Adapting the preschool environment to the needs of children on the autism spectrum in Sweden: A quasi-experimental study.

Researchers tested whether a special rating system could help Swedish preschools create better learning environments for autistic children. They compared preschools using regular autism intervention with those that also received extra training and coaching. While the learning environment improved in preschools with extra support, they didn't see changes in children's progress or staff performance during the 8-month study. The researchers say longer studies are needed to know if this approach truly helps children.

This quasi-experimental study evaluated the Swedish Autism Program Environment Rating Scale (APERS-P-SE) as a tool to improve preschool learning environments for autistic children receiving Early Intensive Behavioural Intervention (EIBI). Thirty-five preschool staff across 17 preschools participated over 8 months. The intervention group (9 preschools) received EIBI plus in-service training and on-site coaching based on APERS-P-SE assessments, while the control group (8 preschools) received EIBI only. Results showed significant improvements in learning environment quality for the APERS-P-SE group, but no significant changes in child outcomes or staff measures.

The study suggests APERS-P-SE can enhance preschool environment quality, though longer studies with larger samples are needed to determine impacts on child behavior and staff performance.

APERS-P-SE assessment with training and coaching can improve preschool learning environments for autistic children. However, the clinical significance remains unclear as child outcomes were unchanged. Longer implementation periods may be needed to observe meaningful behavioral changes in children and staff effectiveness.

Small sample size with only 35 staff across 17 preschools, short 8-month duration, quasi-experimental design rather than randomized controlled trial, and lack of significant outcomes beyond environmental quality measures limit the strength of conclusions.

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

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. 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.