本研究的目的主要是：一是經過社交技巧教學後，高職階段的智能障礙學生在社交 技巧有良好的學習成果表現，二是經過社交技巧教學後，學生能有良好的類化行為表現。 本研究採不等組實驗設計（the nonequivalent pretest-posttest designs），教學實驗的 對象為國立沙鹿高工一年級特教班學生，共13 名，控制組對象為國立大甲高工一年級 特教班的學生，亦為13 名。社交技巧教學的單元總共十九個，分別是「主動詢問教師」、 「與人交談」、「問問題」、「回答問題」、「輪流發言」、「使用禮貌字眼」、「打招呼」、「主 動協助他人」、「主動尋求協助」、「關心朋友」、「稱讚他人」、「批評他人」、「表達自我的 感受」、「加入他人的活動」、「瞭解他人的感受」、「接受他人的批評」、「面對別人的嘲笑 或憤怒」、「處理同儕給的壓力」、「解決問題」。 研究結果顯示：實驗組的學生經過社交技巧教學後，有15 個單元後測成績高於前 測，其中「稱讚他人」與「批評他人」等兩單元與控制組學生達顯著差異。在類化行為 表現方面，則有16 個單元是受訪教師與家長認為學生表現良好的單元，而「面對別人 的嘲笑或憤怒」、「處理同儕給的壓力」，類化情形表現不明顯。

The study was conducted to examine the performance of secondary vocational school students with mild mental retardation, and to examine the performance of general behavior of the students. The teaching experiment is conducted on special education class freshman students of the National Shalu Industrial Vocational Senior High School. As regards result of learning, it is excellent in units like “conversing with others”, “asking questions”, “answering question”, “taking turns to make remarks”, “using polite words”, “greeting”, “being concerned about one’s friends”, “praising others”, “criticizing others”, “expressing one’s feelings”, “joining others’ activities”, “understanding others’ feelings”, “accepting others’ criticism”, “coping with pressure from peers” and “problem-solving”, but it is poor in four units, namely “taking the initiative in asking teachers”, “taking the initiative in helping others”, “taking the initiative in seeking assistance” and “facing another person’s tease or anger”. As regards the result of general behavior, a total of 18 units are assessed. Although the result of generalization is poor in two units, namely “facing another person’s tease or anger”, and “coping with pressure from peers” , the experiment shows that all the students exhibit general behavior after taking the remaining 16 units. Suggestions were made according to the results.