隨著時代變遷及專業領域的精細分工化，只靠特殊教育單一專業已經無法滿足身心障礙學生在學校受教育的特殊需求。因此，專業團隊的介入，和特殊教育老師合作，一起解決學生在學習過程中所遇到的問題，才能讓身心障礙學生得到更完整的特殊教育服務。 本文主要在說明從職能治療角度來介入對情緒行為障礙個案的處理經過。首先，以情緒行為障礙的定義為前導，其次導入特殊教育專業團隊的職能治療，再以實際個案說明情緒行為障礙對個人日常生活、學習過程、以及社會適應、人際關係上所造成的衝擊。隨後，分別使用生物 -醫學、心理治療、社會學習、及行為治療等不同模式的治療技巧和處理策略，試圖解決個案的問題。個案經由一段時間的介入處理後，著實顯現了接受職能治療正面幫助，也突顯了職能治療在特殊教育專業團隊中不可或缺的角色和任務。

The intervention for students with disabilities in special education is performed not only by special education teacher but also by all the members in collaborative team. In school system service, it is necessary for the occupational therapists and the special education teachers to work together for the students with special educational needs. This article is aimed at presenting some approaches and treatment process to deal with the children case with emotional/behavioral disorder from the point of view of occupational therapy. First, the definitions of the emotional/behavioral disorder were reviewed. Second, the collaborative team approaches focused on occupational therapy were described. The third, the impacts on personal daily living, learning, social adaptation, and interpersonal relationships to the children with emotional/behavioral disorder are presented through the case report. The fourth, the occupational therapist applied some therapeutic activities on the basis of biological-medical, psychological, social-learning, and behavioral models to treat the client. Finally, a significant improvement to the client was observed. As a matter of fact, this article was a clinic findings of the author while dealing with school children case, and it was hoped that this experience can be shared with other special education related professions.