本研究的目的主要有二：一是探討啟智學校高職階段學生在工作社會
技能上的表現情形。一是探討個別化工作社會技能訓練方案，對於促進中
度智能障礙學生在實際工作情境中表現適當工作社會技能之成效。
在研究一的部分主要以啟智學校高職部的20位老師、高一至高三的
129位學生為研究對象，根據受試者在「工作人格側面圖重要性評量表」
、「工作人格側面圖」及「適應行為量表」上的得分情形，分別進行統計
分析；在研究二的部分則以兩位高三的中度智障女學生為研究對象，採用
單一受試實驗法的跨行為多基準線設計。在兩個研究中所探討的工作社會
技能，都有進行社會效度的驗證。研究結果發現：
1.老師認為在「工作人格側面圖」上的四類工作社會技能是重要的，這四
類工作社會技能中，最重要的是「工作角色表現」，其次為「基本溝通技
能」及「與督導／同事相處的能力」，較差的是「團隊合作能力」。
2.啟智學校高職部的學生在工作社會技能上的表現是尚可的，其中表現最
好的是「工作角色表現」，其次為「與督導／同事相處的能力」及「團隊
合作能力」，較差的是「基本溝通技能」。
3.工作社會技能的表現和適應行為是有相關的，適應行為愈好工作社會技
能的表現也愈佳。
4.啟智學校高職部的學生被安排在愈接近真實工作情境內實習，學生工作
社會技能的表現愈差；反之，在愈接近校內摸擬情境的工作情境內實習，
學生工作社會技能的表現愈佳。
5.參與者在真實工作情境內接受了「個別化工作社會技能訓練方案」之後
，有不錯的工作社會技能表現及維持的成效。

Two studies were conducted to explore the job-related social
skills of youths with moderate to severe mental retardation in
a special school, and to examine the effects of the
individualized job-related social skills tarining program on
students'''' performance at the non-sheltered work setting.
Study I examined the performance of 129 students on 4
job-related (i.e.communication skill, supervisor/co-worker
relationship, work role, teamwork) components of the Work
Personality Profile at sheltered and non-sheltered work settings.
The relationships of the job related social skills and the
adaptive behaviors were also investigated. The results indicated
that the students had pooer performance on communication skill
and better performance on work role. The significant differences
among three work situations suggested that the students
demostrated pooer job-related social skills on the non-sheltered
work setting than the sheltered one. The significant correlations
were found between 4 job-related social skill components and 12
adaptive behavior components.
Syudy II involved training two female students with moderated
mental retardation at a non-sheltered work setting. The multiple
baseline across behaviors indicated a relationship between
training and job-related social skills acquisition.The social
validations were discussed for both studies.