國小自閉症兒童通常有社會互動和動作能力的障礙，教導運動技能可以改善國小自閉症兒童的社會互動和動作能力。本研究主要目的在探討影片自我示範教學策略對一位10歲國小輕度自閉症兒童運動技能學習之成效。研究方法採單一受試跨行為多探試設計，自變項為影片自我示範教學策略，依變項為三項運動技能（桌球向上擊球、桌球反手推球、桌球正手發球）的學習及維持成效。研究期間以研究者自行錄製1到2分鐘的自我示範教學影片進行教學。蒐集參與者桌球向上擊球、桌球反手推球和桌球正手發球等技能的動作檢核得分與擊球成功次數成果評量，資料蒐集共9週，每週三次。研究者在教學課程結束後，將資料數據以目視分析與C統計輔助進行本研究資料結果的分析，並進行社會效度問卷及訪談。本研究觀察者一致性信度為97.25％，在桌球向上擊球的信度為95.83％（範圍94.44％～100％）、反手推球的信度為97.78％（範圍88.89％～100％）、正手發球的信度為98.15％（範圍88.89％～100％）。研究結果證實，在專注的觀看自我示範的影片後，參與者能模仿練習影片中的動作，很快的學會影片中的運動技能。而運動技能的教學，採取適應體育的教學原則進行調整，在教學中給予適當的口頭提示及自我示範影片的動作示範，能使參與者運動技能的學習成效立即出現顯著的進步，並且有保留效果。本研究結果發現：
一、影片自我示範教學策略對國小自閉症兒童桌球向上擊球技能具有良好的立即與維持效果。
二、影片自我示範教學策略對國小自閉症兒童桌球反手推球技能具有良好的立即與維持效果。
三、影片自我示範教學策略對國小自閉症兒童桌球正手發球技能具有良好的立即與維持效果。
家長和學校教師也一致認同影片自我示範教學是教導運動技能的有效策略。本研究除了對研究結果詳加討論外，並針對研究結果提供教師與家長教學應用以及其他研究者未來在研究相關主題上的建議。

王育文、黃美瑤、林雅博 (2011)：國小學童學業、健康體適能與體育課同儕互動之相關性研究。臺灣運動教育學報，5(2)，1-14。
王南凱、吳岱穎、鄒國蘇、黃宜靜、郭冠良、吳逸帆、陳建志 (2013)：淺談自閉症類群障礙。北市醫學雜誌，10(3)，173-181。
doi: 10.6200/TCMJ.2013.10.3.01
王慧婷 (2013)：影片示範教學於教導患有自閉症學生的介紹與應用。特殊教育季刊，126，9-16。doi: 10.6217/seq.2013.126.09-16
白慧嬰、蔡佳君 (2010)： 適應體育在桌球運動中之應用。大專體育，111， 1-8。
江欣怡 (2013)：自閉症孩童的抑制性控制問題與改善。科學發展，491， 74-75。
吳修廷、廖主民 (2010)：運動領域中同儕關係的概念與測量。中華體育季刊，24(3)，131-140。
呂定穎、陳麗蓉、吳柱龍 (2014)：使用影像自我示範教學策略之介紹：包含一個案例。特殊教育與輔助科技，10，31-40。
宋維村 (2001)：自閉症行為的特徵。台東特教通訊，14，1-5。
李英綸 (2014)：在手持裝置上應用影片自我示範教學對國小智能障礙學生金錢管理之研究。國立臺中教育大學特殊教育學系碩士論文(未出版)。
李碧茹 (2009)：影帶自我示範教學結合手足介入對自閉症兒童與其手足互動之影響。慈濟大學教育研究所碩士論文(未出版)。
杜正治 (2010)：單一受試研究法。台北: 心理。
身心障礙及資賦優異學生鑑定辦法 (2013)：中華民國一百零二年九月二日教育部臺教學（四）字第 1020125519B號令修正發布。
林哲立、邱曉君、顏菲麗(譯) (2007)：人類行為與社會環境二版(原作者：Ashford, J, LeCroy, C.W.,& Lortie, k. L.)。台北: 雙葉書廊。
林智娟 (2013)：影片示範策略運用在智障學生不適當身體碰觸行為之成效。 雲嘉特教期刊，18，41-49。
林貴美 (1994)：運動治療對自閉症兒童學習影響之研究。台北: 教育部社會教育司補助。
姚漢禱 (1990)：桌球教學簡介。中華體育，3(4)，88-95。
施敬洲、劉佳哲、張碧峰、詹益欣 (2011)： 融合教育下適應體育發展與方向。交大體育學刊，1，121-131。
柯彥惠、蕭存沂 (2004)：桌球運動教學分析：熟悉球性之操作。淡江體育， 11(7)，51-56。
國民中小學九年一貫課程綱要 (2012)：中華民國101年5月15日臺國（二）字第1010074428C號令修正發布。
張言司、侯堂盛 (2009)：亞斯伯格症兒童運動技能與健康體適能之研究。 嘉大體育健康休閒期刊，8(2)，199-205。
張曉亭、何茂松 (2013)：體育教學活動對自閉症學生學校適應個案研究。國教新知，60(2)，3-8。
曹雅茜、楊熾康 (2009)：遊戲式CAI教學方案對提升國小高功能自閉症學童動作能力之研究。東臺灣特殊教育學報，11， 129-151。
莊素貞、尤嘉琳 (2011)：影片示範策略在自閉症學生教學上之應用。特殊教育與輔助科技，1，27-35。
許天威 (2003)：個案實驗研究法。台北: 五南圖書。
陳長盛 (2005)：國小有效的桌球教學步驟。學校體育，15(91)，62-73。
陳淑滿、王明月、陳建利 (2012)：桌球運動之直拍與橫拍。大專體育，119， 34-41。
陳鵬仁、卓俊伶 (2005)：兒童身體活動量與同儕關係。臺灣運動心理學報，7，103-113。
曾建勝 (2001)：學童體適能與同儕關係之相關研究。中華體育季刊，15(1)， 131-138。
鈕文英 (2013)：身心障礙者的正向行為支持。台北: 心理。
黃美珍、王明月、吳淑卿、宋靜宜、蘇裕義 (2011)：桌球一本通。臺北: 鼎茂圖書。
黃覺誼、楊秀珠 (2010)：自閉症學生參與適應體育成效之探討。休閒與社會研究，12(2)，69-84。
楊蕢芬 (2005)：自閉症學生之教育 (初版)。臺北：心理。
廖培如 (2012)：充電卡策略增進自閉症兒童專注行為之初究。雲嘉特教期刊，15，43-49。
廖莉安、鄭家惠、廖焜福 (2010)：國小學童性別及動作技能與同儕互動關係研究。運動研究，19(2)，1-11。
滕德政 (2004)：適應體育教學。台北：師大書苑。
闕月清、游添燈 (1998)： 適應體育導論~ 適應體育的理論與基礎。台北：國立台灣師範大學體育與研究發展中心。
Adamson, L. B., & Bakeman, R. (1984). Mothers' communicative acts: changes during infancy. Infant Behavior and Development, 7(4), 467-478.
Allen, K. D., Vatland, C., Bowen, S. L., & Burke, R. V. (2015). An evaluation of parent-produced video self-modeling to Improve Independence in an adolescent with intellectual developmental disorder and an autism spectrum disorder: A controlled case study. Behavior Modification, 39(4), 542-556.
doi: 10.1177/0145445515583247
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (DSM-Ⅳ-TR)(4th-TR ed.). Washington, DC: The Author.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-5®, Fifth Edition). Washington, DC: The Author.
Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart and Winston.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A., Grusec, J. E., & Menlove, F. L. (1967). Vicarious extinction of avoidance behavior. Journal of Personality and Social Psychology, 5(1), 16-23. doi: 10.1037/h0024182
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36(1), 80-90.
Berkeley, S. L., Zittel, L. L., Pitney, L. V., & Nichols, S. E. (2001). Locomotor and object control skills of cildren diagnosed with autism. Adapted Physical Activity Quarterly, 18(4), 405-416.
Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63.
Buggey, T. (2007). A picture is worth...: video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9(3), 151-158.
Buggey, T. (2009). Seeing is believing：Video self-modeling for people with autism and other developmental disabilities. Bethesda, MD: Woodbine House.
Buggey, T., & Hoomes, G. (2011). Using video self-modeling with preschoolers with autism spectrum disorder： Seeing can be believing. Young Exceptional Children, 14(3), 2-12.
Buggey, T., & Ogle, L. (2012). The use of self-modeling to promote social interactions among young children. Focus on Autism & Other Developmental Disabilities, 28(4), 202-211.
doi: 10.1177/1088357612464518
Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an ipad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77.
Cihak, D. F., & Schrader, L. (2008). Does the model matter? comparing video self-modeling and video adult modeling for task acquisition and maintenance by adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3).
Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autism & Developmental Disorders, 28(6), 479.
Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42.
Delano, M. E. (2009). Book review：Seeing is believing：Video self-modeling for people with autism and other developmental disabilities. Research & Practice for Persons with Severe Disabilities, 34(3/4), 147-148.
Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities: A Multidisciplinary Journal, 30(1), 158-178.
Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. E. (2011). Video modeling: A visual based intervention for children with autism spectrum disorder Teaching Exceptional Children, 43(6), 8-19.
Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T., Simonoff, E., & Baird, G. (2009). Impairment in movement skills of children with autistic spectrum disorders. Developmental Medicine & Child Neurology, 51(4), 311-316.
Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism: The International Journal of Research and Practice, 11(5), 397-411.
Jarrold, C. (2003). A review of research into pretend play in autism. Autism: The International Journal of Research and Practice, 7(4), 379-390.
Johnson, C. P., & Johnson, P. (2008). Recognition of autism before age 2 years. Pediatrics in Review, 29(3), 86.
Kanner, L. (1943). Autistic disturbances of affective contact. The Nervous Child, 2, 217-250.
Keenan, M., & Nikopoulos, C. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism. London, UK: Jessica Kingsley Publishers.
Leekam, S. R., & Ramsden, C. A. H. (2006). Dyadic orienting and Joint attention in preschool children with autism. Journal of Autism & Developmental Disorders, 36(2), 185-197.
doi: 10.1007/s10803-005-0054-1
MacDonald, M., Lord, C., & Ulrich, D. A. (2013). The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder. Adapted Physical Activity Quarterly, 30(3), 271-282.
McCoy, K., & Hermarisen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education & Treatment of Children, 30(4), 183-213.
Miltenberger, C., & Charlop, M. (2014). Increasing the athletic group play of children with autism. Journal of Autism & Developmental Disorders, 44(1), 41-54. doi: 10.1007/s10803-013-1850-7
Ming, X., Brimacombe, M., & Wagner, G. C. (2007). Prevalence of motor impairment in autism spectrum disorders. Brain and Development, 29(9), 565-570. doi: http://dx.doi.org/10.1016/j.braindev.2007.03.002
Nelson-Head, C., Hill, D., & Flores, M. (2012). Case study on the Implementation of a video story-based Intervention with self-modeling treatment package to reduce stereotypical spitting behavior in a young girl with autism. Journal of Special Education & Rehabilitation, 13(3/4), 85-98. doi: 10.2478/v10215-011-0027-1
Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25-32. doi: 10.1023/A:1026006818310
Ozonoff, S., Young, G. S., Goldring, S., Greiss-Hess, L., Herrera, A. M., Steele, J., . . . Rogers, S. J. (2008). Gross motor development, movement abnormalities, and early identification of autism. Journal of Autism and Developmental Disorders, 38(4), 644-656.
Pan, C.-Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism: The International Journal of Research and Practice, 14(1), 9-28.
Rogers, L., Hemmeter, M. L., & Wolery, M. (2010). Using a constant time delay procedure to teach foundational swimming skills to children with autism. Topics in Early Childhood Special Education, 30(2), 102-111.
Rudy, N. A., Betz, A. M., Malone, E., Henry, J. E., & Chong, I. M. (2014). Effects of video modeling on teaching bids for joint attention to children with autism. Behavioral Interventions, 29(4), 269-285. doi: 10.1002/bin.1398
Schmidt, C., & Bonds-Raacke, J. (2013). The effects of video self-modeling on children with autism spectrum disorder. International Journal of Special Education, 28(3), 121-132.
Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology which is better,“Self” or “Other” as a model? Behavior Modification, 25(1), 140-158.
Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdsciplinary and lifespan (6th ed.). New York, NY: McGraw-Hill.
Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism & Developmental Disorders, 40(2), 209-217. doi: 10.1007/s10803-009-0854-9
Tryon, W. W. (1982). A simplified time‐series analysis for evaluating treatment interventions. Journal of Applied Behavior Analysis, 15(3), 423-429.
Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5(1), 30.
Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets. Assistive Technology, 25(2), 63-71.
Winnick, J. P. (2011). Adapted physical education and sport. Champaing, IL: Human Kinetics.
Yanardağ, M., Birkan, B., Yılmaz, İ., Konukman, F., Ağbuğa, B., & Lieberman, L. (2011). The effects of lesat-to-most prompting procedure in teaching basic tennis skills to children with autism. Kinesiology, 43(1), 44-55.
Yilmaz, I., Konukman, F., Birkan, B., Ozen, A., Yanardag, M., & Camursoy, I. (2010). Effects of constant time delay procedure on the Halliwick's method of swimming rotation skills for children with autism. Education and Training in Autism and Developmental Disabilities, 45(1), 124-135.
Yilmaz, I., Konukman, F., Birkan, B., & Yanardag, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45(3), 440-448.