體驗區
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| 篇名 |
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
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| 並列篇名 |
The Relationship between Increasing Signal to Noise Ratio and Impacts to Students' Instruction Compliance, Sustained Attention, and Short-term Memory of Students with Attention Deficit and Hyperactivity Disorder
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| 作者 |
王立志(Wang, Li-chih)
、楊憲明(Yang, Hsien-ming)
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| 中文摘要 |
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。
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| 英文摘要 |
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.
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| 頁次 |
51-89
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| 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 ratio
、SN
、Attention deficit and hyperactivity disorder
、ADHD
、Sustained attention
、Short-term memory
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| 卷期 |
19
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| 卷期 |
19
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| 日期 |
200812
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| 刊名 |
特殊教育與復健學報
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| 出版單位 |
國立臺南大學特殊教育學系
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