In Sweden, young autistic children typically attend community-based preschool programs, which may not be adapted to their needs. In the current study, stakeholders to autistic children receiving Early Intensive Behavioral Intervention were interviewed following a quasi-randomized study (#NCT03634761) aimed at improving the preschool program quality using the Swedish version of the Autism Program Environment Rating Scale (APERS). Stakeholders provided their perceptions and experiences concerning key factors for high quality preschool programs as well as well as their experiences of the abovementioned APERS study. Applying thematic analysis, stakeholder groups differed in what they emphasized, but all highlighted staff’s competence, children’s inclusion and participation, collaboration, and the learning environment as key program areas that had been positively influenced by the APERS-based intervention.

在瑞典，年幼的自闭症儿童通常参加以社区为基础的学前教育项目，这些项目可能无法满足他们的需求。在目前的研究中，接受早期强化行为干预的自闭症儿童的利益相关者在一项准随机研究 (#NCT03634761) 后接受了采访，该研究旨在使用瑞典版自闭症项目环境评定量表 (APERS) 提高学前教育项目的质量。利益相关者提供了他们对高质量学前课程的关键因素的看法和经验，以及他们在上述 APERS 研究中的经验。应用主题分析，利益相关者群体强调的内容不同，但都强调员工的能力、儿童的包容和参与、协作、