本研究以單一受試之跨參與者多基線設計，旨在探討正向行為支持結合情緒認知教學，對增進國小智能障礙學生情緒行為素養之成效。研究參與者為三位國小低年級智能障礙學生。本研究自變項為正向行為支持結合情緒認知教學，依變項為情緒行為素養分數之百分比。三位研究參與者分別在資源班接受基線期、介入期、維續期的觀察與評量，蒐集所得資料，透過視覺分析及C統計進行分析。本研究主要發現如下：「正向行為支持結合情緒認知教學」能增進國小低年級智能障礙學生之情緒行為素養，具有立即和維續成效，且具備良好的社會效度。

This study employed a single-subject design with multiple baseline across participants to investigate the effectiveness of integrating Positive Behavior Support with Emotional Cognition Education in enhancing the emotional and behavioral literacy of primary school students with intellectual disabilities. The research involved three participants from the lower grades of primary school diagnosed with intellectual disabilities. The independent variable for this study was the combination of Positive Behavior Support and Emotional Cognition Education, while the dependent variable was the percentage score of emotional and behavioral literacy. Each participant underwent observation and evaluation during baseline, intervention, and maintenance phases in a special education resource classroom. Data collected were analyzed through visual analysis and C-statistics. The main findings of this study suggest that integrating Positive Behavior Support with Emotional Cognition Education effectively improves the emotional and behavioral literacy of lower primary school students with intellectual disabilities, demonstrating immediate and lasting effects, as well as exhibiting strong social validity.

正向行為支持 ； 情緒認知教學 ； 智能障礙 ； 情緒行為素養

Positive Behavior Support ； Emotional Cognition Education ； Intellectual Disabilities ； Emotional Behavioral Literacy