本研究的對象是一名安置在公立幼兒園大班的發展遲緩幼兒，研究者在為期六週的繪本教學方案前後使用「同儕互動檢核表」，藉此探究繪本教學介入對發展遲緩幼兒同儕互動型態的改變。本研究的主要發現有二：(1)發展遲緩幼兒的「促進者的角色」逐漸浮現，在成人的協助下，發展遲緩幼兒和同儕的合作行為明顯增加，也出現邀請同伴加入遊戲的行為；(2)發展遲緩幼兒正在形成「領導者角色」，會指揮或是回應同儕。

The purpose of this study was to examine how peer interaction changed on a 5-year-old child with developmental delays. Six picture-book readings were applied in an inclusive preschool classroom, which contained one young child with developmental delays and 28 normally developing preschoolers. A peer interaction checklist was used as an observation guide before and after picture-book readings. After readings, the child with developmental delays was more willing to cooperate with his peers in the situations facilitated by his teacher. Furthermore, the child’s leadership was emerging by responding his peers and assigning roles to children.