本研究旨在探討應用跨感官語言訓練模式，對身心障礙學生學習使用動詞表達之效果。研究對象為台北市立啟智學校國中部12至15歲語言發展遲緩學生六名，分屬於三類不同身心障礙類別：腦性麻痺、智能障礙、自閉症等。
研究方法採用單一受試之多基線設計的變形多探試實驗設計進行實驗教學，本實驗設計分為基線階段、介入階段、維持階段，進行實驗教學的先後順序組別為腦性麻痺組、智能障礙組、自閉症組。自變項為在語言教室應用跨感官語言訓練進行的二十張黑白動詞圖片之教學活動，依變項為每次學習使用動詞表達二十張黑白動詞圖片之效果以及達到穩定學習效果兩週至四週的維持效果。
本實驗研究教學結果如下：
一、在應用跨感官語言訓練模式教導訓練後，學童在使用動詞來表達圖片中的動作，均呈現明顯的學習效果。
二、在應用跨感官語言訓練模式教導訓練後，百分之百的學習效果，複製出現於腦性麻痺學童、智能障礙學童、自閉症等三類不同障礙類別。
三、在應用跨感官語言訓練模式教導訓練後，腦性麻痺學童、智能障礙學童、自閉症學童，在百分之百使用動詞來表達圖片動作的效果之維持時間都可長達一個月之久。
跨感官語言訓練模式提供了教導動詞的另一種語言教學方式選擇。在訓練期間，隨著效果的顯見，除了學會用動詞來表達動作圖片外，也伴隨出現有利於往後的語言學習溝通等能力，如成就感的提升，信心的增加，得意的笑容，自發性的仿說，同儕的互動交流，增加彼此的溝通機會。

The purpose of this study is to investigate the effect of cross-modalities training program on the ability about verb-expression in the disabled students. Six students from Taipei Municipal School For The Mentally Retarded were included in this study. They all had retardation in the development on language. The age ranged from 12 to 15 years old. The morbidity suffered included 2 cerebral palsy, 2 mental retardation, and 2 autism.
We used modified multiple baseline multiple probe subject modified method for this study. The training program included base phase, intervention phase, and maintain phase. The procedure performed was first the cerebral palsy group, second the mental retardation group, and then autism group. Twenty black-and-white pictures were used in this program.
The independent variable in the cross-modalities training program was to teach the students to learn expression of the action in the picture. The dependent variable was the effect of learning expression about the action in these 20 pictures after each session's training.
The results showed that: 1.) There was significant improvement on the learning of verbal speech by the cross-modalities training program. 2.) The learning effects were manifested in all groups studied, including cerebral palsy, mentally retarded, and autism group. 3.) Maintenance of the learning of verbal speech could be sustained as long as one month in all three groups.
Cross-modalities language training provided another method in the training of verbal expression. The effectiveness in the verb-learning will not only improve the verbal ability to describe the action in the picture, it also contributed the promotion in self-esteem, self confidence, smile with achievement, spontaneous echo-speech, mutual interaction within peer. These will increase the communication within the disabled students and promote even more learning.