本研究旨在探討自我管理教學對提升高職重度多重障礙學生工作技能的成效。研究參與者為一名在餐具清潔工廠進行實習的重度多重障礙者，採用單一受試實驗設計之逐變標準設計。研究的自變項為自我管理教學策略，依變項為研究參與者工作效率及其工作品質，並探討其維持與類化的情況，所得結果使用視覺分析進行資料處理，並分別訪談家長及職場人員，以進行社會效度之分析。依據研究結果歸納出四點結論：(1)高職重度多重障礙能夠習得自我管理能力；(2)自我管理能提升高職重度多重障礙的工作技能；(3)自我管理對高職重度多重障礙的工作技能具有類化成效；以及(4)自我管理對高職重度多重障礙工作技能的介入具有社會效度。此外，研究者並提出對未來教學與研究上的建議，以為日後教學應用與相關研究之參考。

The study examined the effects of teaching student with severe multiple disabilities self-management to improve work adjustment skills. The intervention package consisted of self-monitoring and self-reinforce- ment strategies. A changing criterion design, which was used for single -subject experimental design, was used to evaluate the work efficiency and quality. The data analysis in this research was visual analysis. To establish social validity, the researcher also interviewed the co-worker and parents. The results of this study were as follows: (1) the senior high school student with severe multiple disabilities could get self-management ability through learning; (2) self-management teaching could improve the work skills of the senior high school student with severe multiple disabilities; (3) self-management teaching enhanced the generalized outcomes of the senior high school student with severe multiple disabilities; and (4) the self-management teaching provided suitable social validity. Finally, some recommendations for instructional activities and future research were suggested.