本研究旨在探討教師行為對發展遲緩幼兒行為的影響效能及其相關歷程因素，並比較教師行為影響之於發展遲緩幼兒和普通幼兒間的差異。研究對象為臺北市收有發展遲緩幼兒之公立幼稚園普通班教師六名，及其任教班級之發展遲緩幼兒與普通幼兒各一名，亦即共計六名發展遲緩幼兒和六名普通幼兒，使用的主要研究方法為教室錄影觀察法，所蒐集之教師行為與幼兒行為資料係依自編之觀察系統和登錄表進行處理，並以次數百分比、獨立緎卡方考驗、百分比同質性卡方考驗等統計方法加以分析。獲致的主要研究結果為：(1)教師行為對普通幼兒的立即影響效能顯著高於對發展遲緩幼兒之影響效能。(2)對於發展遲緩幼兒泄生有效影響的教師行為中，影響效能較高之行為包括：要求幼兒依循同儕的引導，獨立表現指定之行為；要求幼兒依教師非口語的調問，提供口語或非品語答案或相關訊息；要求幼兒依教師品語的請求提供幫忙等項。惟這些行為對於兩組幼兒的影響效能之間並無顯著差異。(3)教師行為對於發展遲緩幼兒的影響效能，與教師關注對象、教師行為向度、教師行為溝通方式等變項具有顯著相關，但是與前置事件的不同引發者、教師使用增強行為的有無，則無顯著相關存在；教師行為對普通幼兒的影響效能亦呈現與發展遲緩組一致的結果。(4)發展連緩幼兒相關於普通幼兒，有顯著較高的序列行為發生；在發展遲緩幼兒與普通幼兒的序列行為中，皆以次行為數為兩項者之比率較高，但是，發展遲緩幼兒次行為數為兩項者的序列行為發生比率高於普通幼兒。本論涽並依據研究結果，分別就學理、實驄與未來研究等層面提出具體建議。

　　　　　The main purposes of this study were to determine what part of teacher behavior really affects behaviors of kindergarten children with developmental delay; to understand why teacher behaviors influence children’s behaviors at certain conditions and not at others, and when these differences take place; and to describe the differences between children with and without developmental delay in teacher behavioral effectiveness. Six kindergarten teachers and twelve children in their classes, six with developmental delay and the other six without, were observed five times via videotaping classroom instruction. Teachers’ and children’s behaviors were recorded with a functional coding system. The teacher behaviors were classified as effective or ineffective depending on whether they are followed by the expected child behaviors. The analyses suggested higher teacher behavioral effectiveness for children without developmental delay than for those with developmental delay. The variables related to the teacher behavioral effectiveness included targets of concerns, teachers behavioral types, and teacher communication types, whilst initiators of accidents and reinforcement were unrelated factors. Sequential behaviors were more common in children with developmental delay than in those without developmental delay. Most of the sequential behaviors were composed of two single behaviors. Recommendations for theoretical and practical aspects, and for future research are also suggested in the report.