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Using a competency based model to improve prerequisites for implementation of EIBI: Insights and perspectives from Sweden
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0002-7469-2666
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

A prerequisite for effective implementation of early intensive behavioral interventions is a high quality learning environment. However, research to date suggests that the learning environment in community based Swedish preschools is not optimal for children with ASD. A brief overview of the Swedish early intervention support system will be followed by a description of the cultural adaption of the Autism Program Environment Rating Scale (APERS-PE). Furthermore, an ongoing comparative study involving 17 preschools will be described. All participating preschools have children enrolled in EIBI preschool programs, entailing that paraprofessionals and parents obtain supervision at habilitation centers. In addition preschool staff in the study’s experimental group receive monthly on-site coaching, and in-service training on evidence based practices and autism. Outcome measures include pre-post APERS-PE assessments, child engagement and adaptive behavior, and staff knowledge and self-efficacy. Preliminary findings indicate increased learning environment quality in the study’s experimental group as rated by APERS-PE.

Place, publisher, year, edition, pages
2019.
National Category
Applied Psychology Pedagogical Work
Identifiers
URN: urn:nbn:se:su:diva-171278OAI: oai:DiVA.org:su-171278DiVA, id: diva2:1340536
Conference
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, Sydney, Australia, June 25-28, 2019
Available from: 2019-08-05 Created: 2019-08-05 Last updated: 2020-01-21Bibliographically approved

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CiteExportLink to record
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