一年級的兒童正從幼兒園環境轉換到小學，對他們來說，能夠成功適應學校是很重要的。而對一年級的自閉症類群障礙症(ASD)兒童而言，他們受到本身的社交缺陷影響，有較差的同儕互動和教室參與，更進一步的影響到他們的學校適應。社交技巧訓練是目前常見針對ASD兒童及青少年的介入方式，其主要目的在於促進ASD的社交技巧。然而在現今的實證中，缺乏針對一年級ASD兒童的社交技巧訓練介入實證。因此本篇研究的目的在於發展針對一年級ASD兒童的社交技巧訓練介入方案，並驗證其有效性。本研究實驗設計為單組前後測，共招募七位就讀一年級的ASD兒童。受試者參與12週的介入方案，透過促進社交技巧以建立好的同儕關係及學校適應。治療師透過觀察行爲編碼以及目標達成量表的方式了解ASD兒童的社交技巧；文蘭適應行為量表第三版中文翻譯版的社會及溝通領域，則是由家長及學校老師填寫，用以了解ASD兒童的社交技巧類化後的表現。所有評估在介入前、介入後以及介入結束一個月後進行。最後考量資料完整性，採用其中六位兒童的資料進行分析，統計方法以Wilcoxon signed rank test分別比較不同時間點社交技巧的差異。研究結果顯示，兒童的社交技巧表現在觀察行爲編碼以及目標達成量表中，前後測之間有顯著的進步；文蘭適應行為量表的部分則是在家長評分溝通領域中的理解及讀寫次領域有顯著進步，其餘領域由家長或老師的評分則沒有顯著差異；後測和追蹤之間也沒有顯著的差異。透過本研究初步建立此介入方案的成效，提供臨床上對於一年級ASD兒童改善社交技巧並成功適應學校的方法。

First-grade children are facing challenges in the expansion of their world. It is important for them to adapt to elementary school successfully. Due to social skills deficits, children with autism spectrum disorder (ASD) in first grade have more difficulty adapting to school, particularly in social interactions with peers and active engagement in relations. Social skills training is an intervention that has showed positive evidence of improvement in social skills among children and adolescents with ASD. However, there is a lack of evidence-based intervention for first-grade children with ASD. The aim of this study was to develop a social skills training protocol for first-grade children with ASD and determined its efficacy. A single group pretest-posttest design was used in the study. Seven children with ASD who were enrolled in first grade were recruited. They participated in a 12-week social skills training program, which focused on gaining social skills that help build peer relationships and adjust to the new environment. The improvement of social skills was evaluated by therapists through video coding and goal attainment scales. Caregivers and teachers were asked to complete the communication and socialization domains of the Vineland Adaptive Behavior Scale-Third Edition, which was used to evaluate the generalization of social skills. All measures were collected at three time points: pretest, posttest, and one-month follow-up. A total of six children were included in the final analysis. Wilcoxon signed-rank test analysis was used to compare the difference in social skills. The results showed a significant difference between pretest and posttest in the total score of video coding, the overall GAS scores, and the VABS-3 growth scale values of receptive and written language subdomains scored by caregivers. While the other domains of the VABS-3 scored by the caregivers and the teachers did not show significant improvement. And there were no significant differences between posttest and follow-up. Through this study, preliminary evidence of intervention protocol for first-grade children with ASD was established. It could provide guidance for clinical professionals who work with children with ASD that suffer from problems adapting to elementary school.

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