本研究旨探討Wolf所提的目標社會效度在行為評量量表的編製之適用性，三個主要研究問題有：(1)我國國中與國小高年級教師對青少年社會行為的重要性之評估，(2)普通班教師與啟智教育教師對社會行為重要性的評估，(3)重要的20題「青少年社會行為評量表」簡式計分是否改變對不同適應程度學生的區分效果。在研究問題一、二，本研究利用自編的「社會行為重要性評量表」，調查全國272位普通班與91位啟智教育的國中與國小高年級的教師。結果發現教師對不適應行為的重要性評量個高於適應行為或攻擊行為項目為最多，啟智教育教師與普通班教師對適應行為與不適應行為之重要性的評量差異不大。 在研究問題三，本研究請導師依策「青少年社會行為評量表」評量685名國小六年級到國中三年學生，再依學生在學校表現將學生區分為五種不同的適應程度，評量表的計分依教師所評的重要性，最重要的20題為簡式量表得分，並比較全量表與簡式兩種計對五種適應程度學生的區分效果，結果發現簡式計分並未減少對五組不同適應程度的學生之區分效果，由此可證實社會效度在社會行為評量表編製的重要性。

　　　　　The study was to investigate the implication of social validity, proposed by Wolf, in the Adolescent social Behavior Rating Scales (SBRS). There questions, based on the purpose, were to be answered in this study: (a)the social importance of adolescent's social behavior by teaches, (2)the comparison of social importance viewed by special education teachers focus on MR (MRT) and regular teachers (RT), (3)the fitness of social validity in the scoring of SBRS. 272 regular teachers and 91 special education teachers rated the Scale of social Importance of social Behavior. The homeroom teachers of 685 students, graded within 6-9, rated these students on the SBRS. Three major findings were concluded: (1)RT tend to emphasize the adaptive behavior related to self-efficacy and the maladaptive behavior related to conduct disorder; (2)the social importance viewed by MRT and RT was similar; (3)the short form, with high social importance, was found to have similar discrimination in 5 different adjustment groups judged by homeroom teachers with the original form of SBRS. Three recommendations were made from the findings.