語文能力是評量兒童發展的重要指標之一，高功能自閉症兒童因常伴隨有心 智理論處理缺陷、執行功能缺陷以及語文核心能力統整缺陷，造成其在文章寫作 上有困難。本研究選取某國小五年級一名高功能自閉症兒童所就讀普通班級，以 全班同儕為對照組，進行寫作教學實驗，針對該名研究個案，另以結合概念構圖 與自我調整策略發展模式之教學方案，進行六次一對一外加課程。研究結果顯示， 研究對象在文章總字數、平均每句字數及文章造句商數得分皆呈上升的趨勢；在 文章內容評分標準得分則呈先低後高趨勢。個案在團體中的相對位置上，由T分 數顯示，其在文章總字數及文章內容評分標準得分方面呈先低後高趨勢；在平均 每句字數及文章造句商數方面呈上升趨勢。在追蹤期的寫作表現除文章總字數、 總句數稍減少外，在平均每句字數、文章造句商數方面的表現均有進步，顯示該 教學課程對研究個案具保留效果，但在寫作動機上並未提升。

The purpose of this study was to explore the effects of using Concept Mapping and Self-Regulated Strategy Development Model Writing Course (CSWC) instruction on the narrative writing expression of a high function autistic elementary student through the convergence model in triangulation design of mixed methods. The subjects were a fifth grade high-functioning autism and his 22 classmates. During intervention sessions, they all had six writing lessons by their teacher. After each lesson, the high-functioning autistic student had an extra CSWC instructional lesson by researcher. The results indicated that the high-functioning autistic subject could remember the steps of CSWC. His essays could more focus on topics than before. He got progressive curves in the total number of words, number of words per sentence and syntax quotient. The curve of “Score of Essay Quality” was down first then up. The T-score was increased in number of words per sentence and syntax quotient, but in the total number of words and “Score of Essay Quality” was decreased first then increased. CSWC instruction could maintain the subject’s narrative writing expression. The motivation of writing didn’t be promoted. Implications for future research and practice are discussed.