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  • 1.
    Ala i´-Rosales, Shahla
    et al.
    University of North Texas.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    University Training for Behavior Analysts Specializing in Autism Interventions2010Conference paper (Other academic)
    Abstract [en]

    The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts.  There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB.  Even fewer of these programs have formal institutional course approval for classes in autism.  The purpose of this paper is to describe a training summit that was held in September of 2009.  The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues.

  • 2. Backman, Anna
    et al.
    Zander, Eric
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Vigerland, Sarah
    Hirvikoski, Tatja
    Functioning and quality of life in transition-aged youth on the autism spectrum – associations with autism symptom severity and mental health problems2023In: Research in Autism Spectrum Disorders, ISSN 1750-9467, E-ISSN 1878-0237, Vol. 104, article id 102168Article in journal (Refereed)
    Abstract [en]

    Previous research notes difficulties in functioning and low quality of life (QoL) among transition-age youth on the autism spectrum, and poor mental health may contribute to these difficulties. This study examined the role of autism symptom severity and mental health problems on self-reported functioning and QoL in treatment-seeking transition-age autistic youth. The study included 140 autistic youth (16–25 years, M = 20.44 (SD = 2.95); n = 91 females [65%], n = 42 males [30%], n = 7 non-binary [5%]). We assessed functioning using a structured interview and QoL through a self-report questionnaire. Factors potentially associated with functioning and QoL were assessed using standardized self-report questionnaires of autism symptom severity, symptoms of anxiety and depression, and information from medical records. Participants reported functioning on the 90th percentile compared to general population norms, indicating significant disability, and also rated low overall QoL. Regression analysis showed that autism symptom severity and anxiety symptoms, and to some extent gender and having an ADHD diagnosis, explained 46% of the variance in overall functioning. Symptoms of anxiety and depression, and to a lesser extent, active friendship, explained 43% of the variance in QoL. Sampling limitations of the study include the overrepresentation of women and newly diagnosed participants. We highlight that functioning and QoL are multifactorial, necessitating a comprehensive assessment of transition-aged autistic youth, including mental health problems, to plan tangible interventions.

  • 3.
    Bejnö, Hampus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Bölte, Sven
    Linder, Nina
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Långh, Ulrika
    Odom, Samuel L
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    From Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children2022In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 52, no 9, p. 3890-3908Article in journal (Refereed)
    Abstract [en]

    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.

  • 4.
    Bejnö, Hampus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Bölte, Sven
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Using a competency based model to improve prerequisites for implementation of EIBI: Insights and perspectives from Sweden2019Conference paper (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.

  • 5.
    Bejnö, Hampus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Klintwall Högberg, Lars
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Långh, Ulrika
    Odom, Samuel L.
    Bölte, Sven
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Adapting the Preschool Environment to the Needs of Children on the Autism Spectrum in Sweden: A quasi-experimental study2023In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 30, no 3, p. 278-297Article in journal (Refereed)
    Abstract [en]

    BACKGROUND Children on the autism spectrum may receive Early Intensive Behavioural Intervention (EIBI) in Sweden to support development by providing learning opportunities. However, research suggests a need to improve the quality of their learning environment.

    AIM This pre-registered study (#NCT03634761) aimed to evaluate the Swedish Autism Program Environment Rating Scale (APERS-P-SE) as a means to promote the quality of the pre-school learning environment for children on the autism spectrum, along with outcomes for these children, and their pre-school staff.

    MATERIAL AND METHODS In a quasi-experimental study, pre-school staff (n = 35) conducted either EIBI supported by in-service training and on-site coaching based on APERS-P-SE assessment (at k = 9 preschools) or EIBI only (k = 8), during an 8-months period.

    RESULTS The quality of the immediate learning environment (primary outcome) increased significantly in the EIBI/APERS-P-SE preschools. However, changes in child and pre-school staff measures were not significant.

    CONCLUSIONS AND SIGNIFICANCE In-service training and on-site coaching based on APERS-P-SE assessments can increase the quality of the learning environment in Swedish pre-school. Studies of longer duration and larger sample size are required to determine if using the APERS-P-SE can also achieve desired behavioural change for children-, and impact pre-school staff applying EIBI.

  • 6.
    Bejnö, Hampus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Klintwall, Lars
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Clinical psychology.
    Långh, Ulrika
    Odom, Samuel L.
    Bölte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 49, no 5, p. 1853-1862Article in journal (Refereed)
    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.

  • 7.
    Bejnö, Hampus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise Renat
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Klintwall, Lars
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Långh, Ulrika
    Odom, Samuel L.
    Bolte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019Conference paper (Refereed)
    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.

  • 8.
    Hampus, Bejnö
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Klintwall, Lars
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Långh, Ulrika
    Odom, Samuel L
    Bölte, Sven
    Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden2019In: 12th Autism-Europe International Congress – September 13-15th 2019: Abstract book, 2019, p. 94-95Conference paper (Other academic)
    Abstract [en]

    Introduction: Increased diagnoses rates of autism and earlier identification pose new challenges to preschools and services delivering early intervention to children on the spectrum. A prerequisite for successful implementation of support is a high quality preschool learning environment. Here, we briefly describe the process of translating, culturally adapting and validating the contents of the Autism Program Environment Rating scale (APERS), originally designed for assessing the quality of the learning environment for children and adolescents with autism in the USA, to a European language and educational context.

    Methods: In an authorized step-wise procedure, the 59 item scale was translated by a PhD level clinician fluent in English with expertise in autism and psychometrics. Subsequently, following internal feedback from the research team, adaptions addressing translation and cultural adaption of the scale were made. Then, five Swedish external preschool and early intervention experts were invited to provide feedback on the cultural appropriateness of the adapted scale. Lastly, nine additional independent external experts within the field of autism, preschool and early intervention were invited to rate the content validity of the adapted scale. Relevance of subdomains and domains was assessed as well as clarity and comprehensiveness for all of the scale’s items. Experts also rated the practical relevance, need, usefulness, and feasibility of the scale as a whole, and provided anecdotal formative feedback.

    Results: All items, subdomains, and domains of the scale were estimated by the raters as showing sufficient content validity (Content validity index &#8805,.79). Several Swedish experts highlighted the need for such a scale, and the usefulness of the scale as a means to assess and then support preschool staff to improve learning environment for children with autism. However, some concerns were raised about the comprehensiveness of the scale and the challenges preschools will meet in improving their learning environment. 

    Discussion There seems to be a need for a rating scale to assess and improve the learning environment for children with autism in preschool settings. Although the usefulness and content validity of the translated and adapted scale was established, little is still known about other psychometric properties of the scale, and more work needs to be done to assess its usefulness as a tool for systematic improvement of preschool program quality.

  • 9.
    Heimdahl Mattson, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fischbein, Siv
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Students with reading difficulties/dyslexia: a longitudinal Swedish example2010In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 14, no 8, p. 813-827Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest.  Retrospective  interviews  were  performed  with  students  and  parents.  Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof  environmental  adjustment.  Special  educational  support  was  according  tostudents  and  parents  organised  in  small  and  often  very  heterogeneous  groupswhere  the  students  sometimes  received  adequate  support  but  often  felt  deviantfrom friends in their regular classes. The responsibility for helping the childrenwith  their  schoolwork  was  allocated  to  the  parents.  Research  in  this  areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and  parental  involvement  indicate  that  competence  and  resources  at  schoolregarding children at risk for developing reading difficulties are often lacking in  the Swedish educational system.

  • 10.
    Jornevald, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hau, Hanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The Good Behavior Game for students with special educational needs in mainstream education settings: A scoping review2024In: Psychology in the schools (Print), ISSN 0033-3085, E-ISSN 1520-6807, Vol. 61, no 3, p. 861-886Article, review/survey (Refereed)
    Abstract [en]

    The Good Behavior Game (GBG) is a classroom management strategy that consistently demonstrates its ability to promote positive behaviors and peer relations among students, with immediate and long-term benefits. This scoping review aimed to provide an overview of peer-reviewed research on the GBG specifically focused on students with special educational needs (SEN) in mainstream education settings. Following a systematic search-and-selection procedure, 30 studies were included, 26 with an experimental design and 4 with a qualitative/mixed-methods design. SEN participants were mainly subgroups of students with baseline assessments of emotional-behavioral difficulties; there was, however, substantial clinical and methodological heterogeneity across studies. Integrative findings from quantitative and qualitative studies indicate that the GBG benefits most students with SEN in mainstream settings, while results for students with severe socio-behavioral difficulties are ambiguous. We identified a paucity of research on students with neurodevelopmental diagnoses such as attention deficit hyperactivity disorder or autism spectrum disorder, as well as on the perspectives of students and teachers and challenges associated with the GBG for students with severe difficulties. Schools implementing the GBG should be aware that some students may need individual adaptations to participate in the GBG, and teachers may need support to implement these adaptations. 

  • 11. Keenan, Mickey
    et al.
    Dillenburger, Karola
    Konrad, Marie-Hélène
    Debetencourt, Natacha
    Vuksan, Rea
    Kourea, Lefki
    Pancocha, Karel
    Kingsdorf, Sheri
    Brandtberg, Henriette Juul
    Ozkan, Nursel
    Abdelnour, Helene
    Da Costa-Meranda, Magali
    Schuldt, Steffi
    Mellon, Robert
    Herman, Alexandra
    Tennyson, Alan
    Ayvazo, Shiri
    Moderato, Paolo
    Attard, Natasha
    Schenk, Jacqueline
    Budzinska, Anna
    Virues-Ortega, Javier
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Strömberg, Dag
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wirth, Silja
    Escané, Charlotte
    Glaus-Stuessi, Erika
    Moskalets, Alla
    Gallagher, Stephen
    Professional Development of Behavior Analysts in Europe: A Snapshot for 21 Countries2023In: Behavior Analysis in Practice, ISSN 1998-1929, Vol. 16, no 3, p. 709-729Article, review/survey (Refereed)
    Abstract [en]

    Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe.

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  • 12. Keenan, Mickey
    et al.
    Dillenburger, Karola
    Röttgers, Hanns Rüdiger
    Dounavi, Katerina
    Jónsdóttir, Sigríður Lóa
    Moderato, Paolo
    Schenk, Jacqueline J. A. M.
    Virués-Ortega, Javier
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Martin, Neil
    Autism and ABA: The Gulf Between North America and Europe2015In: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 2, no 2, p. 167-183Article, review/survey (Refereed)
    Abstract [en]

    Prevalence estimations for Autism Spectrum Disorder have been increasing over the past few years with rates now reported to be at 1: 68. Interventions that are based on Applied Behaviour Analysis are significantly related to best outcomes and are widely considered `treatment as usual' in North America. In Europe, this is not the case, instead a rather ill-defined `eclectic' approach is widely promoted and in this paper we discuss some of the roots of this gulf between Europe and North America and correct some of the misconceptions that prevail about Applied Behaviour Analysis in Europe.

  • 13.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Alai-Rosales, Shahla S.
    Høium, Kari
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno G. H.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Intercultural Blended Design Considerations: a Case Study of a Nordic-Baltic Course in Autism Intervention2014In: European Journal of Open, Distance and E-Learning, E-ISSN 1027-5207, Vol. 17, no 1, p. 93-107Article in journal (Refereed)
    Abstract [en]

    Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

  • 14.
    Olsson, Ingrid
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Flygare, Katarina
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Stöd och belastning – föräldrars erfarenheter av personlig assistans till barn med autism och utvecklingsstörning2012In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 30, no 4, p. 25-40Article in journal (Refereed)
    Abstract [en]

    Sweden has a system of personal assistance for children with autism and/or intellectual disabilities. Through the usage of qualitative interviews, this study investigates eight parents’ experiences of personal assistance for their children. The interviews were analyzed using the Interpretative Phenomenological Analysis and Bronfenbrenner’s (1979) ecological model. Personal assistance is described by the parents as important but the findings also point towards several problems. For example, the system is not adapted to the families’ routines and interests, personal assistants are described as unskilled, and moreover the child has little influence over his or her situation. In the paper we discuss the importance of exchanging knowledge between families and professionals and the need to further understand how parents work their way through the system, acting as assistants, experts, and decision makers.

  • 15. Olsson, Ingrid
    et al.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    A didactic perspective on negotiations and collaborations between different actors within the Swedish support system: children with autism spectrum disorders included in community-based preschool settings2020In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 6, no 1, p. 58-68Article in journal (Refereed)
    Abstract [en]

    In the present study, a didactic perspective was used to examine collaborations and negotiations between preschools and habilitation centres concerning intensive behavioural interventions for children with autism spectrum disorders in inclusive settings in Swedish preschools. The didactic triangle was used as the theoretical tool to analyse information derived from a qualitative case-study in two preschools exemplifying ‘high quality practice’. Direct content analysis was used to analyse data with a focus on the child, the pedagogue, and the subject. Data were collected through multiple sources during a 12-month period, including observations and interviews. A model of aspects of the collaboration between preschools, habilitation centres, and families was conceptualized based on the didactic triangle: the ‘pedagogue cornerstone’ encompassed competence, attitudes, and collaborations; the ‘child cornerstone’ encompassed learning in relation to specific goals; the ‘subject cornerstone’ encompassed both subjects shared with typically developing peers and subjects related to the specific challenges. In addition, the preschool principals were described as important. Different factors in relation to tensions and collaborations between organizations concerning inclusive education were elaborated. Implications for preschools, inter-organizational collaboration, and future research are discussed.

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  • 16.
    Olsson, Ingrid
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    "No no, you cannot say that!" Perceptions and experiences of parents of preschool children with intellectual disabilities in Sweden2012In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, no 1, p. 69-80Article in journal (Refereed)
    Abstract [en]

    Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes emerged: orchestrating formal support; early intervention; and informal support. Parents described orchestrating different organisations within the formal support system and thinking through how they articulated their needs in order to obtain desired supports. Syndrome specific parental groups provided information which parents used to obtain support from the municipality and/or habilitation. The importance of adapting early intervention to both child and family needs is highlighted. The implications of these findings from a family-centred perspective are discussed.

  • 17.
    Ringer, Noam
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Understanding parental stress among parents of children with Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) in Sweden2022In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 17, no 1, article id 2080906Article in journal (Refereed)
    Abstract [en]

    PURPOSE Paediatric Acute-onset Neuropsychiatric Syndrome (PANS) is a relatively new diagnosis characterized by an abrupt and dramatic onset of obsessive-compulsive disorder (OCD), together with neuropsychiatric symptoms. Very little research has been done to understand the experience of being a parent of a child with PANS. The current study aimed to explore aspects related to parental stress in parents of children with PANS.

    METHOD The study employed in-depth semi-structured individual interviews with 13 parents of children diagnosed with PANS. Parents were recruited via an announcement on the websites of patient organizations, and in waiting rooms at child medical clinics. An inductive qualitative content analysis approach was used as a guide for analysis of data.

    RESULTS The analysis of interviews identified five categories of parents’ experiences of stress related to: (1) being effected by the symptoms; (2) experiencing the symptoms over and over again; (3) having no control; (4) obtaining medical treatment is challenging; and (5) managing problems. The results are discussed in relation to the Transactional Theory of Stress and Coping.

    CONCLUSIONS the study illuminates how parents’ perceptions of the child’s symptoms, parents’ strategies for managing problems, as well as experiences related to healthcare providers, may increase or decrease parental stress.

  • 18.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Blended learning formats in higher education:   Focus on Autism and Applied Behavior Analysis2010Conference paper (Other academic)
    Abstract [en]

      The last decade has experienced an increase of children diagnosed with autism creating  a demand for behaviour analytic  supports. However many countries lack expertise and university based coursework in behaviour analysis. The purpose of this paper is to present two courses which utilized blended learning technologies. Blended learning has been found especially useful when expertise is geographically limited, and for culturally tailoring content. The first course was advanced level and adhered to BACB certification guidelines (BCBA), collaboration was between University of North Texas and Stockholm University. The second course introduced ABA as it relates to autism to students  in the Nordic-Baltic region. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held  at the University of North Texas which focused on issues  pertaining to designing, implementing, and supervising behaviour analytic interventions in autism

  • 19.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Conceptualization of early intensive behavioral intervention implementation across cultures2016Conference paper (Refereed)
    Abstract [en]

    Research conducted in Sweden suggests contradictory findings regarding the outcome of EIBI. Such findings could be the result of many factors, some of which include difficulties implementing EIBI across cultures. This presentation will present an exploration of considerations related to EIBI, culture, and applied behavior analysis. Aspects to be discussed include how culture may affect the perception of applied behavior analysis and implentation of EIBI. In this paper we discuss culture from a behavioral perspective that includes shared and interlocking contingencies. This includes a broad range of "cultures": organisational, higher education, preschool, as well as parental ethinic and linquistic backgrounds. Our discussion is couched in an implementation science framework Thar underscores the relevance of researchers understanding possible effects of distal variables on implementation of EIBI in preschool settings and the importance of behavior analysts being aware of these issues.

  • 20.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Teacher's perceived efficacy and the inclusion of a pupil with dyslexia or mild mental retardation: Findings from Sweden2008In: EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, ISSN 1547-0350, Vol. 43, no 2, p. 174-185Article in journal (Refereed)
    Abstract [en]

    This study compared general educators' (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 4 7 % based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.

  • 21.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ala i´-Rosales, Shahla
    Department of Behavior Analysis, University of North Texas.
    Applied Behavior Analysis, autism and higher education: Curricula Content and instructional methodology2011In: / [ed] Carl Hughes, 2011Conference paper (Refereed)
    Abstract [en]

    The growing number of children diagnosed with autism, in congruency with the expansion of research supporting the effectiveness of applied behaviour analysis has lead to a global demand for competent professionals with expertise in  applied behaviour analysis as it applies to autism.  There are to date only a handful of university programs internationally recognized as meeting content criteria for certification in BA. The purpose of this presentation is to describe the outcome of a summit held at The University of North Texas in which professionals with expertise in areas of significance to higher education met and produced a series of articles published in a special edition of  EOJBA. The relevance of the articles as a source for faculty and administration for developing effective courses in applied behaviour analysis and autism will be discussed in relation to curricula content, instructional methods, and issues pertinent for developing innovative, socially relevant programs.

  • 22.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ala i´-Rosales, Shahla
    University of North Texas.
    Using Blended and guided technologies in a unversity course for scientist practitioners: teaching applied behaviour analysis to autism professionals2009In: Journal of Intellectual Disabilities, ISSN 1744-6295, Vol. 13, no 2, p. 113-142Article in journal (Refereed)
    Abstract [en]

    Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

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  • 23.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    ala i-Rosales, Shahla
    Olsson, Ingrid
    Translating research to practice: An analysis of  factors influencing implementation of EIBI in Swedish preschools exemplified by through a case-study approach2016Conference paper (Other academic)
    Abstract [en]

    Access to early intervention for children with ASD in Sweden: Supports and barriers involving culture, staff competence and inter-organizational aspects.

    A prerequisite for positive development of children diagnosed with ASD is access to high quality early intervention. This symposium will describe supports and barriers inherent within the Swedish service system.  Study one presents and discusses perceptions of parents with diverse cultural, linguistic and ethnic backgrounds concerning early intervention and availability of resources. Study two presents’ case-study findings using participant observation in two preschools concerning staff competence, differing philosophical assumptions, inter-organizational and policy guidelines compromising EI.

  • 24.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ala'i-Rosales, Shahla
    University of North Texas.
    Käck, Annika
    Stockholm University, Centre for Teaching and Learning.
    International collaboration: Blended Learning as a means to design and implement higher education courses in applied behaviour analysis and autism2011In: / [ed] Carl Hughes, 2011Conference paper (Refereed)
    Abstract [en]

    The last decade has experienced an increase of children diagnosed with autism creating a demand for behaviour analytic supports. However many countries lack expertise and university based coursework in behaviour analysis as it applies to autism. The purpose of this paper is to present two master level higher education courses which utilized blended learning technologies. The first course adhered to BACB certification guidelines, and was designed and implemented through collaboration between The University of North Texas and Stockholm University. The second course was subsidized by Nordplus Higher Education and introduced applied behaviour analysis and autism to a group of students enrolled in four Nordic-Baltic universities/colleges. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held at the University of North Texas which focused on issues pertaining to designing, implementing, and supervising behaviour analytic interventions in autism.

  • 25.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dillenburger, Karola
    Keenan, Mickey
    Alai-Rosales, Shahla
    Sigurdardottir, Zuilma Gabriela
    Higher education, behaviour analysis, and autism: time for coalescence2020In: European Journal of Behavior Analysis, ISSN 1502-1149, Vol. 21, no 1, p. 1-8Article in journal (Other academic)
    Abstract [en]

    This special issue represents the cumulation of discussions at the 2nd International Summit on Higher Education, Autism, and Behavior Analysis that was held in Stockholm, Sweden, January 2018. This summit followed the 1st International Summitthat was held in Texas, USA, September 2009. At that time, the rapidly rising prevalencerates of autism worldwide and the urgency of consumer protection meant that the summit focused on developing suitable Higher Education programs for behaviour analysts. The proceedings of the 1st Summit were published in a special issue of the European Journal of Behavior Analysis (Ala’i-Rosales et al., 2010).Since then, the discipline has grown exponentially. We now have 306 Higher Education institutes that deliver verified course sequences (VCS) in Behaviour Analysis worldwide. However, most of these courses are located in the USA (n = 217), with only 34 of these courses located in Europe, and the quality of community-based support for families affected by autism remains a major concern (Keenan & Dillenburger, 2018; Roll-Pettersson et al., 2016). The purpose of the 2nd Summit was to discuss future directions, requirements, opportunities, and challenges for Higher Education in the field of Behaviour Analysis, specifically with regards to autism intervention.

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    HIgher education, behavior analysis, and autism: time for coalescence
  • 26.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ek, Ulla
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ramnerö, Jonas
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Benefits of BACB Certification for Universities in Europe: A Case Study from Sweden2010In: Association of professional behavior analysts, no 17Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB’s accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for professional development and identity from the perspective of European behaviour analysts. Countries within Europe have different ideological and philosophical assumptions concerning important conceptual and practical knowledge for professionals like licensed psychologists and special educators. The conceptual knowledge base in one country might differ from that of another country. Certification in behaviour analysis, however, would clearly indicate that an individual has knowledge and skills in applied behaviour analysis and can apply them in an ethical and accountable manner in practical settings, regardless of the country in which the individual was trained and the academic discipline in which the individual obtained degree or coursework. Thus BACB certification may promote collaboration among countries, and may come to serve as a tie that binds theory and practice across countries as well as disciplines.

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  • 27.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Gena, Angeliki
    Eldevik, Sigmund
    Moderato, Paolo
    Sigurdardottir, Zuilma Gabriela
    Dillenburger, Karola
    Keenan, Mickey
    Ala’i-Rosales, Shahla
    Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals2020In: European Journal of Behavior Analysis, ISSN 1502-1149, Vol. 21, no 1, p. 158-184Article in journal (Refereed)
    Abstract [en]

    Training of behaviour analysts for autism services, has improved notably within a European higher education context. However, regional discrepancies associated with economic, health care, social services, and institutional policies magnify the importance of creating appropriate unified training and consumer protection. Although the European Association for Behaviour Analysis (EABA) has endorsed the Behavior Analyst Certification Board’s (BACB) designations, the absence of European and national regulations, recognition, and accreditation remain significant barriers to quality training and implementation. These challenges are  particularly pertinent in light of BACB decision to limit certification to residents in the USA and Canada after 2022. Advances, challenges, and future directions are discussed within the context of higher education in the United Kingdom, the Czech Republic, Greece, Iceland, Italy, Norway, and Sweden. The post-Bologna European agenda for higher education, globalization and opportunities for the training of behaviour analysts within European higher education are outlined.

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  • 28.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Odom, Sam
    Waligorska, Anna
    Hall, Laura
    Bejnö, Hampus
    International and Cultural Adaptations of Early Intervention Practices for Children with Autism2020Conference paper (Other academic)
    Abstract [en]

    Rationale: Much of the research literature on early intervention for young children with autism has emerged from the United States (US).  The majority of the studies documenting the efficacy of individual practices (Wong et al., 2015) and comprehensive intervention models (Odom, Boyd, Hall, & Hume, 2014) are conducted by US researchers, conducted in US early intervention programs and schools, and published in US journals. However, there is great interest in adoption and use of these practices in other countries.  Implementation Science informs us that adoption of programs, especially across international contexts, often requires adaptations to fit the cultural and sociopolitical context. The purposes of this panel are to describe the adaptations occurring of an intervention approach developed in the US and employed in research projects in Sweden and Poland and provide a forum for discussion with audience participations about their experiences.

    Objectives: 

    1. To describe cultural and sociopolitical adaptations in Sweden and Poland necessary of implementation of a US-developed intervention program for children with autism.

    2. To identify common themes of adaptation across the two programs.

    3. To provide a forum for discussion among audience members about adaptations they have made to support adoption and implementation of US developed practices and programs in other countries.

  • 29.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Olsson, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ala'i-Rosales, Shahla
    Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools2016In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 9, no 2, p. 317-336Article in journal (Refereed)
    Abstract [en]

    The present study examined proximal and distal barriers and supports within the Swedish service system that may affect implementation of early and intensive behavioral intervention (EIBI) for children with autism. A case study approach with roots in ethnography was chosen to explore this issue. Two preschools exemplifying ‘high quality practice’ were studied and information was collected through multiple sources during a 12 month period, this included participant observations, direct observations, semi-structured interviews with key informants; paraprofessionals, parents, special educators, habilitation specialists and a focus group interview. Interview transcripts and field notes were combined and analyzed using an abductive grounded theory approach.  Findings highlight the relevance of researchers understanding and taking into consideration the effect that distal variables have on implementation within proximal settings. A theoretical model of factors affecting implementation was conceptualised to include: staff entry knowledge and competence, development through supervision, the role of the preschool administrator, as well as distal influences and inter-organizational tensions, values, and bridges. Findings are discussed within the context of implementation science. Implications for future research are discussed as well as areas in need of further development to bridge the gap between research and practice.

  • 30.
    Strömberg, Dag
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Awasthi, Smita
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Teaching Eye Contact to Children With Autism Spectrum Disorder Through Parent Training Via Telehealth: Using Shaping Without Prompting in Social Play2022Conference paper (Refereed)
    Abstract [en]

    Deficits in eye contact are a common feature of autism spectrum disorder (ASD) and has been found to negatively affect learning opportunities. Previous research has shown shaping without prompting to be effective in teaching eye contact to children diagnosed with ASD (Fonger & Malott, 2019). The current collaborative study between Behavioral Momentum, India, and Stockholm University, Sweden, conducted during the COVID-19 pandemic, evaluated the effects of a shaping procedure, implemented by parents trained and supervised via telehealth, to teach two preschool-aged children with ASD to make eye contact in naturalistic social play interactions. A changing criterion design across settings was used. For each child, eye contact was taught in three different child-preferred play settings where the parent was a necessary component. The target behavior was divided into Mve successive shaping phases. Both children acquired eye contact for a duration of 1 to 2 seconds across several settings. Results suggested a high degree of social validity, as measured by the participating parents' selfreports as well as individualized indices of happiness observed in the two children.Furthermore, this study conMrms that when cultural aspects are taken into consideration, telehealth can be used to train and supervise parents across geographical regions.

  • 31.
    Strömberg, Dag
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Awasthi, Smita
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Teaching Eye Contact to Children With Autism Through Parent Training Via Telehealth: Using Shaping Without Prompting in Social Play2022In: 48th Annual Convention, Association for Behavior Analysis International, May 26-30, Boston, 2022Conference paper (Refereed)
    Abstract [en]

    Deficits in eye contact are a common feature of autism spectrum disorder (ASD) which has been found to negatively affect learning opportunities. Previous research has shown shaping without prompting to be effective in teaching eye contact to children diagnosed with ASD (Fonger & Malott, 2019). The current collaborative study between Behavioral Momentum, India, and Stockholm University, Sweden, evaluated the effects of a shaping procedure, implemented by parents trained and supervised via telehealth, to teach two preschool-aged children with ASD to make eye contact in naturalistic social play interactions. A multiple baseline design across settings was used. For each child, eye contact was taught in three different child-preferred play settings where the parent was a necessary component. The target behavior, eye contact, was divided into five successive learning phases. Both children acquired eye contact for a duration of 1 to 2 seconds across several settings without direct prompting. Results suggested a high degree of social validity, as measured by the participating parents' self-reports as well as indices of happiness observed in the two children. Furthermore, this study confirms that when cultural aspects are taken into consideration telehealth can be used to train and supervise parents across geographical regions.

  • 32.
    Strömberg, Dag
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Awasthi, Smita
    Monitoring indices of happiness in children with autism: Effects of a naturalistic parent-implemented play-based shaping intervention2022In: 10th European Association for Behaviour Analysis Conference, Tampere, 15-18 June 2022, 2022Conference paper (Refereed)
    Abstract [en]

    Previous research indicates that indices of happiness (IOH) can provide useful information regarding the social validity of behavioural interventions. One way to measure happiness might be to simply ask the participants how they are feeling. However, when focusing on populations lacking the skills to effectively communicate their internal emotional states, such as young children diagnosed with autism spectrum disorder (ASD), indices other than verbal self-reports are necessary. Monitoring observable behaviours likely correlated with states of happiness can be one method. In this study, IOH were measured in two young children diagnosed with ASD, in a naturalistic parent-implemented play-based shaping intervention to improve eye contact. IOH were measured in three different social play activities per child. The parents were trained and supervised via telehealth. IOH were individualized and operationally defined for each child, based upon parent responses to a pre-intervention questionnaire, and monitored via video recordings. Interobserver agreement was 92% (range 88-100%). The results, as measured by the observed pre and post intervention IOH, as well as parents' self-reports, indicate a high degree of social validity. This study was a collaboration between Stockholm University and Behavior Momentum India, conducted during the COVID-19 pandemic.

  • 33. Talme, Laura
    et al.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Karlsson, Peter
    von Rosen, Tatjana
    Stockholm University, Faculty of Social Sciences, Department of Statistics.
    Ett skolövergripande samverkansprojekt: Att skapa studiero och en trygg lärandemiljö2018In: Norsk Tidsskrift for Atferdsanalyse, ISSN 0809-781X, Vol. 45, no 1, p. 1-19Article in journal (Refereed)
    Abstract [sv]

    Skolövergripande positivt beteendestöd (School Wide Positive Behavior Support, SWPBS) är en förebyggande insats med vetenskaplig grund som syftar till att skapa förutsättningar för trygg-het, studiero och trivsel i skolan. Syftet med den här studien är att utvärdera implementering av skolövergripande positivt beteendestöd i en skola i ett socialt utsatt område och att jämföra utfallet med en kontrollskola. I studien undersöks lärarnas upplevelse av skolans klimat, stress, tilltro till egen förmåga att undervisa samt tillfredsställelse i arbetet. Resultatet visar att personalen vid experimentskolan efter genomförande av SWPBS skattade högre vad gäller skolans klimat och tilltro till egen förmåga att undervisa. Inga skillnader fanns mellan skolorna vid förmätning. Vid eftermätningen skattade dock personalen på experimentskolan högre vad gäller skolklimat, tilltro till egen förmåga, arbetstillfredsställelse och lägre vad gäller arbetsrelaterad stress jämfört med kontrollskolan. Vidare fanns några positiva samband för experimentskolan mellan pedagogernas skattning av implementeringstrohet och interventionens sociala validitet. Vikten av samverkan mellan akademin och fältet samt studiens metodologiska begränsningar diskuteras. 

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  • 34.
    Westling Allodi, Mara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lundqvist, Johanna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lundström, Elisabet
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Rosendahl, Jenny
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Siljehag, Eva
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Zakirova Engstrand, Rano
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Play for Children with Disabilities: the Users’ Needs in the Swedish Context2019In: Users' Needs Report on Play for Children with Disabilities: Parents' and children's views / [ed] Mara Westling Allodi, Tamara Zappaterra, Warsaw, Poland: De Gruyter Open, 2019, p. 104-116Chapter in book (Other academic)
    Abstract [en]

    The aim of this study is twofold: firstly the aim is to give a short description of the policy context of Sweden, which is relevant for the topic of “Play for children with disabilities”, through a presentation of the legislation and the policies of stakeholders, the national and local agencies and authorities with responsibilities in this field, and of other non-governmental organizations. Secondly, the aim is to perform a mapping of the users’ needs concerning play for children with disabilities, which are emerging from available research from relevant disciplines, reports and investigations made from the authorities and organizations that have responsibilities in this field, and other relevant stakeholders in Sweden. The content of the mapping effectuated are the users’ needs, the barriers and the facilitators that are described in the identified reports.

  • 35.
    Zakirova Engstrand, Rano
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Klang, Nina
    Hirvikoski, Tatja
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Reporting of Cultural Factors in Autism Research Publications in Sweden: Application of the GAP-REACH Checklist2018In: Review Journal of Autism and Developmental Disorders, ISSN 2195-7177, Vol. 5, no 4, p. 390-407Article, review/survey (Refereed)
    Abstract [en]

    Systematic reporting of cultural variables in research publications is important to address disparities in diagnostics and treatment for children with ASD from diverse backgrounds. The present review examined reporting of cultural factors in ASD publications in the Swedish research context by using the GAP-REACH checklist developed by the Cultural Committee of the Group for the Advancement of Psychiatry. Thirty peer-reviewed articles published in English between 2013 and 2015 met inclusion criteria. Depending on research designs, 46% of the reviewed studies defined cultural factors using various proxies for ethnicity to describe study participants; none of the studies used the race variable; 23.3% provided rationale for inclusion of cultural factors. The checklist in its modified form is applicable within the Swedish context.

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  • 36.
    Zakirova Engstrand, Rano
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Inclusion of preschool children with autism in Sweden: attitudes and pereceived efficacy of preschool teachers2014In: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 14, no 3, p. 170-179Article in journal (Refereed)
    Abstract [en]

    This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre-service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self-efficacy and attitudes towards inclusion, although a relationship was found between participation in in-service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.

  • 37.
    Zakirova Engstrand, Rano
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Andersson, Kristina
    Larsson, Helena
    Allodi Westling, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hirvikoski, Tatja
    Group Psychoeducational Intervention for Grandparents of Young Children with ASD: An Open Feasibility Study2023In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 53, no 2, p. 808-824Article in journal (Refereed)
    Abstract [en]

    This initial open feasibility trial reports on feasibility and preliminary effectiveness of the manualized, group-based psychoeducationalintervention for grandparents of preschool-aged children with ASD provided by the outpatient habilitation servicesin Stockholm, Sweden. One hundred and twenty non-custodial grandparents participated in a 6-h intervention program. Thestudy demonstrated good feasibility: 114 (95%) grandparents completed both pre- and post-intervention measures and evaluationsand reported high intervention acceptability. The results also indicated that grandparents increased their knowledgeabout ASD from pre-intervention to post-intervention, gained skills about strategies of supporting their grandchildren andadult children, and appreciated the opportunity to meet and share experiences with other grandparents. Follow-up with arandomized controlled trial design is needed to firmly establish efficacy of this intervention.

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  • 38.
    Zakirova Engstrand, Rano
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hirvikoski, Tatja
    Needs of Grandparents of Preschool-Aged Children with ASD in Sweden2020In: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 50, no 6, p. 1941-1957Article in journal (Refereed)
    Abstract [en]

    Little is known about needs of grandparents of young children with autism in family and community settings. This study investigated perceived needs of grandparents of preschool-aged children diagnosed with ASD in the cultural context of Sweden. Participants were 120 grandparents of children enrolled into autism intervention programs provided by the public disability services in Stockholm. The Grandparents’ Needs Survey and the SDQ Impact supplement were used to collect data. Grandparents expressed most needs in topic areas of information and childcare. No significant relations were found between grandparents’ demographics and perceptions of needs; grandparents’ needs were predicted by their perceived burden. The findings provide insight into understanding of grandparents’ needs essential for planning and provision of quality family-centered early intervention services.

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  • 39.
    Zakirova-Engstrand, Rano
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hirvikoski, Tatja
    Westling Allodi, Mara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Culturally diverse families of young children with ASD in Sweden: Parental explanatory models2020In: PLOS ONE, E-ISSN 1932-6203, Vol. 15, no 7, article id e0236329Article in journal (Refereed)
    Abstract [en]

    Background

    Research suggests that families’ knowledge and cultural perceptions of autism spectrum disorder (ASD), and beliefs about its etiology and prognosis, can affect parents’ recognition of the first signs of autism in their children and influence help seeking and treatment decisions.

    Objective

    This study investigated explanatory models of autism among parents of young children with ASD in the multicultural context of Sweden.

    Method

    Seventeen parents from diverse cultural, ethnic and linguistic backgrounds participated in semi-structured interviews. A deductive approach to qualitative content analysis was used to analyze data. Five domains of the Explanatory Model supplementary module of the Cultural Formulation Interview (CFI) were used as coding categories, operationalized as ‘Parents’ understanding of autism’; ‘Autism prototypes’; ‘Causal explanations’; ‘Course of autism’, and ‘Help seeking and treatment expectations’

    Results

    The results showed that parents’ prior knowledge of autism and experience of young children’s typical developmental trajectories, as well as the opinions of children’s grandparents and preschool teachers, affected symptom recognition and help seeking. There were differences in parents’ explanatory models before and after ASD diagnosis. Initial interpretations of the disorder included medical conditions and reaction to environmental influences, while genetic, supernatural/religious factors, and vaccinations were mentioned as definite causes after obtaining a clinical diagnosis. Parents also held multiple explanatory models, influenced by the views of family members and information obtained from media or from health care professionals. Parents’ treatment decisions included use of available state-funded support services, and complementary and alternative treatments.

    Conclusion

    The results demonstrate the utility of the CFI’s Explanatory Model supplementary module in autism research. Implications for clinical practice are discussed.

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