本研究旨在探討一名輕度自閉症青年在成長與求學階段中的情緒調適歷程，資料收集方式是採取質性研究的深度訪談，邀請該名輕度自閉症青年及其重要他人進行回溯與敘說，同時參酌相關文件資料。
經由資料的收集、分析與詮釋，我先呈現該名輕度自閉症青年的情緒故事，而後分析其情緒調適歷程。研究主要發現如下：

一、輕度自閉症青年情緒調適歷程之發展特徵
(一)各階段的情緒高峰與低谷互現起伏變化大。
(二)生命貴人的現身與溫暖的相伴是安穩前行的力量。
(三)對情緒的覺察與表達從初期的混沌不明到後期的逐漸明朗。
(四)調適策略由重要他人的外在調適漸進融入個人的自我調適。

二、情緒低谷中負向情緒的主要來源與調適策略
(一)主要引發來源大致可分為「環境刺激變化大」、「教師不解難接納」、「同儕屬性差異大」、「升學考試挫折深」與「家人意見相衝突」等五大類。
(二)面對負向情緒的調適策略，包括「尋求社會性支持」、「轉移注意力」、「服藥緩解」、「選擇及修正情境」、「改變認知」、「書寫沉澱」及「問題解決」等七類。

三、情緒高峰上正向情緒的主要來源與調適策略
(一)主要來源大致可分為「環境舒適能掌握」、「教師溫暖能同理」、「同儕屬性較相近」、「才華亮點被看見」與「明白父母付出多」等五大類。
(二)提振正向情緒的調適策略，包括「空間舒適化」、「建立人際圈」、「保持生產力」與「發揮幽默感」等四類。

最後，根據研究的發現，對教育實務工作者、家長及未來研究提出相關建議，以供參考。

The study aimed to explore the emotion regulation process of a youth with mild autism spectrum disorder(ASD) at his school age. This is a qualitative research. All the data were collected and analyzed through the in-depth interviews with the youth and some important people in his life, such as his parents and his high school teachers. Also some related documents were examined.
After collecting and reading all the data, I presented the emotional stories of the youth with mild ASD firstly and then analyzed his emotion regulation process. The results were as follows:

1.The development of emotion regulation of the youth with ASD
a.　The youth with ASD has been riding on an emotional roller coaster during various stages of schooling.
b.　The appearance and support of significant others gave him the power to move forward.
c.　The emotional awareness and expression were getting more clear through ages.
d.　The emotion regulation strategy went from other-regulation to self-regulation.

2.The sources and the regulation strategies of negative emotions during emotional lows
a.　The five major sources of negative emotions are the big change in the environment, the misunderstanding or non-acceptance of teachers, the different traits among peers, the frustration from exams and the conflict of opinions with family members.
b.　The regulation strategies of negative emotions include seeking for social support, deploying attention, medical treatment, selecting and modifying the situation, changing cognition, collecting thoughts by writing, and solving problem.

3.The sources and the regulation strategies of positive emotions during emotional highs
a.　The major sources of positive emotions are the comfortable environment, sympathetic teachers, peers with similar traits, being appreciated, and understanding parents’ love.
b.　The regulation strategies of positive emotions include handling environment, establishing interpersonal circles, keeping productivity, and the sense of humor.

Finally, further implications based on the findings are put forward for the reference of educational practice, parents and future studies.

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