Liao Ching-Yi, Chan Yuet-Yee Yumi
Department of Special Education, Social Emotional Education and Development Center, National Taiwan Normal University, 162, Section 1, Heping E. Rd., Taipei City 106, Taiwan.
Behav Sci (Basel). 2025 Jan 24;15(2):118. doi: 10.3390/bs15020118.
Parental involvement is essential in interventions aimed at enhancing communication outcomes for children with autism spectrum disorder (ASD). Research has shown that parents can effectively implement evidence-based strategies following professional coaching. However, there is a notable gap in research on the procedures of parent coaching provided to families of children with ASD in Taiwan. This study aims to evaluate a protocol for distance-delivered parent coaching focused on the implementation of evidence-based strategies for parents of children with ASD. This study employed a multiple-probe design across participants to assess both parent implementation of intervention strategies and the communication outcomes of the children involved. The results demonstrated that the online parent coaching program effectively increased parents' use of evidence-based intervention strategies, which corresponded to measurable improvements in the target communication behaviors of children with ASD. Also, this study highlighted potential challenges, such as the influence of children's challenging behaviors on the intensity and effectiveness of parent coaching. These findings contribute to the clinical significance of distance caregiver coaching as a possible approach to supporting families of children with ASD, particularly in underserved areas. The necessity of tailoring service intensity and incorporating culturally responsive practices for the diverse needs of families of children with ASD and effective intervention implementation is discussed in this study.
家长参与对于旨在改善自闭症谱系障碍（ASD）儿童沟通效果的干预措施至关重要。研究表明，在专业指导下，家长能够有效地实施循证策略。然而，台湾针对ASD儿童家庭提供家长指导的程序方面的研究存在显著差距。本研究旨在评估一项针对ASD儿童家长的远程家长指导方案，该方案侧重于循证策略的实施。本研究采用跨参与者的多探针设计，以评估家长对干预策略的实施情况以及所涉及儿童的沟通效果。结果表明，在线家长指导计划有效地增加了家长对循证干预策略的使用，这与ASD儿童目标沟通行为的可测量改善相对应。此外，本研究还强调了潜在挑战，如儿童的挑战性行为对家长指导强度和效果的影响。这些发现有助于远程照顾者指导作为一种可能支持ASD儿童家庭的方法的临床意义，特别是在服务不足的地区。本研究讨论了根据ASD儿童家庭的不同需求调整服务强度并纳入文化响应性实践以及有效实施干预措施的必要性。
