本研究旨在利用教學多媒體呈現與教學，瞭解在普通班中學生對社交技巧（social skills）的正向行為反應歷程，同時比較兩者間之差異。研究設計採取前實驗設計中的後測單組設計進行介入，參與者共選取116人，其中3名為ADHD學生，113名為一般學生。資料分析採量化與質性兩種方向進行，量化資料以卡方檢定（χ2 test）進行百分比顯著考驗；質化資料為針對一般學生與ADHD學生在評量單中所填寫之開放性答案做分析。研究主要結果為在量化數據中發現超過六成（p<.05）的一般學生對於問題情境的選擇反應以正向的情緒表現為主，願意以較積極的態度面對所遭遇到的問題，而少部分因為同儕影響而出現負向反應；在分析質性資料中發現，一般學生超過半數對於解決社交問題的想法大多集中在正向情緒的行為表現，平均四個故事各兩個情境為62.2%，最高為75.2%，最低為48.7%。同樣是屬於正向情緒社交之同儕關係的情緒表現。再進一步分ADHD學生的資料中則發現，他們的情緒表現也以正向情緒為主，但容易受到同儕的影響而做出錯誤的選擇。

The major purpose of this study was to understand the differences of response about social skills between general students and students with ADHD in the class by using Multimedia Computer Assisted Instruction (MCAI).The study designed at one-group posttest-only of pre-experimental designs. There were 116 participants selected, included of 3 ADHD and 113 general students. The study used quantitative and qualitative approaches to analyze data, included Chi-Square Test and qualitative data described.In result of data analysis from participants chooses on social skill questionnaire, it found that was over 60% of participants appeared positive emotional performance on questions (p ＜ .05), it means large number of participants were willing to face the social problems by positive attitude, and few of participants appeared negative responses because they were involved with negative responses by their classmates. Analysis of qualitative data, more than half participants trend to choose positive emotional behavior performance when they faced with setting of social problems, the average of the study, two of four stories that percentage of positive emotional behavior were 62.2%, the other two were 75.2% and 48.7%. Analysis of qualitative data of students with ADHD that indicated the performance of their emotions were positive, but they also influence by peers and made the wrong choice.According to the research result above, the researcher provided the educational implications and further research suggestions.