本研究係針對一名就讀國小普通班高功能自閉症兒童所做之有關語言發展的縱貫研究。研究期間由88年1月至90年6月，共計2年6個月，實際觀察評量期間約為二年。本研究透過總結性評量與形成性評量方式取得小傑二年期間語言發展的資料。總結性評量主要使用魏氏兒童智力量表、畢保德圖畫詞彙測驗、文蘭適應行為量表。每種評量工具每年各評量一次，總計每種各評量3次(88年、89年、90年)。形成性評量每隔兩週至一個月由老師就此期間內，研究對象新出現、或較值得記錄的語言相關資料做紀錄，作為語料分析的資料。 綜合二年縱貫研究的發現，可歸納主要結果如下： 1.由小學二年級到四年級的二年期間，小傑在總結性評量部分得分相當穩定，他的語言表現雖較同年齡兒童落後，但仍持續有小幅度的進步。 2.小傑第一學期的平均句長為2.7，第四學期的平均句長為4.2；完整句以單句居多，單句的出現有增多的趨勢。 3.小傑的溝通功能以社會性功能佔最多數，其次為工具性功能，最少的為個人性功能。社會性功能增加的同時，工具性功能也逐漸下降中。語境適當性逐步增加，下適當者日漸減少。 4.小傑的語言表達由被動的回應，逐漸增加為主動的溝通，但主動溝通的內容多為自己感興趣事物的陳述或不滿、抗議情緒的發洩。此外，小傑在拒絕、生氣時較平常更易出現隱喻式語言及較長的複雜句。 5.除上述語言發展的情況外，還發現小傑的口語表現有下列值得關注的部分：代名詞的使用不多、隱喻式語言的使用與修正、口語修補、情感用語、問句、心智理論語言(想望、挑釁)的使用都已出現且有增加的趨勢；此外，談話時經常以電玩、卡通影片、漫畫書中的角色為主角或內容為內容，顯示其興趣的窄化及話題的拘限。 6.教師採用了時間延宕法、同理法、回應法及增強法等策略因應小傑的口語表現。

　　　　　This two years longitudinal study was to investigate the language development of a 2nd grade high functional student with autism -- Jack. WISC-III, VABS, PPVT were used to assess Jack language ability. During the study period, language samples of the subject were collected continually by the teacher from natural school environment. Major findings were as follows: l.From 2 nd grade to 4th grade , the scores which Jack got in WISC-III, VABS, PPVT were stable. Though the scores were lower than those of same age peers. Jack still had small range of progress. 2.The MLU of 1st semester was 2.7, 4th semester was 4.2; completed simple sentences were increased continually. 3.The main functions of communication expressed by Jack were social and instrumental function. While social function increased, instrumental function decreased. The ratio of appropriate use of language in social and communicative contexts was increased too. 4.The progress from passive response to spontaneous communication was observed during 2years. But the spontaneous communication expressed most frequently by Jack was the things he felt interesting, rejection, or angry. In addition , Jack exhibited more metaphorical language and more longer complex sentences when he rejected things and felt anger. Limitations in topics was one characteristic of Jack language. 5.The uses of pronoun, emotional words, and interrogative sentence were increased, metaphorical language and inappropriate language uses were repaired. 6.The strategies which teacher used to facilitate Jack s language included timedelay, reinforcement, and positive resresponding.