本研究旨在探討圖卡交換系統結合共享式注意力策略之溝通方案對增進無口語自閉症學生社會互動行為之成效。研究方法採單一受試研究法之跨行為多基線設計，以一名經新北市鑑定及就學輔導委員會鑑定之國中階段無口語自閉症學生為研究對象，以社會互動行為中的「跟隨指示下進行要求行為」、「要求行為伴隨眼神交替」、「以手指物回視引起注意完成要求行為」為目標行為，由研究者記錄學生在三個目標行為的反應正確率，以視覺分析進行資料處理，並請家長及治療師填寫回饋問卷，以了解本教學方案實施後家長與治療師對於方案的質性回饋，本研究結果顯示:
一、圖卡交換系統結合共享式注意力策略之溝通方案對增進無口語自閉症學生社會互動行為有立即效果。
二、圖卡交換系統結合共享式注意力策略之溝通方案對增進無口語自閉症學生社會互動行為有維持效果。
三、圖卡交換系統結合共享式注意力策略之溝通方案對增進無口語自閉症學生社會互動行為之成效具有正向的質性回饋。
本研究綜合上述研究結果，提出對未來研究與自閉症社會互動行為教學提供相關建議。

This research study was intended to examine the effects of the communication program combined with the picture exchange system and joint attention strategies to promote social interaction behaviors for student with non-verbal Austim. This study used the multiple-probe design across behaviors by single subject research. The participant is a junior high school student with non-verbal Austim, who has been identified as ASD by the Committee of Identification, Placement and Consultation for the Special Needs Children in New Taipei City.
The targeted behaviors of social interaction behaviors included the mands with following point, mands with eyes alternate, mands with pointing and shifting gaze from the object to the communicator’s eyes. Data were collected by recording the response rate of the three target behaviors across stages, and analyzed by using visual analysis. In addition, participant’s parents and therapists were interviewed to collect the feedback through the questionnaire in order to understand the qualitative feedback of this program. The major findings were as following：
1. The communication program combined with the picture exchange system and joint attention strategies has effect on promoting social interaction behaviors for student with non-verbal Austim.
2. The communication program combined with the picture exchange system and joint attention strategies has effect on maintaning social interaction behaviors for student with non-verbal Austim.
3. The communication program combined with the picture exchange system and joint attention strategies has positive feedback on social interaction behaviors for student with non-verbal Austim from parent’ and therapist’ perspective.
Based on the positive resuls of the present study, the suggestions for implementating communication program for nonverbal children with ASD are discussed.

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