Department of Special Education, Stockholm University, Stockholm, Sweden.
Department of Psychology, Stockholm University, Stockholm, Sweden.
J Autism Dev Disord. 2019 May;49(5):1853-1862. doi: 10.1007/s10803-018-03870-5.
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.
自闭症谱系障碍 (ASD) 的发病率不断上升，且诊断年龄越来越小，这对学前干预系统构成了挑战。在瑞典，大多数自闭症儿童都在社区学前教育计划中接受干预服务，但目前还没有工具可以评估学前学习环境的质量。本研究对自闭症计划环境评级量表学前/小学版（APERS-P-SE）进行了调整，使之适用于瑞典的社区环境。经过翻译和多步骤修改过程，独立专家对改编的内容有效性进行了评估。研究结果表明，改编后的 APERS-P-SE 具有高度的跨文化有效性。APERS-P-SE 的文化调整过程突出了美国和瑞典学前系统之间的相似之处和差异，以及这些差异对早期 ASD 干预的影响。
