本研究旨在探討休閒活動指導對國小自閉症學生同儕互動之成效。研究方法採單一受試實驗研究之跨受試多探試設計，研究對象為三名就讀於台北市公立國小自閉症兒童（二年級、四年級、五年級），休閒活動的指導包括合作、輪流、分享、主動性及休閒技能的指導，主要結果為：
一、休閒活動指導對國小自閉症學生同儕互動之影響
休閒活動指導能增進國小自閉症兒童與同儕合作、輪流、分享及主動行為，雖然，在分享行為的表現上不如預期，但對於教導分享行為重要因素，如：個案的能力、分享的內容、及教學設計等，有更深一層的了解。
二、休閒活動指導對國小自閉症學生學習休閒技能之成效
休閒活動指導能增進國小自閉症學生休閒活動技能，三名個案都能習得四項休閒活動的技能。
三、休閒活動指導有效的因素分析
（一）休閒活動種類的選擇
本實驗研究所選定的四項休閒活動中，丟保齡球此項活動，是自閉症學生學習效果最佳的活動。
（二）結構化的活動環境
本實驗設計以簡單的活動規則，配合結構化的環境安排，建立一致、固定的休閒活動模式，自然而然地引導同儕與自閉症學生互動。

（三）同儕特質
除了本研究所設定的同儕選擇標準外，從研究中發現，同儕特質對於研究結果的影響，因此，選擇參與同儕時，必須留意同儕的特質。
（四）前置作業的影響
在實施休閒活動指導前，研究者先到國小收集個案資料、訪談學生教師及實施一對一及小組的休閒活動試探，對於正式實施教學很有幫助，是此次教學能順利達成目標的關鍵。
綜合上述，影響同儕互動行為的因素有：休閒活動的內容、結構化的教學環境及同儕特質，若能有效控制影響同儕互動行為的因素，必能使休閒活動指導達到預期的效果。

The aim of the study was inquiring into the result of peer interaction for leisure activities guide to the elementary school autism students. The method of the research adopted the across subject multi-probe design of single subject design. The object of research had three student of autism child (grade two, grade four and grade five) of the public elementary school of Taipei City. The guide of leisure activities included the rotation, cooperation, sharing, activity and the guide of leisure skill. Main result was as following:
1. The impact of leisure activities guide to elementary school autism student peer interaction.
The leisure activities guide could promote the elementary school autism child cooperate with peers, took turns, sharing and active action. Although, the performance of the sharing action was not as expecting, but teaching how to sharing action importance factor had more deeply understanding. Such as: the capability of the case, the content of the sharing and the teaching design etc…
2. The result of the learning leisure skill for leisure activities guide to the elementary school autism student.
The guide of leisure activities could promote the elementary school autism student the skill of the leisure activities, and three cases could acquire four skills of leisure activities.
3. The factor analysis of guide valid for leisure activities.
(1) The selection of the kind of leisure activities
The institution of experiment made selection in four leisure activities；throwing bowling was the best activity for an autism student learning substitution.
(2). The structural activities environment
The experiment designed with simple activities rules, fitting the structural environment arrangement, creating the leisure activities mode of coincidence and stationary, leading naturally autism students peer interaction.
(3). The characteristic of peers
In addition to peers whom this institute set selection standard, finding from study, peers characteristic for study affect the result. Therefore, to select participation peers must keep in mind the characteristic of peers.
(4). The impact of the operation beforehand.
Before carrying out guide of leisure activities, the researcher went to first the elementary school to collect the data of the case, interviewed student's teacher and applied probe of leisure activity for one by one and groups. It was helpful very much for the formal teaching implementation. That was the key point to reach the teaching object smoothly.

Synthesized the above, the factor of impact for peer interact actions had: the content of leisure activities, the structural teaching environment and peers characteristic. If we could control effectively that affected the factor of peer interact, then will make the guide of leisure activities to reach the expectancies.

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