This study used multiple-baseline design across behaviors of action research to explore the effect of Cognitive Behavioral Approach training on the preschool child with autistic features. A single subject of preschool child with autistic features from normal school was employed. The subject was given Cognitive Behavioral Approach to enhance social skill and the subject's changing process was observed. The training lasted for 2 months by conducting a 30 minutes of cognitive approach training for eight sessions, combining a daily behavioral approach training. The goal of training included the initiating to greet, keeping eye-contact and responding thanks from others. The findings of this study are listed as followings, 1. Cognitive Behavioral Approach Social Training can enhance the subject's ability to greet initially. 2. Cognitive Behavioral Approach Social Training can enhance the subject's ability to keep eye-contact to others. 3. Cognitive Behavioral Approach Social Training can enhance the subject's ability to respond thanks from others. 4. To effectively enhance the social skill, researcher pondered on the effect of training by modulating the arrangement of the training contents, tactics and feedback given. 5. Researcher gained various aspects of professional skills and experience. Finally, the study outcomes proposed some recommendations for practitioners and future studies

本研究通過行動研究的歷程，採用跨行為多基線的設計(multiple baseline designs across behaviors)，針對一名就讀於普通班、有自閉症特徵的幼兒，以認 知行為取向社交訓練來提升其社交技巧，並探討其改變歷程。本研究為期兩個 月，分別進行八次、每次三十分鐘的認知取向教學；以及每天的行為取向訓 練。訓練重點包括：主動打招呼、保持眼神接觸及回應他人道謝等。本研究之 結論如下： 一、認知行為取向社交訓練能提升研究對象主動打招呼的能力。 二、認知行為取向社交訓練能提升研究對象眼神接觸能力。 三、認知行為取向社交訓練能提升研究對象回應他人道謝的能力。 四、在研究過程中，藉著增加反思的次數、調整課堂內容編排及多寡、提示策 略及回饋技巧來調整訓練內容，以來提升其社交技巧。 五、研究者在行動研究後能有不同方面的專業成長。 最後，綜合研究結果，對實務工作者及未來研究者提供建議。