本研究旨在探討自閉症學生（ASD學生）適應行為的影響因子及影響路徑。透過文獻分析將影響適應行為因子分為：（1）個人因素--包括生理（年齡、性別）與心理（認知功能、自我概念）兩個面向，共四項因子；（2）環境因素--包括家庭（教養態度、手足有無）與學校（學校生活品質、學校融合環境）兩個面向，共四項因子。研究方法採用橫斷性研究法，透過立意取樣以國小三年級至高二的輕度ASD學生242位為研究對象，主要研究工具除文蘭適應行為量表外，並採用自評與他評的多項工具以回答研究目的。資料處理採用統計分析方法，包括描述性統計、獨立樣本t檢定、變異數分析與運用偏最小平方法結構方程模型（PLS-SEM）建構影響路徑模型。主要研究結果顯示：（1）發展趨勢：ASD 學生隨年齡增長，其適應行為原始分數逐步提升，但標準分數仍顯著低於同齡群體，且社會領域表現顯著偏低。不適應行為則隨年齡增長略有下降，而在不尋常行為中，「對周遭事物缺乏覺察力」比例最高，其次是「固著於特定主題，容易造成他人困擾」。（2）影響因素：心理因素（VCI 與自我概念）越佳，適應行為表現越好；高關懷、低保護的教養態度能顯著促進 ASD 學生的適應行為發展。性別差異僅在內向性行為呈現顯著（女性高於男性）；手足有無對適應行為則無顯著影響。（3）PLS-SEM分析：生理因素、心理因素與教養態度皆對適應與不適應行為具有顯著影響；在整體解釋力上，心理因素最具影響力。中介效果分析顯示，心理因素在「學校生活品質→適應行為」之間具有顯著中介作用，突顯心理因素在適應行為影響模式中的關鍵地位。最後，本研究建議從發展觀點出發，持續使用VABS 評量學生的適應行為，並將適當內容融入個別化教育計畫（IEP），以長期追蹤並因應學生適應行為的變化。同時，從研究結果可知，心理因素、教養態度與學校生活品質的交互影響是促進 ASD 學生適應行為的關鍵，故應強化家庭與學校之合作系統，為 ASD 學生提供穩定且持續的支持環境，促進其心理健康與適應行為的全面發展。

This study aims to investigate the factors and pathways influencing adaptive behavior among students with Autism Spectrum Disorder (ASD). Based on an extensive literature review, these factors were categorized into two principal dimensions: (1) personal factors, comprising biological (age, gender) and psychological (cognitive ability, self-concept) components; and (2) environmental factors, which include family (parenting attitudes, sibling presence) and school (Quality of School Life, Inclusive Education Environment).A cross-sectional design was employed, and 242 students with mild ASD (from Grade 3 to Grade 11) were recruited through purposive sampling. In addition to teacher ratings using the Vineland Adaptive Behavior Scales (VABS), multiple self-report and informant-report instruments were administered to address the research objectives. Data analysis involved descriptive statistics, independent-samples t-tests, one-way ANOVA, and Partial Least Squares Structural Equation Modeling (PLS-SEM) to construct and examine the structural paths among the identified factors.The conclusions of this study are as follows:1.Developmental Trajectory: As ASD students grow older, their raw scores on adaptive behavior gradually increase; however, their standard scores remain significantly below age norms, with notably poor performance in the social domain. Maladaptive behavior shows a slight decline over time. Among atypical behaviors, “lacking awareness of surroundings” was most common, followed by “getting fixated on specific topics to the annoyance of others.”2.Influencing Factors: Stronger psychological factors—reflected in a higher Verbal Comprehension Index (VCI) and a more robust self-concept—were associated with better adaptive behavior. Parenting attitude characterized by high care and low protection significantly facilitated ASD students’ adaptive behavior development. Gender differences emerged only in internalizing behaviors (females exhibited higher levels than males), whereas the presence of siblings had no significant effect on adaptive behavior.3.PLS-SEM Analysis: Biological factors, psychological factors, and parenting attitudes all exerted significant effects on both adaptive and maladaptive behavior. Among these, psychological factors demonstrated the greatest explanatory power in the overall model. Mediation analysis further revealed that psychological factors significantly mediated the relationship between Quality of School Life and adaptive behavior, underscoring their central role in the influence model.In conclusion, this study advocates a developmental perspective, recommending continuous use of VABS to assess students’ adaptive behavior and integration of pertinent content into Individualized Education Plans (IEPs) for long-term monitoring of behavioral changes. Moreover, the interplay among psychological factors, parenting attitudes, and Quality of School Life proves critical to enhancing adaptive behavior in ASD students. It is therefore vital to strengthen cooperative systems between families and schools, offering a stable and sustained supportive environment conducive to promoting psychological well-being and overall adaptive behavior in students with ASD.

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