污名經常來自於對一個族群的誤解。因為自閉症學生與神經典型學生截然不同的思考與行為模式，幼教教師在訓練不足的狀況下，對於自閉症的不理解可能造成自閉症污名。本研究根據文獻設計方案，以準實驗研究設計佐以質性紀錄探究線上形式課程之去自閉症污名成效與歷程，實際招募實驗組17名、控制組15名年滿20歲之職前或在職年資5年內幼教教師，以每週一次1.5小時、共四次之線上同步學習課程，提供參與者自閉症相關知識、討論情緒行為之處理策略，以及分享實務經驗與看法，並透過課程活動引導參與者從不同角度思考，扭轉對自閉症的刻板印象。研究者以線上問卷搜集量化資料，以訪談、每次介入之討論與回饋和問卷中的問答題收集質性資料。為回答研究問題，研究者以獨立樣本t檢定檢驗兩組前測分數與前後測進步量，並以成對樣本t檢定檢驗實驗組前後測分數。使用內容分析法進行質性資料分析，由研究者與協同編碼者共同進行編碼，若有疑義則與指導教授討論、釐清；部分質性資料以計量方式進行量化處理，比較兩組差異。本研究成效與歷程如下：
1.自閉症知識與了解的提升：線上學習方案顯著提升實驗組的自閉症知識程度，但仍有兩個迷思需加強釐清：認為早期創傷經驗為自閉症成因，以及超過半數的自閉症者合併智能障礙。雖然前測問卷結果顯示兩組參與者大多知道自閉症者的行為表現，但透過訪談可知其對自閉症者行為背後的原因並不清楚而有刻板印象，或不知道如何應對；實驗組經介入後，理解可能造成情緒行為的原因，進而表示能夠包容，並能找到對應策略。
2.態度與信心的正向改變：線上學習方案為實驗組對自閉症學生的態度帶來正向改變，從部分拒絕轉為接納。雖然仍對自閉症學生的表現感到困擾，但應對時更有信心，且能正向看待自閉症學生之特質，將之轉化為引導自閉症學生參與學習、生活自理或社會互動。實驗組在個別化策略中能善用視覺與口語提示，甚至能將策略融入團體規範中，使其他學生亦能獲益。
3.行為的積極正向支持：線上學習方案對實驗組應對自閉症學生的行為帶來正向改變，參與者多願意調整作法且能採用更有彈性的應對策略，面對自閉症學生與其他學生之衝突具備前事預防概念。
4.給方案的正向回饋：實驗組參與者肯定線上學習方案提供之課程內容、多元且彈性的參與方式、使用影片、以常見情境為例進行討論，以及每次介入以反思作為結尾。

Stigma often stems from misunderstandings of a marked group for its members’ unchosen traits. Due to the starkly different thinking and behavior patterns of students with Autism Spectrum Disorder(ASD) compared to neuro-typical students, preschool teachers’ misconceptions and insufficient training about ASD may lead to ASD stigmatization. To investigate the implementation and effectiveness of an online professional development program for preschool teachers in mitigating the ASD stigma, the researcher adopted a mixed-method research design. Specifically, the researcher collected quantitative data from a quasi-experimental research design and qualitative records to explain and expand the findings. The researcher developed an online synchronous professional development program based on past literature and then recruited 17 participants for the experimental group and 15 for the control group. Participants in the experimental group engaged in four weeks of online sessions, lasting about 1.5 hours each. The researcher collected quantitative data with pre- and post-tests, followed by qualitative data through interviews, discussions, feedback after each intervention, and open-ended survey questions.
To respond to the research questions, the researcher used independent samples t-tests to examine pre-test scores and differences in pre-post-test scores between the two groups. The researcher and an independent coder labeled and coded selected open-ended questions to transform qualitative data into frequency count and compare differences between the two groups. To further investigate pre-post differences within the experimental group, the researcher employed paired samples t-tests. Finally, the researcher adopted content analysis, jointly examining qualitative data with an independent coder; when there were ambiguous cases, the researcher would have in-depth dialogue with the advisor for clarification.
Moreover, by offering a diverse range of resources, including reading materials, videos, group discussions, and individual reflection exercises, the online program catered to participants' varied learning styles and effectively satiated their desire to understand ASD. This newfound knowledge led to a positive transformation in their attitudes and behaviors, fostering a more inclusive environment for individuals with ASD.
In conclusion, this study documented implementation and investigated the effectiveness of an online professional development program in enhancing teachers' understanding and management of students with ASD. The findings of this study are as follows:
1. Improved Knowledge and Understanding: The program significantly improved the experimental group's knowledge of ASD. However, misconceptions persisted regarding the causes of ASD (e.g., early trauma) and the prevalence of intellectual disability in this population. While participants’ pre-test scores indicated a general awareness of behavioral manifestations, pre-program interviews revealed a limited understanding of the underlying reasons for such behaviors. This often led to confusion and reliance on stereotypes when supporting students with ASD. The program addressed these issues, equipping teachers with a deeper understanding of potential causes, ultimately fostering greater acceptance of students with ASD and promoting appropriate strategies within inclusive classrooms.
2. Shifting Attitudes and Increased Confidence: The program improved the experimental group's attitudes toward students with ASD. A shift occurred from partial rejection to acceptance. While the behaviors of students with ASD still posed challenges, participants reported increased confidence in their ability to handle them effectively. Furthermore, they began to view the unique characteristics of students with ASD as opportunities for personal growth, not just challenges. This positive outlook translated into developing individualized strategies with more visual and verbal cues, further enriching the learning environment for all students in the inclusive education setting.
3. Proactive and Positive Behavioral Support: The program fostered a proactive approach to positive behavior support for the experimental group. Participants demonstrated a willingness to adapt and implement the flexible strategies presented in the program, which allowed them to manage conflicts arising between students with and without ASD more effectively.
4. Positive Feedback on the Program: Participants in the experimental group highly regarded the online learning program. They commended its comprehensive content, diverse participation methods, engaging video demonstrations, scenario-based discussions, and structured reflection prompts following each intervention.
This combined evidence suggests that the online learning program successfully enhanced teachers' understanding and management of students with ASD, leading to a more positive and inclusive learning environment.

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