本研究以個案研究法瞭解「表達性藝術課程」及「才能發展課程」對自閉症繪畫能力優異青年社會互動與焦慮行為的影響。透過質性資料的蒐集，瞭解五位青年成長過程中社會互動及焦慮行為的發展及參與課程後的表現與改變。
除了課堂觀察與訪談本研究對象中三位男性及兩位女性自閉症青年外，同時輔以重要他人訪談、電視節目、書籍、畫冊及文件檔案等多重、質性資料的蒐集。先以厚實的描述分別呈現五位研究對象成長過程中社會互動與焦慮行為的表現，再探究其與全體的相同與相異處。綜合研究結果如下：
五位青年自幼以來的社會互動發展呈現多樣且歧異的樣貌，共同特徵包括：低回應的社會互動行為、友誼關係與青春期異性關係的發展均較一般同儕遲緩及同儕霸淩為共同的經驗，然多數能與興趣相投者有良好的互動並依各自的生活及發展脈絡有其他不同的社會互動特質。
焦慮行為的發展部分，五位青年的焦慮來源多樣，包括：人群、知覺感官、不熟悉事物、因規則與標準產生的焦慮以及面對無法解決問題產生的焦慮，其中以人群、知覺感官及不熟悉的事物為多。焦慮表現包括：沒有表情、不耐煩或焦慮的情緒、口語及行為。焦慮行為處理中，學生採取隔絕或逃避、尋求安慰、宣洩、抒解或面對等策略處理；母親則透過安撫、陪伴或教學、與他人溝通等方式協助子女解決焦慮情緒。
參與表達性藝術暨才能發展課程後，五位自閉症青年各自有其改變與發展，包括：能透過共同的興趣與他人互動並逐漸掌握與人互動的技巧、為了與他人溝通主動學習外國語言、內省與自我調能力提升、能主動向老師表達自己的意見、在公開場合發表並主動與陌生人對話、表情、情感與肢體動作更為豐富並能透過繪畫或撰寫文章表達自己的想法或感受，在作品中表現對人的興趣及幽默的情感且能以繪畫替代不適當的行為，自信心的提升以及音量、音調的增加，在面對焦慮時從逃避轉而積極面對。
最後研究者提出表達性藝術暨才能發展課程未來在教學、相關研究之運用與政策實施之建議。

The main objective of this study is to investigate the effect of expressive arts and talent development curriculum on social interaction and anxiety behavior for Art-talented adolescents with autism spectrum disorder by case study approach. By analyzing the qualitative data, the development of the social interaction and anxiety behavior of five adolescents during their growth stages was observed. Moreover, the effect of expressive arts curriculum and talent development curriculum on the difference of behavior model for all class attendees is also presented in this study.
In addition to classroom observation and interviewing five autistic adolescents for three males and two females, the multiple and qualitative data collection and sampling from various sources, i.e. interview for significant others, TV programs, books, picture albums and documents, were also used as the complementary information to have a more comprehensive picture on all course attendees. The thick description approach was employed to present the performance of social interaction and anxiety behavior of five adolescents during their growth stages. This is followed by exploring the similarity and dissimilarity of behavior model between the individual and the ensemble. The results were shown as follows:
The development of the social interaction for five adolescents exhibits in diverse and distinct manners. They have some characteristics in common including low responsive social interaction behavior, developmental retardation in friendship and heterosexual relationship as compared to their counterparts, and peer bullying. Nevertheless, most of them can have good interaction with those who share some common interests and exhibit various social interaction features depending on their respective life and developmental trace.
For the development in anxiety behavior, a wide variety of multiple factors, i.e. population, sensory perception, things that are not familiar with, anxiety resulting from rules and criterion, as well as the problem solving incapability are the possible sources responsible for the observed anxiety behavior. Among them, in particular, population, sensory perception, and things that are not familiar with are the key sources leading to their anxiety behaviors. The anxiety expression includes no facial expression, impatience, or anxious emotion, verbal and behavior. While dealing with their anxiety behaviors, strategies such as self-isolation or escape, looking for comfort, emotional release or relief and confrontation are frequently employed. Meanwhile their mothers also need to play a crucial role in helping resolve their anxieties by means of comforting, accompanying or teaching their children, and communicating with others. After attending expressive arts and talent development curriculum, progressive improvements were found from five autistic adolescents as shown below.
1.Having a command of interaction with people by sharing common interest.
2.Active foreign language learning in order to communicate with others.
3.Enhancement in introspection and self-adjustment capability.
4.Taking the initiative to express their opinions to teachers.
5.Be able to speak in public and talk to strangers actively.
6.Having more facial expressions, emotions, and gestures.
7.Expressing their own thinking via painting or writing.
8.Replacing improper behavior by painting and showing the sense of humor and interest to people in their work.
9.Strengthening their self-confidence and raising their tone of voice.
10.Facing anxieties with positive attitude instead of trying to escape.
Lastly, I propose some suggestions regarding to the teaching strategies, potential applications and policy implementations of expressive arts and talent development curriculum.

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