本研究旨在探討應用ImPACT家長三級介入模式對自閉症幼兒家長社會性溝通技巧的成效。以單一受試變更情境為研究設計，以初級自學、次級家長團體和第三級一對一教練形式，探究所有參與家長均能學會社會性溝通技巧之外，檢視三級模式是否能達到減少需要次級、第三級介入的家長人數。並且，在資源與需求適配的情形下，試圖解決家長介入的困境。全數10位參與家長，全程參與共9位。家長介入反應比率定義為親子居家互動影片5分鐘，以30秒部分時距紀錄四項技巧的平均90%以上，據此標準初級達介入反應通過3位，通過率30%；次級達介入反應5位，通過率50%；第三級達介入反應1位，通過率10%。尚有1位因疫情考量退出。研究結果顯示初級家長滿意時間彈性的自學方式；次級家長團體時間配合家長在周末進行課程，同時提供托育服務；第三級配合家長家庭作息時間，以及提供個別化回饋。透過三級不同密集度和個別化程度設計，各級通過家長均滿意此種學習方式，能解決文獻所述家長介入瓶頸。由本研究結果觀之，基於不同家庭有不同學習需求和條件，家長介入的確需要不同個別化和彈性程度設計，以滿足前述學習需求，依據研究結果提出建議及展望，以供未來家長介入研究及教學參考。

Parent-implemented intervention is one of the evidence-based practices for students with autism spectrum disorders(ASD). Reflecting from the literature on stepped care and response to intervention models, a three-tier intervention model was applied to parent education with the curriculum ImPACT A single-subject changing conditions design was used to examine the implication of a three- tier intervention model in a diverse group of families (n=10) participating in a parent training program. The three tiers consisted of (a) Tier 1: self-administered learning, (b) Tier 2: group training , and (c) Tier3: one-on-one individualized coaching. Following each phase, parental skills during parent-child interactions at home were observed with parent-child interaction video clips which determine parents’ response to the intervention(s) by the average of 30 seconds partial-interval recording of four skills. Parents who met specified response-to-intervention criteria discontinued treatment and attach one-month follow up, while those that did not meet criteria continued to the next tier. Of the nine participants (90%) who completed treatment, all responded to intervention. Results suggest that the Tier 1 intervention was effective for three (30%) parent-child dyads.
Five dyads (50%) responded to Tier 2 intervention and one dyad (11%) required Tier 3 intervention to meet response-to-intervention criteria. One dyad dropped out because of the concern of COVID-19. Discussion focuses on the application of a tiered model of intervention to increase efficiency by minimizing the need for more costly time-intensive interventions for parents who may not require them and also discussed the utilization of western program in Taiwan. According to the results, three-tier parent training model can content the different needs of learning of diverse families. More studies are needed in the future.

中文文獻
程景琳、涂妙如、陳虹仰、張鑑如（2016）。學齡前嬰幼兒之社會情緒能力-與嬰幼兒語言能力及父母教養之關聯。當代教育研究，24（3），1-27。
英文文獻
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45(8), 1420-1430.
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.
Brookman-Frazee, L., & Koegel, R. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6(4), 195-213.
Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., & Yoder, P. (2011). A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms. Journal of Child Psychology and Psychiatry, 52(7), 741-752.
Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
Cidav, Z., Marcus, S. C., & Mandell, D. S. (2012). Implications of childhood autism for parental employment and earnings. Pediatrics, 129(4), 617-623.
Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42.
Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., Swettenham, J., Berry, B., & Charman, T. (2002). A pilot randomised control trial of a parent training intervention for pre-school children with autism. European child and Adolescent Psychiatry, 11(6), 266-272.
Dunham, P. J., Dunham, F., & Curwin, A. (1993). Joint-attentional states and lexical acquisition at 18 months. Developmental psychology, 29(5), 827-831.
Elder, J. H., Valcante, G., Yarandi, H., White, D., & Elder, T. H. (2005). Evaluating in-home training for fathers of children with autism using single-subject experimentation and group analysis methods. Nursing Research, 54(1), 22-32.
Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., Le Couteur, A., Leadbitter, K., Hudry, K., & Byford, S. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. The Lancet, 375(9732), 2152-2160.
Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1-22.
Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., Frazier, T. W., & Minjarez, M. B. (2015). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56(8), 884-892.
Hsieh, H. H., Wilder, D. A., & Abellon, O. E. (2011). The effects of training on caregiver implementation of incidental teaching. Journal of Applied Behavior Analysis, 44(1), 199-203.
Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79-87.
Ingersoll, B., & Dvortcsak, A. (2009). Teaching social communication to children with autism: A practitioner's guide to parent training and a manual for parents. Guilford Press.
Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36(4), 487-505.
Ingersoll, B., Shannon, K., Berger, N., Pickard, K. & Holtz, B. (2017). Self-directed telehealth parent-mediated intervention for children with autism spectrum disorder: Examination of the potential reach and utilization in community settings. Journal of Medical Internet Research, 19(7), e248. https://doi.org/10.2196/jmir.7484
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.
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of autism and developmental disorders, 43(12), 2943-2952.
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.
Ingersoll, B. R. (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 12(1), 33-43.
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to
support their young children's development. Infants and Young
Children, 16(1), 9-21.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423-446.
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.
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554-563.
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40(9), 1045-1056.
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72-e79.
Knowles, M. (1980). What is andragogy. The modern practice of adult education: From pedagogy to andragogy, 2, 40-55.
Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347-359.
Koegel, R. L., Symon, J. B., & Kern Koegel, L. (2002). Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavior Interventions, 4(2), 88-103.
Kong, N. Y., & Carta, J. J. (2013). Responsive interaction interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33(1), 4-17.
Lang, R., Machalicek, W., Rispoli, M., & Regester, A. (2009). Training parents to implement communication interventions for children with autism spectrum disorders (ASD): A systematic review. Evidence-Based Communication Assessment and Intervention, 3(3), 174-190.
Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children's speech. Journal of Applied Behavior Analysis, 21(4), 391-400.
Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow -up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6(1), 131-165.
Lundahl, B., Risser, H. J., & Lovejoy, M. C. (2006). A meta-analysis of parent training: Moderators and follow-up effects. Clinical psychology Review, 26(1), 86-104.
McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments: A review of current efforts. American Psychologist, 65(2), 73-84.
McIntyre, L. L., & Phaneuf, L. K. (2008). A three-tier model of parent education in early childhood: Applying a problem-solving model. Topics in Early Childhood Special Education, 27(4), 214-222.
Minjarez, M. B., Williams, S. E., Mercier, E. M., & Hardan, A. Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of Autism and Developmental Disorders, 41(1), 92-101.
Najdowski, A. C., Wallace, M. D., Reagon, K., Penrod, B., Higbee, T. S., & Tarbox, J. (2010). Utilizing a home‐based parent training approach in the treatment of food selectivity. Behavioral Interventions: Theory and Practice in Residential and Community‐Based Clinical Programs, 25(2), 89-107.
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.
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.
Oono, I. P., Honey, E. J., & McConachie, H. (2013). Parent‐mediated early intervention for young children with autism spectrum disorders (ASD). Evidence‐Based Child Health: A Cochrane Review Journal, 8(6), 2380-2479.
Pajareya, K., & Nopmaneejumruslers, K. (2011). A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders. Autism, 15(5), 563-577.
Phaneuf, L., & McIntyre, L. L. (2011). The application of a three-tier model of intervention to parent training. Journal of Positive Behavior Interventions, 13(4), 198-207.
Poslawsky, I. E., Naber, F. B., Bakermans-Kranenburg, M. J., van Daalen, E., van Engeland, H., & van IJzendoorn, M. H. (2015). Video-feedback Intervention to promote positive parenting adapted to Autism (VIPP-AUTI): A randomized controlled trial. Autism, 19(5), 588-603.
Reagon, K. A., & Higbee, T. S. (2009). Parent‐implemented script fading to promote play‐based verbal initiations in children with autism. Journal of Applied Behavior Analysis, 42(3), 659-664.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319.
Rickards, A. L., Walstab, J. E., Wright-Rossi, R. A., Simpson, J., & Reddihough, D. S. (2007). A randomized, controlled trial of a home-based intervention program for children with autism and developmental delay. Journal of Developmental and Behavioral Pediatrics, 28(4), 308-316.
Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., & Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566.
Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154-172.
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926-1928.
Scogin, F. R., Hanson, A., & Welsh, D. (2003). Self‐administered treatment in stepped‐care models of depression treatment. Journal of Clinical Psychology, 59(3), 341-349.
Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22(3), 221-242.
Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better,“self” or “other” as a model? Behavior Modification, 25(1), 140-158.
Shonkoff, J. P., & Meisels, S. J. (1990). Early childhood intervention: The evolution of a concept. Handbook of early childhood intervention, 3-31.
Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43(3), 540-555.
Sofronoff, K., Jahnel, D., & Sanders, M. (2011). Stepping Stones Triple P seminars for parents of a child with a disability: A randomized controlled trial. Research in Developmental Disabilities, 32(6), 2253-2262.
Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). PLAY Project Home Consultation intervention program for young children with autism spectrum disorders: a randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475-485.
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.
Stahmer, A. C., & Gist, K. (2001). The effects of an accelerated parent education program on technique mastery and child outcome. Journal of Positive Behavior Interventions, 3(2), 75-82.
Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1218-1227.
Stiebel, D. (1999). Promoting augmentative communication during daily routines: A parent problem-solving intervention. Journal of Positive Behavior Interventions, 1(3), 159-169.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 1454-1463.
Tonge, B., Brereton, A., Kiomall, M., Mackinnon, A., & Rinehart, N. J. (2014). A randomised group comparison controlled trial of ‘preschoolers with autism’: A parent education and skills training intervention for young children with autistic disorder. Autism, 18(2), 166-177.
Wahler, R. G., & Meginnis, K. L. (1997). Strengthening child compliance through positive parenting practices: What works? Journal of Clinical Child Psychology, 26(4), 433-440.
Wainer, A., & Ingersoll, B. (2013). Intervention fidelity: An essential component for understanding ASD parent training research and practice. Clinical Psychology: Science and Practice, 20(3), 335-357.
Walker, H. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33(3), 398-407.
Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. Interventions for academic and behavior problems II: Preventive and remedial approaches, 1-25.
Wang, H.-T., & Casillas, N. (2013). Asian American parents’ experiences of raising children with autism: Multicultural family perspective. Journal of Asian and African Studies, 48(5), 594-606.
Wang, H.-T., & Koyama, T. (2014). An analysis and review of the literature and a three-tier video modeling intervention model. Research in Autism Spectrum Disorders, 8(7), 746-758.
Welterlin, A., Turner-Brown, L. M., Harris, S., Mesibov, G., & Delmolino, L. (2012). The home TEACCHing program for toddlers with autism. Journal of Autism and Developmental Disorders, 42(9), 1827-1835.
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: an RCT. Pediatrics, peds. 2014-0757.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.
Xu, Y., Farver, J. A., Zhang, Z., Zeng, Q., Yu, L., & Cai, B. (2005). Mainland Chinese parenting styles and parent-child interaction. International Journal of Behavioral Development, 29(6), 524-531.

Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness. Journal of Child Psychology and Psychiatry, 45(8), 1420-1430.
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.
Brookman-Frazee, L., & Koegel, R. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6(4), 195-213.
Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., & Yoder, P. (2011). A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms. Journal of Child Psychology and Psychiatry, 52(7), 741-752.
Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: preliminary data from asocial-communication-based intervention. Autism, 17(2), 220-241.
Cidav, Z., Marcus, S. C., & Mandell, D. S. (2012). Implications of childhood autism for parental employment and earnings. Pediatrics, 129(4), 617-623.
Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special education, 28(1), 33-42.
Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheelwright, S., Swettenham, J., Berry, B., & Charman, T. (2002). A pilot randomised control trial of a parent training intervention for pre-school children with autism. European child & adolescent psychiatry, 11(6), 266-272.
Dunham, P. J., Dunham, F., & Curwin, A. (1993). Joint-attentional states and lexical acquisition at 18 months. Developmental psychology, 29(5), 827-831.
Elder, J. H., Valcante, G., Yarandi, H., White, D., & Elder, T. H. (2005). Evaluating in-home training for fathers of children with autism using single-subject experimentation and group analysis methods. Nursing Research, 54(1), 22-32.
Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., Le Couteur, A., Leadbitter, K., Hudry, K., & Byford, S. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. The Lancet, 375(9732), 2152-2160.
Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J., & Nylander, D. (2011). The response to intervention (RTI) approach in early childhood. Focus on Exceptional Children, 43(9), 1-22.
Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., Frazier, T. W., & Minjarez, M. B. (2015). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56(8), 884-892.
Hsieh, H. H., Wilder, D. A., & Abellon, O. E. (2011). The effects of training on caregiver implementation of incidental teaching. Journal of Applied Behavior Analysis, 44(1), 199-203.
Ingersoll, & Dvortcsak. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79-87.
Ingersoll, & Dvortcsak. (2009). Teaching social communication to children with autism: A practitioner's guide to parent training and a manual for parents. Guilford Press.
Ingersoll, & Schreibman. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of autism and developmental disorders, 36(4), 487-505.
Ingersoll, Shannon, Berger, Pickard, & Holtz. (2017). Self-Directed Telehealth Parent-Mediated Intervention for Children With Autism Spectrum Disorder: Examination of the Potential Reach and Utilization in Community Settings. J Med Internet Res, 19(7), e248. https://doi.org/10.2196/jmir.7484
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.
Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of autism and developmental disorders, 43(12), 2943-2952.
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.
Ingersoll, B. R. (2010). Teaching social communication: A comparison of naturalistic behavioral and development, social pragmatic approaches for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 12(1), 33-43.
Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children's development. Infants & Young Children, 16(1), 9-21.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423-446.
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.
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of consulting and clinical psychology, 83(3), 554-563.
Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of autism and developmental disorders, 40(9), 1045-1056.
Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72-e79.
Knowles, M. (1980). What is andragogy. The modern practice of adult education: From pedagogy to andragogy, 2, 40-55.
Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of autism and developmental disorders, 26(3), 347-359.
Koegel, R. L., Symon, J. B., & Kern Koegel, L. (2002). Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavior Interventions, 4(2), 88-103.
Kong, N. Y., & Carta, J. J. (2013). Responsive interaction interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33(1), 4-17.
Lang, R., Machalicek, W., Rispoli, M., & Regester, A. (2009). Training parents to implement communication interventions for children with autism spectrum disorders (ASD): A systematic review. Evidence-Based Communication Assessment and Intervention, 3(3), 174-190.
Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children's speech. Journal of Applied Behavior Analysis, 21(4), 391-400.
Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow -up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6(1), 131-165.
Lundahl, B., Risser, H. J., & Lovejoy, M. C. (2006). A meta-analysis of parent training: Moderators and follow-up effects. Clinical psychology review, 26(1), 86-104.
McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments: A review of current efforts. American Psychologist, 65(2), 73-84.
McIntyre, L. L., & Phaneuf, L. K. (2008). A three-tier model of parent education in early childhood: Applying a problem-solving model. Topics in Early Childhood Special Education, 27(4), 214-222.
Minjarez, M. B., Williams, S. E., Mercier, E. M., & Hardan, A. Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of autism and developmental disorders, 41(1), 92-101.
Najdowski, A. C., Wallace, M. D., Reagon, K., Penrod, B., Higbee, T. S., & Tarbox, J. (2010). Utilizing a home‐based parent training approach in the treatment of food selectivity. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 25(2), 89-107.
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.
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.
Oono, I. P., Honey, E. J., & McConachie, H. (2013). Parent‐mediated early intervention for young children with autism spectrum disorders (ASD). Evidence‐Based Child Health: A Cochrane Review Journal, 8(6), 2380-2479.
Pajareya, K., & Nopmaneejumruslers, K. (2011). A pilot randomized controlled trial of DIR/Floortime™ parent training intervention for pre-school children with autistic spectrum disorders. Autism, 15(5), 563-577.
Phaneuf, L., & McIntyre, L. L. (2011). The application of a three-tier model of intervention to parent training. Journal of Positive Behavior Interventions, 13(4), 198-207.
Poslawsky, I. E., Naber, F. B., Bakermans-Kranenburg, M. J., van Daalen, E., van Engeland, H., & van IJzendoorn, M. H. (2015). Video-feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI): A randomized controlled trial. Autism, 19(5), 588-603.
Reagon, K. A., & Higbee, T. S. (2009). Parent‐implemented script fading to promote play‐based verbal initiations in children with autism. Journal of Applied Behavior Analysis, 42(3), 659-664.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of autism and developmental disorders, 38(7), 1311-1319.
Rickards, A. L., Walstab, J. E., Wright-Rossi, R. A., Simpson, J., & Reddihough, D. S. (2007). A randomized, controlled trial of a home-based intervention program for children with autism and developmental delay. Journal of Developmental & Behavioral Pediatrics, 28(4), 308-316.
Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., & Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566.
Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154-172.
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926-1928.
Scogin, F. R., Hanson, A., & Welsh, D. (2003). Self‐administered treatment in stepped‐care models of depression treatment. Journal of clinical psychology, 59(3), 341-349.
Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior modification, 22(3), 221-242.
Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better,“self” or “other” as a model? Behavior modification, 25(1), 140-158.
Shonkoff, J. P., & Meisels, S. J. (1990). Early childhood intervention: The evolution of a concept. Handbook of early childhood intervention, 3-31.
Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of autism and developmental disorders, 43(3), 540-555.
Sofronoff, K., Jahnel, D., & Sanders, M. (2011). Stepping Stones Triple P seminars for parents of a child with a disability: A randomized controlled trial. Research in developmental disabilities, 32(6), 2253-2262.
Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). PLAY Project Home Consultation intervention program for young children with autism spectrum disorders: a randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475-485.
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.
Stahmer, A. C., & Gist, K. (2001). The effects of an accelerated parent education program on technique mastery and child outcome. Journal of Positive Behavior Interventions, 3(2), 75-82.
Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of autism and developmental disorders, 42(6), 1218-1227.
Stiebel, D. (1999). Promoting augmentative communication during daily routines: A parent problem-solving intervention. Journal of Positive Behavior Interventions, 1(3), 159-169.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child development, 1454-1463.
Tonge, B., Brereton, A., Kiomall, M., Mackinnon, A., & Rinehart, N. J. (2014). A randomised group comparison controlled trial of ‘preschoolers with autism’: A parent education and skills training intervention for young children with autistic disorder. Autism, 18(2), 166-177.
Wahler, R. G., & Meginnis, K. L. (1997). Strengthening child compliance through positive parenting practices: What works? Journal of clinical child Psychology, 26(4), 433-440.
Wainer, A., & Ingersoll, B. (2013). Intervention fidelity: An essential component for understanding ASD parent training research and practice. Clinical Psychology: Science and Practice, 20(3), 335-357.
Walker, H. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33(3), 398-407.
Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. Interventions for academic and behavior problems II: Preventive and remedial approaches, 1-25.
Wang, H.-T., & Casillas, N. (2013). Asian American parents’ experiences of raising children with autism: Multicultural family perspective. Journal of Asian and African Studies, 48(5), 594-606.
Wang, H.-T., & Koyama, T. (2014). An analysis and review of the literature and a three-tier video modeling intervention model. Research in Autism Spectrum Disorders, 8(7), 746-758.
Welterlin, A., Turner-Brown, L. M., Harris, S., Mesibov, G., & Delmolino, L. (2012). The home TEACCHing program for toddlers with autism. Journal of autism and developmental disorders, 42(9), 1827-1835.
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: an RCT. Pediatrics, peds. 2014-0757.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), 1951-1966.
Xu, Y., Farver, J. A., Zhang, Z., Zeng, Q., Yu, L., & Cai, B. (2005). Mainland Chinese parenting styles and parent-child interaction. International Journal of Behavioral Development, 29(6), 524-531.