Wenneborg Klara, Pettersson Roll Lise, Bölte Sven, Odom Samuel, Bejnö Hampus
Department of Special Education, Stockholm University, Stockholm, Sweden.
Center of Neurodevelopmental Disorders (KIND), Division of Neuropsychiatry, Department of Women's and Childrens' Health, Centre for Psychiatry Research, Karolinska Institutet & Region Stockholm, Stockholm, Sweden.
J Autism Dev Disord. 2024 Sep 18. doi: 10.1007/s10803-024-06544-7.
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.
瑞典已认识到有必要改善小学环境中自闭症儿童的全纳学习环境。本研究旨在翻译、跨文化改编并评估自闭症项目环境量表（APERS）瑞典小学版的内容效度，该量表最初是为评估美国教育环境中的自闭症项目质量而开发的。在将APERS翻译成瑞典语并进行首次文化改编后，由14名专业人员组成的内容专家组对其内容效度进行了评分。其中4名内容专家组成员还参与了个人访谈，对该工具的内容效度进行了定性评估。最后，作者在10个瑞典小学教室对APERS进行了试点测试，以评估其可行性。内容专家组成员的评分和定性信息表明，瑞典小学对APERS有很大需求，由此产生了文化改编后的APERS-小学-瑞典版（SE）。该工具在评估瑞典小学环境中自闭症学生学习环境质量方面显示出较高的跨文化内容效度。对该工具的试点测试导致了进一步的文化改编。总之，APERS-小学-SE是一个综合量表，可用于评估瑞典自闭症儿童小学学习环境的质量。需要进一步研究以评估改编后的工具在改善瑞典小学课堂学习环境方面的有效性。
