本研究旨在探討運用家庭中心正向支持方案，並以遊戲教學方式提升特殊幼兒社會技能。採單一受試法A-B-A設計，了解個案在介入後能力是否提升。本研究對象為二位經濟弱勢且安置於普通班的特殊幼兒。研究依變項為個案社會技能，進行17週個別與團體情境的介入。使用自編觀察記錄表並以目試分析法來檢核本介入之成效，最後進行社會效度評估，以了解參與人員對本介入的想法與建議。本研究結果包括社會技能（正確的社會用語、正確方式解決問題、主動與人表達）提升外，亦進一步改善親子互動關係。

The purpose of this study was to implement play- and family-centered positive behavior support to promote social skills for children with disabilities. The single-subject design of A-B-A has been utilized to investigate the effects of such intervention. The targeted children included two young children with disabilities from economically disadvantaged families placed in inclusive classrooms. The dependent variable was social skills, and total were 17 weeks of individual and group interventions. The self-made observation forms and visual analysis have been utilized to examine the effects of intervention, and further evidence of social validity has been included to understand participants' perspectives. The findings showed the positive effects in improving social skills and increasing the frequency of parent-child interaction.