本研究藉由單一受試研究法中之跨受試多試探實驗設計，研究對象為學前融合班特殊幼兒，每位學生接受10次的玩具介入方案，介入結束兩週後，又進行3次的追蹤期施測。本研究蒐集之資料以單一受試實驗設計之視覺分析法，以瞭解陪讀玩具介入方案是否能有效降低學前融合班發展障礙幼兒在操作玩具時的自我傷害行為的發生率。同時輔以訪談家長在參與介入方案後的看法，採結構性問題來訪談三位學前融合班發展障礙兒童的家長，透過一對一面對面訪談，由研究者和一位研究助理將訪談逐字稿的內容予以分類，並依此分類來各別進行編碼，刪除有爭議的部分。三位受試者在目視分析結果顯示發展障礙幼兒在陪讀玩具介入方案中，其自我傷害行為率明顯降低，陪讀家長的訪談結果也顯示此方案除降低自我傷害行為外，對於發展障礙兒童在表達、情緒、與同學互動上有進步，在陪讀家長訪談內容上也呈現此方案能促進家長與老師間的溝通。

Single subject research and multiple-probe across subjects design was applied. Three children with Developmental Disabilities (DD) from the inclusive pre-school settings participated in this study. Three subjects all got 10 times of training in the intervention phase， and 3 times of training in the follow-up phase. Visual analysis was used in this study in order to analyze the effectiveness of parents' involvement plan during toy playing sessions on reducing the occurrence of selιinjury forchildren with DD. The structured interview protocols were used to interview these parents who have children with DD. After recoded these data， theseparents felt the improvements on expression， emotion， and interaction with classmates for children with DD. The communication between these parents and teachers was also increased.