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題名：國小教師與同儕對注意力缺陷過動症標記之知覺研究
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：2004
卷期：26
頁次：頁293-317
主題關鍵詞：教師；同儕；注意力缺陷過動症；標記知覺；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(8) 博士論文(3) 專書(0) 專書論文(0)
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  • 共同引用共同引用:26
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研究主要目的在探討國小教師與同儕對ADHD標記學童在學校適應之預測與社會距離之知覺，研究對象為臺北縣市173名國小普通班教師與176名五年級普通班學生，採「ADHD標記知覺問卷」收集語句資料，以內容分析法分析。 研究結果發現：1.教師與同儕預測ADHD學童之學校適應方面：師生之預測內容均可歸納成學習、行為、人際與未特定適應等四類，其中教師易察覺行為、學習適應，而同儕易覺察學習適應，兩群受試均對人際適應之預測不多。在師生預測學校適應各類別細項之內容與感受，主要發現有：除覺察ADHD不專注、衝動與過動主要狀症外也出現學習、行為與人際等其它問題；教易覺察其不專注與過動症狀，但易忽視衝動症狀；在動態教學活動的學習表現會較好；雖易覺察過動、衝動與常規等外向性行為問題，但易忽略內向性行為問題。2.教師與同儕對ADHD學童在社會距離之知覺方面：師生之接納情境類別內容均可分成八大類，在進入班級、參與教學活動性質、學校適應表現、協助指導、了解個案、未特定等六類是相同，但有兩個情境類別不同，教師提出尋求資源協助與教學安排，同儕提出同儕互動與課後活動。教師之接納以協助指導情境提出最多，但同儕則多數提出考量其學校適應的表現。如依師生對接納情境各類別細項之內容與感受，主要發現有：願意幫助ADHD學童改善學習適應困難；對其參與動態教學活動之接納度較高；均不願意接納其出現違反常規行為；教師對ADHD學童的接納需要外在資源協助，同儕在下課一起玩情境對其接納度較高。本研究結果發現師生對於ADHD標記知覺有所差異，可能受其背景與角色影響，此結果較支持符號互動理論對於標記的解釋。
The main purpose of the study was to explore the teachers' and peers' perception and ADHD. The subjects of the study were composed of 173 regular education teachers and 176 fifth-graded students from elementary schools in Taipei city and county. The open-end questionnaire of 'The Perception of ADHD Label Inventory' was conducted to collect teachers' and students' response to the label of ADHD. All the responses were analyzed by content analysis. The major findings were concluded as follows: 1. Teachers' and peers' predication of ADHD students' school adjustment: A. Four categories were found from the teachers' and peers' prediction of ADHD students' school adjustment: learning adjustment, behavior adjustment, interpersonal adjustment and unspecific adjustment. B. Teachers were prone to predict behavior and learning adjustment, while peers were prone to predict learning adjustment. C. Under each category, more details were found. Teachers' and peers' perceptions on ADHD included inattentive, impulsive, hyperactive symptoms and other related problems (such as learning, behavior and interpersonal problems). Teachers and peers predicted more inattention and hyperactivity than impulsivity on ADHD. They all thought that ADHD students performed well in unstructured activity. They also predicted that ADHD students could have more external behavior problems, but ignored the internal behavior problems. 2. Teachers' and peers' perception of social distance on ADHD: A. Eight categories were derived from the Teachers' and peers' perception of social distance on ADHD. Six of them were correspondent: enrolling into class, participating various instructional activity, adjustment in school, help and guidance, understanding the student and unspecific situation. The other two were different. Seeking resource and the arranging instruction were found in the teachers' perceptions, while the peers' interaction and extracurricular activity were found in peer's. B. Teachers were prone to perceive the situation of instruction and guidance while peers were prone to perceive the situation of adjustment in school. C. Under each category more details were found. Teachers and peer were all willing to help ADHD improve the academic adjustment difficulties and accept ADHD participate in unstructured activity however, they were all unwilling to accept ADHD behavior. Teachers needed seek resources to accept ADHD, while peers needed play together in extracurricular activities. 3. Teachers' and peers' perceptions on ADHD label were different, which indicated the perception affected by their own background and different roles. The symbolic interactionism theory was verified by this result. Implications for the practice and the further research were recommended on the basis of the findings.
期刊論文
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3.洪儷瑜(1993)。注意力缺陷級過動學生的人際關係及其相關問題研究。特殊教育硏究學刊，9，91-106。new window  延伸查詢new window
4.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
5.羅玉霞、王麗斐(20000300)。國小高年級教師面對學童外向性行為問題的知覺與因應策略之研究。中華輔導學報，8，141-176。new window  延伸查詢new window
6.Barkley, R. A.、DuPaul, G. J.、McMurray, M. B.(1990)。A comprehensive evaluation of attention deficit disorder with and without hyperactivity。Journal of Consulting and Clinical Psychology，58，775-789。  new window
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9.Flicek, M.(1992)。Social status of boys with both academic problems and attention-deficit hyperactivity disorder。Journal of Abnormal Child Psychology，20(4)，353-366。  new window
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13.Moore, S. R.、Simpson, R. L.(1984)。Reciprocity in the Teacher-pupil and Peer Verbal Interaction of Learning Disabled, Behavior-disordered, and Regular Education Students。Learning Disability Quarterly，7，30-37。  new window
14.National Institutes of Health(1998)。Diagnosis and treatment of attention deficit hyperactivity disorder (ADHD)。NIH consensus Statement，16(2)。  new window
15.Pelham, W. E.、Bender, M. E.(1982)。Peer Relationships in Hyperactive Children: Description and Treatment。Advances in Learning and Behavioral Disabilities，1，365-436。  new window
16.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
17.Riddick, B.(2000)。An examination of the relationships between labeling and stigmatization with special reference to dyslexia。Disability & Society，15(4)，653-667。  new window
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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
學位論文
1.徐慕蓮(1987)。個人及家庭因素影響國小新生學校生活適應之硏究(碩士論文)。國立台灣師範大學，台北市。  延伸查詢new window
2.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
3.陳錦織(2001)。干擾性學生在教室內之師生互動分析(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.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
5.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
6.姚惠馨(2002)。國小教師對注意力缺陷過動症之歸因與因應策略之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.曾淑華(2002)。國小學生行為困擾、求助對象與因應策略之研究(碩士論文)。屏東師範學院，屏東。  延伸查詢new window
8.盧安琪(2001)。過動兒教師壓力知覺與因應策略之探討(碩士論文)。東吳大學。  延伸查詢new window
9.詹素珠(1996)。教師口語行為、國中學生自尊與學校適應行為之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.林進材(1992)。城郊地區國小高年級學生學校適應比較研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
11.鄭惠霙(1997)。國小六年級注意力缺陷及過動症學童社會技能及其教學訓練效果之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
12.蔡淑妃(2000)。ADHD學童於人際互動的社會訊息處理歷程之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
13.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
圖書
1.Bogardus, E. S.(1960)。The development of social thought。New York, NY：Longmans, Green and Co.。  new window
2.Pliszka, S. R.、Carlson, C. L.、Swanson, James M.(1999)。ADHD with comorbid disorders: Clinical assessment and management。ADHD with comorbid disorders: Clinical assessment and management。New York, NY：The Guilford Press。  new window
3.Mead, George Herbert(1962)。Mind, Self and Society。Chicago：The University of Chicago press。  new window
4.Stryker, S.(1980)。Symbolic interaction: A social structural version。Menlo Park, CA：Benjamin/Cummings。  new window
5.Goffman, Erving(1963)。Stigma: Notes on the Management of Spoiled Identity。Englewood Cliffs, New Jersey：Prentice-Hall。  new window
6.洪儷瑜(1998)。ADHD學生的教育與輔導。臺北：心理。  延伸查詢new window
7.Ysseldyke, J. E.、Algozzine, B.、Thurlow, M. L.(1992)。Critical Issues in Special Education。Houghton Mifflin Company。  new window
8.Arkoff, A.(1968)。Adjustment and mental health。McGraw-Hill。  new window
9.Barkley, R. A.(1997)。ADHD and the nature of self-control。New York, NY：Guilford Press。  new window
10.American Psychiatric Association(1994)。Diagnostic and Statistical Manual of Mental Disorder: DSM-IV。Washington, D.C.：American Psychiatric Association。  new window
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其他
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2.Foster, G.，Algozzine, B.，Ysseldyke, J.(1979)。Susceptibility to stereotypic bias，沒有紀錄。  new window
3.Rothlisberg, B. A.，Hill, R.，D'Amato, R. C.(1992)。Social acceptance of mentally retarded children by nonlabeled peers，沒有紀錄。  new window
圖書論文
1.楊孝濚(1989)。內容分析。社會及行為科學研究法。臺北市：東華。  延伸查詢new window
2.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
3.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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