本研究旨在探討鷹架式語言教學對國小高功能自閉症兒童口語表達能力之學習效果。研究方法採用單一受試之跨情境與跨受試之多探試設計(基準線期、探試期、實驗處理期及追蹤期之實驗設計)，並以類化探試及問卷調查作為補充設計。實驗情境有速食店用餐、商店購物及郊遊或訪友等三個事件情境，類化情境為旅遊及觀賞舞蹈等二至三個戶外活動情境。研究對象為四名國小一至四年級高功能自閉症兒童，男女各二名，年齡在七歲七個月至十歲三個月(平均八歲五個月)，中文版「魏氏兒童智力量表」操作智商70至77(平均75)，語言理解與語言表達分別在「語言障礙評量表」得分是19至25、22至25，為各年齡組平均數負二個標準差以上。
本研究應用的鷹架式語言教學，包含自編的語詞/事件語意圖、語句卡、情境相片及提出問題等視/聽覺之語言支持。教學流程經預試結果修正為建立口述事件觀念、確定口述事件能力之建立、語句卡之組合練習、及褪除語言支持等四個步驟。本研究學習與類化效果之分析包含人/時/地/事/物等五個要素之口述事件能力、語法句型結構、連貫性、詞彙數及平均句長等五個依變項，以及家長與教師對鷹架式語言教學效果之評估意見與建議。
本研究之主要結果如下：
一、鷹架語言式教學有增進高功能自閉症兒童口語表達能力之學習效果
1. 多探試設計評量之圖示與目測分析結果，發現四名學童的口述事件能力，在實驗處理之後有明顯而穩定的進步，並在追蹤期呈現維持效果。
2. 四名學童的語法句型結構在基線期多為謂語(動詞+受詞)或動詞或受詞，及用詞不當或語法錯誤等不完整語詞句型，並有不符情境之仿說或無意義語音等句型出現。經過實驗處理之後，四名學童皆學會完整的單(敘
事)句及以「然後」或「就」連結二個單句之連貫複
句。其中，三名樣本學會數詞與量詞的使用，二名樣
本學會「我把OO放在/丟進OO裡」之特殊簡單句結
構。甲生尚習得因果複句與並列複句，丙生習得目的
複句。丁生則需花較長時間重覆練習才能學會較複雜
的單句與因果複句。
3. 四名學童之口述事件內容的連貫性在經過實驗處理後呈現驟昇進步情形與穩定的維持效果。
4. 四名學童的詞彙數與平均句長在跨越不同事件情境及不同實驗處理階段之評量結果，皆呈現漸進式的進步情形。其中，以甲生的詞彙數與平均句長之進步情形最佳，乙生與丁生居次，丙生殿後。
5. 據家長與教師之評估意見，皆肯定鷹架式語言教學對四名學童在日常生活中的口語表達能力之正向影響，且因語言表達能力增加而有改善無意義語音、仿說及異常嗅覺等特殊語言或行為表現之變化。
二、高功能自閉症兒童透過鷹架式語言教學而獲得之口語
表達能力，同時亦收類化之效
1. 四名學童的口述事件能力在經過鷹架式語言教學後的類化探試結果，其通過率為基準線的3倍以上，且大體上皆能使用到人/時/地/事/物五個要素，描述內容亦較符合情境，顯現正向的類化效果。其中，乙生與丙生未使用到「時」要素之原因可能是平時經常重複發生事件或發生時間已久而造成想像與記憶問題或時間混淆問題，或是五個要素中最為抽象難學之緣故。
2. 四名學童之語法句型結構在類化探試結果皆有延伸擴充之變化，具有主語+謂語之完整敘事句結構，且有自行更正代名詞與語法錯誤，及減少消除無意義語音或仿說等現象，顯見類化效果。
3. 四名學童的連貫性在類化探試結果雖有降低趨勢
(68.4%)，整體上仍呈現正向的類化效果。
4. 四名學童的詞彙數與平均句長之類化探試結果皆呈現漸進趨勢，比基準線期高出約2倍以上的正向成長。
5. 具體而情節連貫之情境相片提供之視覺的語言支持有助於四名學童對較為抽象而非親身體驗之舞蹈及電影情節之口語表達能力的學習與類化。
6. 經過鷹架式語言教學之實驗處理之後，四名學童的無意義語詞與代名詞使用問題隨著口語表達能力之增加而有減少消除之相互消長關係。
7. 四名學童經過實驗處理之後，在類化探試過程中有表達簡單情感與情緒互動情形之間接影響效果。
本研究對研究結果加以討論，並提出十點具體建議供自閉症家長與教師及未來相關研究與教學之參考。

The purpose of this study was to explore the effects of scaffolding instruction on the expressive language abilities of children with autism. A design of single-subject multiple probe across conditions and subjects was adopted. The subjects were four elementary school pupil, two boys and two girls, aged from 7:07 to 10:03 years, with performance IQ above 70 and language comprehension/expression above M-2SD in PPVT (Chinese version). Each subject, in each experimental condition, went through phases of baseline, experiment, maintenance, and generalization. During experimental phase, semantic maps, life pictures, sentence cards, and other visual as well as auditory scaffolding strategies were used to teach the subject to describe the experience drown on the pictures. The processes were video-and-audio-tapped. After training to show appropriate inter-observer reliability, the tapes were analyzed by an independent rater. Data were analyzed by visual analysis method. Events narrating ability, sentence structure, sentence coherence, the amount of morphemes, and mean length of utterance (MLU) were analyzed to compare the changes before and after experimental treatment. In addition, open-question questionnaires and interviews were used to gather information from parents and teachers to assess the general effects of scaffolding instruction on the daily life of the subjects.
The results are summarized as the following:
1. the scaffolding instruction enhanced the following elements of the expressive language:
(1) all subjects improved to have five events narrating
elements: who / when / where / how / what, and the
improvement also observed during the maintenance
phase.
(2) All subjects demonstrated improved sentence structures,
and the effect remained during the maintenance phase.
They could use simple and complex sentences to
described life events.
(3) The narrative of events was more coherent in experimental and maintenance phases.
(4) The amount of morphemes and MLU also increased
progressively and the effect remained during the
maintenance phase.
(5) The feedback from parents and teachers indicated that
scaffolding instruction could improve expressive
language ability included events narrating ability of the
subjects.
2. In generalization probes, all subjects showed improved
expressive language ability in events narrating ability,
sentence structure, sentence coherence, the amount of
morphemes, and MLU.
3. The visual language scaffolded by concrete and coherent life pictures as helpful for children with autism to learn to describe abstract contents of dance and movie.
4. While the expressive language ability improved, the unfunctional utterance and the inapproriate use of pronoun were decreased.
5. All subjects could express their simple feeling and had emotional interaction during generalization probes.
The findings were discussed and recommendations were made to apply the scaffolding strategies in special education. Further research will be needed to clarify the usefulness of scaffolding instruction in low function autistic and in other children with special needs.

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