本研究旨在探討結構教學法教導學齡前自閉症兒童學習之成效。由文獻探討可知，美國北卡羅來納大學TEACCH方案所發展的結構教學法對自閉症兒童療育具成效，本研究乃依文獻探討之理論基礎，進行學齡前自閉症兒童教學研究；研究方法採單一受試研究法之多探試設計，研究對象為弘愛自閉症兒童早期療育班之四名學童；學習成效之分析包括學齡前自閉症兒童整體能力發展之變化、個別目標學習之效果、及家長與教師對結構教學法教導成效之評估。
本研究之研究結果如下：

壹、結構教學法對學齡前自閉症兒童學習成效之影響
一、學齡前自閉症兒童整體能力發展
參與研究之四名學齡前自閉症兒童在「學齡前兒童行為發展量表」、及「心理教育評量表修正版」所評量一般能力發展均有成長；且個別目標實驗教學前後「學齡前兒童行為發展量表」之「速率改變指標」均高於1.0，可知實施實驗教學介入後之發展速率高於介入前之發展速率，亦即結構教學法對不同發展程度之學前自閉症兒童，均能促進其整體能力之正向發展。在發展次領域方面，學童在「學齡前兒童行為發展量表」中概念理解、環境理解之表現，較溝通表達佳；在「心理教育評量表修正版」發展次領域中,認知操作與模仿能力之評量結果，較認知語言為佳。
二、學前自閉症兒童的個別學習目標效果
除學童乙在模仿領域之個別學習目標至實驗教學結束仍未通過外，其他學童均通過個別學習目標，亦於追蹤期顯示維持效果，可知結構教學法對四名學童個別學習目標均有正向效果。研究結果亦顯示，結構教學法對不同發展程度的學前自閉症兒童，個別學習目標教學所需期間有長短之差異，即發展商數低的學童較發展商數高的學童個別目標教學所需期間長。
三、家長及教師對實施結構教學法之評估
家長認為實施結構教學法，對其教養態度、教養方法、運用結構教學法心得、心情調適方面，均有正向的影響；教師均認為實施結構教學法，對其教教導方式有所助益，亦能運用結構教學法的要素教導學童。家長及教師並對學前自閉症兒童早療方案實施結構教學法方面，提出具體建議。

貳、學前自閉症兒童早期療育方案之成效

經為期一年弘愛學前自閉症兒童早期療育方案之規劃、成立、進行療育與研究，從參與研究學童整體能力發展、個別學習目標之達成、及家長與教師的評估意見中，可發現結構教學法為對學前自閉症兒童早期療育有效之可行模式。以Powers (1992)所提出之自閉症兒童早期介入要素：(1)運用行為分析原則之結構化療育，(2)家長參與，(3)儘早展開療育，(4)密集療育，(5)方案規劃著重類化，(6)課程強調社會互動及溝通技巧之發展，(7)療育人員受專業訓練及持續督導，(8)和一般兒童統合教育，以檢視以結構教學法為架構之弘愛學前自閉症兒童早期療育方案，亦驗證結構教學法對學前自閉症兒童療育之效果。

本研究除對研究結果詳加討論外，依據上述結果，並分別提出對學齡前自閉症兒童早期療育，及未來研究之建議，俾供學前自閉症兒童療育推廣實施之參考。

The Effects of TEACCH Structure Teaching Strategies to the Learning Outcome of Preschool Children with Autism

Abstract

The purpose of this study was to explore the effects of TEACCH structure teaching strategies on enhancing the learning outcome of preschool children with autism. A single-subject research design combined the multiple probe design across subjects with the multiple probe design across behaviors was experimented to four 4-year-old preschoolers from Hong-Ai early intervention program for preschool children with autism. Data were presented by graphic method and analyzed by using visual analysis method. Two instruments, the Chinese Child Developmental Inventory (CCDI), and PsychoEducational Profile Revised (PEP-R) were used to compare the effects of pre and post experimental treatment. In addition, open-question questionnaires and interviews were used for parents and teachers to evaluate the effects of TEACCH structure teaching strategies.

The results of this study indicated that:
1.The pre and post measurement of CCDI and PEP-R indicated that the subjects' rate of development during intervention was better than the rate of development at the time intervention began. Besides, they performed better in the areas of comprehension-conceptual, situation comprehension, cognitive performance, and imitation than in the areas of expressive language, and cognitive verbal .

2.Except for one subject who didn't accomplish one targeted behavior in imitation, all other subjects accomplished their targeted behavior, and showed maintenance effects during follow-up sessions. The visual analysis of the graphic data to the multiple probe design demonstrated the effects of the structure teaching strategies, especially the effects of visual structure.

3.The feedback from parents and teachers indicated that structure teaching strategies improved their understandings of their children or students, and had positive effects on their attitudes, teaching approaches and adaptation to dealing with them.

4.The effectiveness of Hong-Ai early intervention program for preschool children with autism was demonstrated using the eight essential components of early intervention for children with autism identified by Powers (1992).

Further discussion was made based on the above results. Recommendations to early intervention program for preschool children with autism, and suggestions for future studies were offered.

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