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題名：自我教導策略增進ADHD兒童持續性注意力之效果
書刊名：特殊教育學報
作者：王乙婷／何美慧 引用關係
作者(外文)：Wang, Yi-ting／Ho, Mei-hwei
出版日期：2003
卷期：18
頁次：頁21-54
主題關鍵詞：自我教導策略；注意力缺陷過動症；持續性注意力；單一受試實驗設計；跨行為多基線設計；Self-instruction strategy；Attention deficit hyperactivity disorder；ADHD；Sustained attention；Single subject research；Multiple basline design accross behaviors
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  • 被引用次數被引用次數:期刊(14) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:14
  • 共同引用共同引用:38
  • 點閱點閱:96
　　　　　注意是學習的第一步，而持續性注意力是注意的重要向度。ADHD兒童的持續性注意程度低落，增進ADHD兒童的持續性注意力可有效改善其學習行為與適應能力；因此，本研究主要目的有二：(a)探討自我教導策略對增進ADHD兒童持續性注意力的成效；(b)探討ADHD兒童運用自我教導策略增進其持續性注意力的類化情形。 研究採單一受試實驗設計之跨行為多基線設計，自變項為自我教導策略；依變項為持續性注意力，包括(a)持續性注意力時間(以時間長度為指標)，和(b)持續性注意力品質(以完成作業百分比為指標)。參加研究對象為三名ADHD國小低、中年級兒童。研究的進行分為基線期、教學期、保留期和追蹤期四階段，資料蒐集的情境包括教學情境(資源班)和類化情境(普通班)。資料分析主要採目視分析和C統計考驗。 本研究的主要發現如下： l•在策略的習得方面，三名ADHD兒童皆習得並應用自我教導策略的步驟。 2•在教學成效方面，三名ADHD兒童在自我教導策略期間，持續性注意力皆有明顯改善。 3•在教學成效的保留方面，三名ADHD兒童在撤除教學後，各自的三個目標行為的教學成效皆獲得維持，包括立即保留和長期保留效果(撤除教學後27天)；不過，立即保留效果優於長期保留效果。 4•在類化效果方面，三名ADHD兒童皆使用自我教導策略至普通班情境(類化情境)，而增進其持續性注意力。
　　　　　The study purported to investigate how well the self-instruction strategy could improve the sustained attention of ADHD students. The deficits on sustained attention have been reported as one critical factor for their maladjustment in classrooms. A multiple baseline across behaviors research design was used in this study. Three students and their teachers were involved. These students were identified as ADHD and were enrolled in the first, the second, or the forth grade, respectively. Three target behaviors were chosen for each student participant. Data were collected for the students' performance of the target behaviors in terms of the duration and the quality of the sustained attention. The data collection included videotaping, interviewing, and self-reporting. The students were taught with the self-instruction strategy in their resourcerooms, but their performance were evaluated in both their own resourcerooms (instruction situation) and general classrooms (generalization situation). Data were analyzed with visual analysis and further tested with the simplified time-series C statistic. Results of the study were reported as follows. 1. All the three students with ADHD acquired the self-instruction strategy and applied the learned strategy in both the instruction situation and the generalization situation. 2. All the three students with ADHD gained improvement on their own three target be haviors in terms of the duration and the quality of the sustained attention. The improved performance occurred in both the instruction situation and the generalization situation. 3. All the three students with ADHD have reserved their improvements on the sustained attention since the instruction were withdrawn. They showed the immediate reservation better than the long-term reservation.
期刊論文
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16.王華沛(19890300)。注意力不足過動症候群。特殊教育季刊，30，26-32。new window  延伸查詢new window
17.楊幸真(19921000)。注意力與學習之相關探討。教師之友，33(4)，28-30。  延伸查詢new window
18.Meichenbaum, D. H.、Goodman, J.(1971)。Training impulsive children to talk to themselves: A means of developing self-control。Journal of Abnormal Psychology，77(2)，115-126。  new window
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23.Barkley, Russell A.(1997)。Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD。Psychological Bulletin，121(1)，65-94。  new window
24.王雅琴、Chong, M. Y.、Chou, W. J.(1993)。臺灣學齡兒童注意力不足過動症候群盛行率之研究。臺灣醫學會雜誌，92(2)，133-138。  延伸查詢new window
25.江淑卿(1991)。自我教導訓練對國小兒童輔導效果之研究。輔導季刊，27(3/ 4)，21-25。  延伸查詢new window
26.洪榮照(1991)。以認知行為自我教導訓練改變兒童內在語言。國教輔導，31(2)，20-26。  延伸查詢new window
27.施錚懿(1997)。運用自我管理技巧於注意力缺陷過動兒童。國教園地，59/60，17-20。  延伸查詢new window
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31.蔡明富(2000)。「過」人的「智慧」－高智商注意力缺陷過動學生在魏氏兒童智力量表第三版上的表現。資優教育，75，26-36。  延伸查詢new window
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學位論文
1.黃慈愛(1999)。國小四年級普通班注意力缺陷過動症同儕接納課程之教學成效(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.王玉琳(2002)。自我教導策略、合作學習和增強系統合併使用對安置在融合教育情境中之輕度智障學生課室適應行為之研究(碩士論文)。臺中師範學院。  延伸查詢new window
3.翁敏嘉(1997)。注意力缺陷過動症候群兒童行為問題的異質性(碩士論文)。高雄醫學院。  延伸查詢new window
4.伍秀蓉(2001)。以長期自然觀察法分析注意力缺陷過動症(ADHD)兒童之行為特性(碩士論文)。高雄醫學大學。  延伸查詢new window
5.林佳惠(1999)。自我教導訓練團體對國小六年級學童社會焦慮輔導效果之研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
6.張寶珠(1992)。後設認知訓練團體對國中英語低閱讀能力學生之輔導效果研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
7.黃瑞瑛(1996)。注意力疾患兒童在注意力向度表現上之初探，沒有紀錄。  延伸查詢new window
8.張淑滿(2001)。自我教導策略對國小智障兒童解決生活問題之效果研究(碩士論文)。國立嘉義大學。  延伸查詢new window
9.杜娟菁(2001)。學齡前注意力缺陷過動症兒童之父母訓練方案成效評估(碩士論文)。高雄醫學大學。  延伸查詢new window
10.江素鳳(1997)。自我教導策略對國小數學學習障礙兒童學習效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
11.林玉華(1995)。自我教導策略對注意力不足過動兒童之教學效果研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
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16.胡雅各(1993)。自我教導與配合輔導性教學提示之自我教導策略對重度智障者職業技能養成之比較研究，沒有紀錄。  延伸查詢new window
17.黃薇蓉(1999)。情緒教育方案對注意力缺陷過動症兒童教學效果之研究，沒有紀錄。  延伸查詢new window
18.陳碧萍(1997)。自我教導策略對國小學生完成效果之研究，沒有紀錄。  延伸查詢new window
圖書
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圖書論文
1.洪儷瑜(1999)。過動兒與學習障礙二者的關係。高雄縣過動學生輔導個案實例彙編。高雄縣：高雄縣政府。  延伸查詢new window
2.黃世明(1998)。過動兒的認識與治療。特殊教育研究成果彙編。屏東縣屏東市：國立屏東師範學院。  延伸查詢new window
 
 
 
 
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