本研究的主要目的在探討智能障礙學生雙手打擊節奏練習過程，並分析打擊節奏各小節間相互影響的自我組織現象。研究以二名國中智能障礙學生為實驗參加者，跟隨本研究自行製作之節奏打擊教學光碟練習約140次，BIOPAC MP100多通道多功能生物訊號處理系統與加速度傳感器則用以紀錄分析實驗參與加者每次練習的正確次數，並以SPSS 11.0版統計軟體計算三個小節節奏打擊正確次數的交叉相關係數作為自我組織現象之觀察。結果顯示實驗參加者節奏練習的正確性未隨練習次數而成線性增加，且由初期穩定階段進入另一穩定階段時，正確次數的變異性先出現降低的現象；但是在進入可以完全正確跟隨的穩定期時，實驗參加者仍會經常性出現練習初期的低正確次數現象，顯示智能障礙學生雖然已處於一穩定階段，卻仍然容易退化至練習初期的低正確性階段。交叉相關分析顯示實驗參加者各小節的正確次數未產生延遲情況，說明了實驗參加者三小節的節奏打擊練習係同時自我組織完成。

　　The purpose of this study was to investigate the practice process of two hands in polyrhythmic tapping for the student with mental retardation and to analyze the characteristics of self-organization of tapping task between rhythmical bars. Two junior high school students with mental retardation were served as the participants in this study. Participants were asked to follow the instructional video DVD that produced from researcher to perform tapping task approximately 140 times. Biopac system (MP100) and two tri-axis accelerometers were used to record and to analyze the correct beats of three bars for every practice. SPSS v11.0 statistics software was used to analyze the cross correlation function among the accuracy of three bars to observe the characteristics of self-organization. The results showed that the tapping accuracy did not increase in linearity, and the variability of tapping accuracy was prior reduced from the stability of initial stage shift to the higher accuracy stage. Participants were often presenting the lower accuracy same with initial stage during the higher accuracy stage that they were capable to follow the instructional video DVD. It was indicated that although the student with mental retardation situated in the higher accuracy stage as a result of practice, they were easy regress to the initial stage was lower accuracy. The results of cross correlation analyze showed there were no any times lag among the accuracy of three bars. It demonstrated that participants self-organized into the higher accuracy stage of polyrhythmic tapping for three bars synchronously.