本研究旨在探索在服务学习的背景下，孤独症儿童接受服务后其社会行为是否发生了显著的变化，又是哪些有效因素影响了其变化。本研究中，44名自愿参加学习心理学课程服务学习的学生4人一组进行随机分组，并与社会上招募的11名孤独症儿童一一配对进行服务活动，其中有六组在活动进行到第五次时两两之间进行轮换。在服务活动结束后，研究者利用修订后的CSBQ作为评分标准对第一、三、五、七、八次服务活动的视频中，孤独症儿童的不良社会行为进行编码赋分。另外，将各服务小组与服务对象进行匹配，了解服务者在服务坚持性等方面的得分，并检验其与孤独症儿童社会行为的关系。 重复测量方差分析和相关分析结果发现： ①孤独症儿童在整个服务性学习过程中社会行为得到了改善； ②轮换对于孤独症儿童的社会行为总体改变有一定影响，另外，在轮换时，接触新的服务者，孤独症儿童社会行为相较于首次活动有所改善； ③在服务性学习后期，多个大学生服务者自身变量与孤独症儿童社会行为表现呈现出相关：自主性、坚持性、在服务中运用的知识、对自己和对小组的满意程度，对服务的信心，与其所服务的孤独症儿童不良社会行为表现成负相关； ④针对最后一次服务活动进行逐步回归分析，发现参加服务性学习的学生对于小组表现的满意程度。

The present study is aimed at examining the improvement and effective factors of social behaviors of autistic children, after their attending interacting activities in service learning program. 44 college students in Psychology of Learning course volunteered in the service learning program. They are grouped into 11 groups to work with 11 autistic children. Among them, six groups were chosen to exchange their serving children with each other. After two-month interaction with autistic children, the recording videos were evaluated to give scores of social behaviors of autistic children according to the CSBQ scale. From the eight-time services, we chose the first, the third, the fifth, the seventh and the last times to be the recording samples. The serving college students were asked to evaluate their own behaviors and feelings in the service learning, in order to explore effective factors in help autistic children. The statistic results showed that: (1) the social behaviors of autistic children improved in the process of the service learning program; whether they interacted with one more groups did not make a difference in changing their social behaviors, though they performed significantly better in interaction with the second groups of college students; (2) In the post-test, several variants of the service turned out to have significant correlations with the performance of social behaviors of autistic children: subjectivity, persistence, application of professional knowledge, satisfaction with themselves and their groups and also confidence in service of college servers were all proved to have negative correlations with social misbehaviors of autistic children; (3) The stepwise regression, applied in the post-test of service learning, showed that the servers’ satisfaction with their service groups can effectively predict the performance of social behaviors of the autistic children they served.