本研究係研究者延續2000，2004年自閉症兒童鷹架式語言教學之後續研究，旨在探討家長應用鷹架式語言教學增進自閉症幼兒自發語言能力之效果。本研究以3名自閉症幼兒為個案，採單一受試之跨情境設計；另以休閒與學習活動情境做類化探試，並進行家長自評與專家教師觀察評值及訪談以探討家長介入成效。 家長經研究者事前訓練後在實驗階段有系統依序介入鷹架式語言教學到盥洗、我的生活、我的家人等三個不同家庭情境。自變項為參酌修正先行研究的鷹架式語言教學：事件語意圖、語詞卡、語句卡、情境相片及引導式發問等語言支持。依變項為自閉症幼兒在不同階段測得的口述事件能力、連貫性、語法句型結構、詞素數及平均句長等語料，透過目測分析與C統計考驗或描述性統計處理，以驗證學習與類化效果；並採描述性統計與質的分析家長觀察評值與訪談對家長介入進行過程評鑑。其結果證實家長精熟鷹架式語言教學則即使是年幼中重度個案也有增進自發語言能力及類化效果。

The purpose of this study is to examine parents’ teaching effects by using scaffolding instruction to increase young autistic children’s spontaneous language. A single-subject multiple probe across 3 conditions was used. Two generalization probes, participant observation and interview were the supplying design to examine the teaching and learning effects. Parents were trained first to master scaffolding instruction before experiments. The experimental settings were cleaning, my life, and my family; the settings for generalization probes were leisure and learning in caring center. Scaffolding instruction (independent variable) was composed of semantic map, picture cards, sentence cards and leading questions. Dependent variables like events narrating ability, sentence structure, coherence, the amount of morphemes, and MLU were analyzed by using visual analysis method and descriptive statistics to compare subjects’ spontaneous language change during experimental treatment. Evaluating and interview data of trained teachers and parents were analyzed to discuss the effects of parents using scaffolding instruction and the young children’s learning effect. The results proved the parents who mastered scaffolding instruction effectively facilitated 3 young subjects’ spontaneous speech. The generalization probes, teacher/parents interview and mother-child language samples showed generalization effect.