語言是我們重要的溝通工具， 零到六歲是溝通能力的關鍵期。溝通出現在不同的社會互動情境中，其表現和語用能力息息相關，因此在情境中如何使用語言是幼兒階段的重要能力。對於疑似注意力不足過動症的孩子可能會受到不專注、衝動的特質，在語用發展上有所困難，例如：無法理解他人的意思、無法使用適切的語句表達自己的想法。在教學上需提供進一步的輔導策略提升語用能力。本研究利用社會故事「生活化」的編寫特性，以及具「結構性」的句型組織架構，幫助疑似注意力不足過動症幼兒在生活中常因其特質所產生的語用困境作為社會故事內容設計進行教學。
本研究旨在探討社會故事教學法對於疑似注意力不足過動症幼兒語用能力的成效。研究對象為一位四歲疑似注意力不足過動症幼兒，研究方法採單一受試法A-B-M設計，包括基線期（A）、介入期（Ｂ）、追蹤期（Ｍ）三個階段，共進行十一週。在基線期預先觀察個案語用能力基礎；接著於介入期期間進行五則不同主題的社會故事教學，每則故事將進行兩次教學：第一次教學為社會故事唸讀；第二次教學為進行該主題之社會情境扮演；於介入撤除後，隨即進入追蹤期觀察語用能力表現的情形，最後將各階段所得資料使用視覺分析法及Ｃ統計進行分析，搭配質性的觀察紀錄進行分析。研究結果發現社會故事教學法對疑似注意力不足過動症幼兒之語用能力在介入期期間具有立即成效，並於介入撤除後仍具有維持效果，達到提升個案語用能力的成效。最後根據研究經驗與結果對未來研究與教學實務提出相關建議供教學工作者參考。

Language is an important tool for communication, and the age range of 0-6 is a critical period for developing communication skills. Communication occurs in various social interaction contexts, and its manifestation is closely related to pragmatic abilities. Therefore, the ability to use language appropriately in situational contexts is crucial during early childhood. Children suspected of having attention deficit hyperactivity disorder (ADHD) may experience difficulties in pragmatic development, such as difficulties in understanding others' intentions or expressing their own thoughts using appropriate language. To enhance pragmatic abilities, additional guidance strategies are needed in teaching. This study utilizes the characteristics of social stories, which are "lifelike" in their narrative style and have a "structured" syntactic organization, to help children suspected of ADHD overcome pragmatic challenges arising from their traits. The social stories are designed as instructional content in this study.
The aim of this research is to investigate the effectiveness of social story intervention on the pragmatic abilities of children suspected of ADHD. The participant is a 4-year-old child suspected of ADHD. The research design follows a single-subject A-B-M design, consisting of three phases: baseline (A), intervention (B), and maintenance (M), conducted over a period of eleven weeks. The baseline phase involved pre-observation of the participant's baseline pragmatic abilities. During the intervention phase, five different themed social stories were taught, with each story being taught twice: the first teaching involved reading the social story, and the second teaching involved role-playing social situations related to the theme. Following the intervention withdrawal, the study entered the maintenance phase to observe the participant's pragmatic performance. The data collected from each phase were analyzed using visual analysis and C-statistics, supplemented by qualitative observation records. The results indicate that social story intervention has an immediate effect on the pragmatic abilities of children suspected of ADHD during the intervention phase, and this effect is maintained after the intervention withdrawal, thereby enhancing the participant's pragmatic abilities. Finally, based on the research experiences and results, relevant suggestions are provided for future research and teaching practices for educational practitioners.

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