本研究使用質的資料收集，透過觀察與訪談方式，分析個案在教室內所產生的 行為動機及其功能，以了解個素行為問起的發生原因始末，同時也一併了解教室情境中師生 問及同儕間人際溝通互動的情形。此外也與家庭密切聯繫，獲得個案基本的以及進一步觀察 的資料，作為綜合分析個案產生行為問題起的動機及其功能性的依據。 藉由第一階段在學校及家庭的觀察及訪問資料，提供第二階段做處理方案的介入：(1)掌握 生態與環境的改變策略，藉家庭環境功力增強人際互動能力；藉學校（班級）環境搭起友誼 的橋樑，由遊戲活動中學習良性社交行為，學習於遊戲中增進人際關係，進而能減少問題行 為發生的機率。(2)徹底實施前事控制策略，強化學科實力，降低語言溝通障礙壓力，活化 人際互功能力。(3)有效應用行為訓練策略。(4)以後果處理策略化解危機，協助個案走進 生活常規圈，順利融入人群正常步調。經過策略處理之後，發現個案隨意走動的次數由每節 課2次，降低為1.4次；而大叫的行為由每節課1.5次，降低為1.2次。所以策略處理產生 效果，雖然處理結果不是非常明顯，但有保留效果，應可供級任教師在處理個案社交行為問 題時，一個積極正向的參考意見。

　　　　　The subject of this research is a student with mildly mental retardation in elementary school. The purpose of this study was to explore the process and its effects of managing the subject's social behavior problems. The first stage of this study was to use the qualitative data collection to analyze the functions of the subject's problem behaviors through direct observation and interview. Four guidance strategic interventions were performed in the second stage: (1) changing ecological environment; (2) using antecedent control strategy; (3) applying behavior training strategy; and (4) performing consequence management strategy. The results of the study were as follows: (1) the subject's severe behavior problems had decreased in the class after intervening the guidance strategies. (2) the effects of treatment were maintained after one month when the treatment had been withdrawn. The results might be use to help classroom teachers to manage student's social behavior problems.