本研究的主旨在探討運用社會故事教學法減少或消除自閉症兒童問題行為的效果。社會故事教學法是針對自閉症兒童的執行功能缺陷而設計的一種教學法。本研究先探究與找出自閉症兒童的問題行為功能，然後再以社會故事教學法，教導正向的功能等值溝通行為，以減少或消除自閉症兒童的問題行為。
研究方法係採取單一受試跨情境的實驗設計。研究受試是一名低功能的自閉症兒童，在小學特教班二年級上學。其問題行為是遇到挫折，便撞頭與咬人的的自傷與傷人的行為。研究結果證實：結合問題行為的功能等值溝通訓練與社會故事教學法，能夠減少低功能自閉症兒童的自傷與傷人的問題行為。雖然問題行為減少的情況緩慢，但是減少的趨勢十分明顯。
根據本研究的過程與結果，研究者提出未來研究的建議：
一、未來研究若是針對低功能自閉症兒童時，可以延長介入時間，以觀察
社會故事教學法是否能夠徹底消除問題行為。
二、自閉症兒童的問題行為若是由於感覺變異所造成，則社會故事教學法
無法發揮功效。未來的研究可以探究各種有效的處理策略，以協助家
長解決教養自閉症兒童最大的困擾。

The purpose of this study was to probe the effect of using social study intervention strategy on reducing the challenging behaviors. Social story , which is based on regulating the children with autism’s executive function disorder, were designed to help the children with autism to learn the new survival skills. For the purpose of eliminating the challenging behavior, this study tried to find out the purposes of the challenging behavior by using the functional assessment priority and then using social study intervention strategy to help this subject to learn the functional equivalents to substitute the challenging behaviors.
The single subject experimental design with multiple probe design across situations was adopted for this study. The experimental subject was a child with autism, classified as low functional level. He , with eight year old, is studying in a special class of the elementary school. The challenging behaviors being eliminated were the banging his head and biting the other people, whenever he was trapped into frustrating situations.
The results of this study showed that combing the functional assessment and social story could reducing the challenging behaviors. Although the process of reducing challenging behaviors were slowly, the trend graphs showed the eliminating effects clearly enough preferred by the subject must be adopted in the intervention process, in order to get the desirable results.
Suggestions for the future researcher and the relevant persons are
1.To those who want to duplicate this study, the researcher suggests that the intervention period can be extended long enough to testify the effects throughly.
2.The future researchers can explore the other treatment strategies
for those challenging behaviors of the children with autism
resulted from sensory dysfunctions. These kind of challenging
behaviors bothered the parents and teachers for such a long time.

目 次

目 次………………………………………………………………………………… Ⅰ
圖目次………………………………………………………………………………… Ⅲ
表目次………………………………………………………………………………… Ⅳ
第一章 緒論
第一節 研究背景與動機………………………………………………………… 1
第二節 研究目的與待答問題…………………………………………………… 4
第三節 研究限制………………………………………………………………… 5
第四節 名詞釋義………………………………………………………………… 6
第二章 文獻探討
第一節 自閉症兒童及其問題行為處理………………………………………… 8
第二節 自閉症兒童問題行為及其功能……………………………………… 20
第三節 社會故事及其對改善自閉症兒童問題行為成效之研究…………… 24
第三章 研究方法
第一節 研究對象……………………………………………………………… 34
第二節 研究架構……………………………………………………………… 36
第三節 受試者問題行為……………………………………………………… 37
第四節 研究設計……………………………………………………………… 40
第五節 研究工具……………………………………………………………… 43
第六節 研究步驟與程序……………………………………………………… 45
第七節 資料處理與分析……………………………………………………… 48
第八節 信度與效度…………………………………………………………… 49
第四章 結果與討論
第一節 社會故事教學效果分析…………………………………………………53
第二節 問題行為功能及綜合討論………………………………………………59
第五章 結論與建議
第一節 結論………………………………………………………………………64
第二節 建議………………………………………………………………………66
參考文獻
中文部分………………………………………………………………………… 68
西文部分………………………………………………………………………… 69
附錄
附錄一 個案基本資料表……………………………………………………… 77
附錄二 家長製作之溝通圖卡-家裡情境…………………………………… 81
家長製作之溝通圖卡-學校情境…………………………………… 85
附錄三 社會故事書…………………………………………………………… 88 附錄四 行為觀察紀錄表…………………………………………………………125
圖 目 次
圖3-1 研究架構圖………………………………………………………………… 36
圖3-2 研究步驟圖………………………………………………………………… 45
圖4-1 受試者問題行為發生次數曲線圖………………………………… 53
表 目 次
表3-1 觀察者一致性信度表……………………………………………………… 49
表3-2 社會效度評量結果統計表………………………………………………… 50
表4-1 受試者之問題行為表現及階段內、階段間分析摘要表………………… 56
表4-2 受試者在各階段問題行為次數的平均數與差異比較表………………… 60

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