本研究探究樂高治療對國小自閉症兒童交談能力提升之成效。研究者與特教班教師合作，以協同行動研究方式於北部自閉症協進會進行十二名自閉症與亞斯伯格兒童的樂高治療前導研究，四個梯次的樂高治療實務經驗中建構適宜國內自閉症兒童的樂高治療方案。研究對象為一國小二年級重度自閉症兒童，輔以兩名普通發展同儕進行樂高治療，行動過程中，採用量化、質性並行的分析方式，量化以百分比分析語言樣本，質性以訪談、觀察、日誌進行資料蒐集，並輔以相關文件進行相互驗證。
本研究主要目的有二：一、設計一份容易操作的以樂高積木為媒介的自閉症兒童交談能力治療方案，二、方案實施後，了解其對自閉症兒童在開啟話題、維持話題及結束話題的介入成效。
本研究主要結論如下：一、教師可利用樂高積木為媒介提升自閉症兒童交談能力；二、樂高治療介入後對自閉症兒童在「開啟話題」 、「維持話題」及「結束話題」 三種話題交談能力都有正向的改善；三、樂高治療介入後，家長、老師都認為研究對象在交談能力及人際關係的表現都有顯著改善。
最後研究者根據研究結果提出建議與討論，以作為未來實務教學與未來之參考。

This study aims to explore the effect of LEGO Therapy on conversational ability
for a child with autism.During this collaborative action research, a special education
teacher worked together with the researcher on LEGO Therapy pilot study of 12
autistic and Asperger's children in northern Autism Association,a suitable LEGO
Therapy for autistic children was planed by four groups practical experiences.
Participants included a severely autistic child, two normal children and two teachers
（researcher and special-education teacher）.This action research analysis adopted the
language samples,interviews,observations, the log data collections, and supplemented
by the relevant documents for mutual authentication.
This study has two purposes: （1）Conversational ability of LEGO Therapy
programs ： an easy-to-LEGO bricks as a medium of a child with autism .
（2）The intervention effect：a child with autism in the topic initiation , topic
maintenance and topic termination .
The main findings were as follows：（1）Teachers can enhance conversational ability
of a child with autism with LEGO Therapy.（2）LEGO Therapy has positive improvement
on topic initiation , topic maintenance and topic termination on a child with autism.（3）
After LEGO Therapy,parents and teachers believe study target had significant improvement
in conversational ability and interpersonal relation.
Implications for pedagogy and future research directions are provided.

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