本研究旨在透過桌上遊戲教學來提升智能障礙學生的功能性詞彙學習成效。採用單一受試實驗研究法之平行的跨行為多試探設計，研究參與者是特殊教育學校國小部的兩名輕度智能障礙學生，自變項為桌上遊戲教學，依變項為功能性詞彙之學習成效。實驗教學過程包含基線期、介入期與維持期，資料分析方法為目視分析，同時以教學之程序信度、評分者間一致性及社會效度來呈現本研究的品質。本研究結果如下：（1）桌上遊戲對於智能障礙學生功能性詞彙之「認讀」、「指認」、「造句」的「整體答題」表現，具有提升之成效。（2）桌上遊戲對於智能障礙學生功能性詞彙之「認讀」、「指認」、「造句」的「整體答題」表現，具有維持之成效。本研究應用桌上遊戲教導智能障礙學生功能性詞彙，在教學實務上呼應桌上遊戲能提升學習成效，也驗證對智能障礙學生功能性詞彙之「認讀」、「指認」、「造句」的助益。本研究證實桌上遊戲為有效的語言學習媒介，建議教師可將桌上遊戲應用於國小智能障礙學生功能性詞彙的學習。

This study was to investigate the effects of board games on functional vocabularies for elementary students with intellectual disability. Two elementary school students with mild intellectual disability were involved and the single-subject research design eith parallel multiple probes across behaviors eas used in this study. The scores of funtional vocabularies test were collected cross different intervention peroids, including the baseline, treatment, and maintenance periods. The Visual analysis was used to determine the learning effects and the main reusults show: (a)The board games effectively enhanced participants' learning of functional vocabularies. (b)The board games effectively enhanced participants' maintenance of learning functional vocabularies. This study applied board games to teaching functional vocabularies for students with intellectual disability. Responding to board games in teaching practice can improve learning effects. It also validates the benefits of ＂recognition,＂ ＂comprehension,＂ and ＂sentence marking＂ of functional vocabularies for students with intellectual disability. This study proves that board games are effective language acquiring media, and in the future, teachers can apply board games in the learning of functional vocabularies for elementary school students.