通过结合社工小组工作与游戏治疗方法的优势，本研究尝试在F 特殊教育学校的四个班级针对34 名心智障碍儿童开展课程化的社会适应性游戏活动，目的是提高服务对象的社会互动能力。活动由J机构社工和F 特殊教育学校教师联合开展，每个班均为13 次。综合和分析通过参与式观察、半结构式访谈及问卷调查方法收集到的资料后发现，服务对象的社会互动能力总体上有了明显的提升，具体表现在三个方面：遵守游戏纪律的能力有了提升、游戏认知有了提高和游戏表现得到了强化，但受服务对象自身的心智障碍程度、语言表达能力、性格以及游戏活动的出勤率等因素的影响，服务对象的社会互动能力提升在个体层面上有较明显的差异。据此，本研究得出结论：通过发挥社会工作专业优势，游戏治疗具备了在特殊教育学校的日常教学和课余活动中进行推广的可能性。
This research is an exploration and attempt to apply play therapy to the daily curriculum of special education schools by using the professional methods of social work groups from the perspective of social learning theory. In the research process, the research methods of participatory observation, semi-structured interview and questionnaire survey were used to compare before and after intervention, and it was found that the combination of play therapy and group work method could be integrated into the special education teaching curriculum and had a significant effect on improving the social interaction ability of children with intellectual disabilities. The improvement of social interaction ability of children with mental disabilities is specifically reflected in the project: improving the ability to abide by game discipline, improving game cognition, strengthening game performance and overall ability improvement, but for individuals with relatively severe mental disabilities, further casework methods are needed to achieve obvious results. The research can provide reference for social work to intervene in the mentally disabled groups in special education schools.