本研究探討同儕教導方案對資源班學生普通班級適應能力之改善效果。研究對象為國中身心障礙資源班學生八名，其中七年級和八年級學生各四名，男女生各四名。學生障礙程度包括輕度智障學生兩位、輕度聽障學生一位和學業低成就學生五位；同儕小老師為受試學生的十四位普通班同儕。研究方法採用單一受試之跨行為多基線設計，以及訪談和文件分析等質性資料處理，分別探討每位受試學生的三項普通班級適應能力之同儕教導效果和維持效果。

研究結果發現：
一、受試者普通班級適應能力改善情形
1.同儕教導方案對受試學生之普通班級適應行為具有改善
與維持效果。受試學生在主動向同學打招呼及道別、聊
天交談、一起玩、主動詢問、借筆記作業抄寫、表達需
求期望等普通班級適應能力都有顯著進步。
2.不同班級適應行為中，自然互動的行為比需要溝通技巧
的行為具改善效果。
3.不同障礙類別學生中，學習能力好的受試普通班級適應
行為較具改善效果。
4.方案期間行為具改善效果的受試在方案結束後也多能維
持保留效果，輕度智障受試在方案期間行為改善但方案
結束後行為表現呈現退步或未更進步。
二、同儕教導方案具備良好的社會效度。普通班導師、普
通班任課教師和普通班其他同儕都認為同儕教導方案
對增進受試學生普通班級適應能力有幫助，並且對方
案持肯定態度。
三、有效同儕教導方案的要件包括小老師要件、方案實施
要件，以及訓練課程要件。
四、可行的同儕教導方案模式有三階段任務：
1.計劃階段：評量資源班學生普通班級適應能力；確定教導目標和教導內容；設計評量表格與評量方式；挑選
同儕小老師；擬定教導策略和步驟；排定同儕教導時間。
2.執行階段：訓練資源班學生；訓練同儕小老師；同儕小
老師進行教導；督導支持同儕教導的進行；與普通班
導師晤談和座談。
3.評鑑階段：評估同儕教導的成效；舉辦小老師座談會；
舉辦普通班導師檢討會。

最後綜合研究結果與個人心得，提出對輔導實務與未來研究的建議。

The main purpose of this study is to explore the effects of peer-tutoring program on the classroom-adjustment abilities of resource room students.
The subjects of this study are eight tutees in resource room students in junior high school level, including four seventh graders, four eighth graders, four boys, four girls, two mild mental retardation students, one student with mild hearing disabilities and five students with low achievements. Tutors are fourteen nonhandicapped tutors enrolled in regular education classes.

A single-subject multiple baseline design cross-behaviors was used in this study. Interviews and document-analysis were also collected. The treatment and maintenance effects of three classroom-adjustment abilities on tutees were investigated individually.

Major results of this study were as follows:
1. The effects of classroom-adjustment abilities of resource room students.
(1) Peer-tutoring program can enhance classroom-adjustment abilities and maintaining performance of tutees. Tutees have greater improvement in greetings, chatting, playing with peers, initiative inquiring , borrowing workbooks and expressing demands.
(2) There are better effects on natural interaction behaviors than on those requiring communication techniques.
(3) Tutees who learn better also have more improvement.
(4) Tutees with greater improvement during program maintained effects after program. Mild mental retardation students improved during program but didn’t maintain the same effects.
2. The peer-tutoring program provided suitable social validity. The teachers and other peers approved the instructional result.
3. Valid factors of peer-tutoring program includes characteristics of tutors, program implement and training courses.

4. The useful peer-tutoring program includes three stages:
(1) Plan: measuring classroom-adjustment abilities, deciding teaching goals and contents, designing measuring methods and forms, selecting peer tutors, framing instructional strategies and procedures, arranging tutoring time.
(2) Implement: training resource room students, training peer-tutors, carrying on guidance, supervising and supporting tutoring, interviewing and holding discussion with teachers in regular classroom.
(3) Evaluation: evaluating the effects of peer-tutoring, holding
discussion with peer-tutors, holding review conference with teachers in regular classroom.

Suggestions in practical guidance and future research are also proposed.

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