第六章 結論與建議
第二節 限制與建議
壹、研究限制 一、樣本人數較少
跟過去的研究相比，雖然本研究的樣本人數並不算少，但若要詳細 分析年齡對於 AS 學生智力所造成的影響，需要在各年級 AS 學生的人數 上再做擴充，由於符合一年內未做過 WISC 的 AS 學生極少，尤其是在台 北縣是鑑定安置工作比較健全的區域，只要經過轉銜階段，幾乎都會做 智力測驗，因此，本研究耗費八個月的時間，才完成收集個案的工作，
由於各年級的 AS 樣本人數並不多，因此在探討年齡對智力的影響時，因 為細格中的人數較少，而不適合使用該種統計方式，在分析時會有其限 制。
二、無法和一般兒童配對比較
由於本研究並沒有採用一般兒童作為控制組，所以，研究結果只能 說是 AS 學生在 WISC-Ⅳ的表現情形，且也只能以整體平均數和常模比 較，以瞭解 AS 學生在各項智力分數表現的相對位置，大致推論他們在各 項分數表現的優劣，但無法確切的說，他們跟同齡的一般兒童有什麼不 同，是否因為 AS 特有的核心特質而造成兩者在智力表現上的差異。
貳、建議
一、對於施測人員
在施測時多注意 AS 受試者的情緒和行為反應，盡量降低他們焦慮緊 張的情緒，給予適當的休息和彈性時間，確認情緒和精神狀況無礙的時 候，再開始進行測驗，並且隨時注意 AS 受試者的注意力，是否有因為不 專心而干擾測驗進行的情形，主試者要特別注意測驗材料擺放的位置，
除了依照指導手冊的規定外，還要特別注意不要讓受試者可以觸摸到其 他的測驗材料，避免讓受試者能夠看到主試者的紀錄內容。給予適當的 鼓勵，降低受試者因失敗而產生的受挫感，也是很重要的，避免讓受試
者在測驗結束之後仍帶有因施測而產生的情緒反應。
二、對教育人員的建議
AS 學生有其特有的認知特質，因此，在設計教材時，應該考量 AS 學生在優弱勢能力，例如：利用 AS 學生在 VCI 上的優勢，以語文作為學 習的媒介，而以圖形作為輔助的工具，同時，注意 AS 學生在 PSI 上的弱 勢，給予時間上的彈性，替他們申請延長考試時間會者代謄答案、電腦 作答等考場服務，以彌補處理速度較慢造成的影響。
三、給未來進行 AS 智力研究的人員
由於本研究是第一個使用 WISC-Ⅳ瞭解 AS 學生智力表現的研究，在 取樣上的限制與困難，可以提供給後續的研究者思考未來研究取樣的原 則，性別比例為何？一年內是否可以做過 WISC-Ⅲ的智力測驗？雖雖然 本研究中的國小和國中 AS 學生在 WISC-Ⅳ的表現並沒有顯著的差異，且 四個因素指數的優弱勢表現趨勢也大致相同，（都是以 VCI 最優，PSI 最弱），但仔細探究，還是可以發現些許的不同處，例如：國中 AS 學生 在 WMI 以及幾個分測驗的離散情形較國小大，VCI 和 PRI 之間的差距也 較國小明顯，另外，在分測驗優弱勢的部分，也有些許不同之處，這些 資訊，值得後續的研究進行深入的探討，以釐清年齡對 AS 學生智力所造 成的影響何在。
除了繼續探究年齡對 AS 學生的影響外，將來也可以針對其他 ASD 族 群（如自閉症或高功能自閉症者）進行智力表現的比較研究，由於過去 的研究傾向支持他們有其獨特的智力組型，若能夠使用相同的測驗工具 跟本研究的 AS 學生比較，或許可以幫助我們釐清 AS 和其他 ASD 族群在 智力表現上的異同之處。
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