本研究針對兩名自閉症兒童（小一、幼稚園大班）設計符合其社交需求的課程，透過同儕媒介的方式，採取一名自閉症兒童搭配三名同儕的小團體模式，實施社交技巧教學。研究方法採用質性研究的設計，分析同儕媒介暨社交技巧教學的重要元素，及其對自閉症兒童的社會能力與同儕的角色之影響。研究結果顯示：
一、同儕媒介暨社交技巧教學的關鍵元素包括：
（一）時間安排的結構性、有效的增強物、具視覺線索的教材、符合教 學目標並吸引學生注意的玩具。
（二）同儕訓練方面，搭配使用觀看VCD、直接教導、角色扮演、問答與討論的策略能讓同儕清楚自己可以怎麼做。
（三）社交技巧教學方面，採用故事引導與遊戲引導的方式複習舊技巧、示範並提供正負例行為的方式教導新技巧或精熟舊技巧、合併使用遊戲活動和角色扮演的方式進行行為演練及修正、增強物的回饋等，透過這些步驟能讓自閉症兒童瞭解自己該做什麼。
二、教學之後，自閉症兒童的社交技巧有顯著的改變，從初期
的尚未具備或未臻純熟，到後期的主動表現，甚至類化至
其他的情境與其他的人。
三、自閉症兒童與同儕之間的互動關係，出現漸進式的變化，隨著時間的流動與社交技巧的逐漸獲得，小一的自閉症兒童從畏懼同儕的階段到習慣同儕，最後依賴同儕；大班的自閉症兒童則從自得其樂階段，一躍到親近同儕階段。兩組參與者的互動皆由少到多。
四、自閉症兒童社會能力的增加，連帶地出現包括表達關懷、適應陌生人事物、降低問題行為等潛在的變化。
五、同儕對自閉症兒童的感覺有正向改變，而且成為有耐心教導、協助自閉症兒童的小老師，啟始自閉症兒童的小管家，讚美、邀請、分享、回應自閉症兒童的小天使。同時，友誼的種子在同儕與自閉症兒童之間生根發芽。

This study focuses on the social demand curriculum which is designed to fit two children with autism (pupils of first grade and kindergarten). Through the method of peer-mediated, two small groups have been set up to conduct social skill instruction. Each group has one child with autism and three peers. This research adopts qualitative research to analysis the key elements of the peer-mediated and social skill instruction program, and how they affect the social competence of children with autism and the role of peers. The result of this study were as follows:
1. The key elements of the peer-mediated and social skill instruction program include:
(1) Structured time arrangement, effective reinforcement, instruction materials with visual cue, and toys which fit the instruction goal and attract students’ attention.
(2) Strategies for peer training, such as watching VCD, direct instruction, role play, Q-and-A and discussion can make peers clearly know how to get along with children with autism.
(3) To teach social skills to children with autism, story oriented and play oriented have been adopted to review old skills, model and provide right and wrong examples to instruct new skills or to master old skill. Combining free play and role play can conduct behavioral rehearsal, correction, and feedback of reinforcement. Through these strategies, children with autism are able to realize how to behave or react to the others.
2. After the instruction, the social skills of children with autism have significantly changed. In the beginning, they did not know and weren’t familiar with these skills. But in the end, they performed actively and even generalized to other situations and people.
3. The interaction between children with autism and their peers have been gradually improved. As time pass by, the two children with autism learned more social skills. The first grade child experienced from fear of their peers, accustomed themselves to their peers to finally rely on their peers. And the kindergarten child with autism experienced from playing by himself to trying to approaching his peers. Obviously, the interaction of both groups’ participants has been improved from less to more.
4. Besides the increase of social competence of children with autism, they learn to express concerns to others and adapt strangers and new things. Their problem behaviors also have been decreased.
5. The feelings of peers towards children with autism have positively changed. These peers are like tutors, assistants and angels. They patiently teach and help children with autism, and always praise, invite, share and respond to them. In the mean time, friendship grows up among children with autism and peers.

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