亞斯伯格症（Asperger’s Disorder）屬於廣泛性發展障礙的一種，患者的主要症狀為社會互動障礙以及侷限、重複且刻板的興趣和行為，其中又以「社會互動能力質的缺損」為一重要特徵。有些學者認為亞斯伯格症兒童由於心智理論（Theory of Mind）能力有所缺損，難以辨識及解讀他人的情緒，而難以表現適切的社交反應。
近年來國內外學者發展出多種改善亞斯伯格症患者心智理論能力的方法，其中包含以電腦輔助軟體做為訓練工具，發現其互動性高、能提供即時回饋及多種感官刺激，方便操作使用，並有一些研究支持其成效。本研究採用為此類兒童設計的電腦輔助訓練軟體，訓練亞斯伯格症兒童的情緒辨識能力，並檢驗其成效。
本研究採用單一受試者撤回實驗設計，針對三名亞斯伯格症學童進行為期四週的訓練。收集並分析其在基準線期、介入期、撤除期、再介入期及追蹤期等五個時期的資料。篩選研究參與者所使用之工具為：（1）修訂畢保德圖畫詞彙測驗（甲式）；（2）魏氏兒童智力量表第三版（WISC-III）（3）Gilliam 亞斯伯格症量表（GADS）。評估情緒辨識能力之工具為：（1）電腦輔助訓練軟體之內建評量篇；（2）眼神辨識測驗兒童版（Eyes Test）；（3）台灣版非語言覺知診斷性分析工具（DANVA 2-TW）。
研究結果顯示，三名研究參與者對目標情緒的辨識正確率在介入期的表現明顯高於基準線期且呈現穩定狀態；在撤除期並未隨訓練撤除而表現下降；在再介入期及追蹤期的表現不僅高於基準線期，也與介入期維持相近的表現。在眼神辨識測驗及臺灣版非語言覺知診斷性分析工具上的表現，並未隨著訓練而進步，顯示訓練成效未能類化到其他測驗情境。
針對訓練及評估結果歸納三點結論：（1）本研究使用之訓練軟體之內容過於簡單；（2）教學篇與評量篇內容重覆出現易產生記憶效果，影響對參與者辨識情緒能力的有效評估；（3）評估類化效果的工具內容難度高於訓練內容。因此，本研究建議未來研究能擴充訓練軟體的內容，增加其豐富性、複雜度以及更貼近現實生活情境，以期能提升訓練的類化效果。

As one of the pervasive developmental disorders, Asperger’s disorder is characterized by significant impairments of social interaction and restricted and repetitive patterns of interests and behaviors. One of their important characteristics is qualitative deficit in social interactions. Some researchers proposed that, due to their deficit in the “Theory of Mind”, children with Asperger’s disorder experience difficulty recognizing and understanding other people's emotions, therefore, behave inappropriately in social situation.
In recent years, various training programs for improving “Theory of Mind” in children with Asperger’s disorder have been developed. Among them, computer-assisted instruction software as a training tool has the advantages of highly interactive, providing immediate feedback and multiple sensory stimulation; and easy to operate. Given some evidence supporting its effectiveness, this study intendsto examine the efficiency of a computer-assisted instruction software used in training for children with Asperger’s disorder to enhance their ability of emotion recognition.
This study use the single subject reversal design. Three school-aged children with Asperger’s disorder were recruited to participate in this 4-week training program. Their performance on emotion recognition measures at baseline, intervention, withdrawal, re-intervention and follow-up phases were evaluated. Screening tools for participants selection include（1）Peabody Picture Vocabulary Test-Revised；（2）Wechsler Intelligence Scale for Children-Third Edition；（3）Gilliam Asperger’s Disorder Scale. Outcome measures include（1）Facial Expression Recognition Task in the computer assisted instruction software；（2）Children’s version of the Reading the Mind in the Eyes Test（Eyes Test）；（3）Diagnostic Analysis of Non-Verbal Accuracy II-Taiwan Version（DANVA 2-TW）.
The results showed that three participants’ performances on the Facial Expression Recognition Task improved during or after intervention phase compared to baseline phase. And this improvement was maintained in the re-intervention and follow-up phase. However, three participants’ performances on the Eyes Test and DANVA2-TW did not improve after the training, thus, failed to demonstrate any generalization effect.
Based on our findings and observation, we conclude: （1）this computer-assisted instruction software is too simple；（2）the high degree of similarity between training materials and assessment items might have resulted in memory effect in our participants；（3）the outcome measures for evaluating generalization effect are either too difficult or not suitable for this age group. than the computer-assisted instruction software. Therefore, this study suggests that the contents of the training software should be expanded, to increase its richness and complexity, and to simulate real life situations in order to foster generalization.

第一章 緒論……………………………………………………………1
第一節 研究動機……………………………………………………1
第二節 研究目的與假設……………………………………………3
第三節 名詞釋義……………………………………………………4
第二章 文獻探討………………………………………………………6
第一節 亞斯伯格症…………………………………………………6
第二節 一般兒童之情緒辨識能力發展………..…………………11
第三節 亞斯伯格症兒童之情緒辨識能力………..………………14
第四節 情緒辨識能力訓練之研究………………..………………17
第三章 研究方法……………………………………..………………25
第一節 研究設計…………………………………..………………25
第二節 研究參與者………………………………..………………28
第三節 研究工具…………………………………..………………36
第四節 研究步驟…………………………………..………………44
第五節 資料分析……………..…………………..………………..47
第四章 研究結果與討論……………………………..………………50
第一節 目標情緒辨識作業前後測結果...……………………...….50
第二節 眼神辨識測驗前後測結果…………………………..…....66
第三節 DANVA2-TW前後測結果………………………..………68
第四節 討論…………………………………………………..……79
第五章 結論與建議……………………………………………..……84
第一節 研究貢獻…………………………………………….…….84
第二節 研究限制與建議…………………………………….…….86
參考文獻………………………………………………………….…….88
中文部份……………………………………………………….…….88
英文部分……………………………………………………….….…93
附錄……………………………………………………………………104

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