本研究主要目的在探討智能障礙學生經過以王欣宜、陳文香、陳秋妤、黃薇如、廖釧如(2006)所編製的社會技能課程進行教學實驗後,實驗組學生在整體社會技能及各單元社會技能之表現情形是否有顯著進步。本研究採不等組實驗設計,以國小九名資源班輕、中度智能障礙學生爲實驗組,另九名輕中度智能障礙學生爲控制組,實驗組的學生進行「接受他人的批評」、「面對別人的嘲笑或憤怒」、「處理同儕給的壓力」、「主動尋求協助」、「解決問題」、「了解他人的感受」、「輪流發言」、「稱讚他人」、「批評他人」、「爲自己的行爲道歉」等10個單元,每週2節課(2次),爲期20週的社會技能教學。教學實驗結果顯示:學生整體社會技能表現有進步,在各教學單元方面,「稱讚他人」、「了解他人感受」、「接受他人批評」、「處理同儕給的壓力」等單元有顯著的進步,研究者根據研究結果提出相關建議。
The study was conducted to examine the performance of social skills teaching for elementary school students with mental retardation. With the nonequivalent pretest-posttest designs, this study was carried out through two groups: an experimental group and a control group both composed of 9 students from the special education class. This program took totally 20 weeks in which 10 units about teaching social skills were provided. As regards the result of learning, effects of teaching as a whole, the students have shown their excellence in learning social skills. The students' performance is excellent in four units like, ”praising others”, ”understanding others' feelings”, ”accepting others' criticism”, ”coping with pressure from peers”. Suggestions were made according to the results.