本研究旨在探究教育取向音樂治療活動對提升高功能自閉症兒童照樣造句能力之成效。為兼顧本研究結果的客觀及完整性，本研究採混合研究法之並行模式，除採用單一受試跨行為多基線實驗設計之量化研究，同時佐以質性研究。
本研究並以立意取樣方式選取兩名小學低年級高功能自閉症兒童為受試對象，自變項為教育取向音樂治療活動，依變項為高功能自閉症兒童照樣造句之名詞、動詞、形容詞三者的語詞替換變通能力之立即介入效果、保留效果、追蹤及類化效果。
本研究主要發現列述如下：
一、 高功能自閉症兒童經教育取向音樂治療活動介入後，能立即有效提升其照樣造句之名詞的變通替換正確率、降低語詞重複替換率，及提高語詞替換反應率。且在維持期和追蹤期皆具保留效果，而其類化效果亦佳。
二、 高功能自閉症兒童經教育取向音樂治療活動介入後，能立即有效提升其照樣造句之動詞的變通替換正確率、降低語詞重複替換率，及提高語詞替換反應率。且在維持期和追蹤期皆具保留效果，而其類化效果亦佳。
三、 高功能自閉症兒童經教育取向音樂治療活動介入後，能立即有效提升其照樣造句之形容詞的變通替換正確率、降低語詞重複替換率，及提高語詞替換反應率。但其保留效果和類化效果則出現歧異，受試乙的保留與類化成效佳，而受試甲則不然。
四、 在質性資料與社會效度分析中亦發現，兩名受試者對於照樣造句的解題動機，及分類、聯想與檢查的解題技巧均明顯提升，並帶動其他適應行為的正向發展。而本研究之成效並同獲親師生肯定之。
最後，根據研究結果與討論之芻議，分別針對特殊教育課程與音樂治療推展，及未來之研究提出建議。

Abstract
The purpose of this study was to explore the effects of Education-Oriented Music Therapy Activities on elevating the mimetic sentence making abilities of High-Functioning Autism children. For the concurrence of objectivity and completeness, the study was conducted with pragmatic parallel mixed methods. Other than employing quantitative research of single subject design multiple baseline design across behavior，qualitative research was also used to encode the data obtained during activities and assessment.
The study used purposive sampling to select two lower grade primary school children with High-Functioning Autism as the assessment subjects. The independent variable was Education-Oriented Music Therapy Activities. The dependent variables were the immediate intervention effects, preservation effects, tracking and analogical effects of children with High-Functioning Autism who flexibly interchange nouns, verbs, and adjectives in mimetic sentence making.
The major findings are listed as follow:
1. With the intervention of Education-Oriented Music Therapy Activities, High-Functioning Autism children effectively enhanced the accuracy percentage of their flexibilities in interchanging nouns in mimetic sentence making, reduced the repetition percentage of the interchanging nouns, and elevated the response percentage of their interchanging nouns. The retaining effects are evident during the tracking and preserving periods, so are the analogical effects.
2. With the intervention of Education-Oriented Music Therapy Activities, High-Functioning Autism children effectively enhanced the accuracy percentage of their flexibilities in interchanging verbs in mimetic sentence making, reduced the repetition percentage of the interchanging verbs, and elevated the response percentage of their interchanging verbs. The retaining effects are evident during the tracking and preserving periods, so are the analogical effects.
3. With the intervention of Education-Oriented Music Therapy Activities, High-Functioning Autism children effectively enhanced the accuracy percentage of their flexibilities in interchanging adjectives in mimetic sentence making, reduced the repetition percentage of the interchanging adjectives, and elevated the response percentage of their interchanging adjectives. Yet differences appeared between the two children on the retaining effects and the analogical effects. Subject A shown good retaining and analogical effects, while Subject B did not.
4. Analysis of the qualitative data and social validity also found that the two subjects had evident improvement in the problem solving of mimetic sentence making. Their motivation, classification, association and examine skills had apparently elevated, which promoted the positive development of their other adjustment behaviors. The effects of this study were widely recognized by teachers, students and parents.
Lastly, based on the results and the discussion of the study, propositions on the promotion of special education and Music Therapy and future studies are accordingly addressed.

Keywords：Education-Oriented Music Therapy Activities、High-Functioning Autism Children、Mimetic Sentence Making

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