本研究以美髮院工作情境中所出淚的一些人際問題為基本的訓練內容，透過邏輯的問題解決模式，來教導學生使用以蓋知策略為架構，了解問題解決歷琵，增進問題解決的能力。本研究旨在探討所用之人際問題解決訓練，對增進高職部輕度智障學生在工作情境中人際問題解決能力是否有顯著效果，以及在處理工作情境中人際問題時，語言及非語言行為方面的改變。 研究對象為南部某高級職業學校特教班二年級的學生兩名，其人際關係較差，且魏氏智力測驗智商在標準差-2.01～-2.50間及標準差在-2.51～-3.00間各取一名。在學校模擬工作情境，以錄影帶及幻燈片輔助教學，而在美容院的真實工作情境，則以口語指導和示範來訓練學生的人際問題解決能力。每週於教學訓練之後，採角色扮演的方式，進行人際問題解決能力評量，並將進行過琵錄影及錄音，做量與質的資料分析。此外，在兩種情境中的訓練及評量皆做信、效度考驗。 研究結果顯示，人際問題解決訓練，可以增進高職部輕度智能障礙學生，在模擬及真實工作情境中之人際問題解決能力，而且經過兩週後，仍有保留的效果。而受試於接受人際問題解決教學訓練後，對其在問題解決過琵中，所表淚的語言及非語言行為能力也有增進。此外，經本研究課琵訓練後，不同的個案，有關工作中之人際問題解決能力，進步的琵度有差異，對不同的問題情境，問題解決能力也有不同；而這些不同能力表淚，可能和個案的認知能力及情緒處理模式有關。

　　　　　This study was conducted to train Interpersonal problem-solving abilities of youth with mild mental retardation in vocational high school. The elements of training contents were interpersonal problems in work place of beauty parlor. The goal was to teach students using cognitive strategies to understand the problem solving process through logical problem-solving model. The interpersonal problem solving training was to examine the effects of interpersonal problem-solving abilities and the change in verbal and nonverbal behavior of the subjects. The subjects are two female students with mild mental retardation in special class of vocational high school in Kaohsiung area. The multiple-baseline design across situations, school and beauty parlor was used. Data was collected through qualitative and quantitative analyses. The reliability and validity were discussed as well. The results of the study were as follows. First, interpersonal problem-solving training could enhance the treatment were maintained after two weeks when the treatment had been withdrawn. Third, the in personal Problem-Solving abilities of the subjects second the effects of verbal and nonverbal performances of the subjects had been improved after being received the interpersonal problem solving training.