目的：本研究在醫院的人際互動團體中實施，目的在於發展一套適合學齡前ADHD兒童的繪本療育方案，並探討方案是否能影響社會能力的發展。方法：使用行動研究法，運用繪本設計療育方案並施行，過程透過閱讀、討論以及進行延伸性活動。對象為三位學齡前ADHD的兒童，為期三個多月共十次的療程。期間蒐集「幼兒社會能力量表」前後測的資料，輔以活動紀錄與家長老師訪談資料，了解方案的成效以及對ADHD社會能力影響程度。結果：需透過與專業團隊對話、確認兒童起始能力、確認療育目標、繪本內容分析、療育活動設計、療育活動實施等步驟，才得以發展完整的療育方案。參與繪本療育後，三位兒童在「幼兒社會能力量表」的分數皆有進步。根據訪談資料與療育活動的錄影資料，也可發現三位兒童在家中與學校社會能力的五大面向有正向改變。結論：從研究結果得知，繪本療育可促進ADHD兒童社會能力的發展，在此過程中，治療師可學習如何規劃及進行繪本療育方案，一方面可提供家長及兒童另一種療育選擇，另一方面也可提升治療師的專業能力。

Objective: This study is conducted in hospitals' interpersonal interaction groups with the objective of developing a picture book intervention program for ADHD-diagnosed preschool children, and examines whether the proposed program influences the development of their social competence. Methods: Action research is employed and picture books are used to design and implement an intervention program. During the process, reading and discussion are employed, and extension activities implemented. The examined participants in this study are 3 ADHD-diagnosed preschool children. A total of 10 weeks therapy sessions were conducted for over 3 months. Preschool Social Competence Scale pre- and post-test data were collected with additional data, such as activity records, and parent and teacher interview data to understand the project or program's effectiveness and level of influence on the social competence of ADHD patients. Results: The execution of steps such as dialogue with professional groups, confirmation of the children's initial competence, confirmation of intervention objectives, picture book content analysis, the design of intervention activities, and intervention activity implementation are necessary for the development of a comprehensive intervention program. After participating in the picture book intervention program, all 3 participants exhibited improvements in their Preschool Social Competence Scale scores. Interview data and video recordings of the intervention activities show that the 5 major dimensions of the 3 children's social competence at home and at school showed positive change. Conclusion: The results of this study indicate that picture book intervention facilitates the development of ADHD-diagnosed children s social competence. In this process, therapists can learn how to plan and conduct picture book intervention programs, providing an alternative choice of intervention for parents and children while elevating therapists' professional capability.