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Journal of autism and developmental disorders
Sep 18, 2024;

The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation.

Klara Wenneborg, Lise Pettersson Roll, Sven Bölte, Samuel Odom, Hampus Bejnö
Author Information
  1. Klara Wenneborg: Department of Special Education, Stockholm University, Stockholm, Sweden. klara.wenneborg@specped.su.se. ORCID
  2. Lise Pettersson Roll: Department of Special Education, Stockholm University, Stockholm, Sweden.
  3. Sven Bölte: 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.
  4. Samuel Odom: Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, USA.
  5. Hampus Bejnö: Department of Special Education, Stockholm University, Stockholm, Sweden.
PMID: 39292347 DOI: 10.1007/s10803-024-06544-7

Abstract

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.

Keywords

Autism spectrum disorder Content validity Cultural adaptation Learning environment Primary school Rating scale

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