本研究採行動研究，透過非干擾性測量、觀察、訪談等方式蒐集資料，探討一位發展遲緩幼兒森斌母親琳媽參與家庭中心取向教育方案的歷程和成效。琳媽參與研究者帶領的學前特殊需求兒童家長團體，團體結束後，仍未解決在家教育森斌的困難，希望以個案方式繼續學習教養技能。行動建構在平等合作的夥伴關係之上，包括兩階段發展和執行家庭中心取向教育方案。首先，應用現有的兒童發展評量工具及自編的家庭評量工具蒐集資料，經由討論評量摘要協助琳媽覺知森斌發展現況及家庭優勢和需求；其次，引導琳媽統整評量結果、決定目標順序，透過在家試作及活動差異分析發展與家庭適配的教育方案；第三，因應家庭突發事件調整教育方案；第四，依據觀察和教學記錄，協助琳媽精熟和應用特定教學策略、將目標類化至家庭其他情境。行動後，琳媽能在協助下參與發展與執行教育方案、應用家庭教育資源、覺知教育森斌的能力及森斌的學習特質；森斌達到預定目標，且類化至家庭其他情境。綜合研究結果，行動方案為發展遲緩兒童家長參與家庭中心取向教育方案的可行方式之一。

In this study, the researcher supported the mother (Lin) of a child (Sanben) with developmental delays to develop and implement family-centered education programs at home, and then investigated the process and effects. Methods: This study adopted an action research design. The data collection techniques included unobtrusive measures, observations, interviews, and others (e.g., checklists and scales). After collecting data, the researcher undertook data analysis by a constant comparison method, and then connected themes to derive results. Findings: This study included a two-step spiral process of developing and implementing programs in collaborative partnerships between the researcher, Lin and her family. The researcher used existing tools for child development and developed family assessment scales to continually and reciprocally collect information about family parenting abilities, values, strengths and needs. In the process of developing the educational programs, the researcher assisted Lin to observe and evaluate Sanben's development and her family's parenting strengths and needs by discussing the assessments summaries. The researcher also guided Lin to integrate the data from family assessments, prioritize educational goals, establish teaching goals at home, and draft educational programs. Lin was responsible for implementing the educational programs. In the process of implementing these programs, the researcher assisted Lin to master and modify specific instructional strategies in terms of teaching records, observation and discussion. Lin was encouraged to generalize the goals into natural home routines and daily activities, and the researcher supported her to routinely implement her plan, mobilize informal family resources, and encourage family members to help teach Sanben. The effects on this study revealed Lin could participate in developing and implementing educational programs with little assistance, mobilize her family's parenting resources, become aware of her own teaching style and Sanben's learning characteristics, and be satisfied with progress in her parenting abilities. Sanben attained the educational goals, eating and toileting with minimal assistance, and worked these skills into family natural routines with other family members. Conclusions/Implications: The results demonstrated this plan was a feasible method for family-centered parent participation in educational programs for children with developmental delays. While providing family-centered services, this study suggested the need for the following: (a) structuring a family-centered approach for developing and implementing educational programs;(b) implementing action based on collaborative partnerships; (c) continual review of knowledge and skills in a family-centered approach; (d) providing parent education consistent with familycentered educational programs; (e) keeping educational programs flexible for coping with unexpected family events; and (f) adapting custom service time and accountability for different stages of family-centered educational programs.