Adapting the preschool environment to the needs of children on the autism spectrum in Sweden: A quasi-experimental study

• DOI: 10.1080/11038128.2021.1993330
• Publication Date: 2021-10-26T04:06:56Z
• Authors: Hampus Bejnö; Lise Roll-Pettersson; Lars Klintwall; Ulrika Långh; Samuel L. Odom; Sven Bölte
• Keywords: Sweden; Autism Spectrum Disorder; Behavior Therapy; Child, Preschool; 4. Education; 05 social sciences; Humans; Learning; 0501 psychology and cognitive sciences; Autistic Disorder; Child

Children on the autism spectrum may receive Early Intensive Behavioural Intervention (EIBI) in Sweden to support development by providing learning opportunities. However, research suggests a need to improve the quality of their learning environment.This pre-registered study (#NCT03634761) aimed to evaluate the Swedish Autism Program Environment Rating Scale (APERS-P-SE) as a means to promote the quality of the pre-school learning environment for children on the autism spectrum, along with outcomes for these children, and their pre-school staff.In a quasi-experimental study, pre-school staff (n = 35) conducted either EIBI supported by in-service training and on-site coaching based on APERS-P-SE assessment (at k = 9 preschools) or EIBI only (k = 8), during an 8-months period.The quality of the immediate learning environment (primary outcome) increased significantly in the EIBI/APERS-P-SE preschools. However, changes in child and pre-school staff measures were not significant.In-service training and on-site coaching based on APERS-P-SE assessments can increase the quality of the learning environment in Swedish pre-school. Studies of longer duration and larger sample size are required to determine if using the APERS-P-SE can also achieve desired behavioural change for children-, and impact pre-school staff applying EIBI.