本研究旨在探討如何協助一位國中資源班學習障礙學生，利用圖像組織參與寫作活動的介入歷程。研究採單一受試法中的倒返設計進行實驗。研究結果發現學生在寫作的量確實有所增長，而在質的部分則仍需依賴自身生活經驗的豐富度來增色。

This study investigated the processes used in assisting a learning-disabled student in resource rooms of a middle school to participate in writing activities by using graphic organizers. A single subject reversal design was used to carry out this study. Results showed that improving context would result in enriching one's life.