Elise Øksendal

• Helland, Siri Saugestad; Røysamb, Espen; Schjølberg, Synnve; Øksendal, Elise & Gustavson, Kristin (2022). Pathways From Preschool Language Difficulties to School-Age Internalizing Problems. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 65(4), p. 1561–1573. doi: 10.1044/2021_JSLHR-21-00548.
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2021). Associations between poor gross and fine motor skills in pre-school and peer victimization concurrently and longitudinally with follow-up in school age – results from a population-based study. British Journal of Educational Psychology. ISSN 0007-0998. p. 1–19. doi: 10.1111/bjep.12464. Full text in Research Archive
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Wolke, Dieter; Helland, Siri Saugestad; Holte, Arne & Wang, Mari Vaage (2021). Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 64(7), p. 2698–2714. doi: 10.1044/2021_JSLHR-20-00406.
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2019). Peer-Victimization of Young Children With Developmental and Behavioral Difficulties—A Population-Based Study. Journal of Pediatric Psychology. ISSN 0146-8693. 44(5), p. 589–600. doi: 10.1093/jpepsy/jsy112.
• Øzerk, Kamil; Øksendal, Elise & Øzerk, Meral R. (2018). Educational Psychological Counseling and Collective Competance Improvement Related to Autism/Autism Spectrum Disorders (ASD). International Electronic Journal of Elementary Education. ISSN 1307-9298. 10(3), p. 339–354. doi: 10.26822/iejee.2018336192. Full text in Research Archive Show summary

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

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• Øksendal, Elise; Rydland, Veslemøy; Bratlie, Siri Steffensen; Lekhal, Ratib & Grøver, Vibeke (2023). Latente profiler av språk, kommunikasjon, oppmerksomhet og lek blant barnehagebarn.
• Øksendal, Elise; Rydland, Veslemøy; Grøver, Vibeke; Lekhal, Ratib & Bratlie, Siri Steffensen (2023). Latent profiles of language, communication, attention and play behavior.
• Øksendal, Elise; Brandlistuen, Ragnhild Eek; Holte, Arne & Wang, Mari Vaage (2017). Bully-victimization of preschool children with developmental difficulties – A Norwegian population-based study.

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