提高教師信噪比以及給予提示對注意力缺陷過動症學生持續性注意力、遵守指令與短期記憶的影響

傳送到

題名:
提高教師信噪比以及給予提示對注意力缺陷過動症學生持續性注意力、遵守指令與短期記憶的影響
著者: 王立志; Wang, Li-chih
楊憲明; Yang, H. M.; 特殊教育學系碩士班
主題: 注意力缺陷過動症; 注意力; 信噪比; signal to noise ratio (SN); Attention Deficit Hyperactivity Disorder (ADHD); attenetion
描述: 　　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版研究，，主要的介入方式是FM調頻系統、特殊教室以及FM調頻系統加上特殊教室等三種方式進行，以測驗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相當顯著的差異二、單純調頻系統的介入對於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的顯著四、調頻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的顯著
This study aimed to investigate the relationship between increasing signal to noise ratio (SN) and students with Attention Deficit Hyperactivity Disorder (ADHD), particularly its impacts to students’ instruction compliance, sustained attention, and short-term 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 video-taping 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. 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.
碩士
建立日期: 2008
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3232
資源來源: NUTN IR

連結

連回原始介面

提高教師信噪比以及給予提示對注意力缺陷過動症學生持續性注意力、遵守指令與短期記憶的影響

王立志; Wang, Li-chih 楊憲明; Yang, H. M.; 特殊教育學系碩士班 2008

正在檢索遠程資料庫，請稍等