本研究主要目的在探討啟聰學校國中與高中部聽覺障礙學生的心智理論發展情形，並分析手語理解能力與其心智理論能力之間的相關性，以及不同背景變項對心智理論、手語理解能力的影響。本研究樣本21人，搜集資料包含托尼非語文智力測驗第四版、臺灣手語理解能力標準化測驗(簡版)及心智理論測驗(Theory of Mind Task Battery)進行測試。以SPSS 23版統計軟體進行資料分析，包含描述性統計、獨立樣本t檢定、單因子變異數分析 (ANOVA)的 F 檢定進行差異性檢定及皮爾遜積差相關分析。
本研究結果如下:
1. 聽障學生的心智理論能力普遍達到早期階段和基本階段，但在進階階段7-12歲發展進程的表現相對較弱，顯示啟聰學校12-18歲的國中與高中生的心智理論發展落後於一般聽力正常的學生。
2. 手語理解能力與心智理論表現之間存在顯著的正相關。手語詞彙理解和句子理解能力答對率越高的學生，在心智理論測驗中的得分越高。
3. 智商與心智理論測驗表現存在顯著正相關;女性在心智理論測驗得分顯著高於男性;使用口語溝通的學生在心智理論測驗中的表現顯著優於使用綜合溝通法的學生;配戴助聽輔具組別學生心智理論測驗中的表現顯著優於無配戴助聽輔具學生。
4. 智商與手語總分之間有顯著正相關;女性在手語總分和句子理解上皆顯著高於男性;使用口語溝通的學生在手語總分與句子理解上顯著高於使用綜合溝通法的學生;配戴助聽器或電子耳或其他組別手語總分與詞彙理解顯著高於無配戴組別。

The primary aim of this study is to explore the development of Theory of Mind (ToM) in junior high and high school students with hearing impairments at a special education school, and to analyze the correlation between sign language comprehension ability and their ToM capabilities. Additionally, the study examines the impact of various background variables on ToM and sign language comprehension ability. The sample consists of 21 students, and data were collected using the TONI-4, the standardized Taiwan Sign Language Comprehension Test (short version), and the Theory of Mind Task Battery (ToMTB). Data analysis was conducted using SPSS version 23, including descriptive statistics, independent sample t-tests, one-way ANOVA F-tests for difference testing, and Pearson correlation analysis.
The findings of this study are as follows:
1. The ToM abilities of hearing-impaired students generally reach the early and basic stages, but their performance in the advanced stage (developmental process of 7-12 years) is relatively weak. This indicates that the ToM development of junior and senior high school students (ages 12-18) at the special education school lags behind that of their hearing peers.
2. There is a significant positive correlation between sign language comprehension ability and ToM performance. Students with higher accuracy rates in sign language vocabulary and sentence comprehension scored higher on the ToM tests.
3. IQ is significantly positively correlated with ToM test performance; females scored significantly higher than males on ToM tests; students using oral communication methods performed significantly better on ToM tests than those using total communication methods; students with hearing aids or cochlear implants performed significantly better on ToM tests than those without such aids.
4. There is a significant positive correlation between IQ and overall sign language scores; females scored significantly higher than males in overall sign language scores and sentence comprehension; students using oral communication methods scored significantly higher in overall sign language scores and sentence comprehension than those using total communication methods; students with hearing aids or cochlear implants scored significantly higher in overall sign language scores and vocabulary comprehension than those without such aids.

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