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題名：還原「ADHD標記」真相？--不同標記與行為訊息對國小師生之知覺影響
書刊名：特殊教育研究學刊
作者：蔡明富 引用關係／洪儷瑜 引用關係
作者(外文)：Tsai, Ming-fu／Hung, Li-yu
出版日期：2005
卷期：28
頁次：頁167-190
主題關鍵詞：教師；同儕；注意力缺陷過動症；標記；Teacher；Peer；ADHD；Label；Perception
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(7) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:25
  • 點閱點閱:81
為探討國小普通班教師與學生對標記過程之詮釋，本研究以不同標記與行為訊息對臺北縣國小普通班師生在學校適應預測與社會距離之知覺影響，採取2（不同對象：教師／同儕）×3（不同標記訊息：ADHD／精力充沛／正常學生）×3（不同行為訊息：ADHD行為／適當行為／未描述行為）三因子受試者間實驗設計，各270名教師與同儕隨機分9組，每組30人，同時實施「標記與行為知覺問卷」，收集受試對ADHD的學校適應預測與社會距離之知覺。研究結果主要發現有三：一、如果只有出現標記訊息，師生對精力充沛標記、正常學生標記訊息的學校適應預測分別優於出現ADHD標記訊息，但對社會距離知覺則無影響。如果只有出現行為訊息，師生對出現適當行為、未描述行為訊息的學校適應預測與社會距離知覺優於出現ADHD行為訊息。二、如果同時出現標記與行為訊息，當學童出現適當行為或未描述行為時，ADHD標記會影響師生在學校適應產生負向預測，但出現ADHD行為訊息時，不同標記訊息對學校適應預測與社會距離覺知則無影響，ADHD行為訊息主要影響師生在學校適應預測與社會距離產生負向知覺。三、標記和行為訊息在標記過程的影響，發現單獨出現標記時，改善標記名稱確實有其功效，個體容易如標記理論所談的簡化社會認知的過程，但如提供ADHD標記和其它相關訊息時，如行為描述時，則個體對標記的知覺就不易被簡化，而會受到比較重要的訊息影響，本研究發現ADHD行為描述比標記訊息對社會認知歷程的影響來得重要，另外，角色也會影響個體對知覺反應的影響。最後根據於本研究結果與發現，分別就教育實務與未來研究提出相關建議供參考。
The main purpose of the study was to investigate the effects of ADHD label and behavioral information on teachers' and peers' perception. The effects of the different labeling and behavioral description were designed as 2 x 3 x 3 experiment. Three different labels encompassed ADHD, energetic and normal, and three different behavioral information were described as ADHD-type behavior, normal behavior, and no description. There were 270 regular elementary school teachers and 270 fifth-graded students in Taipei county participating in this study. All participants were randomly assigned to read one of the nine vignettes, which described a boy with one of the tree labels and his typical daily behavior. All the subjects were asked to complete The Perception of Label and Behavior inventory after reading the assigned vignette. Three major results were found as follows: 1. When different labeling were presented, the energetic and normal label information had a more positive impact on teachers' and peers' judgment of school adjustment prediction. But there were no different on the perception of social distance. When different behavioral information were presented, the normal behavior and no description information had a more positive impact than ADHD behavior on teachers' and peers' judgment of school adjustment prediction and social distance. 2. The results revealed that the ADHD behavioral information showed a significant negative impact on teachers' and peers' judgment of school adjustment prediction and social distance. When normal or non-descriptive behavior was presented, ADHD label had a negative impact ton teachers' and peers' perception of school adjustment prediction. 3. The results indicated that the ADHD behavioral information, but not the label, had a significant negative impact on teachers' and peers' judgments. The findings suggested that labels did not play an important role in how teachers and peers perceived and than labeling theory in relation to special education needed to be reconsidered. Implications for the practice and the further research were recommended on the basis of the findings of this study.
期刊論文
1.Cornett-Ruiz, Stacey、Hendricks, Bryan(1993)。Effects of Labeling and ADHD Behaviors on Peer and Teacher Judgments。Journal of Educational Research，86(6)，349-355。  new window
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4.Macrae, C. N.、Bodenhausen, G. V.、Miline, A. B.、Jetten, J.(1994)。Out of mind but back in sight: Stereotypes on the rebound。Journal of Personality and Social Psychology，67，808-817。  new window
5.Norwich, B.(1999)。The connotation of special education labels for professionals in the field。British Journal of Special Education，26(4)，179-183。  new window
6.蔡明富、洪儷瑜(20040300)。國小教師與同儕對注意力缺陷過動症標記之知覺研究。特殊教育研究學刊，26，293-317。new window  延伸查詢new window
7.呂偉白(2000)。出櫃的勇氣與代價。學習障礙資訊站，15，2-4。  延伸查詢new window
8.洪儷瑜(19930600)。注意力缺陷及過動學生的人際關係及其相關問題研究。特殊教育研究學刊，9，91-106。new window  延伸查詢new window
9.Cormack, S.、Furnham, A.(1998)。Psychiatric Labeling, Sex Roles Stereotypes and Beliefs about the Mentally Ill。International Journal of Social Psychiatry，44(4)，235-247。  new window
10.Finich, J.(1987)。Research Note the Vignette Technique in Survey Research。Sociology，21(1)，105-114。  new window
11.Pendry, L. F.、Macrae, C. N.(1994)。Stereotypes and Mental Life: The Case of the Motivation but Thwarted Tactician。Journal of Experimental Social Psychology，30，303-325。  new window
12.Salvia, J.、Clark, B.、Ysseldyke, J. E.(1973)。Teacher Retention of Stereotypes of Exceptionality。Exceptional Children，39(8)，651-652。  new window
13.Teeter, P. A.(1991)。Attention Deficit Hyperactivity Disorder: A Psychoeducational Paradigm。School Psychology Review，20(2)，266-280。  new window
14.Van Bourgondien, M. E.(1987)。Children's Responses to Retarde Peers as a Function of Social Behavior, Labeling, and Age。Exceptional Children，53(5)，432-439。  new window
15.陳皎眉、杜富漢(1984)。對殘障者態度之研究。中國社會學刊，8，91-112。new window  延伸查詢new window
16.Bord, Richard James(1971)。Rejection of the Mentally Ill: Continuities and Further Developments。Social Problems，18(4)，496-509。  new window
17.Clausen, J.(1981)。Stigma and Mental Disorder: Phenomena and Terminology。Psychiatry，44(4)，287-296。  new window
18.Link, Bruce G.、Cullen, Francis T.(1983)。Reconsidering the Social Rejection of Ex-mental Patients: Levels of Attitudinal Response。American Journal of Community Psychology，11(3)，261-273。  new window
19.Kunda, Z.、Sherman-Williams, B.(1993)。Stereotypes and the Construal of Individuating Information。Personality and Social Psychology Bulletin，19(1)，90-99。  new window
20.Gove, Walter R.(1970)。Societal Reaction as an Explanation of Mental Illness: An Evaluation。American Sociological Review，35(5)，873-884。  new window
21.Riddick, Barbara(1995)。Dyslexia: Dispelling the Myths。Disability & Society，10(4)，457-473。  new window
22.Foster, G.、Ysseldyke, J.、Freese, J.(1975)。I wouldn't Have Seen It If I Hadn't Believed It。Exceptional Children，41(7)，469-473。  new window
23.Gallagher, J. J.(1976)。The Sacred and Profane Uses of Labeling。Mental Retardation，14(6)，3-7。  new window
24.Reschly, D. J.、Lamprecht, M. J.(1979)。Expectancy Effects of Labels: Fact or Artifact?。Exceptional Children，46(1)，55-58。  new window
25.Ysseldyke, J. E.、Foster, G. G.(1978)。Bias in Teachers' Observations of Emotionally Disturbed and Learning Disabled Children。Exceptional Children，44(8)，613-615。  new window
26.Lehmann, Stanley、Joy, Virginia、Kreisman, Dolores、Simmens, Samuel(1976)。Responses to Viewing Symptomatic Behaviors and Labeling of Prior Mental Illness。Journal of Community Psychology，4(4)，327-334。  new window
27.Farina, A.、Hagelauer, H. D.(1975)。Sex and Mental Illness: The Generosity of Females。Journal of Consulting and Clinical Psychology，43(1)。  new window
28.Farina, A.、Murray, P. J.、Groh, T.(1978)。Sex and Worker Acceptance of a Former Mental Patient。Journal of Consulting and Clinical Psychology，46(5)，887-891。  new window
29.Locksley, A.、Hepburn, C.、Ortiz, V.(1982)。Social Stereotypes and Judgments of Individuals: An Instance of the Base-rate Fallacy。Journal of Experimental Social Psychology，18(1)，23-42。  new window
30.Kirk, Stuart A.(1974)。The Impact of Labeling on Rejection of the Mentally Ill: An Experimental Study。Journal of Health and Social Behavior，15(2)，108-117。  new window
31.Schroder, David、Ehrlich, Danuta(1968)。Rejection by Mental Health Professionals: A Possible Consequence of Not Seeking Appropriate Help for Emotional Disorders。Journal of Health and Social Behavior，9(3)，222-232。  new window
32.Krueger, J.、Rothbart, M.(1988)。Use of Categorical and Individuating Information in Making Inferences about Personality。Journal of Personality and Social Psychology，55(2)，187-195。  new window
33.Locksley, A.、Borgida, E.、Brekke, N.(1980)。Sex Stereotypes and Social Judgment。Journal of Personality and Social Psychology，39(5)，821-831。  new window
34.Lynch, Ruth Torkelson、Thuli, Kelli、Groombridge, Laurie(1994)。Person-first Disability Language: A Pilot Analysis of Public Perceptions。Journal of Rehabilitation，60(2)，18-22。  new window
35.Orlansky, Michael D.(1984)。Public Perceptions of Terms Relating to Blindness and Visual Impairment。Journal of Rehabilitation，50(3)，46-49。  new window
會議論文
1.Krutilla, Jennifer O.、Benson, Denzel E.(1990)。The Reflected-self Identity of Learning Disabled Adolescents: Perceptions of "I Am" Using Symbolic Interaction Theory。0。  new window
研究報告
1.洪儷瑜、丘彥南、張郁雯、孟瑛如、蔡明富(2001)。注意力缺陷過動症學生安置與輔導工作第三年期末報告。國立臺灣師範大學特殊教育學系。  延伸查詢new window
2.Foster, Glen、Algozzine, Robert、Ysseldyke, James E.、Foster, G.、Algozzine, B.、Ysseldyke, J.(1979)。Susceptibility to Stereotypic Bias。Minneapolis, MN。  new window
3.Rothlisberg, Barbara A.、Hill, Ruth、D'Amato, Rik Carl、Rothlisberg, B. A.、Hill, R.、D'Amato, R. C.(1992)。Social Acceptance of Mentally Retarded Children by Nonlabeled Peers。0。  new window
學位論文
1.Lewis, R. W.(2000)。General Education Teachers' Knowledge of and Attitudes Toward Identified Students with Attention Deficit/ Hyperactivity Disorder in the General Education Classroom，Tuscaloosa, AL。  new window
2.Baratta, V. S.(2001)。An Investigation into the Effect of Teacher Type and Special Education of Teacher Type and Special Education Label on the Grading of Student Work，沒有紀錄。  new window
3.Schwert, Kathryn L.(1994)。Assessing the Test-retest Reliability of the Children's Social Distance from Children with Disabilities Scale，New York, NY。  new window
圖書
1.Goffman, Erving(1963)。Stigma: Notes on the Management of Spoiled Identity。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
2.Ysseldyke, J. E.、Algozzine, B.、Thurlow, M. L.(1992)。Critical Issues in Special Education。Houghton Mifflin Company。  new window
3.何華國(1987)。特殊兒童心理與教育。五南圖書出版公司。  延伸查詢new window
4.American Psychiatric Association(1994)。Diagnostic and Statistical Manual of Mental Disorder: DSM-IV。Washington, D.C.：American Psychiatric Association。  new window
5.Mead, George Herbert、Morris, Charles W.(1934)。Mind, Self and Society。University of Chicago Press。  new window
6.DuPaul, G. J.、Stoner, G.(1994)。ADHD in the schools: Assessment and intervention strategies。New York, NY：The Guilford Press。  new window
7.Charon, J. M.(1998)。Symbolic Interactionism: An Introduction, and Interpretation, and Integration。Symbolic Interactionism: An Introduction, and Interpretation, and Integration。Upper Saddle River, NJ。  new window
8.Faules, Don F.、Alexander, Dennis C.(1978)。Communication and Social Behavior: A Symbolic Interaction Perspective。Massachusetts：Addison-Wesley Publishing company。  new window
9.Heward, W. L.、Orlansky, M. D.(1992)。Exceptional Children。Exceptional Children。New York, NY。  new window
10.Jones, E. E.、Farina, A.、Hastorf, A. H.、Markus, H.、Miller, D. T.、Scott, R. A.(1984)。Social Stigma: The Psychology of Market Relationships。Social Stigma: The Psychology of Market Relationships。New York, NY。  new window
11.(2001)。學生適應調查表指導手冊。學生適應調查表指導手冊。臺北市。  延伸查詢new window
12.Salvia, John、Munson, Susan(1986)。Attitudes of Regular Education Teachers toward Mainstreaming Mildly Handicapped Students。Mainstreaming Handicapped Children: Outcomes, Controversies, and New Directions。Hillsdale, NJ。  new window
圖書論文
1.陳彩雲(2000)。緒論。特殊教育學生兩性教育資源手冊。台北市：台北市立師範學院特殊教育中心。  延伸查詢new window
2.Phelan, J. C.、Link, B. G.(1999)。The Labeling Theory of Mental Disorder (I): The Role of Social Contingencies in the Application of Psychiatric Labels。A handbook for the study of mental health: Social contexts, theories, and systems。Cambridge New York, NY：Cambridge University Press。  new window
 
 
 
 
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