本研究採用「單一受試跨越不同行為多重基準線設計」，旨在探討社會故事教學法對增進國中輕度自閉症學生同儕互動行為之成效。研究對象為國中一名安置在資源班的輕度自閉症學生。研究持續十一週，共二十次。本研究中所謂同儕互動行為乃是指個案在學校自然情境中「和朋友打招呼」、「邀請朋友玩遊戲」以及「與朋友分享作品」的行為而言。本研究所謂社會故事教學法乃是指將自編的社會故事介紹給個案後，由個案固定在目標情境之前閱讀社會故事。本研究分析同儕互動行為達成百分比，輔以質的變化情形，探討社會故事教學法的介入成效。研究結果顯示：
一、社會故事教學法能有效增進國中輕度自閉症學生的同儕互動行為
二、社會故事教學法對增進國中輕度自閉症學生同儕互動行為有維持的效果
三、社會故事教學法有助於建立自閉症學生全新的正向行為
四、自編的社會故事對增進國中輕度自閉症學生同儕互動行為有良好成效
最後，研究者根據研究結果與討論分別提出對輕度自閉症家長、治療師以及特殊教育教師、對班上有輕度自閉症學生的普通班教師，以及對於未來研究的建議。

Abstract
A single-subject multiple-baseline design across behaviors was used to evaluate the effects of the social story intervention on peer interactions of a junior high school student with mild autism. A junior high school student with mild autism attaining resource program was included in this study. This study consisted 20 sessions, lasting for 11 weeks. Peer interactions in this study included: greeting friends, inviting friends to play, and sharing drawing cards with friends. Data were analyzed both quantitatively and qualitatively. The results of this study were as follows:
1.Social story intervention increased peer interactions of a junior high school student with mild autism effectively.
2.The improvements on peer interactions were maintained..
3.Social story intervention improved new and positive behaviors of autistic students.
4.Self-constructed social stories had positive influences on peer interactions of a junior high school student with mild autism.
On the basis of the results in this study, recommendations were made for parents, therapists, and special education teachers of autistic adolescents, for general teachers of autistic adolescents, and for future study.

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