本研究旨在探討學齡期自閉症類群障礙症學童和一般發展學童，以教師觀點評估，其在校日常生活中執行功能（全面執行功能組合，以及行為調控指標、情緒調控指標和認知調控指標）和適應行為（適應行為組合，以及溝通領域、社會領域和日常生活領域）之表現情形，比較兩組學童的表現差異，以及分析執行功能對生活適應的預測力。本研究總共納入7至13歲的23位自閉症類群障礙症學童和31位一般發展學童。以教師觀點評估學童之執行功能與適應行為，結果顯示相較一般發展學童，自閉症類群障礙症學童整體和各指標執行功能表現、以及適應行為表現皆較差。另外，執行功能可有效預測學童的適應行為表現，且行為調節指標最能預測其適應行為表現。最後，本研究針對結果，給予執行功能訓練介入與未來研究方向建議。

The purpose of this study was to investigate the performance of executive functions (general executive composite, behavior regulation index, emotion regulation index, and cognitive regulation index) and adaptive behaviors (adaptive behavior composite, and communication, socialization, and daily living domains) in school-aged children with autism spectrum disorder (ASD) and typically developing (TD) children, from the perspective of teachers. It compares the performance differences between the two groups and examines the predictive power of executive functions on adaptive behaviors. The study included 23 children with ASD and 31 TD children, aged 7 to 13 years. Teachers filled out the rating scales on executive functions and adaptive behaviors of the children. The results indicated that, compared to TD children, children with ASD exhibited poorer performance in both overall and specific indexes of executive functions, as well as in adaptive behaviors. Furthermore, executive functions effectively predicted the adaptive behavior performance of the children, with the Behavior regulation index being the strongest predictor. Based on these findings, the study provides recommendations for executive function training interventions and suggests directions for future research.

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