本研究旨在探討桌上遊戲融入社會技巧訓練課程，提升輕度智能障礙學生之社會技巧 與同儕接納態度之成效。研究對象為二位國小輕度智能障礙學生，採單一受試 ABM 設計， 完整研究期程共 8 週每週三次每次 40 分鐘，分為基線期、介入期、及維持期，探討二位 受試者在「輪流等待」、「適當回應他人」及「合作」三項社會技巧目標行為的學習成效。 研究者並以自編量表評量介入前後同儕對受試者的接納態度改變情形，以及透過導師和同 儕訪談資料增加社會效度。研究結果如下： 一、桌上遊戲融入社會技巧課程對於提升輕度智能障礙學生之「輪流等待」、 「適當回應 他人」及「合作」三項目標行為具立即效果。 二、桌上遊戲融入社會技巧課程對於提升輕度智能障礙學生之「輪流等待」、 「適當回應 他人」及「合作」三項目標行為具維持效果。 三、普通班同儕在接受桌上遊戲融入社會技巧課程後對班上輕度智能障礙學生之接納態度 有正向的改變。

The purpose of this study is to explore the integration of board games into social skills training courses, in order to enhance the social skills and peer acceptance attitude of students with intellectual disabilities in the elementary school. The research method adopted a single A-B-M design for a four-week board games into the social skills courses to explore the three social skills of "rotation waiting," "appropriate response to others" and "cooperation" for the two subjects. Besides, the self-compiled scales of general students' acceptance of special students are used to assess the changes in the acceptance attitudes of their peers before and after the intervention. The results of this study are as follows: 1. The integration of board games into social skills courses showed the immediate effectiveness in improving the social skills for the students with mild intellectual disabilities in the "rotation waiting," "appropriate response to others" and "cooperation." 2. The integration of board games into social skills courses showed the maintenance effectiveness in improving the social skills for the students with mild intellectual disabilities in the "rotation waiting," "appropriate response to others" and "cooperation." 3. General classmates have positively changed the acceptance attitude for the students with mild intellectual disabilities.

桌上遊戲；社會技巧；輕度智能障礙學生；同儕接納態度

board games；social skills；students with mild intellectual disabilities；peer acceptance attitude