本研究目的探討應用ICF-CY於輕度自閉症幼兒的IEP長短期目標擬定之具體可行作法。透過本研究者與個案母親、幼兒園教師以及學前巡迴輔導教師攜手合作所組成研究社群，採訪談法、觀察法與測驗法等，以個案研究方式進行蒐集資料。個案為四歲四個月的輕度自閉症幼兒。研究步驟，首先透過研究者與個案母親和教師進行深度訪談，掌握個案實際狀況之優缺點等；其二，進行深度訪談與深入觀察個案的活動與參與之層面，同時進行深度訪談收集個案的環境因素及支持系統之現況；其三，由個案母親和教師填寫自閉症兒童ICF-CY檢核表，進而掌握個案樣貌；其四，召開IEP會議，了解「個案期望」和「母親期望」，進而製作ICF-CY架構圖理解個案的主要問題，以及進一步分析影響因素；其五，再經由IEP會議討論，將改善環境因素，增加活動和參與列為優先設定學習目標，進而應用於擬訂IEP長短期目標；其六，將ICF-CY代碼與國內幼兒園教保活動課程大綱各領域進行分析與配對。其七，執行教學介入；最後，進行教學後代碼評分。結果：ICF-CY能有效應用於IEP的長短期目標之擬定，達到預期的教育效果。

One of the purposes of this study was to discuss the application of ICF-CY functional profile and ICF-CY theoretic framework to present individual function in a holistic viewpoint, and aimed at improving environment factors and increasing function and participation as priority in guide goals. Then it applies the framework further in short-term and long-term goals to the Individualized Education Program. To reach the above-mentioned purposes, the researcher and three other early childhood special education teachers constitute a professional learning community. Furthermore, we do all this research through the methods of interviews, observation, and document analysis, and qualitative study. Case one was a 4-year-and-4-month-old boy diagnosed as mild autism spectrum disorder. In conclusion, the case examples, most goals were achieved of Education Program intervention, and some functional improvements were observed in daily life situations as well. The results revealed not only meet the required data of preschool special education in usage status of ICF-CY, but also provides with the reference of preschool special education.

國際健康功能與身心障礙分類系統-兒童及青少年版; 個別化教育計畫; 輕度自閉症幼兒; 個案研究

Early Childhood Special Educators; WHO-ICF-CY; Individualized Education Program