本研究針對學習障礙學生設計一套幽默融入社會情緒學習(social and emotional learning, SEL）課程，探討課程對學生的社會情緒能力、幽默感及自我概念之影響。
研究採實驗組—控制組不等組前後測設計，研究對象為桃園市某國小六位中年級學習障礙學生，其中四位為實驗組，實施為期五週，每週二節，每節40分鐘之幽默融入SEL課程；另二位為控制組，僅接受一般綜合活動課程及前後測。研究工具為「社會情緒學習量表」、「多向度幽默感量表」及「貝克兒童及青少年量表」，以Mann-Whitney U檢定比較實驗組與控制組在各項能力的進步分數之差異；Wilcoxon符號等級檢定比較單一組別在各項能力的分數差異，並輔以訪談紀錄瞭解實驗效果。課程設計以「幽默環境」、「合作活動」及「多元感官」為原則，並依據SEL五大核心概念發展教學活動。
綜合各項資料，獲得以下研究結論：
一、幽默融入SEL課程介入後，實驗組學生於「自我管理」、「負責決策」表現較控制組學生提升，並達顯著差異；實驗組學生於「社會覺察」、「人際關係」、「負責決策」有提升效果，對於「自我覺察」則未有提升效果。
二、幽默融入SEL課程介入後，實驗組學生於「幽默理解」、「社交幽默」、「幽默因應」有提升效果；對於「幽默創造」、「幽默態度」、「笑的傾向」則未有提升效果。
三、幽默融入SEL課程介入後，實驗組學生於「自我概念」有提升效果。
研究結果顯示，幽默融入SEL課程對於學習障礙學生之社會情緒能力、幽默感及自我概念有提升效果，訪談資料中也顯示，學習障礙學生能潛移默化提升相關能力，學業表現上也有進步，在更友善、包容的環境學習，並適應地更好。

This study designed a humor-integrated social and emotional learning（SEL）curriculum for students with learning disabilities to explore its effects on their social-emotional skills, sense of humor, and self-concept.
The research adopted a pretest-posttest quasi-experimental design with an experimental group and a control group. Participants included six middle-grade students with learning disabilities from an elementary school in Taoyuan City. Four students were assigned to the experimental group, participating in a five-week curriculum consisting of two 40-minute sessions per week, while the two students in the control group received only general integrated activity courses and pre- and posttests. Research instruments included the "Social-Emotional Learning Scale," the "Multidimensional Sense of Humor Scale," and the "Beck Child and Adolescent Inventory." The Mann-Whitney U test was used to compare the progress scores between the experimental and control groups; Wilcoxon Signed-Rank test was used to compare the scores of each ability in a single group, supplemented by interview records to understand the intervention effects from multiple perspectives. The curriculum design emphasized principles such as creating a "humorous environment," promoting "collaborative activities," and incorporating "multisensory approaches," based on the SEL core competencies. The findings are summarized as follows:
After the intervention, the experimental group showed significantly greater improvement in "self-management" and "responsible decision-making" compared to the control group. Positive effects were also observed in "social awareness", "relationship skills", and "responsible decision-making", while no significant changes were noted in "self-awareness".
The experimental group demonstrated positive changes in "humor comprehension", "social humor", and "humor response", but showed no significant differences in "humor creation", "humor attitude", and "laughter tendency."
The "self-concept" of the students in the experimental group was improved.
The research results show that humor-integrated SEL curriculum can improve the social-emotional abilities, sense of humor, and self-concept of students with learning disabilities. Interview data also shows that students with learning disabilities can subtly improve their related abilities and improve their academic performance, learn in a more inclusive and supportive environment, and adapt better and better.

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