本研究的目的，在於瞭解功能溝通訓練對促進無口語自閉症兒童溝通行為以及改善其問題行為的效果。個案有兩位，均為就讀台北縣國小啟智班的自閉症兒童，分別具有發出ㄚㄣ怪聲以及咬手的問題行為。本研究採用單一受試研究之A-B-B*設計進行之。
研究者對兩個個案的問題行為進行功能評量，首先以訪談及觀察的方式形成其問題行為功能的假設，之後以系統操弄的方式驗證該假設。在假設獲得驗證後，研究者擬定功能等值的溝通行為於隔離情境中進行介入。當個案的溝通行為出現相當的次數後，研究者進入自然情境觀察個案溝通行為和問題行為改善之類化效果。
本研究的結果如下：
一﹑功能溝通訓練能有效促進無口語自閉症兒童的溝通行為
本研究的兩個個案均出現教學目標的溝通行為，同時個案甲的進步超出原先擬定的圖卡溝通目標而進步到特定語詞溝通。個案乙也由原先被動點頭的教學目標進步到主動點頭的溝通行為。
二﹑功能溝通訓練的效果能有效類化到自然情境中
本研究兩個個案之溝通行為均能類化到自然情境中。然而個案甲的類化成效比較慢，在經過了三階段的類化情境才成功﹔個案乙的類化成效較佳，第一個階段就已達成。
三﹑功能溝通訓練對改善無口語自閉症兒童問題行為的效果未如預期顯著
個案甲在出現溝通行為之後，其問題行為並沒有立刻下降，直到介入後期溝通行為逐漸取代問題行為的功能時，其問題行為才慢慢的下降。
個案乙的問題行為，由於其溝通行為要求的物品不適當﹑研究者對增強物進行延宕﹑或是誤解個案的意思，導致溝通行為未能總是達成要求的功能，故其問題行為降低的效果，在本研究進行的時間內並不顯著。
本研究並針對未來研究以及教學上的事項提出建議。

The main purpose of this study was to investigate the effect of functional communication training to promote communication and reduce problem behavior in non-verbal autistic children. Subjects were two autistic children , one with bizarre speech and the other with hand biting behavior. Researcher used the A-B-B* design to examine the effects.
The research implemented functional assessment to find out the functions of problem behaviors. After that, the author chose a communication behavior with the same function of the problem behavior to intervene. After subjects had learned the new way to communicate, the author stopped teaching and recorded the effects of the training in natural settings.
The result indicated that the functional communication training can promote communication in two subjects in the study, and the positive effects could generalize to the natural settings. It also indicated that the effect to reduce problem behaviors was not as good as expected.
Implications for practice and further research are recommended on the basis of these results.

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