Profiles

Professor Lise Roll Pettersson

Lise Pettersson Roll

Professor

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Telephone 08-120 764 70
Email lise.roll-pettersson@specped.su.se
Visiting address Frescati hagväg 10
Room 332
Postal address Specialpedagogiska institutionen 106 91 Stockholm

About me

Lise Roll-Pettersson received her PhD from Stockholm University. She is professor of Special education at Stockholm University. Her academic and professional interests include applied behaviour analysis, learning environment, and empirically based practices as they pertain to the learning and development of children with autism and intellectual disabilities. She is at present principle investigator in a four-year project  funded by the Swedish Research Council  which entails  translating and culturally adapting the Autism Program Environmental Rating Scale-Preschool – APERS-PE (Odom, Cox et al., 2013) to the Swedish support system and to test whether a competency based model will improve the quality of preschool learning evironmnets for learners with ASD.  Together with the Psychology department at Stockholm University, she has initiated the first master program in behaviour analysis in Sweden of which the content has been assessed by the Behaviour Analytic Certification Board to meet international certification requirements. Other research interest include cultural aspects affecting supports and services to children with autism as well as the needs and perceptions of parents and extended family.

Applied behaviour analysis
I have designed and implemented graduate level course sequences in applied behaviour analysis which focus on autism and developmental disabilities. The content of these courses has been judged by the Behaviour Analytic Certification Board to meet international certification requirements.

Higher education teaching
My interest in higher education teaching methods is reflected in several of my projects; Firstly, together with Associate Professor Shahla Ala'i Rosales from the University of North Texas, (UNT) I have been responsible for documenting a summit held at UNT in September 2009 which focused on university training to prepare professionals to competently design and supervise interventions based on applied behaviour analysis for children with autism Participants came from different countries within Europe and the USA, documentation was completed 2010. I firmly believe that the quality and content in higher education courses/programs are factors which indirectly influence the learning and development of children with disabilities. In my opinion it is not only important that instructors in higher education (HE) have substansive knowledge concerning what is to be taught but also how adults learn in order to facilitate deep, reflective and analytical thinking skills.

Publications

A selection from Stockholm University publication database
  • 2016. Lise Roll-Pettersson, Ingrid Olsson, Shahla Ala'i-Rosales. International Electronic Journal of Elementary Education 9 (2), 317-336

    The present study examined proximal and distal barriers and supports within the Swedish service system that may affect implementation of early and intensive behavioral intervention (EIBI) for children with autism. A case study approach with roots in ethnography was chosen to explore this issue. Two preschools exemplifying ‘high quality practice’ were studied and information was collected through multiple sources during a 12 month period, this included participant observations, direct observations, semi-structured interviews with key informants; paraprofessionals, parents, special educators, habilitation specialists and a focus group interview. Interview transcripts and field notes were combined and analyzed using an abductive grounded theory approach.  Findings highlight the relevance of researchers understanding and taking into consideration the effect that distal variables have on implementation within proximal settings. A theoretical model of factors affecting implementation was conceptualised to include: staff entry knowledge and competence, development through supervision, the role of the preschool administrator, as well as distal influences and inter-organizational tensions, values, and bridges. Findings are discussed within the context of implementation science. Implications for future research are discussed as well as areas in need of further development to bridge the gap between research and practice.

  • 2014. Annika Käck (et al.). European Journal of Open, Distance and E-Learning 17 (1), 93-107

    Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

  • 2012. Ingrid Olsson, Katarina Flygare, Lise Roll-Pettersson. Barn 30 (4), 25-40

    Denna artikel beskriver en kvalitativ intervjustudie av föräldrars erfarenheter av stödinsatsen personlig assistans till barn. Deltagare är åtta föräldrar till sex barn med autism och/eller utvecklingsstörning i Sverige. Intervjuerna analyserades med tolkande fenomenologisk analys. Resultatet visar att föräldrar ser personlig assistans som viktig men också som förknippad med problem. Organisationen av personlig assistans är inte anpassad för den enskilda familjens förutsättningar, personliga assistenter uppfattas som okunniga och barnen har lite inflytande. Med hjälp av Bronfenbrenners (1979) ekologiska modell visas hur personlig assistans kan anpassas bättre till familjer. Studien tyder också på att det behövs ett större kunskapsutbyte mellan yrkesverksamma och familjer samt en ökad förståelse för förälderns ofta komplexa roll som assistent, expert, målsättare och genomdrivare.

  • 2011. Lise Roll-Pettersson, Shahla Ala i´-Rosales.

    The growing number of children diagnosed with autism, in congruency with the expansion of research supporting the effectiveness of applied behaviour analysis has lead to a global demand for competent professionals with expertise in  applied behaviour analysis as it applies to autism.  There are to date only a handful of university programs internationally recognized as meeting content criteria for certification in BA. The purpose of this presentation is to describe the outcome of a summit held at The University of North Texas in which professionals with expertise in areas of significance to higher education met and produced a series of articles published in a special edition of  EOJBA. The relevance of the articles as a source for faculty and administration for developing effective courses in applied behaviour analysis and autism will be discussed in relation to curricula content, instructional methods, and issues pertinent for developing innovative, socially relevant programs.

  • 2011. Lise Roll-Pettersson, Shahla Ala'i-Rosales, Annika Käck.

    The last decade has experienced an increase of children diagnosed with autism creating a demand for behaviour analytic supports. However many countries lack expertise and university based coursework in behaviour analysis as it applies to autism. The purpose of this paper is to present two master level higher education courses which utilized blended learning technologies. The first course adhered to BACB certification guidelines, and was designed and implemented through collaboration between The University of North Texas and Stockholm University. The second course was subsidized by Nordplus Higher Education and introduced applied behaviour analysis and autism to a group of students enrolled in four Nordic-Baltic universities/colleges. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held at the University of North Texas which focused on issues pertaining to designing, implementing, and supervising behaviour analytic interventions in autism.

  • 2010. Lise Roll-Pettersson, Ulla Ek, Jonas Ramnerö. Association of professional behavior analysts (17)

    The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB’s accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for professional development and identity from the perspective of European behaviour analysts. Countries within Europe have different ideological and philosophical assumptions concerning important conceptual and practical knowledge for professionals like licensed psychologists and special educators. The conceptual knowledge base in one country might differ from that of another country. Certification in behaviour analysis, however, would clearly indicate that an individual has knowledge and skills in applied behaviour analysis and can apply them in an ethical and accountable manner in practical settings, regardless of the country in which the individual was trained and the academic discipline in which the individual obtained degree or coursework. Thus BACB certification may promote collaboration among countries, and may come to serve as a tie that binds theory and practice across countries as well as disciplines.

  • 2010. Lise Roll-Pettersson.

      The last decade has experienced an increase of children diagnosed with autism creating  a demand for behaviour analytic  supports. However many countries lack expertise and university based coursework in behaviour analysis. The purpose of this paper is to present two courses which utilized blended learning technologies. Blended learning has been found especially useful when expertise is geographically limited, and for culturally tailoring content. The first course was advanced level and adhered to BACB certification guidelines (BCBA), collaboration was between University of North Texas and Stockholm University. The second course introduced ABA as it relates to autism to students  in the Nordic-Baltic region. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held  at the University of North Texas which focused on issues  pertaining to designing, implementing, and supervising behaviour analytic interventions in autism

  • 2010. Eva Heimdahl Mattson, Siv Fischbein, Lise Roll-Pettersson. International Journal of Inclusive Education 14 (8), 813-827

    The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest.  Retrospective  interviews  were  performed  with  students  and  parents.  Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof  environmental  adjustment.  Special  educational  support  was  according  tostudents  and  parents  organised  in  small  and  often  very  heterogeneous  groupswhere  the  students  sometimes  received  adequate  support  but  often  felt  deviantfrom friends in their regular classes. The responsibility for helping the childrenwith  their  schoolwork  was  allocated  to  the  parents.  Research  in  this  areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and  parental  involvement  indicate  that  competence  and  resources  at  schoolregarding children at risk for developing reading difficulties are often lacking in  the Swedish educational system.

  • 2010. Shahla Ala i´-Rosales, Lise Roll-Pettersson.

    The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts.  There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB.  Even fewer of these programs have formal institutional course approval for classes in autism.  The purpose of this paper is to describe a training summit that was held in September of 2009.  The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.

  • 2009. Lise Roll-Pettersson, Shahla Ala i´-Rosales. Journal of Intellectual Disabilities 13 (2), 113-142

    Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

  • 2012. Ingrid Olsson, Lise Roll-Pettersson. European Journal of Special Needs Education 27 (1), 69-80

    Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.

  • 2008. Lise Roll-Pettersson. EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES 43 (2), 174-185

    This study compared general educators' (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 4 7 % based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.

Show all publications by Lise Pettersson Roll at Stockholm University

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Last updated: December 11, 2018

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