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瑞典小学自闭症计划环境评分表:文化适应和内容验证

Klara Wenneborg¹, Lise Pettersson Roll², Sven Bölte^3,4,5

¹Department of Special Education, Stockholm University, Stockholm, Sweden. klara.wenneborg@specped.su.se.

Journal of autism and developmental disorders

|September 18, 2024

概括

自闭症计划环境尺度 (APERS) 适用于瑞典小学,以评估自闭症儿童的包容性学习环境. 文化适应的APERS-Primary-SE显示了在瑞典使用的高内容有效性和可行性.

科学领域:

特殊教育特殊教育
教育心理学教育心理学
自闭症谱系障碍研究研究

背景情况:

承认需要改善瑞典小学中自闭症儿童的包容性学习环境.
评估自闭症项目质量的现有工具需要文化适应,以便在国际上使用.

研究的目的:

翻译和跨文化适应自闭症计划环境尺度 (APERS) 适用于瑞典小学环境.
评估瑞典版 (APERS-Primary-SE) 的内容有效性和可行性.

主要方法:

翻译和文化适应的APERS.
由14名专业人士组成的小组进行内容有效性评估,包括定性访谈.
在瑞典10所小学教室进行试点测试.

主要成果:

内容有效性评级和定性反证实了对瑞典APERS的大量需求.
APERS-Primary-SE在评估自闭症学生的学习环境方面表现出高的跨文化内容有效性.
试点测试导致了进一步的文化适应,提高了可行性.

结论:

APERS-Primary-SE是一个全面且有效的工具,用于评估瑞典自闭症儿童的小学学习环境.
建议进行进一步的研究,以评估该仪器在改善这些环境方面的有效性.

关键词:

自闭症谱系障碍自闭症谱系障碍内容有效性内容有效性文化适应文化适应学习环境学习环境小学小学是一所小学.评级级别的评级规模.

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