第五章 結論與建議
第三節 建議
壹、 教學上的建議
一、 指導學生在生活中廣泛運用自我管理策略
研究者在研究中發現，自我管理策略能有效提升輕症 ASD 學生的社會互動 行為；在自我管理策略的歷程中，也能有效提升輕症 ASD 學生的自我控制力和 自信，如果師長能指導輕症 ASD 學生將自我管理策略運用在日常生活、各種情 境中，相信對於輕症 ASD 學生的能力展現也會有全面性的進步。
二、 自我管理策略提示工具的運用
目前在教學現場，提醒學生在課堂中自己進行行為檢核時，常常使用的是 計時器或者時鐘、一般的手錶作為提示輔具，但是計時器的提示聲響大，不適 合學生在課堂中使用。本研究使用 Watch Minder3 當提示工具，在學生進行自 我監控的過程中，上課中的教師完全不會被打斷或干擾。另外，Watch Minder3 的提示文字，能根據使用者的需求自行輸入文字，能滿足不同需求的使用者。
較為可惜的是，目前 Watch Minder3 只能跨海購入，並且提示文字只有英 文版，但是如果能在使用前與學生約定好提示關鍵字所代表的意義，相信 Watch Minder3 會是教師在普通班進行自我管理策略指導時很好的提示工具。
貳、 未來研究的建議
一、 研究對象
本研究以國小五年級輕症自閉症學生作為研究對象，進行自我管理策略教 學介入，建議未來的研究可以以不同年級、不同認知能力的學生作為研究對象，
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進行自我管理策略教學介入的相關研究。
二、 研究主題
本研究根據個案的需求，以社會互動行為的三項行為「專注參與課堂活 動」、「自行完成工作任務」及「遵守團體規範」三項為目標行為。建議後續的 研究，可以從輕症 ASD 學生其他社會互動行為的不恰當行為進行介入研究。
三、 研究情境
本研究的研究情境以個案的普通班教室為主，部分在科任教室；
未來的研究情境可以擴大到跨班群課程，甚至是家庭與社區的情境，
以探討自我管理策略的教學成效。
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