本研究是依據研究者的多重角色：自閉兒家長、理工背景人士及教養自閉兒的實踐者。從不同的角度觀點，結合實務與特教理論，使研究者具體的實踐，貢獻所學及經驗幫助其他的身心障礙的朋友與家庭。本研究採用單一受試A-B-A設計（A-B-A design），應用智慧錄音光筆、溝通板及圖卡的三種溝通輔具，幫助自閉兒學習到溝通技巧，表達內在需求，降低行為問題持續發生的時間，得到以下的研究結果：一、家長可透過溝通輔具的訓練，會更加的明白自閉兒的特質，以及發現其已然具備的能力及優勢的能力。二、家長會因參與實驗的過程，增加與自閉兒相處與互動的時間，會感受到更多生命的價值。三、應用溝通輔具增加自閉兒的溝通技巧，可以降低行為問題的持續時間。四、溝通輔具（智慧錄音光筆、溝通板及圖卡）都可以幫助自閉兒進行溝通，但需要依個別需要改良，效果更佳。根據以上的研究結果，提出綜合討論及研究限制，並對未來的相關研究提出建議。

The study was based on the parents of children with autism, engineers and instructor of children with autism. From different viewpoints of special education, this study offered the efforts for disabled friends and their families.This study was framed on A-B-A single subject design. Intelligent recording light pen, communication boards and picture cards of the three AAC (intelligent recording light pen, communication boards and picture cards) was applied in this study to help children with autism on learning communication skills, expressing the internal demand and reducing behavioral problems. Four points were found in this study.First, through training, AAC parents were easier to discern the characteristics of children with autism.Second, through this experiment, parents spend more time with their children with autism. Through interaction with their children during this process, parents valued and enjoyed the quality of their life.Third, AAC improved the communication skills of children with autism, and reduced the behavioral problems.Fourth, AAC could help children with autism to communicate but it worked much better through individualized setting and adjustment.The researcher set forth several recommendations for educators who are interested in further use or study in communication teaching of children with autism.