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題名:注意力缺陷過動症兒童情緒相關調節與努力控制及社會技能之研究
作者:張媛媛
作者(外文):Chang, Yuan-Yuan
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:林宏熾
學位類別:博士
出版日期:2010
主題關鍵詞:ADHD兒童情緒相關調節努力控制社會技能執行功能children with ADHDemotion-related regulationeffortful controlsocial skillsexecutive function(EF)
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本研究旨在探討國小ADHD兒童其情緒相關調節、努力控制與社會技能之現況和在不同背景變項上的差異情形,並運用結構模式(LISREL)的統計原理來驗證其適配情形,並建構適用於台灣ADHD兒童執行功能與社會技能之模式。本研究以台灣地區任教國小ADHD兒童普通班導師為對象,有效樣本316名,問卷回收比率88%。研究工具為「國小ADHD兒童其情緒相關調節、努力控制與社會技能問卷」,其中情緒相關調節包括情境線索與情緒線索等二個層面(共17題);努力控制分成努力注意、努力記憶與努力行動等三個層面(共28題);社會技能分成人際關係、學業表現與溝通技巧等三個層面(共25題)。得到的結論如下:
一、ADHD兒童之情緒相關調節整體為接近「差」的程度、ADHD兒童之努力控制以不專注表現最為嚴重,整體為接近「差」的程度、ADHD兒童之社會技能以學業表現最為嚴重,整體為接近「差」的程度。
二、不同背景變項的教師,其在「性別」有顯著差異(p < .05)、「年資」有顯著差異(p < .05)、「特教專業背景」有顯著差異(p < .05)和「任教地區」有顯著差異(p < .01)。而在「不同學歷」和「不同學校規模」等無顯著差異。
三、不同背景變項的ADHD兒童,其在「身分鑑定來源」有顯著差異(p < .05)、「性別」有顯著差異(p < .05)、「年段」有顯著差異(p < .01)、「共病」有顯著差異(p < .001)和「用藥」有顯著差異(p < .05)。
四、本研究所提出的「國小ADHD兒童其情緒相關調節與努力控制及社會技能結構模式」適用於台灣ADHD兒童執行功能與社會技能之模式。
根據本研究的發現和結論,提出若干建議,作為教育應用與未來研究的建議。
The purposes of this study were to examine the current situations and the differences of responses by elementary school teachers on the related variables of emotion-related regulation, effortful control, and social skills for children with attention-deficit hyperactivity disorder (ADHD), and to apply the Linear Structural Relations (LISREL) structure equation models analysis to test the fitness of a built model of variables of the executive function (EF) predicting variables of the social skills for ADHD students in Taiwan. The subjects (N=316) were general education teachers of the children with ADHD at regular classrooms in the elementary schools.
The instrument of this study was “Emotion-Related Regulation, Effortful Control, and Social Skills Rating Scale for Children with ADHD-Teachers Version” which consisted of three scales. The first scale of “Emotion-Related Regulation Scale” included “context clues” and “emotion clues” dimensions with 17 questions. The second one is the “Effortful Control Scale” included “effortful control inattention”, “effortful control memory”, and “effortful control action” dimensions with 28 questions. The last scale is “Social Skills Scale” included “international relationships”, “academic performance” and “communication skills” dimensions with 25 questions. The findings of this research were as followings.
1. The rating of performance for the ADHD students on Emotion-Related Regulation Scale was “fair” and close to “not good”; the rating of performance of the ADHD students on “Effortful Control Scale was “fair” and close to “not good”; the rating performance of the ADHD students on “Social Skills Scale was also “fair” and close to “not good”.
2. In terms of variances of the demographic variables of the teacher rater on the rating of performance of the scale for the ADHD students, there were significant differences (p <.05) on variables of “sex”, “teaching years”, “professional backgrounds of special education ”and “teaching regions”(p <.01) . However, there were no statistically differences on the variables of “educational background” and the “school size”.
3. In terms of variances of the demographic variables of the ADHD students on rating performance by teachers of the scale, there were significant differences (p <.05) on the variables of “identification of resources”, “sex”, and “medicine-taking“, as well as the variable of “age ” (p <.01).
4. The hypothesized model of “emotion-related regulation, effortful control, and social skills for children with ADHD” was well-fitted for children with ADHD in Taiwan.
According to the findings, the conclusions and suggestion were given related to the policy and practice of elementary education and for future research.
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