本研究以輕症自閉症青少年在社會互動的進步現象為目標，擱置以往聚焦於個體能力缺陷觀點，採用發現典範來考察其社會互動現象，整體性地揭示輕症自閉症者的互動行為。本研究招募四位育有輕症自閉症青少年的母親進行其孩子社會互動的長期觀察訪談，並以現象學方法分析訪談逐字稿，從而獲得對輕症自閉症青少年的社會互動進步表現的普遍結構描述。研究結果指出，「輕症自閉症青少年社會互動進步之普遍結構」包括五項主題，分別為：「依循著道理或軌道化的行為表現樣態」、「在溝通行動中沒有出現可以修飾行為的反饋作用」、「特定興趣領域的形成有助於溝通現象的出現」、「溝通時的語用影響取決於他人的知覺立場與反應」、以及「不激起道理對立的順應他人行為」五項主題。這五項主題不應分別來看，而是共同構成一個關於輕症自閉症者「社會互動進步現象」之整體。除了回答研究問題外，本研究可以貢獻於輕症自閉症者社會互動研究的概念反思，以及有助於實務工作者設計輕症自閉症青少年的教育訓練計劃。最後，本研究結果有助於對大眾提出這樣的倡議：與輕症自閉症者互動是相互了解與相互改善的過程，如果與輕症自閉症者互動之人可以投入此一過程，而非僅僅只是將互動問題歸究於輕症自閉症者本身的困難，則將更有利於後者的社會適應。

This study aimed at understanding the phenomena of progresses in social interaction of adolescents with mild autism spectrum disorder (ASD). Putting aside the view of deficiency, this study adopted the paradigm of discovery and intended to grasp the phenomena of social interaction of the adolescents with mild ASD as a whole. Four mothers of adolescents with mild ASD accepted the research interview for their long-term observation of their children’s social interaction. The interview transcriptions were then analyzed with a phenomenological method and resulted in a description of the general structure of social interaction of adolescents with mild ASD. The general structure is composed with five themes: embodied rule-sticking behaviors, lacking of feedback loops in communicative interaction, other-depending pragmatic impact in communication, and complying behavior when no conflict with others. In addition to answering the research questions, the research result also provides a theoretical conceptual reflection to the studies on adolescents with mild ASD and a guidance for practitioners to design proper plans for training the adolescents. Last but not least, stemming from this research is also an advocacy to the public: the interaction with people with mild ASD is a process for mutual understanding but not only for proving their being deficient.

李維倫、賴憶嫺（2009）：現象學方法論：存在行動的投入。中華輔導與諮商學報，25，275-321。
莫少依、張正芬（2014）：不共脈絡性：輕症自閉症學生的人際互動特徵。特殊教育研究學刊，39（2），33-59。
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5. Arlington, VA: Author.
Anderson, D., Oti, R., Lord, C., & Welch, K. (2009). Patterns of growth in adaptive social abilities among children with autism spectrum disorders. Journal of Abnormal Child Psychology, 37(7), 1019-1034.
Austin, J. L. (1962). How to do things with words. Oxford: Clarendon Press.
Baghdadli, A., Assouline, B., Sonié, S., Pernon, E., Darrou, C., Michelon, C., . . . Pry, R. (2012). Developmental trajectories of adaptive behaviors from early childhood to adolescence in a cohort of 152 children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1314-1325.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46.
Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V., & Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger syndrome. Journal of Developmental and Learning Disorders, 5, 47-78.
Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic–based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685-701.
Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283-298.
Bauminger, N., & Kasari, C. (1999). Brief report: Theory of mind in high-functioning children with autism. Journal of Autism and Developmental Disorders, 29(1), 81-86.
Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743-753.
Bellini, S., Gardner, L., Markoff, K., Volkmar, F. R., Paul, R., Rogers, S. J., & Pelphrey, K. A. (2014). Social skill interventions. In R. P. Fred R. Volkmar, Sally J. Rogers, Kevin A. Pelphrey (Ed.), Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition (pp. 887-906). Hoboken, New Jersey: John Wiley & Sons, Inc.
Brent, E., Rios, P., Happé, F., & Charman, T. (2004). Performance of children with autism spectrum disorder on advanced theory of mind tasks. Autism, 8(3), 283-299.
Carpenter, M., Pennington, B. F., & Rogers, S. J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32(2), 91-106.
Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12-20.
Dahlgren, S. O., & Trillingsgaard, A. (1996). Theory of mind in non-retarded children with autism and Asperger's syndrome. A research note. J Child Psychol Psychiatry, 37(6), 759-763.
Elison, J. T., Sasson, N. J., Turner-Brown, L. M., Dichter, G. S., & Bodfish, J. W. (2012). Age trends in visual exploration of social and nonsocial information in children with autism. Research in Autism Spectrum Disorders, 6(2), 842-851.
Fountain, C., Winter, A. S., & Bearman, P. S. (2012). Six developmental trajectories characterize children with autism. Pediatrics, 129(5), e1112-e1120.
Frith, U. (2004). Confusions and controversies about Asperger syndrome. Jouranl of Child Psychology and Psychiatry, 45(4), 672-686.
Gallagher, S. (2004). Understanding interpersonal problems in autism: Interaction theory as an alternative to theory of mind. Philosophy, Psychiatry & Psychology : PPP, 11(3), 199-217.
Gillham, J., Carter, A., Volkmar, F., & Sparrow, S. (2000). Toward a developmental operational definition of autism. Journal of Autism and Developmental Disorders, 30(4), 269-278.
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
Greenberg, L. S. (1986). Research strategies. In L. S. Greenberg & W. M. Pinsof (Eds.), The psychotherapeutic process: A research handbook (pp. 707-734). New York: The Guilford Press.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105- 117). Thousand Oaks, CA: Sage.
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., . . . Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. J Appl Behav Anal, 25(2), 281-288.
Kanner, L., Rodriguez, A., & Ashenden, B. (1972). How far can autistic children go in matters of social adaptation? Journal of autism and childhood schizophrenia, 2(1), 9-33.
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Arch Gen Psychiatry, 59(9), 809-816.
Klin, A., Saulnier, C. A., Sparrow, S. S., Cicchetti, D. V., Volkmar, F. R., & Lord, C. (2007). Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: The vineland and the ADOS. Journal of Autism & Developmental Disorders, 37(4), 748-759.
Kraijer, D. (2000). Review of adaptive behavior studies in mentally retarded persons with autism/pervasive developmental disorder. Journal of Autism and Developmental Disorders, 30(1), 39-47.
Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics, 12(1), 107-122.
Krauss, S. E. (2005). Research paradigms and meaning making: A primer. The Qualitative Report, 10(4), 758-770.
Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: The University of Chicago Press.
Lee, W. L. (2014). Bracketing into Face-to-Face Encounters: The Conjunction of the Epistemological and Existential Dimensions of Phenomenological Methodology. In G. Y. Lau & C. C. Yu (Eds.), Border-Crossing: Phenomenology, Interculturality and Interdisciplinarity (pp. 115-129). Würzburg: Königshausen & Neumann.
Leiter, K. (1980). A primer on ethnomethodology. New York: Oxford University Press.
Mawhood, L., & Howlin, P. (1999). The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Autism, 3(3), 229-254.
McGovern, C. W., & Sigman, M. (2005). Continuity and change from early childhood to adolescence in autism. Journal of Child Psychology and Psychiatry, 46(4), 401-408.
McLeod, J. (2001). Qualitative research in counselling and psychotherapy. London: SAGE.
Merleau-Ponty, M. (1962). Phenomenology of perception. New York,: Humanities Press.
Merrell, K. W. (2001). Assessment of children's social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1-2), 3-18.
Ozonoff, S., Rogers, S. J., & Pennington, B. F. (1991). Asperger's syndrome: Evidence of an empirical distinction from high-functioning autism. Journal of Child Psychology and Psychiatry, 32(7), 1107-1122.
Paparella, T., Goods, K. S., Freeman, S., & Kasari, C. (2011). The emergence of nonverbal joint attention and requesting skills in young children with autism. Journal of Communication Disorders, 44(6), 569-583.
Rao, P., Beidel, D., & Murray, M. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361.
Rasmussen, T. H. (n.d.). The lived world of an autist: A phenomenological approach. Retrieved January 9, 2015, from http://www.livsverden.dk/nonpub/Rasmussen.T.H.unpub.The.lived.world.of.an.autist.pdfThe
Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3(02), 137-162.
Rumsey, J. M., Rapoport, J. L., & Sceery, W. R. (1985). Autistic children as adults: Psychiatric, social, and behavioral outcomes. Journal of the American Academy of Child Psychiatry, 24(4), 465-473.
Salter, G., Seigal, A., Claxton, M., Lawrence, K., & Skuse, D. (2008). Can autistic children read the mind of an animated triangle? Autism, 12(4), 349-371.
Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
Schopler, E., & Mesibov, G. B. (1983). Autism in adolescents and adults. New York: Plenum Press.
Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental Retardation and Developmental Disabilities Research Reviews, 10(4), 234-247.
Shattuck, P., Seltzer, M., Greenberg, J., Orsmond, G., Bolt, D., Kring, S., . . . Lord, C. (2007). Change in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(9), 1735-1747.
Sigman, M., & Ruskin, E. (1999). Peer interaction in school. Monographs of the Society for Research in Child Development, 64(1), 66-87.
Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A Social adjustment intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS. Journal of Autism & Developmental Disorders, 34(6), 649-668.
Stanghellini, G., & Ballerini, M. (2004). Autism: Disembodied existence. Philosophy, Psychiatry & Psychology : PPP, 11(3), 259-268.
Stichter, J., Herzog, M., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067-1079.
Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. R. Volkmar, R. Paul, A. Klin & D. J. Cohen (Eds.), Handbook of Autism and Pervasive Developmental Disorders. (pp. 335-364). Hoboken, New Jersey: John Wiley & Sons, Inc.
Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndrome. Child Adolesc Psychiatr Clin N Am, 12(1), 143-163.
Tse, J., Strulovitch, J., Tagalakis, V., Linyan, M., & Fombonne, E. (2007). Social skills training for dolescents with asperger syndrome and high-functioning autism. Journal of Autism & Developmental Disorders, 37, 1960-1968.
Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism & Other Developmental Disabilities, 19(1), 53-62.
Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behav Modif, 25(5), 785-802.
Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4(2), 73-79.
Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868.
Wu, C.-C., & Chiang, C.-H. (2014). The developmental sequence of social-communicative skills in young children with autism: A longitudinal study. Autism, 18(4), 385-392.