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題名:提高信噪比對注意力缺陷過動症學生遵守指令、持續性注意力以及短期記憶的影響
書刊名:特殊教育與復健學報
作者:王立志楊憲明 引用關係
作者(外文):Wang, Li-chihYang, Hsien-ming
出版日期:2008
卷期:19
頁次:頁51-89
主題關鍵詞:信噪比注意力缺陷過動症持續性注意力短期記憶Signal to noise ratioSNAttention deficit and hyperactivity disorderADHDSustained attentionShort-term memory
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(2) 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:1
  • 共同引用共同引用:1503
  • 點閱點閱:46
本研究目的旨在瞭解提高信噪比對注意力缺陷過動症學生遵守指令、持續性注意力以及短期記憶的影響,研究對象為三名國小中年級的注意力缺陷過動症學生,以單一受試實驗法之比較介入設計進行本研究,主要的介入方式是FM系統、特殊教室以及FM系統加上特殊教室等三種方式進行,以評量與錄影觀察受試者在遵守指令比率、遵守指令的延遲時間、持續性注意力以及短期記憶的表現情形,本研究之主要發現如下: 一、以提高信噪比的介入方式,對於ADHD學生在遵守指令比率、遵守指令的延遲時間、持續性注意力以及短期記憶確實與無介入時有差異。 二、單純FM系統的介入對於ADHD學生在遵守指令比率、遵守指令的延遲時間、持續性注意力以及短期記憶有最佳的效果。 三、單純特殊教室的介入對於ADHD學生在遵守指令比率、遵守指令的延遲時間、持續性注意力以及短期記憶有所成效,但比較之下,效果並不如單純調頻系統。 四、FM系統與特殊教室的搭配介入對於ADHD學生在遵守指令比率、遵守指令的延遲時間、持續性注意力以及短期記憶有所成效,但比較之下,效果並不如單純調頻系統。
This study aimed to investigate the relationship between increasing signal to noise ratio (SN) and students with Attention Deficit and Hyperactivity Disorder (ADHD), particularly its impacts to students' instruction compliance, sustained attention, and shortterm memory. Three ADHD students, between 3rd and 4th grades, were selected as study subjects, and the paired-t test of single-subject research method was used. Three types of SN interventions were administered in the study, including Frequency Modulated System (FM System), special classroom, and FM systems in a special classroom. A test and videotaping were conducted to observe the subjects' performances of instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory. The followings are the findings of the study: 1. The increase of SN interventions provided a significant difference in ADHD students' performances of instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory when compared to non-intervention conditions. 2. The FM system intervention produced the best performances of students' instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory. 3. Although the results of special classroom intervention were rather effective to students' instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory, they were not as eminent as FM system intervention. 4. The effect of the single FM system is better than the FM system combined the special classroom, even this is still useful. Although the results of FM system in a special classroom intervention were rather effective to students' instruction compliance ratio, instruction compliance latency, sustained attention, and short-tem memory, they were not as noticeable as FM system intervention.
Other
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期刊論文
1.王乙婷、何美慧(20031200)。自我教導策略增進ADHD兒童持續性注意力之效果。特殊教育學報,18,21-54。new window  延伸查詢new window
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學位論文
1.陳宛汶(2005)。音樂輔導活動應用於國小注意力缺陷過動症學童生活適應之研究(碩士論文)。屏東師範學院。  延伸查詢new window
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3.黃舜琪(2006)。以兒童行為檢核表與教師報告表評估注意力缺陷過動症 兒童之認知行為親子治療團體成效(碩士論文)。高雄醫學大學。  延伸查詢new window
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6.洪秋綿(2004)。結構式教學環境對國小資源班ADHD兒童學習成效之研究(碩士論文)。國立花蓮師範學院,花蓮市。  延伸查詢new window
7.何采諭(2003)。學齡前注意力缺陷過動症兒童之父母訓練團體療效評估--父母親與老師評量之比較(碩士論文)。高雄醫學大學。  延伸查詢new window
8.黃尚怡(2004)。中文化與電腦化的『聽覺注意與反應分測驗』:注意力缺陷過動疾患與一般兒童的表現(碩士論文)。中原大學。  延伸查詢new window
圖書
1.Lauth, G. W.、Schlotke, P. F.、楊文麗、葉靜月(2003)。兒童注意力訓練手冊。臺北:張老師文化。  延伸查詢new window
2.洪儷瑜、丘彥南、張郁雯、蔡明富(2001)。注意力缺陷過動症學生學校輔導手冊。臺北:國立臺灣師範大學特教教育學系。  延伸查詢new window
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9.楊治良、郭力平、王沛、陳寧(2001)。記憶心理學。臺北市:五南圖書出版股份有限公司。  延伸查詢new window
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13.黃惠玲、趙家琛(2001)。注意力缺陷過動症:臨床工作手冊。台北市:心理。  延伸查詢new window
其他
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5.宋淑慧(1999)。多向度注意力測驗編制之研究。  延伸查詢new window
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7.林生傳(1996)。社會教育學,高雄市:復文。  延伸查詢new window
8.抱書熊(2000)。注意力不足過動兒童的安置與輔導。  延伸查詢new window
9.洪蘭(2000)。改變,台北市:遠流。  延伸查詢new window
10.施錚懿(1997)。運用自我管理技巧於注意力缺陷過動兒童。  延伸查詢new window
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12.許曉芳(2002)。大台北地區注意力欠缺過動障礙兒童之飲食攝取與血液脂肪酸組成之研究。  延伸查詢new window
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14.陳盈如(2003)。注意力缺失過動症執行功能與認知行為親子治療團體之關聯探討。  延伸查詢new window
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