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題名：國小兒童注意力測驗之編製與應用
作者：林鋐宇
校院名稱：國立彰化師範大學
系所名稱：特殊教育學系所
指導教授：周台傑
學位類別：博士
出版日期：2008
主題關鍵詞：注意力；測驗編製；驗證性因素分析；注意力缺陷過動症；注意力缺陷亞型
原始連結：連回原系統網址new window
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　　本研究旨在編製一套可以連結適當理論與訓練方案之國小兒童注意力測驗，以便提供教師與醫療工作者客觀地篩選注意力異常學童，並能依測驗結果採取適當的訓練方案。
　　在編製測驗方面，研究者採用Sohlberg與Matter所提出的「注意力臨床理論」作為理論依據，依照集中性注意力、持續性注意力、選擇性注意力、交替性注意力與分配性注意力等五種向度之架構，編製適用於國小學童之注意力測驗，施測者得以依據測驗結果選取相對應注意力缺陷之訓練方案，強化學童之注意力功能。本研究以1200名普通班學生與60名資源班學生，作為測驗模式驗證性因素分析與常模編製之樣本，此1260份樣本涵蓋國小一至六年級學生，每一年級各210名，特殊學生人數所佔之比例符合精神疾病診斷和統計手冊第四版之修訂版（DSM-IV-TR）的調查數據。所得資料經統計分析，結果如下：
一、 測驗模式的驗證性因素分析：驗證性因素分析之結果顯示，排除純聽覺性注意力分測驗後的10項分測驗模式適配度最高，且所有的適配指標均達良好適配之標準。
二、 信度：本測驗以三種方法求取測驗之信度，各因素層面之Cronbach α信度係數介於 .78至 .97之間，各年級的測量標準誤數值介於7.78至8.15之間，各分量表與全量表的重測信度值介於 .71至 .91之間。
三、 效度：本測驗除敦請專家學者校正測驗內容的內容效度外，亦與其它兩種注意力測驗求取同時效度係數，數值介分別為 .53與 .65 。構念效度除驗證性因素分析結果之支持外，測驗全量表與各分量表的內部一致性分析數值介於 .75至 .80之間，其餘各種不同屬性學生之比較結果亦支持本測驗具有良好的構念效度。
四、 常模：本測驗以百分等級、T分數與常態T分數建立各年級注意力分量表與全量表之標準分數對照表。
　　在應用研究方面，研究者利用「國小兒童注意力測驗」之結果，區分注意力缺陷過動症學生之注意力缺陷亞型。集群分析之結果顯示注意力缺陷過動症學生的注意力問題可區分成三種不同亞型。其中「重度注意力缺陷亞型」在五種注意力向度表現均最差，且集中性、選擇性與交替性等注意力向度呈現顯著低落；「中度注意力缺陷亞型」則在持續性與分配性注意力表現不如其它注意力向度；「輕度注意力缺陷亞型」的各項注意力向度缺陷均最輕。
　　本研究最後根據上述各項研究結果，提供研究者、教師與醫療工作者相關應用與輔導之建議。
The purpose of this study was first to develop an attention test for elementary school children, which could built on suitable theory and connect to corresponding attention training program. Teachers and medical workers could use this assessment tool to sift children with attention deficit out objectively, and also could adopt appropriate training program according to the assessment result.
In the part of developing assessment tool, the researcher adopted Sohlberg and Matter’s attention theory, Clinical Model of Attention, as the theory base of this self-made assessment tool. According to the theory, this self-made attention assessment tool for elementary school children was constructing of five attention dimensions, these dimensions including focused attention, sustained attention, selective attention, alternating attention, and divided attention. Test administer could select corresponding training program of specific attention deficit to strengthen attention ability according to the assessment result. 1200 students of general classroom and 60 students of remedial education classroom were adopted as samples of confirmatory factor analysis and developing norm in this study, this sample including 210 students in each grade, the rate of students with special diagnosis of this sample is conform to the criterion of DSM-IV-TR. After the statistics analysis, the result of this research part as follows:
1. Confirmatory factor analysis of the assessment model: The result reveled that the model of 10 subtests, which excluded pure hearing attention subtests, got best fit result. All fit indices of this 10 subtests model are well fit.
2. Reliability: Three methods were adopted to verify the reliability of this self-made attention assessment. The Cronbach α coefficient of each factor was ranged from .78 to .97. The standard error of measurement
of each grade was ranged from 7.78 to 8.15. The coefficient of test-retest reliability of each attention subscale and total scale was ranged from .71 to .91.
3. Validity: Beside the content validity, which was did by correcting test
content according to the specialists and scholars’ suggestions, this self-made assessment was also run the concurrent validity with other two attention tests, the coefficient are .53 and .65. In the part of construct validity, beside the strong support from the result of confirmatory factor analysis, internal consistency of each attention subscale and total scale was ranged from .75 to .80. Also, the results of comparing studies, which compared different attributes of elementary school students, showed that this self-made assessment had good construct validity.
4. Norm: Percentile rank, T scores, and normalized T scores were set to each attention subscale and total scale of each grade as contrast scales of standard scores.
In the part of applied study, the researcher adopted the result of this self-made assessment to sort the attention deficit subtypes of ADHD. Three attention deficit subtypes of ADHD could be sorted by cluster analysis; the subtype of heavy attention deficit had worst performance in all five attention dimensions, especially the dimensions of focus attention, selective attention, and alternative attention. The subtype of moderate attention deficit showed worse performance in sustained and divided attention than other attention dimensions. The subtype of mild attention deficit showed mild attention deficit in all five dimensions.
According to the above-mentioned study results, the researcher offered relative suggestions of application to researchers, teachers, and medical workers.
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