The aim of this study was to assess the effectiveness of training preschool-aged children to support the communication of their peers with autism spectrum disorder. Four typically developing peers participated in a 12-week training study that consisted of video models, social narratives, and practice opportunities. The peers were taught to implement the strategies "show, wait, and tell" with a classmate with autism during play. Peers were also provided with instruction to make them more aware of communication via augmentative modalities and to understand the Pragmatically Organized Dynamic Display (PODD) that the classmate with autism used to communicate. A second child with autism served as a control subject to measure generalization of the training to other children with autism. The study also included a group of four control peers who received no training in order to distinguish the effect of the training from normal communicative and social developmental that one might see over the time of the study. All play sessions were video recorded and coded utilizing a coding system that identified verbal and non verbal behaviors of the peers and the children with autism. 3 of the 4 trained peers demonstrated the ability or willingness or implement the targeted strategies with the target child with autism. A single trained peer generalized the use of the trained strategies when interacting with to the control subject . Peers performed best when provided with clinician cues to implement strategies. Both children with autism increased their communication and interaction with trained peers during play when compared with their interactions with the control peers. Furthermore, the children with autism interacted maximally during sessions in which the trained peers utilized the communication strategies These results provide preliminary evidence of the effectiveness of preschool peer training to support the communication of children with autism.

本研究以質性分析的方式，探討學齡前融合教育班級師生及同儕互動的情形，以一所台北縣公立幼稚園的一個融合教育班級為研究場域，透過部份參與式觀察與教師訪談蒐集資料，進一步探討特殊教育需求幼兒與一般幼兒之間的互動情形，以及特殊教育需求幼兒與教師之間的互動情形。 研究發現，在特殊教育需求幼兒與一般幼兒之間的互動行為中，多以正向非口語行為為主，同時特殊教育需求幼兒在互動行為上較為被動，互動的內容多與遊戲或學習活動有關，若是在衝突情境則會出現負向非口語的攻擊行為。在特殊教育需求幼兒與教師之間的互動行為中，正向口語行為為主，但時常搭配非口語行為一起進行，互動的內容多與特殊教育需求幼兒的特殊需求以及教學活動有關，在互動行為進行中，教師較為主動，但在求助行為中，則以特殊教育需求幼兒扮演引發互動的角色。而影響互動行為的因素包括有：特殊教育需求幼兒的人格特質、特殊教育需求幼兒的能力、教師的態度與引導、以及一般幼兒的人格特質等。整體而言，在本研究進行的場域中，特殊教育需求幼兒的互動對象較傾向於與成人進行互動，和一般幼兒互動的情形較少出現。 綜合上述研究發現，對於學齡前融合教育的實施，本研究提出具體建議，在特殊教育需求幼兒與一般幼兒之間的互動方面：安排能力較佳且有意願的一般幼兒協助特殊教育需求幼兒進行學習活動、教導解決衝突的策略，以減少負向行為、教導特殊教育需求幼兒與他人互動的方法，並鼓勵他勇於嘗試。在特殊教育需求幼兒與教師之間的互動方面：教學活動時間，兩位教師應盡可能同時參與，以協助特殊教育需求幼兒進行學習，增加互動機會、營造特殊教育需求幼兒主動進行互動的機會。 / The study aims to explore the state of teacher-student and peer interaction in inclusive preschool class setting using a qualitative analysis method focusing on a public inclusive preschool classroom in Taipei County as the research site, with data gathered through a partially participated observation and teacher interviews, to further examine the interaction between preschoolers with special education needs and general preschoolers, and the interaction between preschoolers with special education needs and teachers. The study found that the interaction between preschoolers with special education needs and general preschoolers tends to take place with positive, nonverbal behaviors, while preschoolers with special education needs tend to be more passive in interactive behavior, and the content of interaction is largely related to game or learning activities, but negative, nonverbal aggressive behavior can appear under a conflict scenario. The interactive behavior between preschoolers with special education needs and teachers tends to take place with positive, verbal behavior, and is often coordinated with nonverbal behavior, where the content of interaction is largely related to the special needs and teaching activities of preschoolers with special education needs; in the progression of interactive behavior, the teacher is more active, whereas in help seeking behavior, preschoolers with special education needs tend to enact an interaction-triggering role. While factors that affect the interactive behavior include: the personality attributes of preschoolers with special education needs, the capability of preschoolers with special education needs, the attitude and guidance of the teacher, and the personality attributes of general preschoolers. As a whole, at the site where the study is conducted, the interaction of preschoolers with special education needs tends to lean towards interactive with adults, while the phenomenon is less seen in the interaction with general preschoolers. In recapping the foresaid study findings, when implementing the inclusive preschool education, the study presents a tangible recommendation on the interaction between preschools with special education needs and general preschoolers that it is feasible to arrange general preschoolers with better capability and are willing to facilitate preschools with special education needs to engage in learning activities, spearhead them to conflict-solving strategies, which would help to reduce negative behavior, and show preschoolers with special education needs the means to interact with others, as well as encourage them to try. In the aspect of interaction between preschoolers with special education needs and teacher, it is recommendable that during the time of teaching activities, it is best for two teachers to participate at the same time to facilitate preschoolers with special education needs to engage in learning, enhance the interactive opportunities, and create the opportunity for motivating preschoolers with special education needs to engage in interaction.