第五章 結論與建議
第三節 建議
本節根據研究結果，提出若干建議作為教學和未來研究的參考。
壹、教學上的建議
一、高功能自閉症學生比較無法全面觀照所呈現的文字訊息，本研究的教學介入方法 係呈現結構化的流程圖或表格以取代文字敘述，如此可幫助受試更理解教學內容，進而 習得應有的行為因應之道。
二、高功能自閉症學生人際互動和語言溝通的特質使其社交技巧貧乏，對他人的想 法、立場、行為目的或隱喻字眼，易產生錯誤或不適當的解讀，而心智理論的教學可有 效改善高功能自閉症者此部分的缺陷。
三、高功能自閉症學生在解讀他人行為或語意方面確實存有困難，而他們在表達自己 為何這麼想或這麼做的理由時，也容易因為本身語言能力的限制而影響表現，老師可多 從自然情境中觀察高功能自閉症學生的行為反應，然後透過問答引導的方式幫助他們解 讀人我想法上的差異性，因此，自然情境的教學應重於模擬情境的設定。
四、心智理論屬於社會認知領域的範疇，牽涉較多的內在運作歷程，是一個所謂的「黑 盒子」，如果受試隨著研究的終止也斷了練習，教學效果的持續就會有所侷限，是故，
讓受試的家人熟悉教學研究的內容，並知道如何在日常生活中幫助受試解讀他人心智，
應是教學使用上須注意的層面。
五、本研究在遷移情境施測紀錄中所安排的情境對話，未先以同理心考量受試當下的 情緒反應，就直接切入對受試該情緒反應的判斷，這樣的詢問方式容易引起受試更大的 情緒反彈。因此，建議未來教學進行時，老師應先同理學生的反應，再循序善誘學生思 考當下的反應適當與否，相信會對學生的情意學習產生更大的效果。
貳、對未來研究的建議
一、在研究對象的選擇上，由於本研究只有一位受試，侷限研究結果的類推性，未來
若能針對多個已通過初級錯誤信念的受試再進行教學，將可獲得更多高功能自閉症學生 的學習效果。
二、本研究採單一受試研究法之跨行為多試探設計，並未跨越其他情境了解受試的反 應，建議未來可增加此部分的探討，幫助高功能自閉症學生將習得的能力應用到兩個以 上的情境。
三、本實驗研究所使用的教學媒體尚可更多元，情境演練、角色扮演的方式也可更自 然，建議可兼採電腦動畫(FLASH 軟體)及錄影帶播放劇情的方式讓受試產生更大的學習 動機，電腦動畫可以將任何的情境設計以更具體鮮明的呈現方式讓受試充分了解，而且 不必尋覓真人演出者，而使用錄影帶播放的好處是可以突破空間上的限制，將觸角延伸 至教學以外的社區情境、休閒情境或交通情境等，但要注意協助演出的人物最好是受試 不認識的同儕，如此可避免受試因對演出者太過熟悉而影響判斷。
四、本研究為國內高階心智理論之心智解讀教學研究的開端，在教學設計上仍有許多 充實和發展的空間，例如：可採實驗組和控制組方式，比較高功能自閉症和其他障礙別 的身心障礙者在習得高階心智理論能力的情形、比較不同的教學策略對高功能自閉症習 得高階心智理論能力的效果等。
五、本研究單一個案的呈現無法說明語文心智年齡對習得心智理論能力的影響，建議 未來研究方向可探討受試本身所具備的語文能力和心智理論發展的關係。
六、本研究在追蹤期探測受試遷移能力的次數太少，建議未來研究可延長追蹤期的觀 察試探，使結果分析更具說服力。
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