支援目標邊啲先重要？研究整理自閉孩子、家長同專業人士嘅睇法有幾相近 Which Support Goals Matter Most? What Research Says About How Autistic Children, Parents and Professionals See Priorities

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 紐西蘭惠靈頓維多利亞大學嘅 Jordan、Waddington、Hammond、Uljarević、Sainsbury 同 Tupou，喺 2026 年 4 月於期刊《Autism》網上發表一篇系統性回顧，整理過去十年（2015 至 2025）共 15 項研究，問自閉人士、家長同專業人士，對 12 歲以下自閉孩子嘅支援，覺得邊啲目標同結果最重要。[1]

English Jordan, Waddington, Hammond, Uljarević, Sainsbury and Tupou at Victoria University of Wellington published a systematic review online in April 2026 in Autism. They gathered 15 studies from 2015 to 2025 that asked autistic people, parents and professionals which goals and outcomes matter most when supporting autistic children under 12. [1]

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

中文 研究發現，幾方面有共識：溝通、社交融入、同孩子嘅身心安穩，反覆被列為較高優先。溝通唔一定等於只推口語；好多研究強調用孩子最啱嘅方式表達，包括輔助溝通工具或者其他非口語方式。自主同自我決定（例如有得揀、覺得自己有份參與）亦經常被重視。

差距同樣清楚：專業人士較多傾向「學技能」「行為要跟從一般期望」呢類目標；自閉人士同家庭成員，則較多談靈活、自我倡議、同以強項為本嘅做法。減少「要變成同一般孩子一樣」嘅目標（例如強迫眼神接觸、壓低自我安撫動作），喺多項研究入面被評為較低優先，甚至唔合適。作者提醒，醫學化同神經多樣性肯定兩種框架之間仍然有張力，日後宜同自閉人士同家庭一齊訂目標。以上只係整理出嚟嘅優先次序同觀點差異，唔代表某一種目標適合每個家庭。[1]

English Several priorities came up again and again: communication, social inclusion, and the child's sense of safety and steadiness. Communication did not always mean spoken language alone; many studies emphasised ways of expressing that already work for the child, including aided tools and other non-spoken routes. Autonomy and having a real say (for example, having choices and feeling involved) were also often valued.

Gaps were clear too. Professionals more often favoured skill-learning goals and behaviour that matches typical expectations. Autistic people and family members more often spoke about flexibility, self-advocacy, and strength-based approaches. Goals that try to make a child look more like a typically developing peer (for example, forcing eye contact or suppressing self-soothing movements) were rated lower priority in several studies, and sometimes as unsuitable. The authors note ongoing tension between medicalised and neurodiversity-affirming frames, and they encourage setting goals with autistic people and families. These are patterns of priorities and viewpoints, not a claim that any one goal suits every family. [1]

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

中文 呢篇回顧整理嘅係「邊啲目標被覺得重要」，唔係證明某一種做法一定帶來某種結果。研究主要來自澳洲、紐西蘭、英美等地，香港文化同服務安排唔同，只可以作參考。傳統做法有時會以「外表接近一般發展」為目標；出街版唔推介任何特定學派，只提醒家長可以留意目標係咪尊重孩子嘅節奏同強項。[1]

English This review maps which goals people rate as important. It does not prove that any one approach leads to a particular outcome. Most of the evidence comes from Australia, New Zealand, the UK and the US; Hong Kong's culture and service pathways differ, so the findings are a reference only. Traditional approaches sometimes aim for a more neurotypical appearance. This article does not promote any particular school of practice; it simply invites parents to notice whether goals respect the child's pace and strengths. [1]

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

中文 香港家長見學校特殊教育需要統籌主任（SENCO），或者參加家校會議時，常常會被問「你想孩子學到咩」。呢篇回顧提醒家長，可以主動講出自己同孩子最在意嘅事：孩子有冇安全感、溝通方式有冇被尊重、有冇機會自己揀、有冇被接納。可以同學校一齊睇，目標係幫孩子參與同舒服，而唔係只追「同人一樣」。如果家校兩邊目標唔一樣，不妨攤開嚟傾，寫低優先次序，等大家知邊啲係短期可以試、邊啲要慢慢嚟。

喺 CRP（Communication, Relationship, Parenting）嘅角度，訂目標本身就係一段溝通同關係：家長、孩子同學校肯慢慢傾，孩子先較容易感覺到自己有份。研究只係參考；每位孩子節奏唔同，如有需要，可以向學校 SENCO 或相關服務單位查詢。

English When Hong Kong parents meet the school SENCO, or join a home-school meeting, they are often asked what they want the child to learn. This review's reminder is that parents can name what they and the child care about most: whether the child feels safe, whether their way of communicating is respected, whether they get real choices, and whether they feel accepted. Goals can focus on taking part and feeling comfortable, not only on looking the same as peers. If home and school priorities differ, it can help to lay them out together and note which ones to try soon and which ones to take slowly.

From a CRP (Communication, Relationship, Parenting) point of view, setting goals is itself a stretch of communication and relationship: when parents, children and schools keep talking, the child is more likely to feel involved. The research is a reference only. Every child has their own pace; if needed, you can ask the school SENCO or a relevant service provider.

資料來源 ｜ Sources

1. Jordan, P., Waddington, H., Hammond, M., Uljarević, M., Sainsbury, W. J., & Tupou, J. (2026). Priorities and perspectives regarding goals and outcomes of support for autistic children under 12 years: A systematic review. Autism, 30(6), 1416-1429. Advance online publication, 20 April 2026. https://doi.org/10.1177/13623613261433132 （期刊頁 Journal page: https://journals.sagepub.com/doi/10.1177/13623613261433132 ）

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.