Purpose
The study investigates how kindergarten staff use the Swedish Autism Program Environment Rating Scale (APERS-P-SE) to improve the learning environment for children with autism. By implementing the tool and receiving associated training and guidance, the effect of the intervention was evaluated. The focus was on the children's adaptability and engagement, as well as staff knowledge on autism and their attitudes towards Early Intensive Behavioral Intervention (EIBI), an intervention method that provides intensive behavioural intervention to young children with autism.
Result
The results showed that kindergartens that used both APERS-P-SE and EIBI had a significant improvement in the learning environment compared to those that only used EIBI. This included better physical environment and support for the children's personal independence. However, these improvements did not directly lead to better outcomes for the children or kindergarten staff compared to the control group.
Design
17 children with autism and 35 kindergarten employees from 17 Swedish kindergartens participated in the study. The children were between three and five years old at the start of the study. The kindergartens were divided into experimental and control groups. In each kindergarten, at least one child with autism participated. Kindergarten staff at nine of the kindergartens conducted EIBI supported by training and guidance based on APERS-P-SE assessment, while eight kindergartens conducted EIBI only. Data were collected before and after the intervention, which lasted about eight months. The participants also included supervisors from habilitation centres.
References
Bejnö, H., Roll-Pettersson, L., Klintwall, L., Långh, U., Odom, S. L., & Bölte, S. (2021). "Adapting the preschool environment to the needs of children on the autism spectrum in Sweden: A quasi-experimental study". Scandinavian Journal of Occupational Therapy, DOI: 10.1080/11038128.2021.1993330
Financed by
The Swedish Research Council, Sweden