本研究旨在探討核心反應訓練增進多重障礙幼兒語言能力之學習成效。採單一受試跨行為多重基準線之研究設計。研究自變項為核心反應訓練教學介入，依變項為功能性詞彙、語言理解與表達性語言等三個目標行為。在實驗前後，本研究使用標準化以及自編的評量工具以評估個案語言能力的進展。實驗處理共分為三階段，分別為基線期、介入期與維持期；本研究每週進行一至二次教學，每次約四十分鐘，為期八週。本研究資料進行視覺分析、觀察者間一致性信度考驗、以及程序信度等方式檢驗介入的成效。最後進行社會效度評估，瞭解相關人士對本介入的想法與建議。本研究結果顯示核心反應訓練介入後，個案的功能性詞彙、語言理解以及表達性語言等能力皆有提升。此外，兩個目標行為（語言理解以及表達性語言）仍然具有維持的效果。

The purpose of this study was to investigate the effects of Pivotal Response Training(PRT) on learning outcomes of a child with multiple disabilities, specifically focused onlanguage skills. A single subject design was utilized to examine three targeted behaviors:functional vocabularies, comprehension, and expressive language. The researchprocedures included three phases, including baseline, intervention, and maintenance.The targeted participants received 40 minutes of interventions one to two days per week,and total were 8 weeks of intervention. Several techniques were utilized to examine theoutcomes of this study, such as visual analysis, interoberver agreement, and proceduralfidelity. The results revealed that the PRT improved the child’s three targeted languageabilities. Social validity revealed that positive attitude and confirmed the improvementon the child’s learning outcomes.