本研究旨在探討以桌上遊戲結合社會技巧教學提升一名國小二年級ADHD兒童社會適應能力之成效。採單一受試研究法之A-B-A-B實驗設計，研究期程為18週。實驗階段長度分別為基線期(A1)4次、介入期(B1)6次、基線期(A2)3次及介入期(B2)5次，每次觀察遊戲進行30分鐘。以回顧影片的方式記錄學生行為及檢視觀察者之間的一致性。所得的資料點以目視分析法進行資料分析，並於研究結束後請導師及家長填寫回饋單，以檢視社會效度。依據研究目的與資料分析結果，歸納以下結論：一、「輪流等待行為」及「遊戲專注度」從各次基線期到介入期皆提升約50%（A1到B1；A2到B2），顯示桌遊結合社會技巧教學對於提升「輪流等待行為」及「遊戲專注度」具有良好的成效。二、導師及家長皆表示受試者之「輪流等待行為」及「遊戲專注度」都有進步，顯示桌上遊戲結合社會技巧教學介入對於提升「輪流等待行為」及「遊戲專注度」具有良好的社會效度。

The purpose of this study was to explore the effects of infusing social skill instruction with a board game for improving the social adaptation of a child with ADHD in primary school. The A-B-A-B experimental design of the single subject research was adopted. The research period was 18 weeks. The length of the experiment was baseline (A1) four points, intervention (B1) six points, baseline (A2) three points and intervention (B2) five points. Each experimental point was 30 minutes. The consistency between observers was examined by reviewing the video recording the student’s behaviors. The data was analysed by using visual analysis. Social validity was established by completing the questionnaire by the student’s mentor and parents. Based on the results, the following conclusions can be drawn: First, "taking turns" and "concentration in the game" were improved about 50% from both baselines to interventions (A1 to B1; A2 to B2). The effects of social skill instruction infusing with a board game was proved to improve the social adaptive behaviors of the ADHD child. Second, the student’s mentor and parents both considered that the behaviors "taking turns" and "concentration in games," were improved. The positive social validity was supported.