| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 103 === The purpose of this study was to investigate effects of social skill intervention on “on-task behaviors” for an elementary student with autism spectrum disorder. The A-B-A design of single-case research was adopted. The research included three stages: baselines, intervention, follow-up. After accumulating and evaluating data, the researcher proceeded quantitative data analysis by graphical method, visual inspection, and effect size analysis. Besides, the researcher analyzed the interview data of the student’s teacher, mother, and classmates in the same group. The results of this research showed that social skill training had immediate and short-term maintenance effects on advancing the curricular participation for this student. Classmates in the same group, the teacher, and mother of the participant showed positive attitude toward the implementation of social skill intervention. The social skill intervention result indicated the following implications: the researcher helped the participant to learn the performance of the curricular participation through adding trans-environmental programming and visual cues, combining the teacher- and peer-mediated intervention.
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