本研究旨在探討使用自然環境教學增進兩位自閉症類群障礙幼兒共享注意力的成效。研究採用單一受試實驗設計中的跨行為多試探設計。自變項為自然環境教學策略裡的示範、提示—示範和時間延宕策略。依變項為自閉症類群障礙幼兒的反應共享注意力與主動共享注意力的表現率。本研究的結果如下：
一、 自然環境教學能增進自閉症類障礙幼兒用食指指示的表現率。
二、自然環境教學能增進自閉症類障礙幼兒展示的表現率。
三、 自然環境教學能增進自閉症類障礙幼兒跟隨指示的表現率。

The purpose of this study was to investigate the effectiveness of utilizing Milieu Teaching strategies in improving joint attention of two young children with autism spectrum disorders (ASD). A single subject design of multiple probes across behaviors was utilized. The independent variable was milieu teaching, including model, mand-model, and time delay strategies. The dependent variables were participants’ response joint attention and initiate joint attention. The study found that Milieu Teaching enhanced ASD children’s performance rates of (a) pointing, (b)showing, and (c) following proximal point.

第一章 緒論 1
第一節 研究背景及動機 1
第二節 研究目的與待答問題 3
第三節 名詞解釋 4
第二章 文獻探討 7
第一節 共享注意力發展對自閉症類群障礙兒童的影響 7
第二節 自然環境教學的策略 15
第三節 自然環境教學的應用與研究 24
第三章 研究方法 33
第一節 研究架構與設計 33
第二節 研究對象 40
第三節 介入方案 43
第四節 研究工具 49
第五節 研究步驟 50
第六節 資料處理 51
第四章 結果與討論 53
第一節 研究對象甲之共享注意力學習成效 53
第二節 研究對象乙之共享注意力學習成效 60
第三節 討論 67
第五章 結論與建議 68
第一節 結論 68
第二節 建議 69
參考文獻 72
附錄 80
附錄一 80
附錄二 81
附錄三 82
附錄四 83
附錄五 84
附錄六 85

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