自闭症儿童的早期疗育：家长的线上课程的探究
摘要
当代主流的自闭症早期疗育，称为自然且具发展性行为模式（Naturalistic Developmental Behavioral Intervention, NDBI），这个模式的特色在于第一、疗育目标，要将多项发展领域，整合在疗育的活动中。第二、重视疗育的情境，要创造对自闭症儿童有意义的活动，重视关系及情绪酬赏价值，促进学习的类化。第三、促进发展的策略，这包括能引发高动机的活动、适切的提示原则，且融合在可预测的日常作息中。研究者过去投入学习NDBI中的JASPER、ESDM和Project ImPACT多年，发展出台湾版NDBI家长线上课程。本报告将介绍此课程的研究发现，以及未来持续探究的方向。期待此成果，能对华人世界的自闭症儿童及其家长带来实质助益。
Title: Early Intervention for Autistic Children: An Exploration of an Online Parent-Mediated Intervention Program
Abstract
Contemporary mainstream early intervention for autistic children increasingly draws on Naturalistic Developmental Behavioral Interventions (NDBIs). NDBIs are characterized by three major features. First, intervention goals across multiple developmental domains are integrated into intervention activities rather than being addressed in isolation. Second, particular emphasis is placed on the intervention context: activities are designed to be meaningful and engaging for autistic children, with attention to the role of relationships and emotional reinforcement in promoting learning and generalization across contexts. Third, developmental strategies are incorporated to facilitate learning, including the use of highly motivating activities, developmentally appropriate prompting strategies, and intervention practices embedded within predictable daily routines.
Over the past several years, the researcher has received training in and implemented some NDBI approaches, including JASPER, the Early Start Denver Model (ESDM), and Project ImPACT. Building on this experience, a Taiwan-adapted online parent-mediated NDBI program has been developed to support parents of autistic children in learning and applying NDBI strategies in daily life routines.
This presentation will introduce the research findings concerning this online parent-mediated program, including its development, implementation, and preliminary evidence of its effectiveness. Directions for future research will also be discussed, with particular attention to how online and self-directed approaches may further enhance access to evidence-based early intervention for autistic children and their families. It is hoped that this work will contribute to the development of accessible and culturally responsive early intervention resources that can provide meaningful benefits for autistic children and their families in Taiwan and the broader Chinese-speaking community.
