This study selected a 6-year-old child with autism spectrum disorder (ASD) as the participant. The "Children's School Readiness Diagnostic Scale" was used to assess the child's school readiness across multiple domains. Based on the family support theoretical model for children with special needs in the context of integrated education during the kindergarten-to-primary transition, a family support intervention program was developed and implemented in a single-case study. Results indicated that, following the intervention, the child demonstrated observable improvements in motor coordination, language communication, and social adaptation. Within the constraints of a single-case design, these findings suggest that the parents in this study were able to improve their child's school readiness by independently implementing the intervention program. However, these findings are preliminary, and due to methodological limitations, cannot be generalized to the broader population of children with ASD.
Wang et al. (Wed,) studied this question.