本研究旨在探討國小聽覺障礙學生在同儕教導中社交技巧學習之成效。採單一受試實驗設計中「跨受試者多探試實驗設計」，以彰化縣三名國小三年級聽覺障礙學生爲受教者，三名高年級普通班學生為同儕小老師，分別採一對一的方式教導其學習社交技巧。自變項爲同儕教導方案；依變項爲1.聽覺障礙學生之正向社交技巧、2.同儕小老師對聽覺障礙同儕之態度，其中受教者之正向社交技巧包含七個目標行爲。研究結果發現同儕教導能增進聽覺障礙學生之社交技巧。

The research aimed to explore the learning effects of peer tutoring on social skills of the hearing impaired students in elementary school. A single subject multiple probes across subjects design was adopted. The three tutees were elementary school 3rd graders with severe hearing impairment, while the three peer tutors elementary senior graders in normal class. Social skills were taught one to one. The independent variable was the project of peer tutoring, and the dependent variables were (1) the hearing impaired students’ positive social skills, (2) peer tutors’ attitudes towards the hearing impaired students.