Development of a parent-based curriculum for early childhood learning readiness skills in children with autism
DOI:
https://doi.org/10.64838/jmht.2025.280449Keywords:
autism, curriculum, early childhood, learning readiness, parental skillsAbstract
Objective: To develop and assess the feasibility of a parent-based curriculum for preparing early childhood learning readiness in children with autism.
Methods: This study was conducted in Samut Prakan Province, divided into three phases: a literature review to establish the conceptual framework, curriculum development with expert validation, and a pilot implementation with 20 dyads of parents and children aged 4 - 10 years diagnosed with autism. Parental knowledge and skills, as well as the learning abilities of autistic children, were assessed before and after participation. The score changes were analyzed using the Wilcoxon signed-ranks test.
Results: A 9-week group-based training program was developed, combining lectures and hands-on practice. Parents received training in key knowledge and skills, including assessing learning abilities, planning instruction, using teaching materials, and managing behavioral problems. Parents then applied these skills in Individualized Education Programs (IEPs) at home and submitted weekly video assessments. The curriculum achieved an index of item-objective congruence (IOC) of 0.94. After the implementation, parental knowledge and skill scores were significantly higher than pre-intervention scores (p < .001). Additionally, children’s learning ability score improved significantly during the home-based IEPs (p < .001).
Conclusion: The parent-based curriculum appears feasible and may help improve parental knowledge and skills, with potential positive effects on the learning abilities of children with autism.
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