成功的學校參與對於兒童的學習與整體安適感是非常重要的，但自閉症兒童常出現學校參與不佳的狀況。感覺處理是自閉症兒童的核心困難之一，也與其學校參與表現息息相關。當自閉症兒童在學校環境下無法有效調節感覺刺激時，注意力不佳等行為問題可能就會浮現，近半數的自閉症兒童在學校情境下有注意力問題。雖然自閉症兒童的感覺處理與注意力問題可能導致學校參與不佳，但至今很少文獻檢視學校參與、感覺處理、注意力之間的關聯。本文有兩個目標：（1）描述台灣學齡期自閉症兒童的學校參與、感覺處理、注意力表現；（2）探索學校參與、感覺處理、注意力三者之間的關聯性。實驗招募三十位六歲到十二歲的自閉症兒童(平均年齡7.9歲，約97%為男生)，其中所有參與者皆符合台灣版自閉症行為檢查表診斷標準，並且無智能障礙。學校日常生活功能評量由自閉症兒童的教師評分，感覺處理表現則由家長完成感覺處理能力剖析量表短版，職能治療師使用國小兒童注意力測驗評估注意力表現。研究結果透過描述性統計與斯皮爾曼相關係數分析呈現。結果顯示整體的學校參與程度偏低，平均學校日常生活功能評量總分為66.5，距離完全參與標準(100分)仍有差距。僅有7%的參與者能完全獨立參與各項學校活動，高達93%需要協助或動機不足。如廁與用餐活動逾半可獨立完成，但移動活動僅三分之一無需協助，教室參與最困難，獨立參與率僅17%。自閉症兒童超過五成在「感覺逃避」、「低登錄」、「感覺尋求」三個象限表現頻率明顯高於常模。「感覺敏感」同樣有83.3%的受試者高於平均，70%在「感覺尋求」象限得分遠高於常模。整體感覺處理四類行為(尋求、敏感、逃避、低登錄)均較典型發展兒童頻繁。注意力總分平均85.9，半數自閉症學童注意力表現低於同齡，在五類注意力表現中，「選擇性注意力」得分最高(平均92.7)，「集中性注意力」得分最低(平均84.9)，僅有一半表現正常。「學校參與」、「感覺處理」、「注意力」間無顯著相關，與預期不同，這些結果或許與評量者間的不一致、樣本數偏少，以及評量工具的選擇有關。自閉症學齡兒童在學校參與、感覺處理與注意力皆面臨顯著挑戰，尤以班級活動參與最低，感覺敏感/逃避頻率明顯偏高。雖學校參與、感覺處理與注意力均不理想，但三者間沒有顯著關聯，自閉症學童的學校適應涉及多項因素的交互影響，未來可擴大樣本，納入主觀參與、考慮感覺處理頻率與注意力問題較少的自閉症兒童、分析不同學校場合的參與度、加入環境／文化因素等深入探討。

Participation in school activities was important to a child's learning and well–being. Children with Autism spectrum disorder (ASD) had low school participation compared to their peers. Children with ASD had a high percentage of sensory processing problems, which was one of the most important factors associated with school participation. Poor sensory processing in school settings might lead to subsequent behaviors, such as inattention, occurring in nearly half of the population. Deficits in both sensory processing and attention probably resulted in poor school participation, though no studies to date had clearly examined the relationship between these three factors. This study aimed to depict the current situation of school participation, sensory processing, and attention in school–aged children with ASD, and then to explore the connections between these three factors. Thirty children with ASD, whose ages ranged from 6 to 12 years, were recruited. School function assessment was rated by teachers of children with ASD. Short sensory profile 2 was reported by caregivers of children with ASD. Attention Scale for Elementary School Children was used as a direct measure for assessing attention. Descriptive statistics and Spearman's correlation coefficients were used to analyze the data. The average school function was 66.5 (SD = 15.5), indicating a considerable gap from full participation (100 points). Over 50% of the participants could do restroom and meal activities independently. But only one–third could move within the school independently. Classroom participation had the lowest rates of independence, with only 17% being able to engage without support. Over half of the children exhibited markedly higher frequencies in sensory avoidance, low registration, and sensory seeking behaviors compared to normative samples. Sensory sensitivity had 83.3% of the participants with frequency more than others. Sensory seeking had 70% of the participants with frequency much more than others. Sensory sensitivity behavior was prevalent in 83.3% of participants (n = 25), while 70% of participants scored higher than normative samples in sensory seeking. All four sensory processing behavior types (seeking, sensitivity, avoidance, low registration) occurred more frequently in children with ASD. The mean of attention total score was 85.9. About 50% of the participants had worse performance than their peers. Of the five attention types assessed, selective attention scored highest (M = 92.7), while focused attention was lowest (M = 84.9), with only half of the children performing in the typical range. Contrary to expectation, no significant associations emerged among school participation, sensory processing, and attention. Possible explanations include rater differences, a small sample size, and the choice of assessment. Children with autism face challenges in school participation, sensory processing, and attention, with the lowest participation level in classrooms, and a higher frequency of sensory sensitivity and avoiding. No significances were observed between these factors, which reveal that factors affecting school participation are multifaceted. Future studies require a larger sample size, including subjective reports of school participation, performances of children with autism with less sensory processing frequency and attention problems, participation level in various school settings, and a deeper examination of ecological-cultural factors.

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