購物是智能障礙學生在社區內獨立生活必備技能之一，而使用手持裝置則能讓智能障礙學生也能從事適齡活動。本研究旨在探討應用手持裝置提升國中特教班中重度智能障礙學生購物技能之成效。研究採用單一受試研究法之跨受試多探試設計，以安置臺北市某國中集中式特教班之三名中重度智能障礙學生為對象，探討「手持裝置」對提升「購物技能」及「獨立性」的影響。經過二十週的研究過程，在基線期，三位參與者分別實施三、四、五次評量；在手持裝置介入期，每位參與者皆實施八次評量；在撤回期，每位參與者皆實施三次評量。所得數據以視覺分析、C統計等方法，評估手持裝置介入之成效。最後以自編「手持裝置介入購物技能訪談問卷」對參與者、家長及教師進行訪談，了解其學習滿意度。本研究結論顯示：
一、應用手持裝置能提升三位國中特教班中重度智能障礙學生之購物技能，增加正確購買指定商品之數量。
二、應用手持裝置能提升三位國中特教班中重度智能障礙學生購買指定商品時之獨立性，有降低需他人口語提示之次數的趨勢。
三、學生三人以及五位教師及家長皆對手持裝置進行學習具有高滿意度，亦抱持正向態度。
針對研究結果，建議未來可針對手持裝置之購物清單呈現方式進行更進一步探討，在教學上亦可適當利用手持裝置做為教具，以提升智能障礙學生學習成效及動機。

Shopping is one of the skills necessary for students with intellectual disabilities to live independently in the community, and using the handheld device allows students with intellectual disabilities to engage in age-appropriate activities. This purpose of this study was to examine the effects of using the handheld device to improve shopping skill for students with moderate to severe intellectual disabilities in junior high school. The multiple probes across subjects design of single-subject research was used in this study. Three junior high school students with moderate to severe intellectual disabilities in the special education class of Taipei City were recruited. The study explored the handheld device to enhance the shopping skills and independence. After the twenty-week course of research, three, four, and five assessments were implemented among the three participants respectively in the baseline phase. During the intervention period, each participant was given eight assessments. During the withdrawal period, three assessments were carried out on each participant. The data were analyzed mainly through visual analysis and C statistics to assess the effectiveness of intervention of the handheld device. An interview questionnaire of using the handheld device to improve in shopping skills was used to investigate the learning satisfaction. The results of this study were as follows:
1. The application of the handheld device can improve the shopping skill of the three students with moderate to severe intellectual disabilities in the special education class in junior high school and increase the accurate number of the designated purchase.
2. The application of the handheld device can improve the three participants’ independence and the frequency of giving verbal prompts of designated purchases is decreasing.
3. The three students, their parents, and five teachers have a high degree of satisfaction and hold a positive attitude toward applying the handheld device on learning of shopping skill.
Based on the research findings, future research on the presentation of shopping lists for the handheld device is recommended. In terms of teaching, handheld devices can also be used as teaching aids to enhance effectiveness and motivation for learning.

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