臺灣博碩士論文加值系統

目的：本研究欲藉由ADHD兒童家長與學校老師在團體治療期間所填寫的量表，探討兒童智力水準高低與語文-操作智商差距的顯著性與否，對於ADHD兒童接受認知行為親子治療團體的治療成效有何影響。方法：在2001年至2007年共進行7個梯次的團體治療，參與者為國小二年級至五年級的ADHD兒童與家長，共34組。在進行22次的團體治療過程期間的多次不同評估點，以干擾性行為量表家長版（DBRS-PF）/教師版（DBRS-TF）、家庭情境問卷（HSQ）/學校情境問卷（SSQ）、兒童注意力問題量表（CAP）評估治療成效，同時依受試兒童在WISC-Ⅲ的FSIQ將其分為70分-11分組與110分以上組，另外也依據受試兒童VIQ-PIQ差距的顯著性與否將其分為VIQ＝PIQ組與VIQ≠PIQ組，並使用混合設計二因子變異數分析進行資料分析。結果：統計結果指出，在ADHD兒童家長與老師所填寫的所有量表中，上述兩種依據兒童智力所進行的分組上，智力的影響皆未達到作為一個主要效果的統計顯著水準。討論：不論是ADHD兒童的智力水準不同，或是VIQ-PIQ差距達顯著性與否，在本研究樣本中的ADHD兒童由參與認知行為親子治療團體所獲得的幫助差異性並不大。在此處同時也提出本研究的限制與未來方向。

Objective：To investigate the influence of children’s intelligence（including the FSIQ level and the significance of VIQ-PIQ discrepancies）on the treatment effect of a cognitive-behavioral therapy group for children with ADHD. Method：From 2001 to 2007, 34 sets of children/parents, referred by psychiatrists, participated in seven therapy groups for a twenty-two session CBT program. During and after the 22 group sessions, the parent and teacher versions of the Disruptive Behavior Rating Scale, the Home/School Situation Questionnaire, and the Child Attention Problems Scale were used to evaluate the influence of children’s intelligence levels and the significance of VIQ-PIQ discrepancies（p＝.05） on the effectiveness of this program. Results：Neither the FSIQ levels nor the significance of VIQ-PIQ discrepancies of children with ADHD were shown to be statistically significant factors on the treatment effect. Discussion：The results indicated that participatory children’s FSIQ levels and the significance of VIQ-PIQ discrepancies did not affect the outcome of cognitive-behavioral group therapy treatment. Limitations of this study and directions for future research are discussed.

第一章 緒論
第一節 注意力缺陷過動疾患……………………………………………....1
第二節 認知行為治療……………………………………………………….6
第三節 智力…………………………………………………………………7
第四節 研究目的與假設…………………………………………………...17

第二章 研究方法
第一節 研究對象…………………………………………………………...19
第二節 認知行為親子團體治療方案……………………………………...30
第三節 研究工具……………………………………………………………33
第四節 研究流程……………………………………………………………38
第五節 資料分析……………………………………………………………45

第三章 研究結果
第一節 不同智力水準的ADHD兒童其量表分數比較…………………….47
第二節 語文-作業智商差距達顯著性與否的ADHD兒童量表分數比較…66

第四章 討論
第一節 研究結果整理………………………………………………………87
第二節 本研究結果與其他相關研究的比較………………………………96
第三節 研究限制……………………………………………………………99
第四節 本研究之貢獻與未來展望…………………………………………100

參考文獻………………………………………………………………………….102

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