目的：過去研究顯示高功能自閉症/亞斯伯格症 (high function autism/Asperger’s disorder, HFA/AS) 的孩童有執行功能 (executive function, EF) 缺損，尤其在「認知彈性」、「抑制」以及「計畫」等向度皆有缺損的情形。EF受損除了與HFA/AS孩童的症狀表現有關，更會影響其其它醫療成效，但過去研究甚少針對HFA/AS孩童的EF訓練成效加以探討，因此本研究欲發展一套適用於HFA/AS孩童的EF訓練方式。
方法：前導研究共納入32位HFA/AS孩童與24位一般正常發展孩童，以威斯康辛卡片分類測驗、倫敦塔、序列搜尋測驗、盧尼神經心理測驗中的抑制題項與廣泛性非語文注意力測驗中的三個抑制分測驗作為EF指標。第二階段為前導研究中的32位HFA/AS孩童當中有25位自願加入為期8週、每週1次、每次50分鐘的訓練研究，隨機分為兩組，以兩人一組的方式進行訓練，12名孩童參與實驗組 (EF訓練) ，以「廣泛性注意力訓練系統」為主要訓練工具，13名孩童參與對照組 (閱讀理解訓練)。孩童於訓練前、後皆接受測EF衡鑑、文蘭生活適應量表及中文閱讀理解測驗，探討訓練前後HFA/AS孩童的EF、生活適應能力以及閱讀理解能力的改變情形。
結果：HFA/AS孩童相較於一般正常發展組，所犯執續錯誤較多、概念形成能力較差、有較多的漏失錯誤及需較長的反應時間。經過為期8週的訓練後，實驗組得孩童相較於對照組，所犯之執續錯誤與違反錯誤顯著減少，概念形成能力增進，顯現EF之提升。不論為實驗組或對照組於序列搜尋測驗及廣泛性非語文注意力測驗中的反應時間、生活適應能力中的溝通能力與動作技巧上皆有顯著增進。
討論：本研究結果顯示以「廣泛性注意力訓練系統」為主的電腦化短期訓練程序可以有效地改善HFA/AS孩童的EF，尤能增強孩童的自我監控能力，雖因參與訓練之人數尚少，研究推論尚受限制，但此操作方式簡單，家中也可獨立操作，利於未來推廣。

Objective: In order to improve the executive function (EF) that was usually defective in children with autism or Asperger’s disorder (AS) , we innovated a computerized program named “Comprehensive Attention Training System (CATS) ” . The goal of this study is to report the effect of short-term intervention.
Methods: Twenty-five children diagnosed as autism or AS by pediatric psychiatrist were investigated, including 12 children in CATS training group and other 13 children in control group who received story reading intervention only. The CATS was established according to Cohen’s theory (Cohen, 1993; Cohen, Malloy, & Jenkins, 1998) containing four major cognitive aspects, namely 1) sensory selection, 2) response selection and control, 3) factors that influence attentional capacity and 4) sustained attention. The training procedure last for 50 minutes once per week for a maximum of 8 weeks. All children’s EF were assessed before and after the training by Wisconsin Card Sorting Test (WCST) , Tower of London, Trail Making Test (TMT) , Luria-Nebraska go/no go task and Comprehensive Nonverbal Attention task (CNAT) . Two-way ANOVA was used to check statistic significance at p < .05.
Result: Significant interaction effects are found after training. The CATS training group shows significant improvement in percent perseverative errors (WCST, p < .01) , conceptual level response (WCST, p < .05) , commission errors of selective attention (CNAT, p < .05) . Yet “B – A” reaction time (TMT, p < .05) , reaction time of selective attention and alternated attention (CNAT, p < .05) show significant main effect of training, but not interaction effect.
Conclusion: The EF of children with autism or AS does improve after CATS intervention even the training period is only as short as 8 weeks. All details and implications will be discussed.

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