Implementing My Abilities First for Children with Developmental Delays in Taiwan: A Strengths-Based, ICF-Informed Practice Report

Abstract

Highlights: What are the main findings? My Abilities First (MAF) was successfully implemented at scale in Taiwan, with high training satisfaction, improved practitioner subjective competence, and increasing use of My Abilities Identification Cards (ABIDs). The ABID framework systematically integrates child-led strengths and voices, fostering greater self-expression and creating meaningful participation opportunities for children with developmental delays. What are the implications of the main findings? MAF is a feasible and scalable, strengths-based, rights-oriented approach for integration into existing service systems for children with developmental delays. Integration of ABIDs into early intervention and education may facilitate sustained practice change toward participatory, family-centered, rights-based care. 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.