本研究主要目的在探討國中聽覺障礙學生接受九週的心智理論教學後，對增進其心智解讀能力及改善負向社交行為之成效，以兩名就讀於某國中普通班九年級心智解讀能力不佳及具有負向社交行為之聽覺障礙學生為研究對象，研究方法採單一受試實驗設計研究中之跨行為多探試實驗設計方式。教學研究者分別以視覺分析與C統計考驗分析心智理論測驗與心智理論單元評量結果、及負向社交行為頻率。訪談學生導師及同儕瞭解研究對象在心智理論教學介入前後其負向社交行為表現，以及心智理論教學的社會效度。
本研究主要結果如下：
一、心智理論教學介入後，研究對象的心智解讀能力有明顯的進步，且能繼續維持。
二、心智理論教學介入後，研究對象能明顯降低負向社交行為，且能繼續保持。
三、研究對象之導師與同儕肯定心智理論教學能改善負向社交行為。

The purpose of this study mainly aimed at exploring the effects of the nine weeks of theory-of-mind teaching program on the changes of mind-reading and negative social behaviors among junior high school students with hearing impairments. The participants were two nine-grade students of junior high school with hearing-impairments, poor mind-reading ability and negative social behaviors in a regular classroom with resource programs. The study proceeded in the way of taking multiple probe design across behaviors of the single subject experimental design. The researcher tested visual analysis and C statistical analysis on the theory-of-mind test, theory-of-mind unit assessments, and the frequency of negative social behaviors. In addition, the researcher interviewed participants' teachers and classmates to understand participants' involvement in negative social behaviors before and after the theory-of-mind teaching program, and social validity of the theory-of-mind teaching program.
The main results of the study were as follow:
A.After the theory-of-mind teaching, all the participants demonstrated steady progress in mind-reading and continued to maintain.
B.After the theory-of-mind teaching, all the participants significantly reduced the negative social behaviors, and continued to maintain.
C.As part of the social validity, all the participating teachers and classmates confirmed the above conclusions and gave their full support for the theory-of-mind teaching program on reducing the negative social behaviors of junior high school students with hearing impairments.

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