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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• 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

  Artikel

  There 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.

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• Improved readability in written neurodevelopmental reports by five writing rules

  2025. Hampus Bejnö (et al.). Scandinavian Journal of Psychology 66 (1), 28-34

  Artikel

  The purpose of a neuropsychological assessment is to describe a child's difficulties and strengths to enable treatments and contextual adjustments. Typically, the assessment is summarized in the form of a written clinical report. However, such texts have been criticized for being too difficult for parents and teachers to read and comprehend. The purpose of this pre-registered and randomized controlled study was to evaluate five writing rules to improve readability and accessibility in clinical reports: to structure the text with functional domains, exemplify cognitive tasks with examples from daily life, use examples from the daily life of the child, avoid jargon, and to write shorter sentences. We created two separate reports based on the same assessment information of a hypothetical child: one "standard" report, and one where the five writing rules were applied. One hundred teacher students at a teacher education program were randomized to read one of the reports, and then rated readability and answered a comprehension quiz. Results showed that the five writing rules led to improved ratings of readability, and helped readers recall more information immediately afterward. Effects were medium to large. Future studies need to investigate whether the findings generalize to parents and other potential readers. Additionally, future work should address how psychologists can be taught to improve their writing through writing guidelines. Clinical trial registration: https://aspredicted.org/ac96p.pdf.

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• Assistive Augmented Reality for Adults on the Autism Spectrum with Intellectual Disability

  2024. Thomas Westin (et al.). Computers Helping People with Special Needs. ICCHP 2024, 257-266

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  A common challenge for people on the autism spectrum with intellectual disability, is indoor navigation and related daily activities, as found in previous research. In this paper we report on co-design of assistive augmented reality applications, where the goal is to help people on the autism spectrum to gain more independence in their daily lives. This study is based on initially two full-day workshops with staff only, followed by ten individual workshops with the end-users and their staff at day centers, using a mix of methods and prototypes. The results show a clear potential of augmented reality as assistive technology for indoor navigation, depending on individual capability and/or complexity of environments, as well as for other activities. We also found that new barriers may arise, which are discussed for future research.

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• Living with Paediatric acute-onset neuropsychiatric syndrome (PANS) – a qualitative study of Children’s experiences in Sweden

  2023. Noam Ringer, Carin Benjaminson, Hampus Bejnö. Cogent Psychology 10 (1)

  Artikel

  Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) is a relatively new diagnosis, characterized by an abrupt and dramatic onset of obsessive-compulsive disorder, together with neuropsychiatric symptoms. The study aimed to understand the experience of living with PANS from the perspective of children with the diagnosis. The study employed semi-structured interviews with nine children, aged 10–18 years old, with a diagnosis of PANS. An inductive qualitative content analysis approach was used as a guide for analysis of data. The analysis identified three main categories: (1) “Suffering” reflects the aversive emotional, cognitive, and physical experiences of PANS, and its negative consequences on life; (2) “Powerlessness” reflects a lack of control, difficulties involved with predicting and managing the symptoms, not having words to describe one’s needs, and experiencing a lack of understanding from healthcare providers; and (3) “Being encouraged” entails experiences of finding support and encouragement by receiving flexible treatments, adjusted to the person one is, and having someone who does not give up. The conclusions are that PANS has major negative consequences for the children’s well-being, and they experience limited possibilities to manage the symptoms. Flexible and personally adjusted treatments, and caregivers who are a stable source of support, are empowering.

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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.).

  Konferens

  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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