Implementing My Abilities First for Children with Developmental Delays in Taiwan
A Strengths-Based, ICF-Informed Practice Report
Bibliographic Data
| ID | 15716565 |
|---|---|
| Authors | Hua-Fang Liao (National Taiwan University), Hua‐Fang Liao (0000-0003-3663-8949, National Taiwan University), Yi-Ling Pan (0009-0004-3380-8724, National Taiwan University Hospital), Pei-Jung Wang (0000-0003-2607-8570, Asia University), Yen-Tzu Wu (0000-0001-5035-4577, National Taiwan University), Ya-Tzu Liao (Taiwan Society of Cardiology), Verónica Schiariti (0000-0001-9148-4159, University of Victoria, corresponding author) |
| Year | 2026 |
| Volume | 13 |
| Issue | 3 |
| Pages | 381-381 |
| Publication date | 2026-03-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children13030381 |
| PMID | 41897093 |
| OpenAlex | W7134233873 |
| Language | EN |
| References cited | 15 |
This practice-based implementation report describes the adoption of the My Abilities First (MAF) initiative for children with developmental delays in Taiwan. Grounded in the International Classification of Functioning, Disability and Health (ICF) framework, MAF emphasizes a strengths-based, participatory, and human rights-oriented approach to early childhood intervention. The purpose of this report is to describe the development of the MAF framework and the details of its innovative, culturally sensitive implementation in Taiwan, using implementation science principles to support the national adoption of My Abilities ID Cards (ABIDs). Central to the MAF initiative is the ABID, a tool that empowers children to express their abilities, preferences, and support needs using their own voice or preferred mode of communication. Guided by implementation science, the MAF team in Taiwan engaged stakeholders in urban and rural centers, developed training programs, and integrated ABID into early intervention and special education systems. Preliminary outcomes indicate that from 2021 to 2025, 140 training sessions reached a total attendance of 6961. Notably, satisfaction with training was high (>95%), and practitioner subjective competence adopting positive language improved. The number of children under age 12 creating ABIDs grew to approximately 700. Preliminary evidence suggests that ABIDs might increase systematic adoption of children's opinions in assessments and interventions. Qualitative feedback from parents and professionals highlights the contribution of ABIDs, ensuring self-expression, motivation, and meaningful participation. The pioneering Taiwanese experience demonstrates the feasibility and impact of MAF and ABIDs in promoting children's rights and participation, offering practical insights for global adaptation in diverse contexts
Adaptation (eye · Attendance · Child development · Competence (human resources · Evidence-based practice · Focus group · Intervention (counseling · Qualitative research · Cerebral Palsy and Movement Disorders · Family and Disability Support Research · Infant Development and Preterm Care
| Highly cited | No |
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