本研究主要目的係針對自閉症學生學習特質及就業轉銜挑戰，編擬「自我決策就業轉銜教學方案」並據以實施教學，進而探究此教學方案對四位自閉症學生職場實習的學習及類化成效。
本研究主要採用行動研究法，研究者以自我決策就業轉銜教學方案為行動主軸進行13週的教學，施行課程本位評量，輔以觀察、訪談、檔案紀錄及影像電話記錄等進行資料蒐集。研究期間，研究者依據學生在職場面臨的挑戰據以修正行動方案，透過行動的循環修正，與四位自閉症學生共同度過就業轉銜歷程。研究結果顯示：1.、四位自閉症學生因特異的社會人際互動、注意力缺陷及儀式化強迫行為，在職場顯現難與人建立關係、分心恍神及工作不力等問題；2.四位自閉症學生顯現特異的行為樣貌及職場事件，超出原先擬定的行動方案內容，繼而開啟行動的修正循環歷程：行動前期主要依據四位學生的個別差異及意願，調整行動方案介入時間及地點；行動中期的調整包含行動方案課程演練方式的改變、課程內容的擴充調整，以及依據四位學生的職場行為表現，據以調整其行為契約；行動後期的調整則以行動方案策略的介入及修正為主軸；3.四位學生經過本行動方案介入後，其職場的自我決策能力有所增長，行動方案具備維持及類化學習成效；4.本行動方案有助於提升自閉症學生職場實習及就業轉銜之學習和類化成效。
整體而言，自閉症學生職場自我決策能力可藉由自我決策就業轉銜課程提昇，而學校及就業轉銜機構的努力合作，能使其就業轉銜歷程更為順遂。研究者從歷程中歸納出以下重要議題及建議：自我決策能力發展與環境支持息息相關、職場在地支持者攸關自閉症學生就業轉銜成效、就業轉銜專業團隊合作的重要性；對自我決策教學、自閉症者就業轉銜，以及對未來研究提出若干建議。

Purpose
Previous studies have shown that self-determination leads to successful transition and that transitional curriculum is a major factor in ensuring successful employment for students with disabilities. The present study explored the challenges in employment transition for four vocational high school students with autism, depending on their employment challenges and learning characteristics of autism, designed of self-determination employment transition curriculum (SDETC) which explored the learning outcome for four students with autism in workplace.
Method
The methodology used in this study was action research, which involved observing, interviewing, profile records and intervention program of SDETC which tested by curriculum based measurement (CBM). We assisted the four students with autism in implementing strategies for self-determination, self-control, and self-management in SDETC which role playing and other problem-solving strategies were also used.
Findings
The results showed that (a)four students with autism owned the autistic traits of social interaction, attention deficit and ritualized compulsive behaviors, which resulting in difficult to build relationships with colleagues, distraction in working and low quality of work. (b) according to the challenges of four students with autism in workplace revised and adjusted the strategies of SDETC in time. (c) four students’ with autism self-determination ability and generalization ability improved by teaching SDETC.(d) four students’ employment transition quality improved by SDETC.
Conclusion/Implications
It is important for increasing the ability of self-determination that we supply the support in environment. To ensure a smooth and successful employment transition, students with autism must rely on the collaborative efforts of schools, employment transition agencies, and their parents. School administrators should emphasize the importance of self-determination ability, which should be taught and practiced with cooperation from teachers and parents.

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