本研究旨在運用刺激褪除導向之電腦輔助學習系統來增進中度智能障礙學童詞彙辨識的學習，研究方法採用跨受試兼跨行為之多試探設計，研究對象是三位中度智能障礙學童，受試者分別接受四個目標詞彙的電腦輔助教學實驗，共進行十二週每週五次的教學活動，自變項是詞彙辨識學習系統，依變項為受試者的立即學習成效、學習保留及學習類化效果。實驗教學設計分三個階段，第一階段是基線期：評估受試者的起點行為，第二階段為介入期：進行電腦教學活動，並評量受試者的立即學習成效，第三階段為保留期：實施方式與基線期相同，瞭解受試者的學習保留與類化情形，所得的資料以視覺分析法加以分析。
本研究發現受試者在立即學習成效能達精熟水準時，其學習保留與類化則有良好的效果，根據教學實驗可獲得以下的結果：
一、刺激褪除策略有助於中度智能障礙學童的詞彙辨識學習。
二、電腦輔助學習系統的教學代理人機制，可提昇智能障礙學生的學習動機。
三、不同的刺激褪除策略對智能障礙學童學習成效之差異，有待進一步探討。
基於研究的結果與發現，本研究對電腦輔助智能障礙學童的詞彙學習，分別就教學應用、學習系統設計及未來研究提出數點建議，以供教學與後續研究之參考。

The purpose of this study is to find out the effect on the learning efficiency of moderate mental-retarded students receiving a training session of a word-recognition learning system, which applies the stimulus fading strategy. A multiple probes across conditions and subjects of single-subject design was adopted. Three elementary school pupils with moderate mental retardation participated in this study. The teaching experiment lasted for consecutive twelve weeks and it was conducted five times a week. The independent variable is word-recognition learning system. The dependent variable is the efficiency of the instruction.
The experimental design of this study contains three phases. In the baseline period, the subjects took a series of pretest to measure their ability of word-recognition. In the instruction period, the subjects received word-recognition instruction with picture fading, and then some tests were applied to find out its effects. In the maintenance period, the subjects’ learning maintenance and their behavior of assimilation were explored. The data collected were analyzed by using visual analysis method. It was found that positive learning efficiency was obvious as the subject reach the expertise on their instant learning outcome. Based on this study, major findings were:
1. Using stimulus fading strategies on word-recognition instruction can be an effective
teaching method for pupils with mental retardation.
2. The learning system embedded teaching agent can increase the students’ learning motivation.
3. The correlation between various stimulus fading strategies and the learning outcomes of mental retarded students need more evidence to be proved.
Some suggestions for the application of this design on teaching, the development of learning systems and future studies were made in this study.

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