本研究主要目的為探討學齡階段高功能自閉症學童的對話修補技能。研究參與者為10位平均年齡10歲9個月的高功能自閉症學童，與10位平均年齡為10歲8個月的典型發展學童。本研究設計自由對話、連續圖片描述、及遊戲三種不同交談溝通情境，以三次不同的連續性澄清要求方式（即：1.什麼；2.我聽不懂；3.我還是聽不懂），誘發學童的對話修補行為；再進一步以五種對話修補類型（即：重述、修正、添加、提示及不適當）來分析並比較兩組之差異。整體而言，本研究結果顯示高功能自閉症學童在回應他人連續性澄清要求時，在重述、修正、及添加類型的對話修補行為與典型發展學童的整體表現相似；但在「提示及不適當」的修補類型上，高功能自閉症學童出現的提示類型少於典型發展學童，且其不適當類型的對話修補行為則明顯較多。此外，本研究亦發現兩組學童在在第一次被要求澄清時，都同樣較傾向使用重述類型的對話修補方式，但在第三次要求時會出現最少的重述類型。而在面對第三次要求澄清訊息時，自閉症學童比典型發展學童出現更多添加類型的修補行為，但也使用更多不適當類型的修補行為。相反的，典型發展學童會在第三次被要求澄清訊息時，使用更多提示類型的修補行為。最後，本研究建議教師與家長可在自然的互動溝通情境中，創造機會讓高功能自閉症學童回應澄清要求，強化對話修補技能。

The main purpose of this study was to investigate the conversational repair skills of Mandarin Chinese-speaking children with high-functioning autism (HFA) as compared with those of typically developing children (TD). Ten school-aged children (age 9 to 12) with HFA were recruited and matched against ten TD children in the control group based on age, gender, and verbal intelligence level. During three different conversation situations (free talk, story picture description, play), an examiner engineered 9 episodes of communicative breakdowns. Each consisted of a stacked series of three prompts for responding to requests for clarification (RQCLs) (i.e.'What?', 'I don't understand', 'I still don't know'). Verbal responses to each RQCL were then coded for further analyses. The results showed that (1) In response to the stacked series RQCLs, children with HFA were similar to the control group children in evidencing repetition, revision, and addition types of repair. Furthermore, children with HFA showed fewer cue type of repair and more inappropriate type of repair than TD group. (2)For both groups, the pattern of responding over the series of RQCLs was similar in varying the repetition and revision types of repair strategies. However, the pattern in the addition, cue, and inappropriate types of repair strategies were different. Children with HFA were significantly more likely to respond to an RQCL with an inappropriate response than the language and age-matched controls. It is suggested that teachers and parents could facilitate the conversational repair skills of children with high-functioning autism by offering them opportunities to manage different types of communicative breakdowns.