Incorporating a Three-Tier Parent Education Model into ImPACT Curriculum in Taiwan.
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| Title: | Incorporating a Three-Tier Parent Education Model into ImPACT Curriculum in Taiwan. |
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| Authors: | Ding, Yu-Shan, Wang, Hui-Ting, Lin, Fang-Yu |
| Source: | Journal of Child & Family Studies. May2025, Vol. 34 Issue 5, p1163-1177. 15p. |
| Subjects: | Patient education, Curriculum, Communicative competence, Philosophy of education, Early medical intervention, Children with disabilities, Professional practice, Autism, Parent-child relationships, Self medication, Descriptive statistics, Early intervention (Education), Online education, Health education, Asperger's syndrome, Evidence-based medicine, Social participation, Children |
| Geographic Terms: | Taiwan |
| Abstract: | Parent-implemented intervention has been one of the evidence-based practices for children with autism spectrum disorders. Previous studies have suggested tiered approaches to enhance the effectiveness and efficiency of parent training. This study incorporated a three-tier model into ImPACT curriculum. The program is a widely-researched parent-implemented intervention designed to train parents as instructors for children with autism spectrum disorders, specifically focusing on parenting skills of social engagement, language, social imitation, and play. We adapted the ImPACT curriculum in Taiwan and developed three tiers of training to deliver the curriculum, including self-administered online learning, small group sessions, and individualized coaching. We conducted the research to evaluate training impacts by utilizing a single-subject changing conditions design across three tiers. The percentage of using target parenting strategies was assessed through video analysis, with progression to higher tiers for those not meeting the intervention criteria. The goal was to increase the use of target strategies to 90%. Of the ten mother-child dyads, nine mothers completed the program with one withdrawal due to COVID-19. Three mothers achieved the goal at Tier 1, five at Tier 2, and one at Tier 3. The findings suggest that the three-tier parent education model can support parenting skills by tailoring their learning needs. The study highlighted the adaptation of a Western parent training curriculum in an Eastern context and the implications of the three-tier parent education model. More research is recommended to further validate and explore this novel approach. Highlights: All parents showed improvement in Tier 1 self-administration, regardless of whether they met the RTI criteria. For example, the "Follow the Child's Lead" strategy differs from current parenting techniques commonly used in Taiwan. Therefore, it is advisable to provide clear explanations or cultural adaptations before the formal course begins. Tiered parent interventions can help alleviate the demand for therapist resources and accommodate different parental learning styles. Some parents may prefer group discussions, while others might favor independent learning. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Parent-implemented intervention has been one of the evidence-based practices for children with autism spectrum disorders. Previous studies have suggested tiered approaches to enhance the effectiveness and efficiency of parent training. This study incorporated a three-tier model into ImPACT curriculum. The program is a widely-researched parent-implemented intervention designed to train parents as instructors for children with autism spectrum disorders, specifically focusing on parenting skills of social engagement, language, social imitation, and play. We adapted the ImPACT curriculum in Taiwan and developed three tiers of training to deliver the curriculum, including self-administered online learning, small group sessions, and individualized coaching. We conducted the research to evaluate training impacts by utilizing a single-subject changing conditions design across three tiers. The percentage of using target parenting strategies was assessed through video analysis, with progression to higher tiers for those not meeting the intervention criteria. The goal was to increase the use of target strategies to 90%. Of the ten mother-child dyads, nine mothers completed the program with one withdrawal due to COVID-19. Three mothers achieved the goal at Tier 1, five at Tier 2, and one at Tier 3. The findings suggest that the three-tier parent education model can support parenting skills by tailoring their learning needs. The study highlighted the adaptation of a Western parent training curriculum in an Eastern context and the implications of the three-tier parent education model. More research is recommended to further validate and explore this novel approach. Highlights: All parents showed improvement in Tier 1 self-administration, regardless of whether they met the RTI criteria. For example, the "Follow the Child's Lead" strategy differs from current parenting techniques commonly used in Taiwan. Therefore, it is advisable to provide clear explanations or cultural adaptations before the formal course begins. Tiered parent interventions can help alleviate the demand for therapist resources and accommodate different parental learning styles. Some parents may prefer group discussions, while others might favor independent learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10621024 |
| DOI: | 10.1007/s10826-025-03051-w |
