I urval från Stockholms universitets publikationsdatabas

• Adapting the Preschool Environment to the Needs of Children on the Autism Spectrum in Sweden

  2021. Hampus Bejnö (et al.). Scandinavian Journal of Occupational Therapy

  Artikel

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• From Someone Who May Cause Trouble to Someone You Can Play With

  2021. Hampus Bejnö (et al.). Journal of autism and developmental disorders

  Artikel

  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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• TRAS

  2021. Johan Hansén-Larson (et al.). Scandinavian Journal of Psychology 62 (4), 522-528

  Artikel

  Interventions for preschool children with autism typically require professionals and parents to identify which social and language skills the individual child shows deficits in. Many assessment tools aimed at identifying such deficits exist, but they often require extensive training to use. The present study investigated the potential usefulness for said assessment purposes of the Norwegian assessment tool, TRAS – “Tidig Registrering Av Språkutveckling” (i.e. Nordic acronym for assessment of early language development), which can be used by preschool teachers without any specific training. Participants were 54 children with ASD, aged 2–5 years, enrolled in a behavioral intervention program. Participants were scored using TRAS at three time points during treatment to investigate TRAS’ sensitivity for detecting change. Only participants who had TRAS scores registered at all three time points were used for this analysis (n = 27). At intake, children were also scored using the Vineland Adaptive Behavior Scales, the results of which was then compared to TRAS scores. Results showed that TRAS scores increased significantly across time points, indicating that the tool is sensitive to treatment effects. TRAS scores also correlated significantly with Vineland communication subscale (n = 50), indicating that the measure can be used to measure language abilities in children with ASD. We conclude that TRAS is a potential alternative to more comprehensive language assessment tools for children with ASD.

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• Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden

  2019. Hampus Bejnö (et al.). Journal of autism and developmental disorders 49 (5), 1853-1862

  Artikel

  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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• Emergent Language Responses Following Match-to-Sample Training among Children with Autism Spectrum Disorder

  2018. Hampus Bejnö (et al.). International Journal of Psychology & Psychological Therapy / Revista Internacional de Psicologia y Terapia Psicologica 18 (1), 1-14

  Artikel

  The present study explored the effects of match-to-sample training on emergent responses in the domains of receptive and expressive language among children with autism spectrum disorder (ASD) in an applied setting. A concurrent multiple probe design across six participants was applied, with a follow-up after 10 days. All six children participated in a match-to-sample training procedure. The participants were trained to match a picture card of an item with a word card corresponding to the name of the item, and a word card of an item with a picture card corresponding to the name of the item. After training, three participants developed the emergent responses of receptively identifying and expressively naming both picture cards and word cards. There was a correspondence between acquired matching skills and the development of emergent language responses. Follow-up measures showed that the acquired emergent responses remained somewhat stable over time. The results are discussed in relation to prior research and in terms of implications for teaching children with ASD language skills in applied settings such as preschools. The results are also discussed in relation to the participant’s prior verbal skills and to the retention of emergent language responses.

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