学生课堂问题行为不仅影响着自己的学习，同时也对其他同学的学习造成了干扰，课堂问题行为也使教师必须耗费部分时间来进行课堂管理，无形之中带来教学效率的降低。社会故事教学在孤独症儿童行为干预中具有显著效果，本研究旨在通过社会故事教学，探究社会故事对智力障碍学生课堂问题行为的干预效果。研究选取中年级智力障碍学生，采用单一被试ABA实验设计，对被试课堂离座问题行为进行干预。研究结果显示，经过13次社会故事教学干预后，被试离座行为未出现明显变化。

Students' classroom behaviors not only affect their own learning, but also interfere with the learning of other students. Classroom behaviors also make it necessary for teachers to spend part of their time in class management, which in turn brings about a decrease in teaching efficiency. Social story teaching has a significant effect in the behavioral intervention of autistic children. This study aims to explore the effect of social stories on the classroom behavior of mentally retarded students through social story teaching. The study selected middle-aged students with intellectual disability and adopted a single test ABA experiment design to intervene in the behavior of the participants in the classroom. The results of the study showed that after 13 social story teaching interventions, there was no significant change in the behavior of the test participants.