玩具對自閉症兒童發展是很重要的媒介，以適量感覺刺激的玩具增進親子互動，將有助於奠定自閉症兒童社會互動基礎。本研究根基於感覺統合理論，篩選複合觸、視覺材質與複合光感材質的實驗樣本，進行二階段實驗，分別測試於15組學齡前高功能自閉症兒童家庭，並以問卷記錄與評量。記錄互動行為分成「微笑、大笑」、「目光接觸」、「手指指示」次數，評量互動程度分為「愉悅程度」、「活動反應」、「主動程度」，實驗結果以數量化I類分析，建構玩具特徵與互動行為間的權重關係。

複合觸、視覺材質的實驗結果發現：(a)凸亮片布與「微笑、大笑」行為和評量「愉悅程度」項目具非常強相關，觸覺符合「表面交織的密度-疏」、視覺符合「視覺經驗的光澤度-光」的特徵。(b)麂皮與「目光接觸」行為和評量「活動反應」項目具相關性，視覺符合「視覺經驗的澀滑度-滑」的特徵。(c)凸亮片布與「手指指示」行為與評量「主動程度」項目具高度相關，觸覺符合「表面交織的厚薄度-薄」、視覺符合「視覺經驗的光澤度-光」的特徵。研究結果提出複合玩具材質的運用方式，先以凸亮片布引發自閉症兒童投入互動的樂趣，再複合以麂皮材質持續其親子互動。

複合光感材質的實驗結果發現：(a)「微笑大笑」和「手指指示」次數多、「愉悅程度」和「主動程度」高，材質特徵為反光、動態，代表樣本金屬光球。(b)「目光接觸」次數多、「活動反應」高，材質特徵為靜態光，代表樣本螢光球。 (c)螢光光感具有提昇「愉悅程度」和「活動反應」效果。研究結果提出光感材質的運用方式，先以動態、反光材質轉移兒童注意力，再以螢光玩具持續其親子互動，並依實驗結果提出自閉症兒童光感玩具材質運用方式。

Toys are invaluable for the development of children with autism. Toys that provide adequate sensory stimulation can promote parent¬–child interactions and are beneficial for building the social interaction skills of autistic children. From the perspective of sensory integration theory, this study selected materials with tactile–visual stimuli attributes and composite light-emitting attributes as experimental samples for conducting a two-stage experiment on 15 families with preschoolers who have high-functioning autism. Additionally, questionnaires were distributed to record and evaluate the experiments. Interactive behaviors were counted according to the frequency of smiling and laughing, eye-contact, and finger-pointing. Additionally, to assess the level of parent–child interactions, the level of pleasure, reaction to activities, and level of activeness were evaluated. The experimental results were analyzed using the quantification method type I, and the weighting relationship between the toy features and interactive behaviors was constructed.

Experimental results for materials with tactile–visual stimuli attributes:(a) loose sequin was strongly correlated with frequent smiling/laughing and high enjoyment levels. The fabric provided a loose tactile sensation regarding surface interweave uniformity and a bright visual sensation regarding visually perceived luster; (b) suede was correlated with eye contact and activity response. This fabric possessed a smooth visual sensation regarding visually perceived smoothness; and (c) loose sequin was highly correlated with finger pointing and initiation. This fabric offered a thin tactile sensation regarding surface interweave thickness and a bright visual sensation regarding visually perceived luster. We suggest applying fabrics to composite toys. Specifically, loose sequin can be used initially to encourage autistic children to interact; subsequently, suede can enable sustained parent-child interaction.

Experimental results for materials with composite light-emitting attributes: (a) the metal ball (reflective and dynamic light) was the representative sample that elicited many smiles or laughs and much finger pointing as well as high levels of pleasure and activeness; (b) the fluorescent ball (static light) was the representative sample that provoked much eye contact, produced satisfactory reactions to activities; (c) the quality of fluorescence enhanced the levels of pleasure and the reactions to the activity. We propose that dynamic and reflective materials can be adopted to divert the attention of children, and fluorescent toys can then employed to sustain parent–child interaction. According to the experimental results, recommendations are proposed regarding the use of materials with light-emitting attributes for designing toys for children with autism.

Ayres, A. J. (1969). Deficits in sensory integration in educationally handicapped children. Journal of Learning Disabilities, 2(3), 160–168.
Barakova, E., Gillessen, J., & Feijs, L. (2009). Social training of autistic children with interactive intelligent agents. Journal of Integrative Neuroscience, 8(1), 23–34.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the austic child have a “theory of mind”? Cognition, 21, 37-46.
Billard, A., Robins, B., Dautenhahn, K., & Nadel, K. (2007). Building Robota, a mini-humanoid robot for the rehabilitation of children with autism. Assistive Technology, 19(1), 37–49.
Block, J., Delgado, C., Hogan, A., Mundy, P., Seibertt, J., & Venezia, M. (2003). Early social communication scales (ESCS).University of Miami.
Bleuler, E.(1908). Die Prognose der Dementia praecox (Schizophrenie Gruppe). Allgemeine Zeitschrift Für Psychiatrie Und psychisch gerichtliche Medizin ,65,pp.436–464.
Bryan, L. C., &Gast, D. L. (2000). Teaching on-task and on-schedulebehaviors to high-functioning children with autism via pictureactivity schedules. Journal of Autism & Developmental Disorders,30, 553–567.
Bureau of Standards, Metrology & Inspection, R.O.C. (2008). Retrieved from http://www.bsmi.gov.tw/wSite/index.jsp
Chang, Y. P. (1992). Controversies on sensory integration therapy for children with learning disabilities. Special Education Quarterly, 45, 33-38.
Chen, W. D. (1994). Guide for children with learning disabilities. Taipei: Yuan-Liou Publishing.
Dautenhahn, K. (2000). Design issues on interactive environments for children with autism. In Proceedings of the 3rd International Conference on Disability, Virtual Reality and Associated Technologies (ICDVRAT 2000) (pp. 153–161). Alghero, Italy.
Department of Statistics, Ministry of the Interior, Republic of China. (2014). Monthly Bulletin of Interior Statistics, Week 24. Retrieved from http://www.moi.gov.tw/stat/index.aspx.
Dettmer,Simpson,Myles & Ganz. (2000). The use of Visual Supports to Facilitate Transitions of students with Autism. Focus on autism and other developmental disabilities,15,163-169.
Dooley, P., Wilczenski, F. L., &Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61.Morrison, R. S., Sainato, D. M.
Eisenberg, N., Spinrad, T. L., Fabes, R. A., Reiser, M., Cumberland, A., Shepard, S. A., . . . Thompson, M. (2004). The relations of effortful control and impulsivity to children's resiliency and adjustment. Child Development, 75(1), 25–46.
Farr, W. J. (2011). Tangible User Interfaces and Social Interaction in Children with Autism (Doctoral thesis). University of Sussex.
Grandin, T. (1992). Calming effects of deep touch pressure in patients with autistic disorder, college students, and animals. Journal of Child and Adolescent Psychopharmacology, 2(1), 63-72.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299.
Hamilton, L. M. (2000). Facing autism: Giving parents reasons for hope and guidance for help. Colorado Spring, CO: Waterbrook Press.
Hayashi, C. (1950). On the quantification of qualitative data from the mathematico-statistical point of view. Annals of the Institute of Statistical Mathematics, 2(1), 35–47.
Holmes, J.(1993). John Bowlby and Attachment theory. New York: Routledge.
Hung, S.H. (1999). A study on the relationship between texture image and the textile fabrics of bags. Master’s thesis, Institute of Applied Arts, National Chiao Tung University, Hsinchu.
Isogai, T., Hiraishi, H., & Mizoguchi, F. (2001). Development of Web Based Educational Toy. Paper presented at IFSA World Congress and 20th NAFIPS International Conference, Vancouver, BC.
Iwabuchi, C. (2001). Data management and analysis by yourself (pp. 180–185). Japan: Humura publishing.
Kanner, L.(1943).Autistic disturbance of affective contact. Nervo Child,2,217-250.
Koegel, R. L., &; Covert, A. (1972) The relationship of self-stimulation to learning in autistic children. Journal of Applied Behavior Analysis,5, 381-387.
Lo, J. L. (1998). Sensory integration and child development: Theory and applications. Taipei City: Psychological Publishing.
Lu, M. C. (2002). The influence of image on the sense of sight and touch: A case study of plastics material etching. Master’s thesis, Industrial Design Institute, National Cheng Kung University.
Ma, M. Y., & Su, H. F. (2008). The design study on toy for parent- autism children interaction. National Cheng Kung University. NSC- 96-2221-E-006-101.
Ma, M. Y., & Lee, Y. H. (2014). Children with autism and composite Tactile – Visual sensory toys during parent-child interaction. Interaction Studies, 15(2), 260–291.
Michaud, F., & Caron, S. (2000). Roball-an autonomous toy-rolling robot. In Proceedings of the Workshop on Interactive Robotics and Entertainment. Pittsburgh, PA, USA.
Nakajima, K., Nakamura, K., Yonemitsu, S., Oikawa, D., Ito, A., Higashi, Y., Fujimoto, T., Nambu, M., Tamura, T. (2001). Animal-shaped Toys as Therapeutic Tools For Patients With Severe Dementia. In Proceedings of the 23rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society.
Parkinson, B., & Totterdell, P. (1999). Classifying affect-regulation strategies. Cognition and Emotion, 13(3), 277–303.
Piaget, J. (1932). The construction of reality in the child.
Plowman, L., & Luckin, R. (2004). Interactivity, interfaces, and smart toys. Computer, 37, 98-100.
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006a). The SCERTS model: Volume I: Assessment. Baltimore, MD: Brookes Publishing.
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006b). The SCERTS model: Volume II: Program planning and intervention. Baltimore, MD: Brookes Publishing.
Schopler, E., Mesibov, G. B., &Hearsey, K. (1995). Structured teachingin the TEACCH system. In E. Schopler& G. B. Mesibov (Eds.).
Simpson, R. L., Myles, B. S., &Ganz, J. B. (2008). Efficacious interventions and treatments for learners with autism spectrumdisorders. In R. L. Simpson & B. S. Myles (Eds.), Educatingchildren and youth with autism: Strategies for effective practice(2nd ed., pp. 477–512). Austin, TX: Pro-Ed, Inc.
Soong, W. C. (2000). Behavior and educational correction of autistic children. published by the foundation for autistic children and adults in Taiwan. Parent resource manual: preschool child education (revised edition). Taipei: Foundation for Autistic Children and Adults in Taiwan.
Soong, W. T., & Chiang, C. H. (2001). The psychopathology of autistic disorder: A critical review. Taiwanese Journal of Psychiatry, 15(3), 169–183.
Sugiyama, K., & Novel, K. (1996). The basic for survey and analysis by excel (pp. 51-62). Japan: Kaibundo publishing.
Sung, W. T. (1998). Emotion of school-age children with autism and their interpersonal interaction problems and solutions (part 1). Chienyin Monthly Journal, 124, 8–10.
Wang, M. L. (1994). Media that Affect the Behavioral Development of Young Children: Toys and Teaching tools. Taipei: Taiwan Education Review.
Yang, K. F., Huang, T. A., & Wang, M. H. (2003). Social Emotional Skills Training for Children with Autism. Taipei: Psychological Publishing.
Zimmerman, L. D., & Galovini, G. (1971). Toys as learning materials for preschool children. Exceptional Children, 37, 642.