Klara Schelvander Wenneborg
About me
Klara is a licensed speech-language pathologist, a certified behavior analyst (BCBA), and a doctoral student at the Department of Special Education. She has previously worked in habilitation services, student health services, and provided consultation and training to preschools and schools.
Klara's research focuses on the learning environment in schools for students with autism and other social-communication challenges in primary school (years 0-3). To evaluate the learning environment, her project uses a rating scale called APERS (Autism Program Environmental Rating Scale). The purpose of the research is partly to culturally adapt the scale for use in a Swedish school context and partly to use the scale as a basis for interventions grounded in evidence-based practice. The goal is to improve the learning environment, thereby supporting students' learning and participation in school.
Klara is a co-author of the book "Leka, prata, äta - övningar för barn med särskilda behov"
Publications
A selection from Stockholm University publication database
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The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation
2024. Klara Wenneborg (et al.). Journal of autism and developmental disorders
ArticleRead more about The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content ValidationThere is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument's content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion, APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument's effectiveness in improving the learning environment in Swedish primary school classrooms.
Show all publications by Klara Schelvander Wenneborg at Stockholm University