Johanna StålnackeAdjunct Teacher
About me
I am a licensed clinical psychologist, specialist in clinical neuropsychology and my primary clinical experience is in child and adolescent specialist level psychiatry. My research is focused on typical and atypical child development, specifically with regards to general cognitive ability, executive function and self-regulation, and social and emotional competence.
Prior to transferring into the field of psychology, I attained a Master’s degree in Economics and business administration and worked in management consulting and executive search.
Community interaction
I have worked with government agencies in developing reports and as a scientific expert.
Together with Professor Ann-Charlotte Smedler, I have worked on two projects for the Swedish National Board of Health and Welfare (Socialstyrelsen). In 2013, we were invited to write a knowledge compilation on the role of the school psychologist, and the contents and process of psychological assessment in a school setting. The second assignment was taking part in the development of a knowledge-based report and guidelines for assessing children’s maturity for participation in Social Services, Health Care, and Dental Care. Part 2 of the report is a 35-page condensation of child development including an overview of prominent aspects of typical development, developmental milestones across childhood, and factors that may negatively impact typical development.
In 2015, I was invited to take part of the assignment from the Government to the Swedish National Agency for Education (Skolverket) to develop support materials for working with gifted students. This was the first effort in Sweden to address the needs of gifted students. I authored one of the introductory texts of the material, which was published by the Agency, and was involved in the other introductory texts.
I have, in a minor role as scientific expert, in 2020/2021 contributed to the effort of the National Board of Health and Welfare to develop the national guidelines for assessment and care of individuals with adhd and/or autism spectrum disorder.
In 2021 I was also invited as a scientific expert in a project for the National Agency for Special Needs Education and Schools (Specialpedagogiska skolmyndigheten, SPSM). The Agency is developing a web-based further education course for teachers working with learners with developmental disorders.
Current work
As senior lecturer I teach and function as course coordinator and examinator for courses in child development, developmental neuropsychology, psychological assessment, and giftedness for psychologists och psychologists in training. In the fall of 2022, I will serve as course coordinator for a course on giftedness at the Department of Special Education at Stockholm University.
As a post-doc, I work in a project aimed at developing children’s social and emotional competence and well-being. Principal investigators for the project are Associate Professors Laura Ferrer-Wreder and Lilianne Eninger, Department of Psychology, Stockholm University and includes collaborators from the Department of Special Education, from Karolinska Institute, Gothenburg University, and Tarleton State University, Texas, USA.
Publications
A selection from Stockholm University publication database
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A longitudinal model of executive function development from birth through adolescence in children born very or extremely preterm
2019. Johanna Stålnacke (et al.). Child Neuropsychology 25 (3), 318-335
ArticleRead more about A longitudinal model of executive function development from birth through adolescence in children born very or extremely pretermExecutive function deficits are often reported as a specific weakness in preterm children. Yet, executive function development is still not fully understood. In a prospective longitudinal study, 115 preterm born children, <= 31 weeks of gestation, were recruited at birth and subject to neuropsychological assessments at ages 5.5 and 18 years. By applying Miyake and colleagues' integrative framework of executive function to our data, two core components of executive function, working memory and cognitive flexibility, were identified through confirmatory factor analysis. Developmental stability was investigated in a serial multiple mediator structural equation model. Biological, medical, and social factors as well as mental development at 10 months were entered as predictors. Both components of executive function were highly stable from 5.5 to 18 years. Gestational age, intrauterine growth, lack of perinatal medical complications, and female sex were positively related to mental development at 10 months, which together with parental education influenced both core executive functions at 5.5 years. Working memory at 5.5 years mediated outcome in working memory at 18 years. In addition to the mediation of cognitive flexibility at 5.5 years, perinatal medical complications and restricted intrauterine growth had a continued direct negative impact on cognitive flexibility at 18 years. The application of a theoretical framework added to our understanding of executive function development in preterm born children. The study supports early identification of executive deficits among children born preterm, as deficits are unlikely to diminish with maturation.
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Young Adult Motor, Sensory, and Cognitive Outcomes and Longitudinal Development after Very and Extremely Preterm Birth
2019. Brigitte Vollmer, Johanna Stålnacke. Neuropediatrics 50 (4), 219-227
ArticleRead more about Young Adult Motor, Sensory, and Cognitive Outcomes and Longitudinal Development after Very and Extremely Preterm BirthIn this narrative review, we report on adult outcomes after very (before 32 weeks of gestation [wGA]) and extremely (before 28 wGA) preterm birth, with a focus on neuromotor function, neurosensory impairment, general cognitive abilities, executive function, and attentional abilities, all of which are important for academic progress, peer relationships, and participation. Longitudinal development from childhood to adulthood is described. Preterm born individuals have a higher risk for impairment of general cognitive abilities, executive function, attention, and neuromotor abilities well into adulthood, with, however, considerable variability in outcomes. Differences between individuals born preterm and their term born peers persist. Long-term outcomes of general cognitive ability can be predicted with some degree of certainty from childhood assessments: those who perform poor on early childhood age assessments very likely will not catch up, whereas those who perform within the normal range on early assessments sometimes accelerate their development relative to term born peers. This appears similar for executive function and attention, although data on trajectories for these functions are somewhat inconsistent. In adulthood, some studies describe poorer educational outcomes, employment, independent living, and/or economic situation compared with term born individuals; however, large proportion of those born preterm report similar self-perceived quality of life.
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Individual cognitive patterns and developmental trajectories after preterm birth
2015. Johanna Stålnacke (et al.). Child Neuropsychology 21 (5), 648-667
ArticleRead more about Individual cognitive patterns and developmental trajectories after preterm birthCognitive outcome after preterm birth is heterogeneous, and group level analyses may disguise individual variability in development. Using a person-oriented approach, this study investigated individual cognitive patterns and developmental trajectories from preschool age to late adolescence. As part of a prospective longitudinal study, 118 adolescents born preterm, with a birth weight <1,500 g, participated in neuropsychological assessments at age 5½ years and at 18 years. At each age, four cognitive indices, two tapping general ability and two tapping executive functions, were formed to reflect each individual’s cognitive profile. Cluster analyses were performed at each age separately, and individual movements between clusters across time were investigated. At both 5½ and 18 years, six distinct, and similar, cognitive patterns were identified. Executive functions were a weakness for some but not all subgroups, and verbal ability was a strength primarily among those whose overall performance fell within the normal range. Overall, cognitive ability at 5½ years was highly predictive of ability at age 18. Those who performed at low levels at 5½ did not catch-up, but rather deteriorated in relative performance. Over half of the individuals who performed above norm at 5½ years improved their relative performance by age 18. Among those performing around norm at 5½ years, half improved their relative performance over time, whereas the other half faced increased problems, indicating a need for further developmental monitoring. Perinatal factors were not conclusively related to outcome, stressing the need for cognitive follow-up assessment of the preterm born child before school entry.
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Rough beginnings
2014. Johanna Stålnacke (et al.).
Thesis (Doc)Read more about Rough beginningsThis thesis investigates long-term cognitive outcome in two cohorts of adolescents and young adults exposed to stressors during the perinatal period: one group born preterm (<37 weeks of gestation and birth weight <1,500 g); one group exposed to two or more courses of antenatal corticosteroids (ACS), to stimulate lung maturation in the face of threatening preterm birth. In fetal life the brain undergoes dramatic growth, and a disruption to the early establishment of functional neural networks may interrupt development in ways that are difficult to predict. Executive function refers to a set of cognitive processes that are important for purposeful regulation of thought, emotion, and behavior, and even a subtle depreciation may influence overall functioning. Study I investigated the stability of executive function development after preterm birth. Executive functions were differentiated into working memory and cognitive flexibility. Both components were highly stable from preschool age to late adolescence. In Study II, we identified subgroups within the group of children born preterm with respect to cognitive profiles at 5½ and 18 years, and identified longitudinal streams. Outcome after preterm birth was diverse, and insufficiently predicted by perinatal and family factors. Individuals performing at low levels at 5½ years were unlikely to improve over time, while a group of individuals performing at or above norm at 5½ years had improved their performance relative to term-born peers by age 18. Studies I and II pointed to the need for developmental monitoring of those at risk, prior to formal schooling. Study III investigated long-term cognitive outcome after repeat ACS treatment. The study did not provide support for the concern that repeat ACS exposure will have an adverse impact on cognitive function later in life. In sum, exposure to perinatal stressors resulted in great variation in outcome. However, for many, their rough beginnings had not left a lasting mark.
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Cognitive outcome in adolescents and young adults after repeat courses of antenatal corticosteroids
2013. Johanna Stålnacke (et al.). Journal of Pediatrics 163 (2), 441-446
ArticleRead more about Cognitive outcome in adolescents and young adults after repeat courses of antenatal corticosteroidsObjective To investigate whether repeat courses of antenatal corticosteroids have long-term effects on cognitive and psychological functioning. Study design In a prospective cohort study, 58 adolescents and young adults (36 males) who had been exposed to 2-9 weekly courses of betamethasone in utero were assessed with neuropsychological tests and behavior self-reports. Unexposed subjects (n = 44, 25 males) matched for age, sex, and gestational age at birth served as a comparison group. In addition, individuals exposed in utero to a single course (n = 25, 14 males) were included for dose-response analysis. Group differences were investigated using multilevel linear modeling. Results Mean scores obtained in 2 measures of attention and speed were significantly lower in subjects exposed to 2 or more antenatal corticosteroids courses (Symbol Search, P = .009; Digit Span Forward, P = .02), but these were not dose-dependent. Exposure to repeat courses of antenatal corticosteroids was not associated with general deficits in higher cognitive functions, self-reported attention, adaptability, or overall psychological function. Conclusions Although this study indicates that repeat exposure to antenatal corticosteroids may have an impact on aspects of executive functioning, it does not provide support for the prevailing concern that such fetal exposure will have a major adverse impact on cognitive functions and psychological health later in life.
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Read more about Psykologutredning i skolan
Psykologutredning i skolan
2013. Johanna Stålnacke, Ann-Charlotte Smedler.
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Repeat Antenatal Steroid Exposure and Later Blood Pressure, Arterial Stiffness, and Metabolic Profile
2013. Hanna Norberg (et al.). Journal of Pediatrics 163 (3), 711-716
ArticleRead more about Repeat Antenatal Steroid Exposure and Later Blood Pressure, Arterial Stiffness, and Metabolic ProfileObjective To determine the relationship between repeat courses of antenatal corticosteroids (ACS) and risk factors for cardiovascular disease in adolescents and young adults. Study design We assessed body mass index, blood pressure, arterial stiffness, blood lipids, and insulin resistance (IR) in a Swedish population-based cohort (n = 100) at a median age of 18 (range 14-26) years. Fifty-eight subjects (36 males) had been exposed to 2-9 weekly courses of antenatal betamethasone and 42 (23 males) were unexposed subjects matched for age, sex, and gestational age (GA). Results There were no significant differences between the groups regarding body mass index, systolic or diastolic blood pressures, arterial stiffness measured by augmentation index, blood lipids, IR, or morning cortisol levels either in simple regression or in multivariable models. However, more subjects with elevated augmentation index had been exposed to repeat courses of ACS (n = 7) compared with unexposed subjects (n = 1, P = .06), and glucose, insulin, and IR correlated inversely to GA at start of ACS (P < .01). Conclusions Repeat courses of ACS did not correlate to adverse cardiovascular risk profile in adolescence and young adulthood, but long-standing effects on the arterial tree and glucose metabolism, the latter dependent on GA at ACS exposure, cannot be excluded. These observations have clinical implications for the ongoing discussion on short-term benefits and long-term safety of repeat ACS treatment.
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Antenatal corticosteroids for preterm birth
2011. Hanna Norberg (et al.). Acta Paediatrica 100 (3), 364-369
ArticleRead more about Antenatal corticosteroids for preterm birthAim: This study was undertaken to evaluate the effects of repeated courses of antenatal corticosteroids (ACS) on foetal growth. Methods: We studied 94 infants exposed to 2-9 courses of ACS. Mean gestational age (GA) at first exposure was 29 and at birth 34 weeks. Exposure data were retrieved from case record files. Information on potential confounders was collected from the Swedish Medical Birth Registry. Standard deviation scores (SDS) for birthweight (BW), birthlength (BL) and head circumference (HC) were calculated and considered as outcomes. Results: GA at start of ACS did not affect outcome. BW-SDS, BL-SDS and HC-SDS were -0.21, -0.19 and +0.25 in infants exposed to two courses, compared to -1.01, -1.04 and -0.23 in infants exposed to >= 4 courses of ACS (p = 0.04-0.07). In multiple regression analyses, >= 4 courses were associated with lower BW-SDS, BL-SDS and HC-SDS (p = 0.007-0.04) compared to SDS after 2-3 courses. The effects from >= 4 courses on BW and BL were comparable to reduction in birth size seen in twins and on HC to that observed after maternal smoking. Conclusions: Multiple courses of ACS are associated with a dose-dependent decline in foetal growth, which may affect later development and health.
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Psychosocial Experiences and Adjustment Among Adult Swedes With Superior General Mental Ability
2011. Jannica Stålnacke, Ann-Charlotte Smedler. Journal for the Education of the Gifted 34 (6), 900-918
ArticleRead more about Psychosocial Experiences and Adjustment Among Adult Swedes With Superior General Mental AbilityIn Sweden, special needs of high-ability individuals have received little attention. For this purpose, adult Swedes with superior general mental ability (GMA; N = 302), defined by an IQ score > 130 on tests of abstract reasoning, answered a questionnaire regarding their views of themselves and their giftedness. The participants also rated their self-theory of intelligence and completed the Sense of Coherence Scale (SOC-13). At large, the participants experienced being different but felt little need to downplay their giftedness to gain social acceptance. Most participants encompassed an entity self-theory of intelligence, while also recognizing that it takes effort to develop one’s ability. The group scored lower (p < .001) than Swedes in general on the SOC, which may be a reflection of social difficulties associated with being gifted in an egalitarian society. However, it may also indicate that the SOC carries a different meaning for those with superior GMA.
Show all publications by Johanna Stålnacke at Stockholm University