本研究旨在探討自我決策教學方案對高職特教班智能障礙學生的教學成效。以國立台東農工高一年段九位智能障礙學生為教學對象，以多探試設計，將學生分成三組，逐一進入教學處理，並進行前後測、持續性評量，及教師意見調查，以瞭解實驗教學效果。本研究主要發現歸納如下： 在自我決策、中華適應行為、社區獨立生活技能等評量上，接受實驗教學學生，實驗教學前後的評量結果上均有顯著差異。作決定能力及日常生活問題解決能力，在教學介入後，有明顯的上升趨向，於教學實驗結束，具有立即學習成果及四週後的兩種維持效果。 除針對上述研究結果加以討論外，並提出若干在教學上及未來進一步研究的建議。

The purpose of the study is to examine the effects of self-determination program. The subjects were 560 10th, 11th, 12th students with mental retardation of vocational high school special class and Special school of higher level vocational high school in Taiwan. Class mentor completed self-determination scale, community independent life skill scale and Chinese adaptive behavior scale for the first stage of the study. There are some related background variables, namely, placement, gender, grade, level of mental retardation, attend style, placement of junior high school, parents’ education level, mother’s education level, family social-economic status, community independent life skill and adaptive behavior. At the second stage of the study, there were 9 students with mental retardation of vocational high school special class as subjects. The findings of the study were as followings: Self-determination instructional programs can improve self-determination, adaptive behavior and community independent life skill. After intervention, there was up trend on decision-making and daily problem-solving, and maintain effect for immediate and after 4 weeks. A number of suggestions were made for future study and teaching purpose.