輔助溝通系統（augmentative and alternative communication, AAC）或社交技巧介入重度自閉症類群障礙（autism spectrum disorder, ASD）成人的研究稀少，且沒有合併兩者的研究，對使用AAC之重度ASD成人的社交介入也沒有實證方案可依循。因此，本研究嘗試以結構化教學取向的AAC介入三部曲模式（preparation, functional vocabulary, sentence structure and using in milieu model, PVSM model）提升少口語重度ASD成人的社交參與。本研究採個案研究法，蒐集個案在課程中的目標行為量化資料和課程觀察質性資料，透過分析、歸納及參與模式（participation model）觀點探討介入效果。研究結果顯示，本研究提出的介入教學方法可提升少口語重度ASD成人社交參與；在習得能力類化至自然情境應用方面，環境調整及逐步撤除支持對類化過程有幫助；視覺提示策略在AAC介入三部曲模式教學中依序協助個案學習。建議實務工作者善用結構化教學策略，提供介入時需加入溝通夥伴和環境的支持。最後，建議未來研究應發展系統性重度ASD成人所需的社交溝通活動教學，並對主要照顧者與協助者對AAC態度的研究，期待未來能有更多投入使用AAC之ASD成人在社交領域的研究。

There were few studies on using augmentative and alternative communication (AAC) or social skills for intervene of adults with severe autism spectrum disorders (ASD), and there was no research that combines these two. There was no evidence-based protocol for social intervention for adults with severe ASD using AAC. The study attempted to use AAC preparation, functional vocabulary, sentence structure and using in milieu model (PVSM model) with TEACCH approach teaching orientation to improve the social participation of adults with severe ASD who have low oral expression ability. This research used case study method, it collected quantitative data on target behaviors of the participant in the course and qualitative data on course observations and analyzed the intervention effect of the study through analysis, induction, and participation model perspectives. The study results showed that the method proposed in the study could improve the participation in social communication activities of the adults with low oral expression ability and severe ASD. In terms of ability generalization to natural situation application, environmental adjustments and the gradual removal of support were helpful in the generalization process of participants. Visual prompting strategies assisted participants’ learning during each stage of teaching in AAC-PVSM model. It is recommended that practitioners use TEACCH teaching strategies and include communication partners and environmental support in future interventions. It is also recommended for future study that teaching of social communication activities required for adults with severe ASD should be developed systematically, and the AAC attitudes of primary caregivers or other facilitators should be improved. The study hopes that more research will be conducted for social participation of adults with ASD who use AAC in the future.

自閉症類群障礙成人 ； AAC介入三部曲模式 ； 結構化教學 ； 參與模式 ； 社交溝通活動

adult with autism spectrum disorder ； AAC-PVSM model ； TEACCH ； participation model ； social communication activity