本研究旨在探討結構式教學法對高職自閉症學生學習機器腳踏車修護技能之成效。

本研究者採單一受試研究法的「跨受試多基線設計」，自變項為「結構式教學法」，「機器腳踏車修護技能」為依變項，包含「更換前輪避震器」、「更換引擎機油和齒輪油及清潔機油濾網」、「更換驅動鏈條」及「更換車身覆蓋」四項工作技能，研究對象為三名高職自閉症學生，他們分別接受「基線期－處理期－維持期」之評量，再以視覺分析加以探究介入成效。
本研究結果如下：
一、結構式教學法對高職自閉症學生機器腳踏車修護技能的學習成效佳。
二、結構式教學法對高職自閉症學生機器腳踏車修護技能的維持效果穩定。
三、結構式教學法對高職自閉症學生機器腳踏車修護技能有良好的社會效度。

文末依據研究結果，本研究者亦提出教學實務和未來研究的建議。

The purpose of this study was to investigate the effects of structured teaching on the four motorcycle repairing skills of high school students with Autism.
The method adopted was a multiple baseline across-subjects designs, a single subject research. The independent variable was structured teaching and the dependent variables were the four motorcycle repairing skills. Three students with autism participated in this study. Data were collected from the baseline, the intervention and the maintenance stages. In addition, the data were analyzed with visual analysis. The results showed:
1. It was effective of using structured teaching on learning motorcycle repairing skills for the high school students with Autism.
2. It was effective of using structured teaching on maintaining motorcycle repairing skills for the high school students with Autism.
3. The results of social validity indicated that structured teaching on motorcycle repairing skills for the high school students with Autism was effective.
According to the results, suggestions were made for teaching and future research.

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