本研究的目的是探討到宅教保員與一位幼兒母親合作，實施到宅服務融入家庭作息之過程與成果。本研究採行動研究法，使用觀察、會議討論、訪談、省思札記與相關文件等方法蒐集研究資料。在此服務的過程中，幼兒整體的學習目標成效是超過預期的，進食的目標達到最佳成果，生活自理能力有進步，已能接受餵食與偶而模仿發聲，也較會進行遊戲，但是語言進步緩慢。而受到母親主動參與及孩子的進步，使幼兒父親在服務結束前也較積極關注孩子的學習發展。在此過程中，研究者透過持續檢討與反省，修正調整目標與介入教學策略。而教保員運用作息訪談更瞭解家長的需求，訂定更合適家庭的目標，增進其省思多年來的到宅服務實踐，未來能持續以家庭為中心的精神提供服務。本研究顯示，到宅教保員統整相關人員的建議，與幼兒母親合作實施作息訪談擬定的功能性目標能較符合家庭的需求，而家庭也較滿意執行個別化家庭服務計畫的過程。幼兒母親一開始的教養知能雖然不足，但是抱持開放、學習的心態，願意嘗試調整孩子的生活作息，逐漸主動參與，將教保員提供的教學調整融入作息活動中，增進親子之間的互動，並提升自己的教養能力。不過，幼兒母親回到職場之後，未來將面臨職業與家庭如何兼顧的挑戰。研究者依據研究的結果提供相關建議。

The main purposes of this study were to investigate the process and its outcomes of the routines-based teaching approach through the cooperation of a home visitor with a mother of child with developmental delays. In this action research study, data were collected from home visiting observations, individual in-depth interviews, team conferences, the researcher diary, and documents. In this study process, the researcher continued to review and accommodate teaching objectives and strategies through discussions after home visiting services, team conferences and reflection of the researcher. The research showed that the home visitor could design and implement functional goals of the individualized family service plan integrating suggestions of related professionals with help of the routines-based interview with the mother. After that, the mother could cooperate with the home visitor more actively. The whole learning goals of the child were achieved with more expectancy. The child ate better, but made very slow progress on language, needed to be improved. The father showed also more active attention to the child's learning and development at the end of the home visiting services. According to research results, the researcher has made relevant suggestions.