自閉症兒童的主要特徵之一是缺乏適當的社會互動能力。社會技巧訓練的相 關研究結果顯示，教師實施社會互動能力訓練雖多有立即效果，但自閉症兒童將 習得的技能類化到其他情境與活動上卻總有困難，而他們在類化方面的困難使其 無法適應環境的改變，進而影響他們在學校的適應。 為提升自閉症兒童類化社會互動技能的表現，本研究以一位二年級自閉症兒 童為研究對象，運用教學前安排共同刺激、安排足夠的教學範例、在自然情境中 教學等類化策略，藉由模擬下課時的自然情境來進行訓練、提供重複練習的機會， 並以小學生下課常玩的遊戲為媒介，安排自閉症學生與普通班同儕一同進行社會 技巧訓練，藉此增加資源班與普通班之兩種環境相似性，以提升自閉症學生基本 互動能力與跨情境類化能力。本研究首先回顧國內外有關自閉症與社會互動類化 策略相關文獻，再描述本研究之自閉症個案的評估和遊戲介入社會互動技巧的介 入歷程與結果。 研究發現以遊戲結合類化策略進行社會互動技巧訓練，確實能在訓練情境和 下課情境中，促進國小自閉症兒童基本互動行為表現。類化策略對於國小自閉症 個案的遊戲能力、溝通能力，和同儕關係等亦有正向的介入效果。

Lacking appropriate social interaction is one of the main characteristic of children with autism. Research on social skills training has indicated that while social skills training has immediate intervention influence for children with autism, they still have difficulties in generalizing skills across settings, materials, and people. The ability of generalization is the key to adapt to the changes of environment. Without such ability, children with autism may encounter more difficulties in their daily school life. To promote generalization of social skills for children with autism, we used several generalization strategies, including programming common stimuli, training sufficient exemplar, bring training to natural environments, and sequential modification in a social skills training class. We involved a second-grade student with autism and his typically developing peers to participate in this study. During social skills training, we used play as a medium and trained three basic interaction skills that the students needed to perform to be able to play with their peers. In this study, we first reviewed the literature on autism and the strategies used to train generalization. Next, we described the case, the intervention program, and the results of intervention. Suggestions for practice and future research were also addressed regarding promoting generalization of social skills for children with autism.