研究目的：了解自閉症幼兒與一般同儕在音樂活動課程及遊戲活動課程社會行為表現為何，並將兩種課程進行比較。另一方面，探討一般同儕與自閉症幼兒在音樂活動課程及遊戲活動課程互動之情形，以找出較適合兩類幼兒互動的課程。
研究方法：本研究採單一個案研究設計，結合單一受試交替處理實驗設計。研究包含基線期、交替處理期及介入期，每週實施1-3 次、每次30 分鐘，為期15 週。以目視分析法及訪談資料分析自閉症幼兒及一般同儕的社會行為表現。
研究結果：(1)音樂活動課程能夠促進自閉症幼兒的「口語開啟行為」、「非口語開啟行為」、「口語回應行為」、「非口語回應行為」及「其他非互動式社會行為」。(2)遊戲活動課程能夠促進自閉症幼兒的「口語回應行為」及「其他非互動式社會行為」，其他行為則與基線期相當。(3)一般同儕的社會行為與音樂活動或是遊戲活動無直接關聯，而是與課程內容、課程設計有關。(4)自閉症幼兒家長及教師認為自閉症幼兒的其他非互動式的社會行為表現增加，尤其是
了解團體規範、輪流與等待、與他人交換分享、注意及觀察同儕。家長及教師皆認為自閉症幼兒在參與完本研究後，其目前社會行為表現符合課程前期待。
結論：未來在實施音樂活動課程時，教師可提供多元化的音樂體驗、設計合作與互動的活動、建立正向的學習氛圍，幫助自閉症幼兒融入在團體當中。

Objectives: The objective of this study was to investigate autistic children’s behavioral changes in social interactions when participating in music activities and play activities. We also aimed to examine whether or not there are differences in social interactions when autistic children participate in music activities versus play activities. Methods: We conducted a single-subject alternating treatments research and included an autistic child and his two typically-developing peers in the study. The study procedure includes the following three phases: (1) Baseline phase, where the researcher observed how the autistic child interacted with his peers in the natural setting, (2) Alternating treatments phase, where the
participants received six 30-minute music activities and six 30-minute play activities in a random order, and (3) Intervention phase, where the researcher selected a type of activity that participants performed best and continued to implement the selected activity six times. We also interviewed teachers and parents of the autistic child to understand their perspectives on the proposed intervention. Participants’ social behaviors were analyzed using visual analysis.
Results: We found that the autistic child had more verbal and nonverbal social interactions with his peers in the music activities than in the play activities. However, the typically developing peers did not differ in pro-social behavior when participating in music versus play activities. Conclusion: Our finding suggests that music activities can effectively facilitate social interactions for autistic children. Future preschool teachers may design music activities to
encourage autistic social participation in the inclusive classroom. Providing diverse musical experiences can create a positive learning environment to help autistic children integrate into the inclusive setting.

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