研究目的：隨著更多的自閉症類群障礙症（autism spectrum disorder, ASD）幼兒及早發現及確診，早期療育服務更顯供不應求，由家長作為介入執行者的模式可能嘗試彌補此缺口，提高ASD幼兒接觸高品質療育的機會。而近年來受疫情因素影響，面對面的介入提供常被迫中斷，遠距家長訓練模式能跨越地域限制，以更彈性的方式讓家長接觸具實徵證據的介入模式。本研究以丹佛早療模式（Early Start Denver Model, ESDM）及讓家長成為孩子溝通訓練的老師（Improving Parents As Communication Teachers, ImPACT）為課程設計基礎，旨在探討台灣地區ASD幼兒之遠距家長訓練方案的可能性，並檢驗家長在接受本研究介入後，與介入相關的知識及技巧執行能力之變化，以及其對於親職壓力、親職效能及生活品質之影響。

研究方法：本研究為隨機對照試驗（randomized controlled trial, RCT）設計，共納入33名生理月齡介於18至48個月之ASD幼兒及其家長，隨機分為家長自助組及治療師協助組。家長自助組家長獲得本研究設計之課程網站六個月之使用授權，治療師協助組家長除了上述網站內容以外，另外接受一週一次，一次一小時，為期13週的教練課程。兩組家長皆須於介入前、後完成紙本問卷及家中親子互動影片錄製，並前來實驗室進行幼兒評估及其他資料蒐集。在2021年5月疫情爆發後，研究參與方式改為全線上進行，現場評估內容皆替代為家長自填問卷及線上訪談。

研究結果：（1）在初級指標方面，接受遠距家長訓練方案後，兩組家長之介入知識分數及介入執行真確度分數皆顯著提高。在治療師的協助下，家長的介入執行真確度分數有更顯著地提升。（2）在次級指標方面，兩組家長之親職壓力總分、親職效能總分及生活品質範疇分數皆未有顯著變化，但親職壓力量表中的親職角色投入及社會孤立次量表分數顯著提升。兩組家長在介入後皆對遠距家長訓練方案具高滿意度，大多數家長同意自己能掌握每週的主題課程，並在過程中觀察到自己與孩子的正向改變，未來也願意繼續在生活中執行介入。

結論：整體而言，遠距家長訓練模式可能使家長更有機會接觸實徵介入，並在短時間內提升對介入的知識概念，但治療師的協助能讓家長更顯著提升在家中介入執行的品質。本研究建議持續蒐集更大的樣本，以釐清不同類型ASD幼兒及家長的學習歷程及困難，並深入探討介入過程中壓力感受的來源及可能的因應方式。

Objectives: With more early detection and diagnosis of young children with autism spectrum disorder (ASD), there are high levels of unmet service needs. Parent-mediated intervention (PMI) programs may fill this gap and increase access to high-quality treatment for young children with ASD. However, since the COVID-19 pandemic, face-to-face interventions have often been interrupted. The telehealth parent training model may transcend geographical restrictions, offering a promising mechanism for increasing access to evidence-based interventions in a more flexible way. Based on the Early Start Denver Model (ESDM) and the Improving Parents As Communication Teachers (ImPACT) intervention design, this study aimed to explore the effectiveness and feasibility of telehealth training programs for parents of ASD young children in Taiwan, and examined post-intervention changes in parents' intervention knowledge, implementation fidelity, parenting stress, parenting efficacy, and quality of life.

Methods: A randomized controlled trial (RCT) was conducted. 33 children aged 18-48 months with ASD and their parents were randomly assigned to a self-directed or therapist-assisted program. Parents in the self-directed group received access to the website designed in this study for six months, while parents in the therapist-assisted group received the website and 13 weekly 1-hour coaching sessions. Parents of the two groups were required to complete questionnaires and record parent-child interaction at home pre- and post-intervention. An on-site child assessment and additional data collection would be administered in the laboratory. After the outbreak of the COVID-19 pandemic in May 2021, the study was adjusted to online participation. The original on-site children assessment was replaced by self-rated questionnaires and online interviews by parents.

Results: (1) In terms of primary indicators, the results indicated that parents in both groups significantly improved in intervention knowledge and ESDM implementation fidelity. Parents with therapist’s assistance had greater gains in implementation fidelity. (2) In terms of secondary indicators, there were no significant changes in parenting stress, parenting efficacy and quality of life scores in both groups of parents. However, parents in both groups got significantly higher scores on attachment and isolation subscale in the Parenting Stress Index (PSI-4). Both groups of parents were highly satisfied with the telehealth parent training program. Most parents agreed that they could master the weekly courses, and observed positive changes in themselves and their young children during the process. They would like to continue implementing intervention in their daily lives in the future.

Conclusions: Overall, the telehealth parent training program may suggest a potential role for parents to increase access to evidence-based interventions and improve intervention knowledge in a short period of time However, therapist assistance provided additional benefit for improving fidelity. Future studies are recommended to continue collecting larger samples, for clarifying the learning process and difficulties of different parents and young children with ASD, and for further exploring the stressors and possible coping strategies during the training process.

摘要 i
Abstract iii
表次 vii
圖次 viii
第一章 緒論 1
第一節 研究背景 1
第二節 名詞釋義 4
第二章 文獻回顧 6
第一節 自閉症類群障礙症幼兒之介入模式 6
第二節 丹佛早療模式之療效研究 12
第三節 由家長執行的介入模式之療效研究 16
第四節 遠距家長訓練模式的可能性 21
第五節 研究問題與假設 33
第三章 研究方法 35
第一節 研究對象 35
第二節 研究設計與流程 42
第三節 研究工具 44
第四節 介入設計 50
第五節 分析方法 57
第四章 研究結果 59
第一節 前置分析 59
第二節 介入前、後初級指標之進展 64
第三節 介入前、後次級指標之進展 70
第五章 討論 76
第一節 遠距家長訓練方案對家長之成效 76
第二節 治療師協助提供之額外效果 78
第三節 研究限制與未來研究方向 81
第四節 研究結論與臨床意義 83
參考文獻 85
附錄一 介入知識問卷 94
附錄二 滿意度調查 97
附錄三 「WHOQOL-BREF 臺灣簡明版」使用授權書 99

吳進欽、朱慶琳、侯育銘、姚淑芬（2014）。克氏行為量表篩檢4歲以下自閉症類疾患兒童效度探究。中華心理衛生學刊，27(1)，131-161。 https://doi.org/10.30074/FJMH.201403_27(1).0005
林姿伶、姜忠信、吳欣治（2016）。自閉症類群兒童綜合性早期療育的療效研究：文獻回顧。中華心理衛生學刊，29(1)，1-46。 https://doi.org/10.30074/FJMH.201603_29(1).0001
柯慧貞、朱倍毅、陸偉明、高振傑、龔毅珊、邱郁雯、方曉喻、林木芬、胡崇元（2008）。更新學齡前兒童行為發展量表的常模。測驗學刊，55(2)，313-340。 https://doi.org/10.7108/PT.200808.0313
姚開屏（2002）。台灣版世界衛生組織生活品質問卷之發展與應用。台灣醫學，6(2)，193-200。 https://doi.org/10.6320/FJM.2002.6(2).09
翁毓秀（2019）。親職壓力量表（第四版中文版）。心理出版社。
陳怡群、黃惠玲、趙家琛(2009)。阿肯巴克實證衡鑑系統。心理出版社。
陳孟筳、何淑賢、吳欣治、姜忠信（2020）。訓練家長成為自閉症兒童介入方案的執行者: 從現場教學到遠距教學的回顧與前瞻。中華心理衛生學刊，33(3)，219-245。 https://doi.org/10.30074/FJMH.202009_33(3).0001
張正芬、陳心怡、邱春瑜（2020）。文蘭適應行為量表第3版（中文版）。中國行為科學社。
黃毅志（2008）。如何精確測量職業地位？「改良版台灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19(1)，151-159。 https://doi.org/10.6778/NTTUERJ. 200806.0151
劉惠美、曹峰銘（2010）。華語嬰幼兒溝通發展量表（台灣版）。心理出版社。
衛生福利部統計處（2022）。身心障礙者人數按年齡及類別分（2022年第一季）。 https://dep.mohw.gov.tw/dos/cp-5224-62359-113.html
Ingersoll, B., & Dvortcsak, A.（2020a）。教導自閉症幼兒社會溝通能力（第二版）：教練手冊（姜忠信、陳孟筳、倪子洛、江淑蓉、陳思臻、蔡曉薇、呂幸芳譯；一版）。洪葉文化。（原著出版年：2019）
Ingersoll, B., & Dvortcsak, A.（2020b）。教導自閉症幼兒社會溝通能力（第二版）：家長手冊（陳孟筳、倪子洛、陳思臻、蔡曉薇譯；一版）。洪葉文化。（原著出版年：2019）
Rogers, S. J., & Dawson, G.（2014）。丹佛早療模式：促進自閉症幼兒的語言、學習及參與能力（姜忠信、劉瓊瑛、朱思穎譯；一版）。洪葉文化。（原著出版年：2010）
Rogers, S. J., Dawson, G., & Vismara, L. A.（2016）。穩步‧慢行：自閉症孩子的生活、溝通、學習（張美惠、姜忠信譯；一版）。張老師文化。（原著出版年：2012）
Abidin, R. R. (2012). Parenting Stress Index: PSI-4; Professional Manual. PAR.
Adams, L., Adamo, N., Hollocks, M. J., Valmaggia, L., Brewster, A., Watson, J., Krisson, M., & Simonoff, E. (2022). Examining clinicians’ concerns delivering telemental health interventions directly to autistic individuals during COVID-19. Research in Autism Spectrum Disorders, 94, 101956. https://doi.org/10.1016/j.rasd.2022.101956
American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). American Psychiatric Association.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). American Psychiatric Association.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). American Psychiatric Association.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596
Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. L., Landry, S. H., Carta, J. J., & Leve, C.(2010). Technologies for expanding the reach of evidence-based interventions: Preliminary results for promoting social-emotional development in early childhood. Topics in Early Childhood Special Education, 29(4), 226-238. https://doi.org/10.1177/0271121409354782
Bearss, K., Burrell, T. L., Stewart, L., & Scahill, L. (2015). Parent training in autism spectrum disorder: What’s in a name?. Clinical Child and Family Psychology Review, 18(2), 170-182. https://doi.org/10.1007/s10567-015-0179-5
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: a practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 57(1), 289-300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.x
Boisvert, M., & Hall, N. (2014). The use of telehealth in early autism training for parents: a scoping review. Smart Homecare Technology and TeleHealth, 2, 19-27. https://doi.org/10.2147/SHTT.S45353
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Routledge. https://doi.org/10.4324/9780203771587
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 125(1), e17-e23. https://doi.org/10.1542/peds.2009-0958
Dawson, G., Webb, S., Schellenberg, G. D., Dager, S., Friedman, S., Aylward, E., & Richards, T. (2002). Defining the broader phenotype of autism: Genetic, brain, and behavioral perspectives. Development and Psychopathology, 14(3), 581-611. https://doi.org/10.1017/S0954579402003103
de Nocker, Y. L., & Toolan, C. K. (2021). Using telehealth to provide interventions for children with ASD: A systematic review. Review Journal of Autism and Developmental Disorders, 1-31. https://doi.org/10.1007/s40489-021-00278-3
Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580-587. https://doi.org/10.1016/j.jaac.2015.04.005
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https:/doi.org/10.3758/BF03193146
Fuller, E. A., Oliver, K., Vejnoska, S. F., & Rogers, S. J. (2020). The effects of the Early Start Denver Model for children with autism spectrum disorder: A meta-analysis. Brain Sciences, 10(6), 368. https://doi.org/10.3390/brainsci10060368
Gibaud-Wallston, J., & Wandersman, L. P. (1978). Parenting Sense of Competence Scale (PSOC) [Database record]. APA PsycTests. https://doi.org/10.1037/t01311-000
Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the floortime approach to help children relate, communicate, and think (1st edition). Da Capo Lifelong Books.
Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism, 11(5), 397-411.
https://doi.org/10.1177/1362361307079603
Hao, Y., Franco, J. H., Sundarrajan, M., & Chen, Y. (2021). A pilot study comparing tele-therapy and in-person therapy: Perspectives from parent-mediated intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 51(1), 129-143. https://doi.org/10.1007/s10803-020-04439-x
Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40(9), 1154-1160.
https://doi.org/10.1007/s10803-010-0966-2
Ingersoll, B., & Berger, N. I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with autism spectrum disorders: Predictors of program use and parent outcomes. Journal of Medical Internet Research, 17(10), e227. https://doi.org/10.2196/jmir.4913
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediatedsocial communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943-2952. https://doi.org/10.1007/s10803-013-1840-9
Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46(7), 2275-2284. https://doi.org/10.1007/s10803-016-2755-z
Jhuo, R. A., & Chu, S. Y. (2022). A review of parent-implemented Early Start Denver Model for children with autism spectrum disorder. Children, 9(2), 285. https://doi.org/10.3390/children9020285
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611-620. https://doi.org/10.1111/j.1469-7610.2005.01567.x
Kemp, S. (2022, February 15). Digital 2022: Taiwan. Datareportal. https://datareportal.com/reports/digital-2022-taiwan
Koegel, L. K., Ashbaugh, K., & Koegel, R. L. (2016). Pivotal response treatment. In Lang, R., Hancock T. B., & Singh, N. N. (Eds.), Early intervention for young children with autism spectrum disorder (1st edition, pp. 85-112). Springer International Publishing. https://doi.org/10.1007/978-3-319-30925-5
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Li, F., Wu, D., Ren, F., Shen, L., Xue, M., Yu, J., Zhang, L., Tang, Y., Liu, X., Tao, M., Zhou, L., Jiang, L., Xu, M., & Li, F. (2022). Effectiveness of online-delivered Project ImPACT for children with ASD and their parents: A pilot study during the COVID-19 pandemic. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.806149
Lin, T. L., Chiang, C. H., Ho, S. Y., Wu, H. C., & Wong, C. C. (2020). Preliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system. Autism, 24(5), 1300-1306. https://doi.org/10.1177/1362361319897179
Little, L. M., Wallisch, A., Pope, E., & Dunn, W. (2018). Acceptability and cost comparison of a telehealth intervention for families of children with autism. Infants & Young Children, 31(4), 275-286. https://doi.org/10.1097/IYC.0000000000000126
Lord, C., Rutter, M., DiLavore, P. C., Risi, S. (1999). Autism diagnostic observation schedule: Manual. Western Psychological Services.
Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659-685. https://doi.org/10.1007/BF02172145
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9. https://doi.org/10.1037/0022-006X.55.1.3
Lovaas, O. I., Schreibman, L., & Koegel, R. L. (1974). A behavior modification approach to the treatment of autistic children. Journal of Autism and Childhood Schizophrenia, 4(2), 111-129. https://doi.org/10.1007/978-1-4684-2187-3_17
Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570-579. https://doi.org/10.1007/s10803-009-0901-6
Mullen, E. M. (1995). Mullen scales of early learning. American Guidance Service.
National Autism Center (2015). Findings and conclusions: National standards project, phase 2. National Autism Center.
National Research Council (2001). Educating Children with Autism (1st edition). The National Academies Press.
Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2010). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Interventions, 12(1), 23-32. https://doi.org/10.1177/1098300709334796
Nevill, R. E., Lecavalier, L., & Stratis, E. A. (2018). Meta-analysis of parent-mediated interventions for young children with autism spectrum disorder. Autism, 22(2), 84-98. https://doi.org/10.1177/1362361316677838
Ngai, F. W., Chan, S. W. C., & Holroyd, E. (2007). Translation and validation of a Chinese version of the Parenting Sense of Competence Scale in Chinese mothers. Nursing Research, 56(5), 348-354. https://doi.org/10.1097/01.NNR.0000289499.99542.94
Pickard, K. E., Wainer, A. L., Bailey, K. M., & Ingersoll, B. R. (2016). A mixed-method evaluation of the feasibility and acceptability of a telehealth-based parent-mediated intervention for children with autism spectrum disorder. Autism, 20(7), 845-855. https://doi.org/10.1177/1362361315614496
Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS model: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants & Young Children, 16(4), 296-316. https://doi.org/10.1097/00001163-200310000-00004
Roberts, J. M. (2003). A review of the research to identify the most effective models of best practice in the management of children with autism spectrum disorders. Centre for Developmental Disability Studies.
Rogers, S. J. (2016). Early Start Denver model. In Romanczyk, R. G., & McEachin, J. (Eds.), Comprehensive models of autism spectrum disorder treatment (1st edition, pp. 45-62). Springer, Cham. https://doi.org/10.1007/978-3-319-40904-7_3
Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., Guo, M., & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)-based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052-1065. https://doi.org/10.1016/j.jaac.2012.08.003
Rogers, S. J., Estes, A., Vismara, L., Munson, J., Zierhut, C., Greenson, J., Dawson, G., Rocha, M., Sugar, C., Senturk, D., Whelan, F. & Talbott, M. (2019). Enhancing low-intensity coaching in parent implemented Early Start Denver Model intervention for early autism: A randomized comparison treatment trial. Journal of Autism and Developmental Disorders, 49(2), 632-646. https://doi.org/10.1007/s10803-018-3740-5
Rogers, S. J., Herbison, J. M., Lewis, H. C., Pantone, J., & Reis, K. (1986). An approach for enhancing the symbolic, communicative, and interpersonal functioning of young children with autism or severe emotional handicaps. Journal of the Division for Early Childhood, 10(2), 135-148. https://doi.org/10.1177/105381518601000205
Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3(2), 137-162. https://doi.org/10.1017/S0954579400000043
Rogers, S. J., Stahmer, A., Talbott, M., Young, G., Fuller, E., Pellecchia, M., Barber, A., & Griffith, E. (2022). Feasibility of delivering parent-implemented NDBI interventions in low-resource regions: a pilot randomized controlled study. Journal of Neurodevelopmental Disorders, 14(1), 1-14. https://doi.org/10.1186/s11689-021-09410-0
Rogers, S. J., Vismara, L. A., & Dawson, G. (2021). ESDM Coaching Fidelity Rating Tool. Coaching parents of young children with autism: Promoting connection, communication, and learning, (1st edition, pp. 271-278). Guilford Publications.
Rooks-Ellis, D., Howorth, S. K., Kunze, M., Boulette, S., & Sulinski, E. (2020). Effects of a parent training using telehealth: Equity and access to early intervention for rural families. Journal of Childhood, Education & Society, 1(2), 141-166.
https://doi.org/10.37291/2717638X.20201242
Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and Childhood Schizophrenia, 8(2), 139-161. https://doi.org/10.1007/BF01537863
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428. https://doi.org/10.1007/s10803-015-2407-8
Shaw, K. A., Maenner, M. J., Bakian, A. V., Bilder, D. A., Durkin, M. S., Furnier, S. M., Hughes, M. M., Patrick, M., Pierce, K., Salinas, A., Shenouda, J., Vehorn, A., Warren, Z., Zahorodny, W., Constantino, J. N., DiRienzo, M., Esler, A., Fitzgerald, R. T., Grzybowski, A., … Cogswell, M. E. (2021). Early identification of autism spectrum disorder among children aged 4 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2018. Morbidity and Mortality Weekly Report[MMWR] Surveillance Summaries, 70(10), 1-14. https://doi.org/10.15585/mmwr.ss7010a1
Simacek, J., Elmquist, M., Dimian, A. F., & Reichle, J. (2021). Current trends in telehealth applications to deliver social communication interventions for young children with or at risk for autism spectrum disorder. Current Developmental Disorders Reports, 8(1), 15-23. https://doi.org/10.1007/s40474-020-00214-w
Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92. https://doi.org/10.1177/108835760101600204
Stadnick, N. A., Stahmer, A., & Brookman-Frazee, L. (2015). Preliminary effectiveness of Project ImPACT: A parent-mediated intervention for children with autism spectrum disorder delivered in a community program. Journal of Autism and Developmental Disorders, 45(7), 2092-2104. https://doi.org/10.1007/s10803-015-2376-y
Vismara, L. A., McCormick, C. E., Wagner, A. L., Monlux, K., Nadhan, A., & Young, G. S. (2016). Telehealth parent training in the Early Start Denver Model: Results from a randomized controlled study. Focus on Autism and Other Developmental Disabilities, 33(2), 67-79. https://doi.org/10.1177/1088357616651064
Vismara, L. A., McCormick, C., Young, G. S., Nadhan, A., & Monlux, K. (2013). Preliminary findings of a telehealth approach to parent training in autism. Journal of Autism and Developmental Disorders, 43(12), 2953-2969. https://doi.org/10.1007/s10803-013-1841-8
Vismara, L. A., & Rogers, S. J. (2008). The Early Start Denver Model: A case study of an innovative practice. Journal of Early Intervention, 31(1), 91-108. https://doi.org/10.1177/1053815108325578
Vismara, L. A., Young, G. S., & Rogers, S. J. (2012). Telehealth for expanding the reach of early autism training to parents. Autism Research and Treatment, 2012. https://doi.org/10.1155/2012/121878
Volkmar, F. R., & Reichow, B. (2013). Autism in DSM-5: progress and challenges. Molecular Autism, 4(1), 1-6. https://doi.org/10.1186/2040-2392-4-13
Volkmar, F. R., Reichow, B., Westphal, A., & Mandell, D. S. (2014). Autism and the autism spectrum: Diagnostic concepts. In Volkmar, F. R., Paul, R., Rogers, S. J., & Pelphrey K. A. (Eds.), Handbook of Autism and Pervasive Developmental Disorders (4th edition, pp. 3-27). John Wiley & Sons. https://doi.org/10.1002/9781118911389
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Revised edition). Harvard university press.
Wainer, A. L., & Ingersoll, B. R. (2013). Disseminating ASD interventions: A pilot study of a distance learning program for parents and professionals. Journal of Autism and Developmental Disorders, 43(1), 11-24. https://doi.org/10.1007/s10803-012-1538-4
Wainer, A. L., & Ingersoll, B. R. (2015). Increasing access to an ASD imitation intervention via a telehealth parent training program. Journal of Autism and Developmental Disorders, 45(12), 3877-3890. https://doi.org/10.1007/s10803-014-2186-7
World Health Organization. (1996). WHOQOL-BREF: introduction, administration, scoring and generic version of the assessment—field trial version. World Health Organization.
Zhou, B., Xu, Q., Li, H., Zhang, Y., Wang, Y., Rogers, S. J., & Xu, X. (2018). Effects of parent‐implemented Early Start Denver Model intervention on Chinese toddlers with autism spectrum disorder: A non‐randomized controlled trial. Autism Research, 11(4), 654-666. https://doi.org/10.1002/aur.1917