本研究旨在探討認知行為取向的自編美術活動融入社會技巧教學對智能障礙兒童之成效。採單一受試法A-B-M設計，共進行16節課，以量化分析為主，並輔以相關資料進行質性分析。研究結果發現：一、美術活動融入社會技巧教學對兩位參與者在藝術情境中表現自我、同伴互動和美術參與行為三向度均為正向效果，維持期具有保留成效；二、對兩位參與者的教學省思和相關教師訪談顯示參與者在接受本研究活動之後，在表達自身情緒感受、分享、共同合作及活動參與度等方面均有正向成長的表現。

This study aims to explore the effectiveness of the teaching program of art activities integrating social skills to children with mental retardation, and the teaching program were based on cognitive behavior. A total of 16 lessons were conducted in a single test method. The results are mainly quantitative analysis, supplemented by the relevant data for qualitative analysis. The results of the study found that: (1) The teaching program of art activities integrating social skills had positive effect on the self-related behavior, interpersonal behavior and environment-related behavior of the two subjects in the artistic context, and they also retain the social skills in maintenance period. (2) According to the teaching reflection and the interview with related teachers, after receiving the research activities, the two subjects had positive growth on express their own emotional feelings, affirm their own advantages, share, cooperate and follow the instruction, the participation of activities and so on. This showed that teaching program of art activities integrating social skills can effectively enhance their social skills.