| 1. |
- Bejnö, Hampus, et al.
(author)
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Adapting the Preschool Environment to the Needs of Children on the Autism Spectrum in Sweden : A quasi-experimental study
- 2023
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In: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 30:3, s. 278-297
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Journal article (peer-reviewed)abstract
- BACKGROUND 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.AIM 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.MATERIAL AND METHODS 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.RESULTS 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.CONCLUSIONS AND SIGNIFICANCE 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.
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| 2. |
- Bejnö, Hampus, et al.
(author)
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Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden
- 2019
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In: Journal of autism and developmental disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 49:5, s. 1853-1862
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Journal article (peer-reviewed)abstract
- Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.
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| 3. |
- Bejnö, Hampus, et al.
(author)
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From Someone Who May Cause Trouble to Someone You Can Play With : Stakeholders' Perspectives on Preschool Program Quality for Autistic Children
- 2022
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In: Journal of autism and developmental disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 52:9, s. 3890-3908
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Journal article (peer-reviewed)abstract
- In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.
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| 4. |
- Gladh, Maria, 1970-, et al.
(author)
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Feasibility and fidelity in implementation of a peer-based intervention for social play
- 2023
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In: JURE 2023 Book of Abstracts. ; , s. 58-59
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Conference paper (other academic/artistic)abstract
- Policies of early childhood education (ECE) emphasize the significance of social play with peers for children’s well-being, learning, development, social participation, and inclusion. In Swedish ECE settings, the principle of children’s agency, with access to free play is also important. Previous studies show that children with disabilities and other special educational needs (SEN) could risk engaging less in social play with peers. Previous studies also show that it could be challenging in inclusive ECE teaching to balance the principles of agency and social participation for all children, with the concept of explicit teaching. Peerbased intervention and instruction (PBII) constitute a recommended practice for learning social skills and promoting social play between children in inclusive settings. In order to examine such, researchers need to consider the implementation context and the fidelity of the intervention, both in terms of its procedures and content. This presentation provides examples of a multiple case study, exploring the implementation of a PBII for social play skills, in four inclusive Swedishpreschools. It aims to contribute to discussing the implementation of complex interventions and means for treating feasibility and treatment fidelity in various ECE contexts, where views of social play, social learning, teaching, and care might vary.
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| 5. |
- Gladh, Maria, 1970-, et al.
(author)
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Social validity and psychometric properties of Teacher Impression Scale – A pilot study
- 2022
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In: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 37:3, s. 461-476
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Journal article (peer-reviewed)abstract
- Teachers of inclusive early childhood education (ECE) are responsible for monitoring children’s social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social validity of the Swedish version of TIS, TIS-S, and to evaluate its effectiveness in identifying participants for peer-mediated interventions in Swedish preschools; by also testing the internal consistency, and the construct and criterion-related validity of the scale. The teachers (N = 16) observed children with SEN (n = 16) and without SEN (n = 16) in social play situations with TIS-S and subsequently answered a survey. Data were analysed quantitatively and qualitatively. Results demonstrate that the TIS-S has high internal reliability. The TIS-S also discriminated between the groups of children with and without SEN, which provided evidence of construct and criterion validity. Social validity was verified as the teachers reported that TIS-S was suitable for recognising individual children’s need for support in interactions with peers, planning for adaptations for all children in the social learning environment, and reflecting on the complexity of children’s social behaviour in play.
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| 6. |
- Gladh, Maria, 1970-, et al.
(author)
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Structured observation of children’s play with Teacher Impression Scale : a test among Swedish preschool teachers
- 2019
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Conference paper (other academic/artistic)abstract
- Children with special educational needs (SEN) are often less socially engaged than their typically developing peers. To design intervention programs to support social engagement in early intervention programs, it is important to have an assessment that is reliable and feasible for teacher to use in classrooms. The Teacher Impression Scale (TIS) is a 16 item scale (McConnell & Odom, 1999) designed to measure social engagement. The aim of the present study was to test the reliability of a Swedish version of the TIS for identifying children who might be in need of a social competence intervention and to assess its acceptability among teachers. Teachers (N=16) rated children (N=32) with and without SEN with TIS and rated the acceptability of the assessment. The results showed that TIS has high internal validity (α = 0.97), supported identification of suitable participants, and was perceived positively by teachers.
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| 7. |
- Gladh, Maria, 1970-, et al.
(author)
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Studying a peer-based intervention to test the concept of explicit teaching social play skills
- 2023
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In: EARLI 2023 The Book of Abstracts. ; , s. 250-251
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Conference paper (other academic/artistic)abstract
- Some preschoolers may risk being less involved in play with peers, due to disabilities, other special educational needs (SEN), and non-adapted learning environments. Peer-based interventions and instructions (PBIIs) are complementary inclusive teaching methods. By using these, teachers can promote children's social skills and increase their social play participation. However, the outcomes of such interventions may vary for different children. To evaluate their effectiveness, researchers also need to consider the implementation contexts. Based on a holistic view of learning and development, preschools might contrast teaching and play. To test the concept and feasibility of explicitly teaching social play skills by using the PBII Play Time/Social Time (PT/ST), we conducted two multiple case studies in four Swedish preschools. PT/ST contains 28 learning activities including play, addressing social skills significant for play interactions and friendships. Four teachers implemented PT/ST in their settings. At each preschool, one child with a disability or other SEN (n = 4) and one or two socially skilled peers (n = 6) participated. We triangulated data from observational assessments, video observations, a group interview, teacher logbooks,audio-recorded coaching dialogues, and field notes. The results indicate that the teacher's implementation of PT/ST enabled the children to engage in social play and use social skills. Preliminary results also indicate that the teachers could adapt the intervention to their practice, by staging learning activities for social play and instructing and scaffolding the children to use social skills and play together. The presentation will discuss the didactic dimension of implementing PBIIs.
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| 8. |
- Gladh, Maria, 1970-, et al.
(author)
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Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
- 2022
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In: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Journal article (peer-reviewed)abstract
- This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.
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| 9. |
- Hampus, Bejnö, et al.
(author)
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Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden
- 2019
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In: 12th Autism-Europe International Congress – September 13-15th 2019. ; , s. 94-95
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Conference paper (other academic/artistic)abstract
- Introduction: Increased diagnoses rates of autism and earlier identification pose new challenges to preschools and services delivering early intervention to children on the spectrum. A prerequisite for successful implementation of support is a high quality preschool learning environment. Here, we briefly describe the process of translating, culturally adapting and validating the contents of the Autism Program Environment Rating scale (APERS), originally designed for assessing the quality of the learning environment for children and adolescents with autism in the USA, to a European language and educational context.Methods: In an authorized step-wise procedure, the 59 item scale was translated by a PhD level clinician fluent in English with expertise in autism and psychometrics. Subsequently, following internal feedback from the research team, adaptions addressing translation and cultural adaption of the scale were made. Then, five Swedish external preschool and early intervention experts were invited to provide feedback on the cultural appropriateness of the adapted scale. Lastly, nine additional independent external experts within the field of autism, preschool and early intervention were invited to rate the content validity of the adapted scale. Relevance of subdomains and domains was assessed as well as clarity and comprehensiveness for all of the scale’s items. Experts also rated the practical relevance, need, usefulness, and feasibility of the scale as a whole, and provided anecdotal formative feedback.Results: All items, subdomains, and domains of the scale were estimated by the raters as showing sufficient content validity (Content validity index ≥,.79). Several Swedish experts highlighted the need for such a scale, and the usefulness of the scale as a means to assess and then support preschool staff to improve learning environment for children with autism. However, some concerns were raised about the comprehensiveness of the scale and the challenges preschools will meet in improving their learning environment. Discussion There seems to be a need for a rating scale to assess and improve the learning environment for children with autism in preschool settings. Although the usefulness and content validity of the translated and adapted scale was established, little is still known about other psychometric properties of the scale, and more work needs to be done to assess its usefulness as a tool for systematic improvement of preschool program quality.
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| 10. |
- Hsieh, Yu-Hsin, 1984-, et al.
(author)
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Increasing participation in computer activities using eye-gaze assistive technology for children with complex needs
- 2024
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In: Disability and Rehabilitation. - : Informa UK Limited. - 1748-3107 .- 1748-3115. ; 19:2, s. 492-505
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Journal article (peer-reviewed)abstract
- Purpose: Eye-gaze assistive technology offers children with severe motor and communication difficulties the opportunity to access and control a computer through eye movements. The aim of this study was to examine the impact of eye-gaze assistive technology intervention on participation in computer activities and technology usability among children with complex needs in Taiwan.Materials and methods: This study involved a multiple baseline design across individuals. The participants were four children aged three to six years with severe motor and communication difficulties and low eye-control skills. The six-month intervention consisted of two collaborative team meetings and 12 individual supports to facilitate the use of eye-gaze assistive technology at home or in educational environments. Participation in computer activities (diversity, frequency, and duration) was repeatedly measured through a computer use diary. Other outcomes included assessments of goal achievements and parents/teachers’ ratings on children’s performance in computer activities.Results: The young children increased the diversity of their computer activities and their frequency and duration of computer use from baseline to the intervention phase. The children attained six of eight predefined goals related to play, communication, and school learning. Parents and teachers perceived the children’s changes in performance as meaningful.Conclusion: This study strengthens the evidence that eye-gaze assistive technology is useful in everyday contexts for children with complex needs in Taiwan. The findings add knowledge that children with weak eye-control skills increased participation in computer activities as a result of the eye-gaze assistive technology.
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