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This study took 14 students with mild intellectual disabilities from a special education class in a Macao school as the research objects. Using the comparative method of experimental group and control group, it explored the influence of adaptive physical education fitness courses on the motor skills of special education students. The experimental group received a 12-week adaptive physical education fitness course, while the control group carried out traditional physical education teaching. The study adopted the motor skills assessment scale compiled by Liu Yijun to conduct pre-tests and post-tests on the two groups of students, and used SPSS software for statistical analysis. The results showed that the adaptive physical education fitness course had significant effects on improving most physical fitness and motor ability indicators of special education students. The experimental group showed significant differences (p<0.05) in the pre-test and post-test scores of 11 indicators, including BMI, sit-and-reach, one-minute knee flexion sit-ups, two-minute step test, etc. The traditional course only showed significant effects in the standing long jump project, and the differences in other indicators between the pre-test and post-test did not reach the statistical significance level. In addition, the experimental group was significantly better than the control group in the total manipulative movements and throwing indicators (p<0.05). The study indicates that adaptive physical education fitness courses can effectively improve the physical fitness and motor skills of special education students. Based on this, it is suggested to increase the class hours of healthy physical fitness, expand opportunities for diversified sports participation, integrate technological elements into innovative teaching methods, and incorporate interdisciplinary integration into daily teaching, providing new ideas and practical directions for physical education teaching in special education. 本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（p<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（p<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。

"Abstract The core concept of drama education is the integration and int- ernalization of experience. In the empirical content of the improvis- ational drama, it lays a profound foreshadowing for future life prac- tice through different physical behaviors and facial perceptions. Through drama education, children with autism spectrum disorder can be emotionally adjusted. Emotional and social behavior is essent- ial for children with autism spectrum disorders. The use of improvis- ational drama to study children's emotions with autism spectrum diso- rders is not yet found in Macau. Therefore, this study aimed to inve- stigate the intervention strategies for children with autism spectrum disorders through improvisational drama to fill the research gap. A case study of emotional interventions as a ten-day improvisa- tional drama with an autism spectrum disorder in Macau. The following findings were obtained: 1. The study found that improvisational drama was used to address the theoretica deficits of the mind of children with autism spectrum disorders. 2. Improvisational drama supports the understanding of self-emotions in children with autism spectrum disorder with positive behavior. 3. Shared attention cultivated by improvisational drama can develop social interaction behavior. 4. The improvisational drama techniques can deal with children with autism spectrum disorder and peer conflict. Based on these results, the researcher identified three main is sues in the use of improvisational drama to deal with the emotions of VII children with autism spectrum disorders in Macau: 1. The relative lack of knowledge on the use of improvisational drama as a strategy to support children with autism in Macau. 2. The number of hours and sessions of the Macao training course is too small to be satisfied with frontline teachers' use of improvi- sational drama to provide quality teaching to children with an au- tism spectrum disorder. 3. Failing to understand the emotional needs of children with autism frontline teachers must practice improvisational drama teaching, failing to understand it’s core subjects in depth. Therefore, researchers on the emotions of children with an aut- ism spectrum disorder in improvisational drama. The proposal is divi- ded into three main areas, which are proposed to the government, sch- ools, and teachers: I. Suggestions to the government: 1. Improve the special education policy 2. Increase the number of training courses II. Suggestions for schools: 1. Increase the teaching content of the curriculum for children wi- th autism spectrum disorders III. Suggestions for teachers: 1. Children should lead the curriculum with autism spectrum disord- ers. 2. The curriculum should enhance the cooperation between children VIII with autism spectrum disorders and their peers. This study has identified feasible intervention strategies to he- lp further improve the Macau government's special education policy. The study also aims to help schools to adapt their teaching cont- ents better to suit the needs of children with autism spectrum disord ers. Finally, the study aims to provide teachers with a better unders- tanding of the characteristics and social-emotional behaviors of ch- ildren with autism spectrum disorders to help each other practice education effectively. Only one child with autism spectrum disorder were studied in Mac- ao. As a result, this study failed to represent all children in Macao in practicing emotional interventions in improvisational drama. This study aimed to promote -improvisational comedy strategies in Macau to help children with aut-ism spectrum disorders to understand and expre ss their emotions appr-opriately. It is also expected that the Macau SAR government will re-cognize the importance of drama education for children with autism spectrum disorders and develop policies and ada- pt the content of the curriculum framework to enable the effective i- mplementation of drama education in teaching emotions to children wi- th autism spectrum disorders."

The incidence of self-injurious behavior (SIB) in children with Autism Spectrum Disorder (ASD) ranges from 35% to 60%. Common types of SIB include head-banging, hair-pulling, arm-biting, eye-poking, skin-scratching and other behaviors. Functional Behavior Assessment (FBA) and function-based behavioral interventions have been shown to reduce SIB in children with ASD. However, there is limited research on this subject in Macao. This study applies a single-subject alternating treatment design to conduct an FBA on the self-injurious behavior of a child with ASD in Macao, followed by the implementation of a function-based behavioral intervention, aiming to effectively reduce the frequency or intensity of SIB in children with ASD. Based on the results of this study, the conclusions are as follows: a) Based on the Functional Behavior Assessment, the main functions of self-injurious behavior in the child with ASD are identified as escape from task demands and access to tangible items; b) Function-based intervention strategies (such as functional communication training, FCT) significantly reduce the occurrence of SIB in children with ASD. In this case study, the frequency of SIB markedly decreased, and the improvement was maintained even after the intervention was withdrawn; c) Based on the results of FCT, both independent communication behaviors (picture cards and the speech-generating device BigMac) effectively reduced the child’s SIB. However, the child learned to use the BigMac as an alternative communication behavior more quickly, and there was no occurrence of self-injurious behavior while using BigMac, whereas SIB occasionally occurred when using picture cards; d) Function-based intervention strategies demonstrate a good social validity, with the child’s teachers expressing agreement with the research’s implementation process and outcomes. 自閉症譜系障礙（Autism Spectrum Disorder，ASD）兒童自傷行為的發生率高達35%-60%，常見的類型包括撞頭、拉頭髮、咬手臂、戳眼睛及抓皮膚等。功能行為評估和基於功能的行為干預有助於降低自閉症兒童的自傷行為，然而，澳門相關的研究較少。本研究採用單一被試交替處理設計對1名澳門自閉症兒童的自傷行為開展功能行為評估，並制定相應的基於功能的行為干預。研究結果顯示：a) 基於功能行為評估，可以確定該自閉症兒童自傷行為的主要功能為逃避任務及獲得實物；b) 採用基於行為功能的干預策略（即功能性溝通訓練），可以有效降低該自閉症兒童自傷行為的頻率，且在撤銷干預後仍能維持改善效果；c) 根據功能性溝通訓練的結果，學習兩種獨立溝通行為（圖卡和言語生成設備BigMac）均有助於減少該兒童的自傷行為，但相對而言，他更快學會使用BigMac這個替代溝通行為，而且在使用BigMac的實驗時段中完全沒有出現自傷行為，而使用圖卡時會出現自傷行為；d) 基於行為功能的干預策略具有良好的社會效度，該自閉症兒童的教師對研究的實施過程及成效表示認同。

本文梳理聖多瑪斯去世至1323年列聖品之間，發生的圍繞其思想權威性的爭議與演變。在這近五十年中，多瑪斯思想的權威性在不斷的爭議與回應中逐漸形成，其中尤其針對他運用亞里士多德的哲學來闡釋天主啟示，及對貧窮勸諭的理解所衍生的論辯。作者指出，以道明會會士為 主的神學家致力於以多瑪斯思想為基點，回應各種反對多瑪斯思想的挑戰，過程中逐漸形成了具有統一性的多瑪斯學派，加以教會內各種歷史性因素，都促成了多瑪斯在1323年7月的亞維農被列入聖品。