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Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in 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.
Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
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2019 (English)In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 49, no 5, p. 1853-1862Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2019. Vol. 49, no 5, p. 1853-1862
Keywords [en]
autism spectrum disorder, scale, preschool, assessment, cultural adaption, content validity
National Category
Applied Psychology Pedagogical Work
Research subject
Special Education; Psychology
Identifiers
URN: urn:nbn:se:su:diva-164310DOI: 10.1007/s10803-018-03870-5ISI: 000466001300008OAI: oai:DiVA.org:su-164310DiVA, id: diva2:1278939
Funder
Swedish Research Council, 2015-01212Available from: 2019-01-15 Created: 2019-01-15 Last updated: 2020-01-20Bibliographically approved

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Bejnö, HampusRoll-Pettersson, LiseKlintwall, Lars
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