Journal of Shanghai Jiao Tong University (Medical Science) ›› 2022, Vol. 42 ›› Issue (9): 1239-1246.doi: 10.3969/j.issn.1674-8115.2022.09.010

• Innovative research team achievement column • Previous Articles    

Adaptation and adaptability investigation of Improving Parents as Communication Teachers (ImPACT) program for autism spectrum disorder

WU Danping(), REN Fang, SHEN Lixiao, XUE Minbo, WANG Junli, LI Fei(), XU Mingyu()   

  1. Department of Child Health Care, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine; MOE-Shanghai Key Laboratory of Children's Environmental Health, Shanghai 200092, China
  • Received:2022-05-24 Accepted:2022-08-21 Online:2022-09-28 Published:2022-09-28
  • Contact: LI Fei,XU Mingyu;;
  • Supported by:
    Three-Year Construction Plan of Shanghai Municipal Health Commission(GWV-10.1-XK07);Project of Shanghai Municipal Health Commission(2019SY068);Innovative Research Team of High-level Local Universities in Shanghai(SHSMU-ZDCX20211100)


Objective ·To adapt and investigate the adaptability of the parent-mediated intervention program “Improving Parents as Communication Teachers (ImPACT)” for autism spectrum disorder (ASD) under the background of Chinese culture. Methods ·There were 4 procedures of adaptation: information gathering, preliminary adaptation design, preliminary adaptation test, and adaptation refinement. In the information collection part, 8 experts (6 pediatrics and 2 psychotherapists) were invited to have 6 focus group discussions, and preliminary adaptation was made in the aspects of language, intervention form, program structure, cultural customs, etc., according to expert suggestions. Then 16 ASD parents were recruited to participate in the ImPACT program after the preliminary adaptation. Adaptative investigation of ImPACT was carried out simultaneously in the preliminary adaptation test stage. Results ·The adaptability investigation results of preliminary adaptation program showed that all parents believed that “the pace of the program was well controlled, and they could follow the rhythm of the therapist to complete the learning of skills”. Among these parents, 66.67% believed that “the course was fully prepared, the explanation was clear, and the goal was clear”, and 33.34% believed that “rich examples were provided to help understand intervention skills” in the learning process. As for the feedback of skill practice homework after each session, 83.33% of parents believed that “homework could be easily completed, and help them better learn intervention skills”, and all parents believed that “comments were timely, and the content of comments could help them answer questions and solve doubts”. The difficulties in mastering, i.e., the 7th session (shaping the interaction), the 6th session (teaching new imitation and play skills), and the 5th session (teaching new communication skills) were further adjusted after discussion with the expert group to make the final plan more convenient for parents to master. Conclusion ·After adaptation and adaptability investigation, a parent-mediated intervention program ImPACT which is more suitable for the families of ASD children in China has been formed.

Key words: autism spectrum disorder (ASD), parent-mediated intervention, ImPACT program, scheme adaptation, adaptability investigation

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