本研究的主要目的為探討對話式閱讀介入對自閉症幼兒詞彙理解之成效為何。研究對象為三位就讀新北市公幼之自閉症幼兒，其生理年齡介於五歲到六歲半之間。本研究採單一受試法，以跨受試多探試設計，介入處理期三至四週，期間至少進行十二次介入。詞彙理解的資料收集以研究者自編之繪本詞彙理解測驗為主，以比較受試幼兒於基線期和處理期，對繪本詞彙理解之變化，以及保留期之詞彙理解維持成效。處理期的對話式閱讀介入，為根據Whitehurst等人所提出的對話式閱讀策略與受試幼兒進行共讀。研究結果發現，對話式閱讀介入能對受試幼兒的詞彙理解產生中等到極高的立即效果，亦在保留期具有維持效果，且對話式閱讀介入與自閉症幼兒的詞彙理解具有功能關係。本論文亦根據研究結果對未來研究者、家長及教師提出建議。

This study aims to examine the effect of dialogic reading on receptive vocabulary in three preschoolers with autism spectrum disorder. The participants are between five to six and half years old who attend the same preschool in different classes. A multiple probe design is applied to help the researcher get a closer look to the transformation of receptive vocabulary on each participant as well as to the differences and similarities among three participants. Intervention was delivered 4 times per week across 3 to 4 weeks. The data of receptive vocabulary was collected by a self-developed storybook vocabulary test. The result suggests the dialogic reading intervention increased receptive vocabulary in all participants compared with baseline condition. Both immediate effects and sustained effects of dialogic reading were evaluated through visual analysis as medium effective to very effective.

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