本研究旨在探討輕度自閉症青少年在自我概念與多元智能的現況、差異性與兩者的關聯預測情形。研究者以119位國中、高中職的輕度自閉症學生為研究對象，使用研究工具為「田納西自我概念量表第二版」及「多元智能量表乙、丙式」，所得資料以統計方法之描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸分析，進行資料處理與分析討論，主要發現如下：
一、輕度自閉症青少年的自我概念看法由高至低依序為：學業、生理、家庭、倫理道德、心理、社會；多元智能由高至低依序為：自然、空間、數學、存在、語文、內省、音樂、動覺、人際。
二、輕度自閉症青少年對學業自我的看法，會隨年齡增長呈現下滑趨勢；其他層面與整體自我概念則無差異。
三、輕度自閉症青少年對學業自我的看法，高智商組顯著優於中智商組；其他層面與整體自我概念則無差異。
四、輕度自閉症青少年對生理、家庭、社會與整體自我的看法，均為雙親組顯著高於其他組；其他層面則無差異。
五、輕度自閉症青少年對各層面與整體自我的看法，不因家庭社經地位與安置型態的不同而有顯著差異。
六、輕度自閉症青少年的語文與數學智能，會隨年段提升而有降低趨勢；其他智能並無差異。
七、輕度自閉症青少年的語文與音樂智能，均為高智商組顯著優於中智商組；其他智能則無差異。
八、輕度自閉症青少年的音樂智能，接受特教支援服務組顯著優於資源班上課組；其他智能則無差異。
九、輕度自閉症青少年的多元智能，不因家庭社經地位與家庭狀態不同而有顯著差異。
十、輕度自閉症青少年的多元智能與自我概念之間，大多有顯著中度或低度正相關，惟存在智能與自我概念間較無明顯關聯性。此外，內省智能具有顯著預測力，即內省智能越高，越能給予整體自我較正面評價，自我概念表現也越發良好。

The purpose of this study was to discuss the current condition of self-concept and multiple intelligences of adolescents with mild autism spectrum disorder. This study also discussed the differences and the predictive relationships between self-concept and multiple intelligences. Study participants were 119 junior high school and high school students who had mild autism spectrum disorder. The research tools adopted were Tennessee self-concept scale: Second Edition, CMIDAS-B, and CMIDAS-C. The obtained data were calculated using descriptive statistical methods. Independent sample t-test and one-way ANOVA were used. Pearson’s product-moment correlation coefficient and stepwise multiple regression analysis were adopted to process the data and conduct analysis and discussion. The main findings are as follows:
1. The views on self-concepts for adolescents with mild autism spectrum disorder in the descending order are: academics, physiology, family, morality, psychology, and society; their views on multiple intelligences in the descending order are: naturalistic, spatial, logical-mathematical, existential, linguistic, intrapersonal, musical, bodily-kinesthetic, and interpersonal.
2. For adolescents with mild autism spectrum disorder, their views on self-concept in academics showed a downward trend as their age increased; other aspects as discussed in the study and the whole self-concept showed no differences.
3. For adolescents with mild autism spectrum disorder, their views on self-concept in academics are higher in the group with higher intelligence compared with those of mid-ranged intelligence. Other aspects and the whole self-concept showed no differences.
4. For adolescents with mild autism spectrum disorder, their views on physiology, family, society, and whole self-concept are significantly higher in two-parent group compared with other groups. In other aspects as discussed in the study, no differences were found.
5. For adolescents with mild autism spectrum disorder, their self-concept views on different aspects do not differ according to the differences in their family socio-economic status and education placement.
6. For adolescents with mild autism spectrum disorder, their intelligence in linguistic and math showed a downward trend as their grade level increased. Other types of intelligence showed no differences.
7. For adolescents with mild autism spectrum disorder, their intelligence in linguistic and musical showed higher quality in high intelligence group compared with the mid-ranged intelligence group. Other types of intelligences showed no differences.
8. For adolescents with mild autism spectrum disorder, their musical intelligence was significantly higher in the group that received support services compared with the group in the resource class. Other types of intelligences showed no differences.
9. For adolescents with mild autism spectrum disorder, their multiple intelligences do not vary significantly due to differences in family socio-economic status and family styles.
10. For adolescents with mild autism spectrum disorder, the relationship between their multiple intelligences and self-concept mostly showed correlations to a moderate or low positive degree. Existential intelligence and self-concept showed no significant correlations. Intrapersonal intelligence showed significant predictive ability. In other words, the higher the intrapersonal intelligence, the higher the whole self-concept.

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