本研究以「解讀社會訊息」教學﹐指導三名高功能自閉症學生﹐了解對增進同儕互動行為的成效。每週進行三到四次的教學﹐透過錄影帶﹐分析社會訊息﹐並於自然情境中練習與觀察。研究結果如下所示：
一、「解讀社會訊息」教學能增進高功能自閉症學生的同儕互動行為。三名個案（個案丙因故﹐未能進行褪除階段）的同儕互動行為次數﹐在介入期、褪除期與維持期的趨向雖不穩定﹐但都有立即的治療效果﹐並呈治療趨向。
二、「解讀社會訊息」教學能增進高功能自閉症學生同儕互動行為中的啟動行為。在介入期、褪除期與維持期﹐三名個案（個案丙因故﹐未能進行褪除階段）的啟動行為趨向雖不穩定﹐但大都有立即的治療效果﹐並呈治療趨向。
三、「解讀社會訊息」教學能增進高功能自閉症學生同儕互動行為中的反應行為。在介入期、褪除期與維持期﹐三名個案（個案丙因故﹐未能進行褪除階段）的反應行為趨向雖不穩定﹐但大致有立即的治療效果﹐並呈治療趨向。
四、「解讀社會訊息」教學能增進高功能自閉症學生同儕互動行為中的活動行為。在介入期﹐個案甲與個案乙的活動行為趨向雖不穩定﹐但呈治療趨向。

一、 中文書目
宋維村（民81）：自閉症兒童輔導手冊。教育部。
陳昭儀（民84）：高功能自閉症者的特質、爭議性的領域、診斷標準、追蹤研究及預後因素的探討。特殊教育與復健學報﹐4﹐299-312頁。
張正芬（民71）：淺談自閉症（二）。特殊教育季刊﹐4﹐5-9頁。
張正芬（民85）：自閉症診斷標準的演變。特殊教育季刊﹐59﹐1-9頁。
許素彬（民86）：自閉兒的困擾行為與其溝通能力缺陷。特殊教育季刊﹐65﹐8-12頁。
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