自閉症學生由於腦部神經受損影響動作功能，使其動作表現明顯落後同齡者，且被認定是自閉症者的伴隨障礙之一。部分研究發現，基本動作技巧與身體活動呈正相關，故若藉提升自閉症者的身體活動，也許就能改善動作能力的問題。本研究藉功能性動作訓練課程的介入，期能提升高中資源班自閉症學生的動作精練度。採準實驗研究法，立意取樣招募六位學生為實驗組，六位學生為對照組，兩組皆接受體育課程，惟實驗組再進行持續12週，每週二次，每次50分鐘的功能性動作訓練課程。課程介入前、中與後，研究對象分別接受BOT-2簡易版施測，取得精細動作控制、手部協調、身體協調、敏捷度與力量四項動作組合分數，以及動作精練度整體組合分數，以獨立樣本t檢定考驗兩組於各項動作組合前、中與後測分數有無顯著差異。結果顯示兩組在後測的動作精練度、敏捷度與力量達顯著差異，精細動作控制、手部協調、身體協調則無顯著差異；實驗組在前測與後測間的動作精練度分數達顯著差異，在前測與中測、中測與後測之間的動作精練度無顯著差異，對照組在前測與中測、中測與後測、前測與後測的動作精練度皆無顯著差異。結論為須至少五週以上的功能性動作訓練課程介入，才可能提升研究對象之動作精練度、敏捷度與力量。

The motor skills of ASD are inferior in many students because of the brain defects. Actually, defects in motor skills have been identified as one of the disabilities included in ASD. This study aimed to identify the effects of functional motor training courses on the motor proficiency of the students with ASD in the resource room of two senior high schools. This study adopted a quasi-experimental design. The researchers selected 12 students with ASD in two senior high schools in Taoyuan City, recruited as research objects and divided into experimental and control groups consisting of 6 objects, respectively. Besides the physical education classes in school, the experimental group took the functional motor training courses for 12 weeks, twice a week, 50 minutes at every turn; the control group only took the physical education classes in school. Both groups examined the BOT-2 before, during and after the intervention of the functional motor training courses. The results indicated that the post-test of motor proficiency and strength of the experimental and control groups significantly improved after taking the 9-week intervention of functional motor training courses. The motor proficiency score between pre-test and post-test of the experimental group improved significantly. Therefore, the study concluded that the functional motor training courses has improved motor proficiency for the students with ASD in the resource room of the senior high school.