Jakob Åsberg Johnels
Biographic Data
| ID | 1992406 |
|---|---|
| NAME | Jakob Åsberg Johnels |
| GIVEN NAMES | Jakob Åsberg |
| FAMILY NAME | Johnels |
| SIGNATURE | JOHNELS J Å |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-3491-5925 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders
BACKGROUND: Youth with neurodevelopmental disorders are at risk for school failure, but little is known about the contextual factors influencing academic achievement. AIMS: Drawing on a bioecological system framework, we examined how ADHD and autism, parental educational attainment and aspects of the parent-child relationship influence educational achievement at the end of primary school, and to what extent these factors have independent as oppos…
Sensory theatre in a classroom setting with a student with Angelman syndrome: The ‘Under the Stars’ example
In this article, a ten-year-old girl with Angelman syndrome is described while she is participating in a classroom-based sensory theatre performance called ‘Under the Stars’. We describe the student's behavior in relation to a proposed model of key elements within sensory theatre. We specifically illustrate how high-quality art experiences can be made emotionally accessible and engaging to individuals with severe disabilities through active senso…
Eye gaze discomfort: Associations with autistic traits, alexithymia, face recognition, and emotion recognition
Varying levels of traits associated with autism can be observed in the general population. One key feature associated with autism is reduced eye contact with others. Eye contact is often described as uncomfortable by autistic individuals, yet little is still known about how reduced eye contact impacts social cognition, and to what extent eye contact difficulties are specific to autism. For example, difficulties in recognizing emotions in facial e…
School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities
This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study…
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia
BackgroundWhen looking at faces, we tend to attend more to the left visual field (corresponding to the right side of the person's face). This phenomenon is called the left visual field bias (LVF) and is presumed to reflect the brain's right-sided dominance for face processing. Whether alterations in hemispheric dominance are present in dyslexia, and are linked with individual differences in word reading development more generally, is still unclea…
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
Background Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years. Methods A group of Swedish speaking children were assessed on phono…
Facial speech processing in children with and without dyslexia
What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact reliant on such information in order to compensate for auditory/phonological i…
Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing
Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children a…
Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study
We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was as…
Fostering high-quality social interaction together with individuals with profound intellectual disability
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia
BackgroundWhen looking at faces, we tend to attend more to the left visual field (corresponding to the right side of the person's face). This phenomenon is called the left visual field bias (LVF) and is presumed to reflect the brain's right-sided dominance for face processing. Whether alterations in hemispheric dominance are present in dyslexia, and are linked with individual differences in word reading development more generally, is still unclea…
Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing
Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children a…
Fostering high-quality social interaction together with individuals with profound intellectual disability
Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study
We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was as…
Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing
Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children a…
Facial speech processing in children with and without dyslexia
What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact reliant on such information in order to compensate for auditory/phonological i…
Tracing the longitudinal role of orthographic knowledge in spelling development from primary to upper‐secondary school
Background Phonological processing skills have been found to contribute to spelling development across different orthographies; however, less is known about the role of orthographic knowledge. This longitudinal study explores the contribution of phonological and orthographic knowledge to spelling development in a semi‐transparent orthography (Swedish) across a period of 10 years. Methods A group of Swedish speaking children were assessed on phono…
Eye gaze discomfort: Associations with autistic traits, alexithymia, face recognition, and emotion recognition
Varying levels of traits associated with autism can be observed in the general population. One key feature associated with autism is reduced eye contact with others. Eye contact is often described as uncomfortable by autistic individuals, yet little is still known about how reduced eye contact impacts social cognition, and to what extent eye contact difficulties are specific to autism. For example, difficulties in recognizing emotions in facial e…
School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities
This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study…
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia
BackgroundWhen looking at faces, we tend to attend more to the left visual field (corresponding to the right side of the person's face). This phenomenon is called the left visual field bias (LVF) and is presumed to reflect the brain's right-sided dominance for face processing. Whether alterations in hemispheric dominance are present in dyslexia, and are linked with individual differences in word reading development more generally, is still unclea…
Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders
BACKGROUND: Youth with neurodevelopmental disorders are at risk for school failure, but little is known about the contextual factors influencing academic achievement. AIMS: Drawing on a bioecological system framework, we examined how ADHD and autism, parental educational attainment and aspects of the parent-child relationship influence educational achievement at the end of primary school, and to what extent these factors have independent as oppos…
Sensory theatre in a classroom setting with a student with Angelman syndrome: The ‘Under the Stars’ example
In this article, a ten-year-old girl with Angelman syndrome is described while she is participating in a classroom-based sensory theatre performance called ‘Under the Stars’. We describe the student's behavior in relation to a proposed model of key elements within sensory theatre. We specifically illustrate how high-quality art experiences can be made emotionally accessible and engaging to individuals with severe disabilities through active senso…
Psychology (7 works) · Developmental psychology (6 works) · Linguistics (5 works) · Autism Spectrum Disorder Research (4 works) · Cognitive psychology (4 works) · Autism (3 works) · Behavioral and Psychological Studies (3 works) · Cognition (3 works) · Medicine (3 works) · Psycholinguistics (3 works)