一、 身心特質
自閉症是一個廣泛的詞彙，「指因神經心理功能異常而顯現出溝通、社會互動、行為及興趣表現上有嚴重問題，致在學習及生活適應上有顯著困難者。」又稱泛自閉症(autism spectrum disorders，以下簡稱 ASD);ASD學生的特質與發展，具有個別差異性。
ASD有一些共同特質，分別是溝通、社會互動及重複行為或興趣等的受限等三個發展領域缺陷的障礙。目前 ASD 的醫療診斷普遍採美國精神醫學會出版之精神疾病診斷手冊第五版(簡稱 DSM-5)，DSM-5指出ASD在社交互動與社交溝通上的臨床表現具有重疊性，將其三項核心症狀整合為兩項:「社交溝通與社交互動缺損」和「重覆且侷限的行為、興趣或活動」。
ASD患者在社會溝通與社交互動缺損，以及重複行為或興趣都有類似的行為特徵。將以這兩個層面進行簡單介紹:
1. 社交溝通與社交互動缺損:
ASD兒童不擅長運用非語言行為與他人互動，像是缺乏眼神接觸、臉部表情漠然等。ASD的社交困境會出現在社會規則理解上的缺陷，像是缺乏情感上的交流、無法融入同儕，在社交互動上缺乏與人互動興趣。學者回顧有關ASD溝通能力的研究結果發現，ASD在社交互動及社交溝通方面的障礙是整體且持續的。顯示ASD會出現社交溝通與社會互動的特徵。

2. 重複且侷限的行為、興趣或活動:
ASD兒童的重複行為類型，包括:刻板動作、儀式或慣例行為、語句重複、侷限的興趣，以及反覆的操作行為等。ASD兒童有時會出現不尋常或怪異的行為，可能是固著在特定而不具功能性的常規或儀式化動作，例如:不停搖動身體，這些行為對人際互動而言，容易造成負面影響。多數ASD兒童無法接受既定的規則或模式被改變，面對非預期發生事件時容易感到焦慮，嚴重時可能出現大吵大鬧或發脾氣的激烈反應。此外，ASD學生容易沉迷於特定的興趣、事物或活動，如昆蟲、恐龍、數理等特定知識極感興趣，願意長時間涉獵並與他人分享討論。

二、 輔導原則
對於較大的ASD孩子、青年及成年有效的輔導在創造ASD成功參與的環境，其原則為結構化、功能性的溝通、社會技巧教學與正向取向。融合上述四相輔導原則，提供以下三點說明:
1.讓事件的發生是可預期的，以避免學生沒有足夠的時間調適 ，例如:
(1)提前策劃，讓學生面對新經驗時是可預期;避免驚喜、不要進行未告知的變動。
(2)生活作息發展出可預期及固定例行規則;事件的處理提供結構與固定流程。
(3)幫助學生瞭解個人如何打發「自由時間」。

2.提供明確的教學與結果 :
(1)直接陳述，不要使用俚語或暗喻、暗示，並且仔細使用人稱代名詞。
(2)一次只問一個問題或一次只處理一件事情。
(3)避免只使用表情或肢體語言等非口語的線索，溝通時，盡量在口語說明時提供版書，透過文字或圖示強調重點，讓ASD學生能明確取得線索。
(4)教學時，盡量有固定的模式，讓課堂事件變得可預期，若有新的安排，則事先盡早通知ASD學生。
(5)安排適當的機會與教材，讓ASD學生可以跟同儕一同參與，並增強這類行為。
(6)仔細的解釋對學生的期待，並利用檢核表幫助ASD學生檢索與表現適當行為。

3.促進正向參與原則 :
(1)回饋時，儘量注意回應的適當性與正確性，提供正確的訊息，他們較難從錯誤中學習，因為一旦學錯了，就會因為僵化的思考而要花更多的時間做改變。同時，當ASD學生有適當的表現，儘可能告訴他們，讓他們了解這就是能被社會接受的行為。
(2)安排ASD可以做的工作。
(3)把時間轉換成可以看見或具體的形式。
(4)教學或口語溝通時，透過圖示、圖片或用具體的例子來促進理解。

4.對學生的期望:
(1)對於學校中各項學習活動或要求，較適當的方法是採用和一般同學一樣的期望標準，但允許ASD學生有較多元的表現方式。
(2)仍應注重ASD學生的社會互動教育，加強其參與團隊的能力，例如，準時、清理使用後的公共空間及適當回應他人問話等。

三、 教學提醒
(1)由於明確的訊息與結構是 ASD學生與他人互動的一扇窗，因此授課教師要能掌握清晰的教學結構，並提供正確及明確的訊息。藉由教材、可預期的課程活動，增加上課的互動性，使ASD 學生加深上課的重點瞭解與互動性。
(2)提供訊息時應注意輔以圖示或文字，提供ASD學生掌握課程進行及檢核自我行為或課程訊息。

影音資料:

自閉症公益微電影《在路上》完整版

資料出處:

全國特殊教育資訊網-學生輔導原則

https://special.moe.gov.tw/article.php?paid=181

1. Characteristics of ASD

Autism is a broad term that "refers to people who have serious problems with communication, social interaction, behaviour and interest performance due to neuropsychological abnormalities, resulting in significant difficulties in learning and adjusting to life." Also known as autism spectrum disorders (ASD); The characteristics and development of ASD students are individualized.

ASD has some common traits, namely barriers to deficits in three areas of development: communication, social interaction, and limitations in repetitive behaviors or interests. The American Psychiatric Association's Diagnostic Manual of Mental Disorders, Fifth Edition (DSM-5) points out that the clinical manifestations of ASD overlap in social interaction and social communication, and integrates its three core symptoms into two: "impairment of social communication and social interaction" and "repetitive and limited behaviors, interests, or activities".

Patients with ASD have similar behavioral traits in deficits in social communication and social interaction, as well as repetitive behaviors or interests. These two levels will be briefly introduced:

1.1 Social Communication and Interaction Deficits

• Nonverbal Communication Challenges: Difficulty using eye contact, facial expressions, and gestures effectively during interactions.
• Social Understanding Difficulties: Challenges in understanding social norms, such as inadequate emotional exchange, difficulty integrating with peers, and a lack of interest in social interactions.
• Persistent Impairments: These deficits are pervasive and long-lasting, significantly affecting social adaptability and relationships.

1.2 Repetitive Behaviors and Restricted Interests

• Stereotypical Behaviors: Repetitive actions such as rocking or repeating phrases, along with adherence to rigid routines or rituals. Children with ASD sometimes exhibit unusual or bizarre behaviors, which may be fixed in specific and non-functional routines or ritualized actions, such as shaking the body. These behaviors can easily have a negative impact on interpersonal interactions.
• Narrow Focus: Intense interest in specific topics like insects, dinosaurs, or mathematical concepts, often accompanied by extensive knowledge and enthusiasm for sharing.
• Adaptability Challenges: Anxiety or distress when faced with unexpected changes, potentially resulting in emotional outbursts or tantrums.

2. Guidance Principles for Supporting ASD Students

Effective support for ASD students emphasizes creating structured environments, promoting functional communication, teaching social skills, and adopting a positive approach. The following principles are recommended:

2.1 Make Events Predictable

• Advance Planning: Inform students of new experiences or changes ahead of time to avoid surprises.
• Routine and Structure: Develop consistent schedules and rules to provide a sense of predictability.
• Teach Time Management: Help students learn how to organize and spend their free time effectively.

2.2 Provide Clear Instruction and Outcomes

• Direct Communication: Use simple and explicit language, avoiding idioms or metaphors. Address one issue or task at a time.
• Visual and Written Aids: Avoid using only non-verbal clues such as facial expressions or body language. When communicating, try to provide a printed version of the text during oral explanations and emphasize key points through text or illustrations so that students with ASD can clearly obtain clues.
• Predictable Teaching Styles: Maintain consistent teaching methods and inform students in advance about any changes in routines or activities.
• Encourage Participation: Facilitate opportunities for ASD students to collaborate with peers and reinforce these behaviors.
• Clarify Expectations: Use checklists to help students understand goals and perform appropriate behaviors.

2.3 Promote Positive Participation

• Provide Specific Feedback: Clearly indicate what constitutes acceptable behavior, as ASD students may struggle to learn from mistakes. Offer immediate recognition of appropriate actions.
• Assign Suitable Tasks: Involve ASD students in activities they can manage to enhance their sense of inclusion.
• Use Concrete Representations: Visualize time and abstract concepts in tangible formats.
• Leverage Tools: Incorporate visual aids, diagrams, or concrete examples to improve communication and comprehension.

2.4 Set Realistic Expectations

• Standardized Goals with Flexibility: Hold ASD students to similar standards as their peers but allow for diverse forms of achievement and expression.
• Focus on Social Education: Enhance social participation skills, such as punctuality, tidiness in shared spaces, and responding appropriately to others.

3. Teaching Considerations

• Structured and Clear Teaching: Teachers should maintain clear lesson structures and provide explicit instructions. Predictable lesson formats and clear objectives can enhance interaction and understanding for ASD students.
• Use of Visual Aids: Supplement teaching with visual or written cues to help students monitor their behavior and comprehend lesson content effectively.
• Promote Interaction: Engage students with interactive activities and focus on reinforcing key learning points during class.