Papers by Lise Roll Pettersson
Research in Autism Spectrum Disorders
Behavior analysis in practice, Nov 28, 2022
The growing number of children diagnosed with autism and the demand for evidence-based interventi... more The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts. There are only a small ...
Routledge eBooks, Mar 15, 2023
International Journal of Qualitative Studies on Health and Well-being
Access to early intervention for children with ASD in Sweden: Supports and barriers involving cul... more Access to early intervention for children with ASD in Sweden: Supports and barriers involving culture, staff competence and inter-organizational aspects.A prerequisite for positive development of c ...
International Journal of Inclusive Education, 2010
European Journal of Special Needs Education, 2007
Journal of Autism and Developmental Disorders, 2019
Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge ... more Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.
Behavior Analysis in Practice
Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the mos... more Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe.
International Society on Early Intervention Conference 2019, Research to Practice in Early Intervention: An International Perspective, Sydney, Australia, June 25-28, 2019, 2019
Rationale: Much of the research literature on early intervention for young children with autism h... more Rationale: Much of the research literature on early intervention for young children with autism has emerged from the United States (US). The majority of the studies documenting the efficacy of ind ...
Man maste vara stark och kunnig". Foraldrar till yngre barn med utvecklingsstorning berattar... more Man maste vara stark och kunnig". Foraldrar till yngre barn med utvecklingsstorning berattar om foraldrastod.
Scandinavian Journal of Occupational Therapy, 2021
Background: Children on the autism spectrum may receive Early Intensive Behavioural Intervention ... more Background: 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. Aim: 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 preschool learning environment for children on the autism spectrum, along with outcomes for these children, and their preschool staff. Material and methods: In a quasi-experimental study, preschool staff (n ¼ 35) conducted either EIBI supported by in-service training and on-site coaching based on APERS-P-SE assessment (at k ¼ 9 preschools) or EIBI only (k ¼ 8), during an 8-months period. Results: The quality of the immediate learning environment (primary outcome) increased significantly in the EIBI/APERS-P-SE preschools. However, changes in child and preschool staff measures were not significant. Conclusions and significance: In-service training and on-site coaching based on APERS-P-SE assessments can increase the quality of the learning environment in Swedish preschool. 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 preschool staff applying EIBI.
Association of professional …, 2010
The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Assoc... more The endorsement of the Behaviour Analyst Certification Board (BACB) program by the European Association for Behaviour Analysis and the BACB's accreditation by the National Council for Certifying Agencies of the Institute for Credentialing Excellence are important factors for ...
Scandinavian Journal of Disability Research, 2001
In 1995, the Swedish Parliament passed a bill which stated that parents of children with intellec... more In 1995, the Swedish Parliament passed a bill which stated that parents of children with intellectual impairments have the right to choose whether or not their child should be enrolled in a special education school during a trial period. This paper presents a qualitative interview study which examines how the mothers of seven children with mild to moderate intellectual impairments perceived the school placement process and whether or not the mothers believed that they had a choice in selecting their child's placement The results indicated that the parents were not always informed of the placement options. Some mothers of the children who attended special education school classes reported feeling that their child was socially isolated and that they wished he/she had more contact with other children. On the other hand, some parents of children who were educated in regular classes claimed they had to struggle for their rights. The interviews suggest that more explicit guidelines are needed to define the parameters of parental involvement policies.
28th EECERA ANNUAL CONFERENCE, Thessaloniki, Greece 20th August - 23rd August 2019, 2018
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Papers by Lise Roll Pettersson