社交能力 (social competence) 是指能在不同目標和情境中有效與他人互動。社交能力為多面向，包含社交技巧元素 (social skill elements)、社交交互性 (social reciprocity)、社交調適 (social adjustment)與社交有效性 (social effectiveness)。自閉症類群障礙症 (autism spectrum disorder, ASD) 孩童可能在不同面向的社交能力展現困難，影響其社交互動、社交參與以及建立友誼與親密關係，進一步地可能影響學業、未來的職場工作表現與生活的安適感。透過介入協助ASD孩童發展社交能力，可增加孩童的社交參與與安適感。然而，現今ASD孩童的社交介入研究多針對小學中年級以上孩童、不一定考量社交能力的多面向，且介入成效的維持與日常社交互動成效仍待檢驗。因此，本研究目的為發展社交能力團體介入 (Social competence group intervention, SCGI) 並檢驗其成效。新發展之SCGI將基於社交能力多面向的特性，以社交調適為介入情境，以遊戲、桌遊及促進學習的四象限模式 (Four-Quadrant Model of Facilitated Learning, 4QM) 來協助ASD孩童發展社交能力，並且藉由分析情境中所需不同面向的社交能力，亦同時輔以回家作業及給予家長回饋之方式，促使孩童應用於日常生活中。9 位ASD孩童4至7歲ASD孩童參與12周的SCGI介入。孩童於介入前一個月與介入前進行評估，以了解孩童社交能力發展趨勢，並於12週介入完成後及介入結束後一個月進行追蹤評估，以檢驗介入及維持的成效。主要成效評量包含社交能力觀察評量 (Observational Social Competence Assessment, OSCA) 與家長/照顧者版的文蘭適應性行為量表 (Vineland Adaptive Behavior Scale, Third Edition, VABS-3) 評量ASD孩童的社交能力與日常生活社交表現。次要成效評量包含執行功能行為量表 (Behavior Rating Inventory of Executive Function, Second edition, BRIEF-2) 及心智理論量表 (Chinese version of Theory of Mind Inventory-2, ToMI-2) 以進一步了解孩童在介入後執行功能及心智理論表現。本研究以成對樣本t檢定 (paired sample t-test) 比較介入前後在社交能力、日常生活社交能力表現、心智理論及執行功能的成效，以及介入後一個月的維持效果。本研究結果顯示經過12週SCGI介入，ASD孩童在OSCA的社交技巧元素 (t = 7.63, p < 0.001)、社交交互性 (t = 2.31, p = 0.05) 及BRIEF-2中的轉換 (Shifting) (t = -2.74, p = 0.023) 都有顯著進步。從家長觀點來看，ASD孩童在參與12週SCGI介入後於VABS-3中的日常人際關係 (t = 2.31, p = 0.05) 也有顯著進步。介入結束一個月後的追蹤結果顯示孩童維持與介入結束後測之相同的社交能力。總結，本研究發展之社交能力團體介入—SCGI透過有趣、結構化的遊戲及桌遊結合社交調適情境，並採用4QM策略支持孩童社交能力發展，有助於促進4–7歲ASD孩童社交技巧元素、社交交互性及執行功能中的轉換能力。未來研究應擴大樣本及針對介入維持的成效進一步探究。本研究結果將有助於臨床人員根據本研究介入設計，針對ASD孩童不同的社交能力表現來發展及調整符合孩童年齡的介入活動，並依據4QM提供ASD孩童個別化且相對應的支持，以協助孩童發展社交能力。

Social competence refers to the ability to effectively interact with others to achieve goals in various contexts. Social competence is multidimensional, consisting of social skill elements, social reciprocity, social adjustment, and social effectiveness. Children with autism spectrum disorder (ASD) often exhibit deficits in different dimensions of social competence, which can affect their social interactions, social participation, friendship, and intimacy. These deficits may also affect their academic performance, work performance, and well-being. Interventions aimed at developing social competence in children with ASD can increase their social participation and further enhance their well-being. However, current studies on social competence intervention for children with ASD have primarily focused on age groups older than the 3rd grade of primary school and often do not thoroughly consider the multidimensional nature of social competence or examine the effectiveness on maintenance and daily-life social competence. Therefore, this study aimed to develop and evaluate the effectiveness of the social competence group intervention (SCGI) based on the concepts of multidimensional social competence within a social adjustment context. Interactive play, picture books, and videos were utilized as the intervention materials. The Four-Quadrant Model of Facilitated Learning (4QM) was utilized to support the development of social competence. In addition, the SCGI included homework assignments for the children and encouraged parents to apply learned social competence in their daily lives. Nine children with ASD aged 4–7 years were invited to participate in the 12-week SCGI. The children underwent four evaluations, with two evaluations conducted one month before and one month after the intervention to assess their developmental trends in social competence. After 12 intervention sessions, the children were evaluated twice to examine the effectiveness of the SCGI and maintenance of the effect at one-month follow-up. The Observational Social Competence Assessment (OSCA) and Vineland Adaptive Behavior Scale, Parent/caregiver form, Third Edition (VABS-3) were used to measure social competence as the primary outcome measure. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) and the Chinese version of the Theory of Mind Inventory-2 (ToMI-2) were used to examine theory of mind and executive function performance as secondary outcome measures. Paired t-tests were conducted to analyze the differences between pre-and post-intervention to determine the effectiveness of the SCGI on social competence, ToM, and EF. The results showed that the children had significant improvements in social skill elements (t = 7.63, p < .001) and social reciprocity (t = 2.31, p = 0.05) on the OSCA and the shifting scale (t = -2.74, p = 0.023) of the BRIEF-2 after a 12-week SCGI intervention. Based on parents' reports, significant improvement was also found in the domain of the interpersonal relationships (t = 2.31, p = 0.05) subdomain of the VABS-3. The results demonstrated no significant differences in social competence between the post-intervention and one-month follow-up evaluations. Overall, the SCGI implemented in this study combines interactive board games with social adjustment contexts while incorporating the 4QM strategies to support the development of social competence in children with ASD aged 4 to 7 years by specifically targeting social skill elements, social interaction, and shifting of executive function. Future research should expand the sample size and further investigate the maintenance effectiveness of the SCGI. The findings of this study can aid clinical practitioners in developing an engaging and developmentally appropriate intervention based on the various dimensions of social competence of children with ASD. Additionally, this study equips clinical practitioners with a way to provide individualized and targeted support to children with ASD by utilizing the 4QM strategies.

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