桌上遊戲融入社會技巧課程對提升智能障礙學生社會技巧與同儕接納度之成效

The purpose of this study is to explore the integration of board games into social skills training courses, in order to enhance the social skills and peer acceptance attitude of students with intellectual disabilities in the elementary school. The research method adopted a single A-B-M design for a four-week board games into the social skills courses to explore the three social skills of "rotation waiting," "appropriate response to others" and "cooperation" for the two subjects. Besides, the self-compiled scales of general students' acceptance of special students are used to assess the changes in the acceptance attitudes of their peers before and after the intervention. The results of this study are as follows:

1. The integration of board games into social skills courses showed the immediate effectiveness in improving the social skills for the students with mild intellectual disabilities in the "rotation waiting," "appropriate response to others" and "cooperation."
2. The integration of board games into social skills courses showed the maintenance effectiveness in improving the social skills for the students with mild intellectual disabilities in the "rotation waiting," "appropriate response to others" and "cooperation."
3. General classmates have positively changed the acceptance attitude for the students with mild intellectual disabilities.