Early intervention and autism; Translating research into practice through the development of a competency based model

Funding source

Swedish Research Council - Vetenskapsrådet (VR)

Project Details

Start date: 01/01/2016
End date: 31/12/2019
Funding: 5262000 SEK


The increased prevalence of children with autism spectrum disorders (ASD) has created a need for high quality preschool programs. Researchers are in agreement that empirically supported psycho-educational based practices, adapted to the needs of the child with ASD in his/her learning context, implemented with fidelity are interventions of choice. Little research has focused on translating these findings into existing service systems. A prerequisite for implementation of empirically based practices (EBP) is a high quality learning environment. The primary goal of this project is to improve preschool quality for learners with ASD through a competency based model by facilitating the translation of research to practice in preschool settings. The line of research described in this proposal is based on, culturally adapting and modifying the Autism Program Environmental Rating Scale for Preschools (APERS-PE) to the Swedish context. Secondly conduct a comparative study involving in total 24 preschools (12 in experimental and 12 in waiting list control group) test the efficacy of the model by assessing the learning environment, providing professional development, on-site coaching and incorporation of EPB into children’s educational programs and compare with “support as ususal”. Outcome variables will be pre- post APERS-PE, child adaptive behaviour, and goal attainment as well as staff knowledge, attitudes and teaching efficacy and interviews with parents.

Last updated on 2017-07-04 at 11:32