一齊玩、互相有回應：研究整理主流學校入面，自閉症孩子嘅朋輩相處 Playing Together, Responding to Each Other: What Research Says About Peer Connection for Autistic Pupils in Mainstream Schools

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文 荷蘭 Leiden University、Delft University of Technology 等機構嘅研究團隊，喺 2024 年 2 月發表咗一篇系統性回顧，整理主流中小學入面，有咩校園安排同自閉症學生嘅朋輩相處有關。團隊喺四個學術資料庫搜尋，納入方法質素達「充分」或「強」嘅 56 項研究，合共涉及 981 名自閉症兒童青少年，其中約 14% 係女孩。多數研究喺美國進行，亦有少數來自英國、加拿大、西班牙、愛爾蘭同台灣。[1]

English A research team from institutions including Leiden University and Delft University of Technology in the Netherlands published a systematic review in February 2024. It gathered what is known about school arrangements linked with how autistic pupils connect with classmates in mainstream primary and secondary schools. The team searched four academic databases and included 56 studies rated as having adequate or strong methods, covering 981 autistic children and teenagers, about 14% of them girls. Most studies were carried out in the United States, with a few from the United Kingdom, Canada, Spain, Ireland and Taiwan. [1]

2. 研究見到咩關聯 ｜ What links the review found

中文 如果安排只集中喺自閉症孩子本身，例如練習社交技巧，研究通常見到孩子參與共同活動、主動接觸同學嘅次數有增加，但同學嘅回應、拒絕同友誼提名未必一齊轉變。

如果有受過培訓嘅同學作伴，或者老師、助教喺小息等時段幫手帶動，研究較常見到雙方互動變多，一齊活動嘅時間亦較長。不過友誼提名，以及孩子自己點睇「邊個係我朋友」，結果仍然唔穩定。

針對校園環境嘅研究好少，例如按孩子興趣開小圈子、調整遊樂場活動。暫時睇到一齊玩嘅時間同主動接觸有增加，但同學嘅回應同長期維持嘅資料仍然不足。[1]

English When arrangements focused only on the autistic child, such as practising social skills, studies usually saw more taking part in shared activities and more first approaches to classmates. Classmates' responses, rejection and friendship nominations did not always shift alongside.

When trained classmates acted as companions, or when teachers and assistants helped to guide play at break times, studies more often saw more two-way interaction and longer time spent on activities together. Friendship nominations, and how the child sees "who is my friend", still showed mixed results.

Very few studies looked at the school environment itself, such as small interest-based groups or changes to playground activities. So far these show more time playing together and more approaches, but information on classmates' responses and on how long the changes last is still thin. [1]

3. 讀研究時要留意 ｜ Reading the findings with care

中文 作者強調，參與活動多咗，唔等於孩子真正「被接納」，亦唔可以將結果理解成某個方案一定令友誼變好。多數研究係個別個案設計、樣本細，而且多數只觀察孩子對同學嘅行為，較少聽返孩子自己點感受。研究亦以西方主流學校為主，同香港嘅班額同校園文化未必一樣。

作者建議以後多啲留意同學嘅態度、教職員嘅認識，以及校園實體環境，而唔好只靠孩子「學多啲技巧」去配合主流期望。[1]

English The authors stress that taking part in more activities does not mean a child is truly accepted, and the results should not be read as showing that any one approach will lead to better friendships. Most studies used single-case designs with small numbers, and most only observed the child's behaviour towards classmates, with few hearing from the children themselves. The samples were mostly from Western mainstream schools, where class sizes and school culture may differ from Hong Kong.

The authors suggest paying more attention in future to classmates' attitudes, staff awareness and the physical school environment, rather than relying only on the child "learning more skills" to fit mainstream expectations. [1]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文 香港主流學校班級人數多、小息時間短，家長好容易擔心孩子「冇友」「成日自己一個」。呢篇回顧提醒我哋：校園融入唔單止係孩子「識唔識開波」，仲關乎同學點樣回應、老師有冇時間同方法帶動，以及環境嘈唔嘈、有冇安靜角落。可以試吓：

• 同班主任傾吓小息有冇固定活動，可唔可以安排共同興趣小組，例如砌積木、畫圖、球類

• 問班主任同學有冇機會認識孩子嘅長處

• 喺屋企問孩子：「今日邊樣玩得開心？同邊個一齊？」而唔好只問「你今日有冇交到朋友」

• 留意孩子鍾意嘅係熱鬧定係安靜嘅玩法，慢慢陪佢搵到舒服嘅位

喺 CRP（Communication, Relationship, Parenting）嘅角度，朋輩關係嘅起點，往往係家長同孩子之間願意傾、感覺到被明白。研究只係見到關聯；每位孩子節奏唔同，如有擔心，可以同學校老師或者合資格專業人士傾吓日常安排。

English Hong Kong mainstream classes are large and break times are short, so it is easy for parents to worry that a child has "no friends" or is "always alone". This review reminds us that fitting in at school is not only about whether a child knows how to join a ball game. It also depends on how classmates respond, whether teachers have the time and ways to help, and whether the setting is noisy or has a quiet corner. You might try:

• Asking the class teacher whether break times have regular activities, and whether a shared-interest group, such as building blocks, drawing or ball games, could be set up

• Asking whether classmates get a chance to learn about your child's strengths

• At home, asking "What was fun today? Who did you play with?" rather than only "Did you make friends today?"

• Noticing whether your child prefers lively or quiet kinds of play, and slowly helping them find a comfortable place

From a CRP (Communication, Relationship, Parenting) point of view, a child's peer connections often start from feeling heard and understood at home. The research shows links only. Every child has their own pace; if you have concerns, you can talk about daily arrangements with your child's school or a qualified professional.

資料來源 ｜ Sources

1. Tsou, Y.-T., Kovács, L. V., Louloumari, A., Stockmann, L., Blijd-Hoogewys, E. M. A., Koutamanis, A., & Rieffe, C. (2024). School-Based Interventions for Increasing Autistic Pupils' Social Inclusion in Mainstream Schools: A Systematic Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00429-2 （開放全文 Open access: https://pure.tudelft.nl/ws/portalfiles/portal/274485613/s40489-024-00429-2.pdf ）

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.