本研究旨在探討自閉症兒童接觸打字溝通之學習歷程，以及因為打字溝通的介入，而對個案本身及其家庭所帶來的變動與影響。研究進行方式以質性研究取向中的個案研究法為主，研究參與者為兩名口語不足，且以打字溝通作為主要對外溝通管道三年以上之自閉症學齡兒童及其母親，研究者透過與個案母親進行訪談(母親同時也是個案學習打字溝通的主要教學者及輔助者)，以及相關資料的蒐集與整理，進一步理解個案母親帶領個案學習打字溝通的歷程及其教養信念。資料蒐集為期約6個月，透過以上進行方式，本研究之發現與結論如下：
兩位個案在「打字溝通」學習歷程上的發展不太相同，此差異主要源自於家長初期所採納的輔助方式及其階段性教學目標不同所致。至於為何選擇採取不同的介入模式，與家長本身的信念與觀點、孩子的年齡、起始能力以及所處教育環境相關。以兩位個案的整體學習歷程來看，其中最大的共通點為個案皆能夠隨著使用時間與經驗上的進展，而改善表達內容的質與量，並且漸漸脫離被輔助者影響的程度。但與此同時，輔助者在每一次陪伴個案「輸出」時的介入多寡(碰觸或陪伴狀態)，也會影響個案輸出的速度和品質，而關於這一點，也是個案目前共通的困難之一。
學習「打字溝通」對個案來說，最大的變動及影響來自當個案能夠經由打字呈現不同的內在認知能力之後，個案能夠獲得的學習機會與資源，都更加多元及深化，同時也因學習環境及互動方式的改變，而使得個案在學習場域或日常中的情緒行為，相形之下穩定許多，在學習上的進展，也越趨明顯。同時，以個案在不同學習階段所處的教育環境來說，藉由「打字溝通」所呈現的內容能否順利取得認同，也將影響孩子的學習意願與表現，更間接影響家長與教育機構的合作狀態。
而對於運用打字溝通時仍需特定輔助者陪伴的狀態，兩位母親皆一致認為只是暫時做為一種前進的手段，而非最終目的。母親自身如何從目前所在中介角色漸漸退場，讓孩子可以更加獨立的表現自己，自始至終，都是引領母親們前進的重要指引。對兩位母親來說，採行打字溝通至今最大的感想則是，打字溝通讓她們有機會窺見更多孩子的內心世界，雖然因為孩子的症狀或現況，仍然不免存在一些限制與焦慮，但與此同時，打字溝通的介入，也為孩子及家庭帶來更多關於未來的計畫與願景。
最後，研究者基於研究過程中的觀察與發現，針對目前打字溝通的施行狀態與可能的發展提出自身觀點與建議，以提供考慮採行打字溝通之家庭、或作為未來研究方向者參酌。

This study examined the learning process and the influence of using supported typing communication as the primary intervention method in two autistic children. It was conducted using qualitative case study design. The participants were two school-aged children and their mothers. Over about six months of data collection period, the researcher has come up with the following findings:
The two cases developed differently along the learning process of supported typing communication. Their parents adopted different intervention methods mainly according to their parenting beliefs, the children’s ages, their capabilities and the educational environments. The main common feature of the two cases was that both children were able to improve the qualities and quantities of expression over time and through experience development, and thereafter they gradually became uninfluenced by their facilitators. Nevertheless, the amount of intervention from the facilitators affects the speed and quality of their outputs, which is the main common difficulty both cases have encountered.
The most significant change and influence of learning supported typing communication lied on the various extensive learning opportunities and resources when the cases presented different inner cognitive abilities through it. In addition, the changes of learning environments and interactive patterns helped stabilize their emotional behavior and thus made significant progress on learning. Furthermore, the educational environments at different learning phases greatly affected the cases’ learning motivation and performance, and indirectly influenced the collaboration relationship between the parents and the educational institution.
In both cases, the mothers regard supported typing communication as a means for their children to move forward and eventually express themselves independently. Their utmost reflection on adopting the supported typing communication is that it allows parents to have insight to their children’s inner worlds. Despite the existing limitations of the status quo and the anxiety about the children’s symptoms, the intervention of supported typing communication has brought more plans and visions about the future to the children and families.
Lastly, based on the observation and findings of this study, the researcher proposed the viewpoints and suggestions for current situations of supported typing communication implementation and possible future development. These opinions could be provided as references and consideration for the families intending to adopt this communication method and future research.

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