本研究係基於推展國小融合教育之行動研究。研究者運用普通學生的同儕支持以協助自閉症學生，同時兼顧雙方能力之提升，在本研究中應用教練模式以問題解決的任務導向方式，針對四位高年級普通學生及一位高年級自閉症學生實施訓練。研究探討普通學生之執行功能訓練成效，以及自閉症學生之社會技巧改善情形。教練模式之實施情形以及對執行行動研究的反思，亦一併探究。為探索事實，本研究利用觀察、訪談、反思、評量、自陳等方式蒐集多元資料，並予以比較及整合分析。研究採兩階段教練實施，第一階段為研究者擔任教練者，對普通學生進行執行功能訓練，以設計出一份自閉症學童社會技巧訓練方案；第二階段為同儕教練，一方面進行普通學生之執行功能訓練，一方面由普通學生擔任學生教練以訓練自閉症學生之社會技巧。
研究者在行動研究過程藉由一段長期的教練歷程，充實了自己應用教練模式於推展融合教育之經驗，這是研究者在特教實務工作裡極富意義之學習。透過行動研究，本研究共得出六點結論：一、四位高年級普通學生發揮整合之執行功能有助於複雜的問題解決任務；二、採取結合學生生活經驗及任務導向的訓練方式，能有效提升四位高年級普通學生之執行功能；三、自閉症學生之社會技巧提升，在融合環境中表現出更好的適應行為；四、自閉症學生經同儕教練後達成「社會技巧訓練方案」目標之表現有差異，非口語的團體適應行為優於口語溝通行為的表現；五、普通學生及自閉症學生皆因教練的實施而提升能力，創造普特「雙贏」的融合；六、目標導向訓練性質的教練模式適用於提升學生能力，但指導者角色功能、教學方法則是關鍵的成功因素。
最後，本研究根據研究結果及討論，針對「學校融合教育推展」、「學生執行功能訓練」、「教育場域應用教練模式」、「研究工作」等四方面，提出可供教學現場教師及後續研究者參考之建議。

In this action research that promotes inclusive education in elementary schools, the researcher employed general students’ peer support to help students with autism develop social skills and improve the capabilities of both student parties. A task-oriented coaching mode was employed to train 4 general students and a student with autism, all of whom are in their senior year. The researcher explored the training effectiveness of the executive functions of general students and the social skill improvement of the student with autism. The implementation of the coaching mode and reflection on the executive action research were also investigated. To explore facts, the researcher collected a wide variety of data through observations, interviews, reflection, assessment, and self-report methods, as well as comparative and integrative analysis. The coaching process was implemented in 2 phases. In Phase 1, the researcher assumed the coach and trained the executive functions of general students to design a social skills training scheme for school-age children with autism. Phase 2 involved peer coaching, in which the general students had their executive functions trained and they then assumed the student coach to train the social skills of the student with autism.
The current the researcher underwent a long-term coaching process during the action research and enriched their experience in applying the coaching mode to promoting inclusive education. Such learning experience is extremely meaningful to the researcher regarding educational practices for children with special needs. In this action research, the following 6 results were derived: (1) The 4 general students exerted integrated executive functions that were conducive to solving complex problems. (2) A training method combining student life experience and task orientation effectively improved the 4 general students’ executive function. (3) The student with autism demonstrated improved social skills and manifested favorable adaptive behavior in an inclusive environment. (4) After the peer coaching stage, the student with autism exhibited differences in performance in the social skills training. Specifically, the nonverbal group adaptive behavior outperformed the verbal communication behavior. (5) The general students and the student with autism demonstrated improved capabilities after the implementation of the coaching process, thereby creating a win-win inclusive education for both parties. (6) A goal-oriented coaching mode is suitable for enhancing student capability; however, the advisor’s role functions and pedagogies are the keys to success.
Finally, according to the results and discussion, the researcher proposes suggestions to frontline teachers and future researchers from 4 aspects: promotion of inclusive education in school, student executive function training, coaching mode application in the education field, and research works.

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