"From Someone Who May Cause Trouble to Someone You Can Play With": Stakeholders' Perspectives on Preschool Program Quality for Autistic Children

Autor/inn/en	Bejnö, Hampus; Bölte, Sven; Linder, Nina; Långh, Ulrika; Odom, Samuel L.; Roll-Pettersson, Lise
Titel	"From Someone Who May Cause Trouble to Someone You Can Play With": Stakeholders' Perspectives on Preschool Program Quality for Autistic Children
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 9, S.3890-3908 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bejnö, Hampus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05268-2
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Preschool Education; Preschool Children; Early Intervention; Behavior Modification; Program Effectiveness; Educational Quality; Stakeholders; Teacher Competencies; Inclusion; Cooperation; Educational Environment; Students with Disabilities; Sweden + Suchen Sie Ihr Suchwort? Ausland; Autismus; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Behaviour modification; Verhaltensänderung; Quality of education; Bildungsqualität; Lehrkunst; Inklusion; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schweden
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01