doi: 10.1111/cch.12532. Fulltekst i vitenarkiv
• Øien, Roald A; Hart, Logan; Schjølberg, Synnve; Wall, Carla A.; Kim, Elizabeth S. & Nordahl-Hansen, Anders [Vis alle 10 forfattere av denne artikkelen] (2017). Parent-Endorsed Sex Differences in Toddlers with and Without ASD: Utilizing the M-CHAT. Journal of Autism and Developmental Disorders. ISSN 0162-3257. 47(1), s. 126–134. doi: 10.1007/s10803-016-2945-8. Fulltekst i vitenarkiv
• Nordahl-Hansen, Anders; Fletcher-Watson, Sue; McConachie, Helen & Kaale, Anett (2016). Relations between specific and global outcome measures in a social-communication intervention for children with autism spectrum disorder. Research in Autism Spectrum Disorders. ISSN 1750-9467. 29-30, s. 19–29. doi: 10.1016/j.rasd.2016.05.005. Fulltekst i vitenarkiv
• Nordahl-Hansen, Anders ; Kaale, Anett & Ulvund, Stein Erik (2014). Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests. Research in Autism Spectrum Disorders. ISSN 1750-9467. 8(9), s. 1100–1106. doi: 10.1016/j.rasd.2014.05.017.
• Nordahl-Hansen, Anders ; Kaale, Anett & Ulvund, Stein Erik (2013). Inter-rater reliability of parent and preschool teacher ratings of language in children with autism. Research in Autism Spectrum Disorders. ISSN 1750-9467. 7(11), s. 1391–1396. doi: 10.1016/j.rasd.2013.08.006.

Se alle arbeider i Cristin

• Nordahl-Hansen, Anders ; Roeyers, Herbert; Poustka, Luise; Bölte, Sven & Marschik, Peter B. (2022). Trajectories in Developmental Disabilities: Infancy - Childhood - Adolescence. Frontiers Media S.A.. ISBN 978-2-88976-109-8. -(-). 133 s.

Se alle arbeider i Cristin

• Nordahl-Hansen, Anders (2024). Autisme: – Veldig mange har følt på dyp utenforskap. [Avis]. Dagsavisen.
• Nordahl-Hansen, Anders (2024). Forteller om autisme – fra innsiden og ut. [Avis]. Dagsavisen.
• Nordahl-Hansen, Anders ; Dechsling, Anders; Herrebrøden, Marte Karoline; Johansson, Veslemøy Maria Fossum & Ulriksen, Line Britt (2024). Pågående studie om foreldres holdninger til skoletilbud ønsker deltakere til undersøkelse. [Internett]. stiftelsensor.no.
• Nordahl-Hansen, Anders (2024). Autisme som underholdning. [Radio]. NRK P2.
• Børtveit, Line; Nordgreen, Tine & Nordahl-Hansen, Anders (2023). Corrigendum: Therapists' experiences with providing guided internet-delivered cognitive behavioral therapy for patients with mild and moderate depression: a thematic analysis (Front. Psychol., (2023), 14, 1236895, 10.3389/fpsyg.2023.1236895). Frontiers in Psychology. ISSN 1664-1078. 14. doi: 10.3389/fpsyg.2023.1274464.
• Ulriksen, Line Britt; Bilet- Mossige, Marthe & Nordahl-Hansen, Anders (2023). Leseopplæring for barn med intellektuelle funksjonsnedsettelser som bruker ASK. Dialog. ISSN 1893-7284.
• Esposito, Gianluca; Marschik, Peter B.; Nordahl-Hansen, Anders & Brandelli Costa, Angelo (2023). Developmental disabilities in low resource contexts. Research in Developmental Disabilities. ISSN 0891-4222. 140. doi: 10.1016/j.ridd.2023.104589.
• Nordahl-Hansen, Anders (2023). Virtual Reality and Autism.
• Nordahl-Hansen, Anders ; Slang, Victoria & Gabarron, Elia (2023). Savant abilities and autism: A literature review.
• Nordahl-Hansen, Anders ; Dechsling, Anders & Lorenzo Lledo, Gonzalo (2023). Evolution of the intellectual structure of virtual reality and augmented reality interventions for children and adolescents during the period 2010-2022.
• Nordahl-Hansen, Anders (2023). Kunnskapsbasert praksis: Overføring av forskningskompetanse til klinikk.
• Skafle, Ingjerd; Dechsling, Anders; Nordahl-Hansen, Anders & Gabarron, Elia (2022). Online attitudes and information-seeking behavior on autism and Asperger’s syndrome.
• Marschik, Peter B.; Poustka, Luise; Bölte, Sven; Roeyers, Herbert & Nordahl-Hansen, Anders (2022). Editorial: Trajectories in Developmental Disabilities: Infancy–Childhood–Adolescence, Trajectories in Developmental Disabilities: Infancy - Childhood - Adolescence. Frontiers Media S.A.. ISSN 978-2-88976-109-8. s. 1–3. doi: https:/doi.org/10.3389/fpsyt.2022.893305.
• Nordahl-Hansen, Anders ; Gabarron, Elia & Henriksen, André (2022). Social media and physical activity in autism.
• Gabarron, Elia; Skafle, Ingjerd; Nordahl-Hansen, Anders & Wynn, Rolf (2022). Social media interventions for autism.
• Nordahl-Hansen, Anders (2022). Nå inntas filmlerretet og TV-skjermen av en ny generasjon på autismespekteret. [Avis]. Aftenposten.
• Nordahl-Hansen, Anders (2022). R-FAAT - Regionalt fagnettverk for Autisme, ADHD, og Tourettes syndrom.
• Nordahl-Hansen, Anders ; Sætra, Henrik Skaug; Fosch-Villaronga, Eduard & Dahl, Christine (2022). Normativity assumptions in social robots for autistic children.
• Nordahl-Hansen, Anders (2022). På barneskolen fikk Simon utdelt «hæmma-PC». Nå driver han markedsføringsfirma og studerer psykologi. [Avis]. Nordlys.
• Nordahl-Hansen, Anders (2022). Autistisk populärkultur på frammarsch. [Fagblad]. Tidningen Autism.
• Gabarron, Elia; Henriksen, André & Nordahl-Hansen, Anders (2022). Social media, physical activity and autism: better or bitter together? A scoping review .
• Dechsling, Anders; Vister, Oda Marie; Johansen, Trine Elise; Herikstad, Yngve & Nordahl-Hansen, Anders (2022). Implementing Virtual Reality technology for autistic students: Teacher’s perspective on success factors and challenges.
• Dean, Michelle & Nordahl-Hansen, Anders (2022). The Experiences and Perceptions of Professional Autistic Actors in Film and on Television.
• Nordahl-Hansen, Anders ; Dean, Michelle; Fletcher-Watson, Sue & Orm, Stian (2022). Autistic People Don’t like Music – an International Survey on Community Opinions of Autistic Portrayals on Film and TV.
• Nordahl-Hansen, Anders & Dean, Michelle (2022). The experiences and perceptions of professional autistic actors in film and on television. Vis sammendrag

  Topic: Creativity, Media & the Arts [Disability Studies & Diversity Issues] Type: Live Presentation: 30-minute live presentation session followed by a 15-minute Q&A session Keywords: Autism; Actors; Representation This study uses Interpretative Phenomenological Analysis (IPA) (Smith et al., 1999), in which professional autistic actors participated in interviews and discussed their professional opportunities and work experiences in film and on television. Participants also described their perceptions of autistic characters. Autistic community engagement was built into the study design; autism stakeholders, including community members, and parent- and self-advocates helped to develop the interview protocol and procedures, and assisted in recruitment efforts. Nine autistic actors (6 male; 3 female) participated in the study. Participants played autistic characters in film or on television, and roles included guest stars, recurring guest stars, and voiceover actors on television, and leading and supporting roles in film. Actors were in or were eligible to join the Screen Actors Guild. Participant ages ranged from 16 to 34 years. Actors identified as Caucasian (n=5), mixed race (n=2), Asian (n=1), and Latinx (n=1). Interviews were recorded and transcribed verbatim. Inductive coding processes were used to become familiar with the data, generate initial codes, and collate codes into themes (Braun & Clarke, 2006). Four key themes emerged: Opportunities for autistic actors, employment experiences, disclosing the autism diagnosis, and representations promote awareness, but more nuance is needed.

• Pennington, Charlotte; Nordahl-Hansen, Anders ; Bochynska, Agata & Kalandadze, Tamara (2022). A new way of publishing: Registered Reports 2.0 by Dr Charlotte Pennington. Vis sammendrag

  Growing concerns of replicability and reproducibility have ushered in fast-paced changes to scientific reform under the umbrella term of ‘open science’. We now understand that such concerns stem from academic incentives that reward novel surprising results and quantity over quality which fuel a range of questionable research practices. Study preregistration and Registered Reports (RRs) represent two open science initiatives that aim to improve research quality and rigour, and emerging empirical research demonstrates their effectiveness. However, neither are perfect. This talk will outline study preregistration and the standard Registered Report model before introducing a new form of Registered Reports that reshape academic publishing – Peer Community In Registered Reports (PCI RR). PCI RR is a community-driven initiative that reviews and recommends RRs across the full spectrum of STEM, medicine, social sciences, and humanities. Upon receiving In Principle Acceptance (IPA) of a Stage 1 manuscript, authors are then free to choose from a range of ‘PCI friendly journals’ who agree to publish the Stage 2 manuscript without the need for additional peer review. PCI RRs, therefore, represent an exciting new way of publishing that puts the authors back in control.

• Quintana, Daniel; Kalandadze, Tamara; Bochynska, Agata & Nordahl-Hansen, Anders Johan (2022). RIOT Science Club: Five things about open science that every researcher should know | Dr Dan Quintana.
• Nordahl-Hansen, Anders (2022). Film og medias framstilling av nevromangfoldstilstander.
• Azevedo, Flavio; Kalandadze, Tamara & Nordahl-Hansen, Anders Johan (2021). RIOT Science Club Norway: Measuring ideology: Current practices, consequences, and recommendations by Dr Flávio Azevedo.
• Nordahl-Hansen, Anders (2021). RIOT Science Club Norway: Measuring ideology: Current practices, consequences, and recommendations by Dr Flávio Azevedo. [Internett]. Youtube.
• Kalandadze, Tamara & Nordahl-Hansen, Anders (2021). Anna Blir Sarkastisk. Social Sciences and Humanities Research Council of Canada.
• Esposito, Gianluca; Marschik, Peter B. & Nordahl-Hansen, Anders (2021). Technological advancements in the assessment and intervention of developmental disabilities. Research in Developmental Disabilities. ISSN 0891-4222. 119. doi: 10.1016/j.ridd.2021.104088.
• Nordahl-Hansen, Anders (2021). Å forstå seg selv. Med Olaug Nilssen og Lina Liman. Boklansering Litteraturhuset i Oslo.
• David, Linda; Nordahl-Hansen, Anders Johan & Øien, Roald A (2021). Kjønnsidentitet og nevroutviklingstilstander.
• Nordahl-Hansen, Anders Johan (2021). Autisme i Media og Film.
• Nordahl-Hansen, Anders Johan (2021). The Greta Thunberg effect is changing online attitudes about Asperger’s. [Internett]. au-ti.com.
• Nordahl-Hansen, Anders Johan (2021). Rain Man and the lessons of autistic portrayals in film and TV. Semicolon. Vis sammendrag

  I know all about autism, I've seen that film" is a quote from the movie Snowcake. A woman confidently tells Alan Rickman's character that the idiosyncratic behaviours displayed by Sigourney Weaver's character, who is autistic, needs no explanation. The line alludes to the Oscar-winning Rain Man where Dustin Hoffman played Raymond Babbitt and is often considered detrimental to the cultural canon of fictional autism portrayals. However, following the film's release in 1988, the world saw a gradual rise in autistic characters in the entertainment industry. It marked the starting point of an impactful increase in the awareness of ASD (Conn & Bhugra, 2012).

• Sánchez Pérez, Patricia; Nordahl-Hansen, Anders Johan & Kaale, Anett (2021). The Role of Context in Language Development for Children with Autism Spectrum Disorder.
• Børtveit, Line; Nordahl-Hansen, Anders Johan; Dechsling, Anders; Sütterlin, Stefan & Nordgreen, Tine (2021). Tredjegenerasjons atferdsanalyse i internettlevert behandling for pasienter med depresjon.
• Nordahl-Hansen, Anders Johan (2021). Pros and cons of character portrayals of autism on TV and film. Vis sammendrag

  Portrayals of characters with Autistic traits on film and in TV-series are increasingly popular. In this lecture, I will talk about our research where we have explored to what extent fictive characters align with known criteria for Autism Spectrum Disorder. Portrayals of Autistic characters can help raise awareness of the condition but can also increase stereotypes and stigma. I will highlight some pros and cons of these character portrayals as well as discuss a few known and less well-known films and TV-series in this genre.

• Orm, Stian; Dechsling, Anders; Sütterlin, Stefan; Øien, Roald A & Nordahl-Hansen, Anders Johan (2020). Virtual Reality to Enhance Social and Emotional Skills in Children with Autism Spectrum Disorders.
• Nordahl-Hansen, Anders Johan (2020). Research Focus: Interview with Anders Nordahl-Hansen. [Fagblad]. ThriveNordics.org. Vis sammendrag

  With interest to feature university research on Special Education from across the Nordics, we were glad to conenct with Anders Nordahl-Hansen, Professor of Special Education at Østfold University College, to discuss several topics including researchers engaging with public, media research on autism, themes of focus at his department and more.

• Bredberg, Johan Per Ivar Bo; Nordahl-Hansen, Anders Johan & Hammer Smedsrud, Jørgen (2020). Evnerike elever og spesialundervisning.
• Nordahl-Hansen, Anders Johan; Skafle, Ingjerd & Øien, Roald A (2020). Elever med autisme og deres opplevelse av sosiale aspekter i videregående skole.
• Nordahl-Hansen, Anders; Dechsling, Anders; Sütterlin, Stefan; Børtveit, Line; Zhang, Dajie & Øien, Roald A [Vis alle 7 forfattere av denne artikkelen] (2020). Virtual Reality Interventions: Autism and Intellectual Disabilities.
• Dechsling, Anders; Sütterlin, Stefan & Nordahl-Hansen, Anders (2020). Acceptability and normative considerations in research on Autism Spectrum Disorders and Virtual Reality.
• Dean, Michelle & Nordahl-Hansen, Anders (2020). Film and Television Representations of ASD: It’s Not Just about Hollywood. Vis sammendrag

  Recent years have seen a surge of new films and TV shows about ASD (Rohr, 2015; Veltman, 2009). These portrayals of ASD can be useful, because despite of the increased prevalence, many people still have not had direct substantive contact or personal experience with individuals with ASD. Many people form personal perceptions of ASD based on the characters they observe on the screen (Nordahl-Hansen, Øien, & Fletcher-Watson, 2018). Yet, misrepresentations may inadvertently shape misperceptions about individuals with ASD (Berger, 2017). Many characters with ASD, for example, are white young-adult males with savant skills (Singer, 2017); and this narrow scope may be less relatable to cross cultural audiences. Research is needed to examine existing empirical studies about media portrayals of ASD and to call attention to diverse film and television portrayals of ASD.

• Skafle, Ingjerd & Nordahl-Hansen, Anders (2020). Å tilrettelegge for ensomhet. Bedre Skole. ISSN 0802-183X. 32(2), s. 59–61.
• Nordahl-Hansen, Anders (2020). Autisme: Myter og Fakta skapt av Media.
• Dechsling, Anders; Orm, Stian; Øien, Roald A; Sütterlin, Stefan & Nordahl-Hansen, Anders (2020). Virtual Reality and Behavior Analytic Interventions on Social Skills for People with Autism Spectrum Disorders: A Systematic Review.
• Jelsness-Jørgensen, Lars-Petter; Dechsling, Anders & Nordahl-Hansen, Anders (2020). Slik har du aldri sett høyskolerektoren før – nå skal denne VR-teknologien hjelpe barn med autisme. [Avis]. Fredriksstad Blad.
• Dechsling, Anders; Nordahl-Hansen, Anders & Øien, Roald A (2019). Derfor vil Virtual Reality kunne bedre hverdagen til barn og unge med autisme. Forskning.no. ISSN 1891-635X.
• Nordahl-Hansen, Anders (2019). Autism på vita duken: "De som jobbar med film har blivit medvetna". [Fagblad]. SpecialNest.se.
• Pesonen, Henri; Nordahl-Hansen, Anders; Itkonen, Tiina & Nislin, Mari (2019). How is Autism Framed in Newspaper Media.
• Skafle, Ingjerd; Øien, Roald A & Nordahl-Hansen, Anders (2019). Autistic Student's Perception of Social Inclusion inUpper High-School: A Fresh Start.
• Øien, Roald A; Cicchetti, Domenic Vincent; Nordahl-Hansen, Anders & Schjølberg, Synnve (2019). A commentary to “Toddler Screening for Autism Spectrum Disorder: A meta-analysis of diagnostic accuracy”. Journal of Autism and Developmental Disorders. ISSN 0162-3257. s. 1–2. doi: 10.1007/s10803-019-04226-3.
• Nordahl-Hansen, Anders (2019). Autism och Schizofreni - filmskaparnas favoriter. [Radio]. Sveriges Radio P1.
• Øien, Roald A; Klin, Ami; Saulnier, Celine; Chawarska, Katarzyna; McPartland, James & Nordahl-Hansen, Anders [Vis alle 7 forfattere av denne artikkelen] (2019). In Memoriam: Domenic V. Cicchetti, PhD. 1937-2019. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-019-04143-5.
• Nordahl-Hansen, Anders (2019). Regression in Autism is Far More Common Than Once Thought. Neuroscience and Biobehavioral Reviews. ISSN 0149-7634. 103, s. 29–30. doi: 10.1016/j.neubiorev.2019.06.023.
• Kim, Jae-Hyun; Chen, Yu-Wei; Nordahl-Hansen, Anders; Wu, Ho Ching; Cordier, Reinie & Speyer, Renee (2019). What Inverventions can we use for Autistic Adults?
• Nordahl-Hansen, Anders & Øien, Roald A (2019). Autism: What do we know about Social Development and Intervention. I Yilmaz, Meltem (Red.), Otizm ve Egitim, Sanat, Mekan: Autism & Education, Art, Space. Ankara Pegem Akademi. ISSN 9786052416549. s. 1–18.
• Nordahl-Hansen, Anders (2019). Media og Autisme.
• Dechsling, Anders; Orm, Stian; Sütterlin, Stefan; Øien, Roald A & Nordahl-Hansen, Anders (2019). Virtual reality interventions for persons with autism spectrum disorders:: A systematic scoping review.
• Nordahl-Hansen, Anders (2019). Autistic Portrayal on film and TV.
• Nordahl-Hansen, Anders (2019). Video Observation and Coding Strategies in Research on Children.
• Nordahl-Hansen, Anders (2019). Autistiske karakterer på TV og film forsterker stereotypier. [Internett]. Forskning.no.
• Nordahl-Hansen, Anders (2018). Anders Nordahl-Hansen om Autisme på film og TV. [Internett]. Krumsvik & Co Podcast.
• Nordahl-Hansen, Anders (2018). Autisten i oss. [Tidsskrift]. Tidsskrift for Norsk Psykologforening.
• Nordahl-Hansen, Anders (2018). Feil bruk av statistikk i klinisk forskning kan gi behandling på galt grunnlag. Forskerforum.no.
• Nordahl-Hansen, Anders & Fletcher-Watson, Sue (2018). I Know all about autism, I've seen that Movie you know: Portrayals of autism on film and TV.
• Nordahl-Hansen, Anders; Lervåg, Arne; Norbury, Courtenay & Melby-Lervåg, Monica (2018). Language-based interventions for improving oral Language outcomes in children With ASD and other Neurodevelopmental disorders.
• Nordahl-Hansen, Anders (2018). Spectrum in real life: an exploration into what it's really like to be on the autism spectrum. [Internett]. Wordpress.
• Nordahl-Hansen, Anders (2018). Autisme på film og TV. [Avis]. Stavanger Aftenblad.
• Nordahl-Hansen, Anders (2018). Krimheltenes Superevner. [Avis]. Stavanger Aftenblad.
• Nordahl-Hansen, Anders; Hart, Logan & Øien, Roald A (2018). The Scientific Study of Parents and Caregivers of Children with ASD: A Flourishing Field but Still Work to be Done. Journal of Autism and Developmental Disorders. ISSN 0162-3257. 48(4), s. 976–979. doi: 10.1007/s10803-018-3526-9. Fulltekst i vitenarkiv
• Øien, Roald A & Nordahl-Hansen, Anders (2018). Bias in Assessment Instruments for Autism. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer. ISSN 978-1-4614-6435-8. s. 1–2. doi: 10.1007/978-1-4614-6435-8_102217-1.
• Øien, Roald A & Nordahl-Hansen, Anders (2018). Norway and autism. I Volkmar, Fred R. (Red.), Encyclopedia of Autism Spectrum Disorders. Springer. ISSN 978-1-4614-6435-8. doi: 10.1007/978-1-4614-6435-8_102106-3.
• Nordahl-Hansen, Anders; Øien, Roald A & Fletcher-Watson, Sue (2017). Pros and cons of character portrayals of autism on TV and film. Journal of Autism and Developmental Disorders. ISSN 0162-3257. 48(2), s. 635–636. doi: 10.1007/s10803-017-3390-z. Vis sammendrag

  Portrayals of characters with autism spectrum disorder (ASD) and/or with autistic traits on film and in TV-series are increasing. Such portrayals may contribute in increasing awareness of the condition but can also increase stereotypes. Thus, these character portrayals are subject to heated debate within the ASD-community, but also in the general public at large. Following our recent published study on character portrayals of ASD on film and TV we here address some central issues related advantages and disadvantage of such portrayals.

• Nordahl-Hansen, Anders (2017). Stereotypisk framstilling av autisme på TV og film. [Avis]. Aftenposten.
• Nordahl-Hansen, Anders (2017). Roundtable Discussion on Autism and Art.
• Nordahl-Hansen, Anders (2017). – Fremstilles som supermennesker på film. [Internett]. NRK.
• Nordahl-Hansen, Anders (2017). Stereotyp autism på film. [Internett]. SVT Svensk Televisjon.
• Hart, Logan; Øien, Roald A; Velasquez, E; Wang, Q; Mademtzi, M & Nordahl-Hansen, Anders [Vis alle 8 forfattere av denne artikkelen] (2017). Using Positional Tracking to Monitor Gaze in VR - Pilot Study.
• Øien, Roald A; Vambheim, Sara Magelssen; Nordahl-Hansen, Anders; Hart, Logan; Eisemann, Martin & Shic, Frederick [Vis alle 7 forfattere av denne artikkelen] (2017). Sex Differences in Children Referred for Assessment: Utilizing the Autism Mental Status Exam (AMSE).
• Nordahl-Hansen, Anders (2017). Tar du ofte barnet ditt i å lyve om småting? [Internett]. Mamma.no.
• Nordahl-Hansen, Anders (2016). Results from the Project: Assessment of Language and Social Communication in Children with Autism: Measurement Issues.
• Nordahl-Hansen, Anders (2016). Kan Shakespeare hjelpe autistiske barn til å kommunisere bedre? [Fagblad]. Forskning.no.
• Nordahl-Hansen, Anders (2016). En presentasjon av Brief Observation of Social Communication Change (BOSCC).
• Nordahl-Hansen, Anders; Tøndevold, Magnus & Fletcher-Watson, Sue (2016). Autism on the Screen: Shaping Public Knowledge of Autism.
• Nordahl-Hansen, Anders (2016). Målingsproblematikk i studier med barn med autisme.
• Nordahl-Hansen, Anders (2015). The use of specific and global measures for assessing change in a community based intervention for children with autistic disorder.
• Nordahl-Hansen, Anders (2015). Autisme og inkludering. [Radio]. NRK.
• Nordahl-Hansen, Anders (2015). Om forskning på autisme. [TV]. NRK.
• Nordahl-Hansen, Anders; Fletcher-Watson, Sue; McConachie, Helen & Kaale, Anett (2015). Measuring treatment effect in children with ASD using specific and global outcomes through Joint Engagement coding and an early verison of BOSCC.
• Nordahl-Hansen, Anders (2015). Social communication and language measurement in Autism.
• Nordahl-Hansen, Anders ; Blanc, Romuald; Kaale, Anett; McConachie, Helen & Fletcher-Watson, Sue (2014). A Review of the Brief Observation of Social Communication change (BOSCC).
• Nordahl-Hansen, Anders (2014). Tror de er dårlige foreldre. [Avis]. Budstikka.no.
• Nordahl-Hansen, Anders (2014). Sender toåringer på organisert turn. [Internett]. Avis.
• Nordahl-Hansen, Anders (2014). Smårollinger i idrettskø. [Avis]. Stavanger Aftenblad.
• Nordahl-Hansen, Anders (2014). Assessment of language among children with Autism Spectrum Disorder.
• Nordahl-Hansen, Anders (2014). Språk og språkmål hos førskolebarn med autisme.
• Nordahl Hansen, Anders (2013). Ti år med knuste drømmer. [Avis]. Aftenposten.
• Nordahl-Hansen, Anders (2013). Barn smittes av foreldre-stress. [Avis]. VG.
• Nordahl-Hansen, Anders (2013). Measuring language in children with autism.
• Nordahl-Hansen, Anders ; Kaale, Anett & Ulvund, Stein Erik (2013). Concurrent validity between parent report and direct assessment of language in young children with autistic disorder.
• Nordahl Hansen, Anders (2013). Måling av språk hos barn med autisme.
• Nordahl Hansen, Anders & Kaale, Anett (2013). Inter-rater reliability and concurrent validity of language measures for young children with autism.
• Nordahl Hansen, Anders (2013). Kom og lek. [Avis]. VG.
• Nordahl Hansen, Anders ; Kaale, Anett & Ulvund, Stein Erik (2013). Inter-rater reliability for the MacArthur-Bates Communicative Development Inventory: Parent and preschool teacher ratings of children with childhood autism.
• Nordahl Hansen, Anders (2012). Fritidsaktiviteter - må vi det? [Avis]. Mamma.
• Nordahl Hansen, Anders (2012). Læring i skolen - Foredrag.
• Nordahl Hansen, Anders (2012). Barn som lyver. [Internett]. Foreldre & Barn.
• Nordahl Hansen, Anders (2012). Tar ikke ferie ved skoleslutt. [Avis]. Aftenposten Aften.
• Nordahl Hansen, Anders (2012). Bygg opp barnas indre styrke. [Avis]. Dagbladet Magasinet.
• Nordahl Hansen, Anders (2012). NRK Supernytt: Fritidsaktiviteter og stress. [TV]. NRK.
• Nordahl Hansen, Anders (2012). Skryt på riktig måte. [Internett]. Foreldre & barn.
• Nordahl Hansen, Anders (2012). Disse barna blir best likt av andre. [Internett]. Foreldre & barn.
• Nordahl Hansen, Anders (2012). Autismespekterforstyrrelser. Pedagogisk profil. ISSN 0805-5610. 19(01), s. 20–20.
• Nordahl Hansen, Anders (2012). Kickboksing for 3-åringer. [Internett]. Foreldre&Barn-Klikk.no.
• Nordahl Hansen, Anders (2012). Barn skal mestre kniv. [Internett]. http://www.nrk.no.
• Nordahl Hansen, Anders (2012). La barna styre fritiden selv. [Internett]. Foreldre & Barn-Klikk.no.
• Nordahl Hansen, Anders (2011). La barnet bestemme. [Internett]. Dagbladet.
• Kaale, Anett; Smith, Lars; Sponheim, Eili & Nordahl Hansen, Anders Johan (2011). Joint Engagement and Joint attention during mother-child and preschool teacher-child play: similarities and differences.
• Nordahl Hansen, Anders Johan ; Kaale, Anett & Ulvund, Stein Erik (2011). Synchronization of Interplay In Children with Autistic Disorder and Preschool Teachers. Vis sammendrag

  Joint engagement is associated with the ability to participate in social interaction, and is related to a wide range of developmental domains (Adamson, Bakeman, Deckner, & Romski, 2008). However, little is known about the interplay in dyads of children with autism and their preschool teachers.

• Nordahl Hansen, Anders (2010). Les Choristes. Pedagogisk profil. ISSN 0805-5610. 17(2).
• Nordahl Hansen, Anders (2010). Michael Tomasello anbefaler: Jerome S. Bruners "Acts of Meaning". Pedagogisk profil. ISSN 0805-5610. 17(1).
• Kaale, Anett & Nordahl Hansen, Anders Johan (2010). Young Children with Autism: Playfulness and Joint Engagement uring mother-child play.
• Nordahl Hansen, Anders (2009). Book-review on Michael Tomasello's "Origins of Human communication". Pedagogisk profil. ISSN 0805-5610.
• Nordahl Hansen, Anders (2009). Book-review "Asperger and Autism: The Facts" by Simon Baron Cohen. Pedagogisk profil. ISSN 0805-5610.
• Nordahl Hansen, Anders (2009). Jerome Bruner anbefaler: Edvard Chase Tolmans "Purposive behavior in animals and men". Pedagogisk profil. ISSN 0805-5610. 16(3).
• Nordahl Hansen, Anders (2009). "A guru on bilingualism: An interview with Catherine Snow". Pedagogisk profil. ISSN 0805-5610. 16(3).
• Nordahl Hansen, Anders (2008). Bokanmeldelse "Mirroring People: The new science of how we connect with others". Pedagogisk profil. ISSN 0805-5610.
• Nordahl Hansen, Anders (2008). Anmeldelse "Joint Attention: It's origins and role in development". Pedagogisk profil. ISSN 0805-5610.
• Nordahl-Hansen, Anders (2015). Assessment of Language and Social Communication in Children with Autism: Measurement Issues. Akademika forlag. ISSN 1501-8962.
• Nordahl Hansen, Anders Johan (2010). Joint Engagement in Children with Autism: Assessment of children with autism in free-play with mothers and preschool-teachers. Universitetet i Oslo.

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