臺灣博碩士論文加值系統

本研究的目的在以問題行為評估與行為治療模式，建置一個可用於處理國小學齡過動兒童問題行為的數位親職訓練雛型系統，並初探應用此雛型系統在實務工作領域，對聚焦過動兒問題行為、提供適用教養策略、與照顧者依據教養策略內容教養過動兒的應用分析。回應的研究問題包括雛型系統建構經驗與系統使用經驗，並依此分為：第一部分建置數位親職訓練雛型系統的程序與結果，與第二部分在臨床實務應用數位親職訓練雛型系統的結果與訪談分析。
第一部分建置的數位親職訓練雛型系統分五階段，系統先藉由輸入問題事件與症狀行為澄清過動兒問題，隨後再依據五種行為評估要素，進行篩選過動兒可能的行為表現。第三階段是系統依據操作者選用的要素內容，提供合適的症狀選項。第四階段則是系統再依據選用的症狀內容提供合適的教養策略。系統在最後則呈現選用的策略內容提供給操作者應用。第二部分的臨床實務應用方面，本研究邀請七位從事兒童治療的臨床心理師參與研究，並進行平均4.57週的系統正式使用測試。研究參與者在研究期間的應用對象有32人，共進行44次完整的系統查詢，並以追蹤使用經驗訪談作結束。
本研究以系統資料庫的內容分析、參與者的系統使用行為資料分析與使用經驗訪談分析作為研究的結果討論。相關研究結果如下：

一、數位親職訓練雛型系統以完整理論架構提供查詢流程、並有豐富的症狀行為與教養策略內容，讓受訪者運用方便，有利於增進專業知能與新手學習。本系統提供完整ADHD問題行為與教養策略查詢步驟，包括問題描述、具體行為觀察內容、症狀分類、與建議可執行的教養策略，可協助受訪者聚焦過動兒問題、進行個案問題概念化，並伴隨提供多樣化、條列清晰的教養策略步驟，方便運用在實務工作中，是一個有利於增進專業知能、或成為訓練新手治療師增進會談與治療知能的工具。

二、數位親職訓練雛型系統運用資訊系統資料處理的優點，以簡易、快速方式進行行為評估與提供適用的教養策略。本系統運用資訊系統穩定、快速且可大批處理資料的優點，以專家系統精神建置簡易、便利的查詢系統，可依據受訪者行為評估內容，
進行個別化問題行為與提供對應的教養策略建議。

三、數位親職訓練雛型系統適用於國小學齡的ADHD症狀行為與教養策略查詢，但缺乏ADHD共病症狀與伴隨困擾行為之問題解決策略。受訪者表示本系統適用於國小學齡、具ADHD症狀行為的學童，然而，此系統未能提供多方位的問題觀察層面與合適的教養策略內容，若運用在非典型ADHD與伴隨困擾行為之過動兒，容易忽略過動兒其他合併問題或治療需求。

四、數位親職訓練雛型系統適用初次會談評估，可針對親職需求，提供一份個別化教養策略計畫。受訪者表示本系統具有快速整理過動兒問題行為與簡化閱讀查詢過程的優點，非常適合運用於初次會談評估，可以讓受訪者在一小時會談時間內，有效進行簡易問題行為評估，並針對親職需求，提供一份個別化、有具體建議、且可直接使用的策略內容，是一個便利進行親職訓練的系統資料庫。

五、數位親職訓練雛型系統可達到初步處理孩子困擾的目的，但尚未達到自動進行親職自我訓練的目標，現階段不建議直接提供過動兒父母使用，須由專業人員陪同下操作較佳。受訪者表示本系統最佳功能表現在加強親職教養能力、澄清與掌握過動兒問題、幫助家屬學習與孩子相處，並達成初步處理孩子困擾的可能。然而策略內容過於專業，且解釋性不足，過動兒家屬須透過受訪者解說、轉換說明、或示範指導，才能確實執行策略內容，因此尚未能達到親職自我訓練的目標。

六、數位親職訓練雛型系統症狀與教養策略資料庫分類內容不對等，影響受訪者選用結果。依據九大核心障礙類型分類，本系統平均2.9個症狀可對應到1個教養策略。但資料庫內容偏重於專注力與情緒挫折問題行為，且提供較少的專注力與活動量教養策略內容，故資料庫內容不對等現象影響症狀之於教養策略的對應比例，亦影響系統在症狀對應策略架構的穩定性。建議平衡核心障礙的症狀內容，並增加各類型的教養策略內容，改善系統資料庫對應架構的穩定性。

The purpose of this study is to construct a digital parental training prototype technology and investigate its applicability in a clinic setting on children with attention-deficit / hyperactivity disorder (ADHD) behavior at the elementary school level. The prototype technology relies on observed behavioral assessment and behavioral theory. The test design involves searching problem behaviors, providing care-givers with appropriate strategies of working with children with problems, and then evaluating the care-givers on how they use the strategies on these children with ADHD. The outline of the challenges met during this study as presented in this report is summarized separately below in two parts: that of gaining experience in constructing this prototype technology and that of operating it to obtain acceptable data. The discussion of the entire study is provided in three parts: the content of data-bases at this prototype technology, analysis of participants’ operational behaviors, and follow-up interview analysis.
First, the procedures and data-bases on construction of the digital parental training prototype technology are presented. The procedure of the parental training prototype technology is a five-stage process as follows: the technology requires a user to clarify the event and related situation first. Then, based on the event, the technology provides the user with five behavioral factors to assess a child’s performance. At the third stage, the technology presents appropriate list of symptoms from which to select. At the fourth stage, the technology presents appropriate list of strategies from which to select. Finally, the user chooses useful strategies and applies those strategies on children with ADHD.
In the second part, the operational experiences and follow-up interview analysis of feedback about using the digital parental training prototype technology is discussed. Seven clinical psychologists were invited to test and, indeed, tested this parental training prototype technology over a period of 4.57 weeks on average. During the testing period, 44 trials with 32 subjects were performed. All participators were interviewed at the end of this study. The following are the findings:

1. Under the clear behavioral theory structure, the digital parental training prototype technology provides a set of behavior-strategy checking procedure, with a variety of problem behaviors and training strategies. This technology includes the problem description, the observed behaviors, the symptom clarification, and the useful strategies. Thus, this technology increases the professional knowledge and is good for new-learner.

2. Taking advantage of the digital information system, the digital parental training prototype technology is easy to use, able to assess problems and supports useful strategies in a very short time. When constructed with expert system in mind, this technology can take advantage of the stableness and quickness of the computer function to support personal problem-strategy checking system.

3. Although the capabilities of the digital parental training prototype technology can be applied on children with ADHD at the elementary school, the lack of ADHD combination symptoms and solutions of associated problem behaviors limits these capabilities. Even though some participants state that the digital parental training prototype technology do support a set of behavior-strategy checking procedure and the concept of behavioral treatment, and they find it easier to apply on children with ADHD at the elementary school, additional shortcomings exists. This technology only focuses on behavioral patterns and dose without taking a variety of different observed factors and related strategies into account. In this regards, if this technology is to be used in a population of non-typical ADHD children, the user needs to be aware of the different points of view of the problem and the probable necessity of additional treatments and considerations.

4. The digital parental training prototype technology can be used during an intake session to provide a personal parental training plan to deal with the child’s problem. Some participators state that one of advantages of this technology includes the ability to clarify a problem and give useful strategies within one hour. One other advantage of this technology includes a variety data base of treatment and parental training strategies. Thus, based on parental opinions and benefits, this technology helps the clinical psychologist and the care-giver to identify child’s problem and to select a personal and useful strategy easily and quickly.

5. The digital parental training prototype technology can reduce the child’s behavior problem at the very first level, but it is not able to become an automatic parental training technology in its current design form. The result of this study does not suggest that parents use it by themselves. Parents still need a professional individual to help them in using this technology. Some participants believe that this technology can help upgrade the parental ability, clarify the child’s problem behavior, let parents learning how to get along with their child, and deal with the child’s problem behavior at the first level. However, the content of operation, the explanation and description of symptoms and strategies are too difficult to understand and translate into the daily life of a child. During the testing period, participators need to help parents or care-givers choose correct items and come up an appropriate strategy. In addition, combined with professional explanation, description and role play of strategies, parents are able to understand and implement the strategy at home.

6. Due to the imbalance in the number of comparison within symptoms and strategies data base, the option of participants’ selecting the appropriate item is affected. Under the 9 code difficult types, there are 2.9 symptoms when compared to one strategy in average. However, there are more items on attention difficulty and emotional disturbance in the symptom data base, and less attention increase and action stableness in the strategy data base. The imbalance between the two data bases decreases the appropriate comparison analysis and causes the imbalance of the structure on this technology. It is suggested that more strategy data base be added among the 9 code difficult types in order to balance the comparison and to increase the stableness of the structure on this technology.

目次
第一章 緒論．．．．．．．．．．．．．．．．．．．．．．．．．．001
第一節 研究動機．．．．．．．．．．．．．．．．．．．．．．．．．001
第二節 研究背景．．．．．．．．．．．．．．．．．．．．．．．．．003
第三節 研究目的．．．．．．．．．．．．．．．．．．．．．．．．．009
第四節 研究問題．．．．．．．．．．．．．．．．．．．．．．．．．010
第五節 名詞定義．．．．．．．．．．．．．．．．．．．．．．．．．011
第二章 文獻回顧．．．．．．．．．．．．．．．．．．．．．．．．．014
第一節 注意力缺失暨過動症疾患的演進與評估．．．．．．．．．．．．014
第二節 注意力缺失暨過動症疾患的治療與相關因素．．．．．．．．．．029
第三節 應用於注意力缺失暨過動症疾患的親職訓練模式．．．．．．．．039
第四節 科技的發展與醫療專業運用人工智慧之變革．．．．．．．．．．045
第五節 應用數位資料處理系統於親職訓練．．．．．．．．．．．．．．055
第三章 研究方法．．．．．．．．．．．．．．．．．．．．．．．．．059
第一節 研究架構設計與研究程序．．．．．．．．．．．．．．．．．．059
第二節 研究参與者．．．．．．．．．．．．．．．．．．．．．．．．068
第三節 研究工具．．．．．．．．．．．．．．．．．．．．．．．．．074
第四節 資料分析．．．．．．．．．．．．．．．．．．．．．．．．．080
第四章 研究結果．．．．．．．．．．．．．．．．．．．．．．．．．096
第一節 數位親職訓練雛形系統資料庫的建置結果．．．．．．．．．．．096
第二節 資訊系統建置．．．．．．．．．．．．．．．．．．．．．．．111
第三節 使用經驗統計分析結果．．．．．．．．．．．．．．．．．．．139
第四節 使用訪談分析．．．．．．．．．．．．．．．．．．．．．．．149
第五章 總和討論與反思．．．．．．．．．．．．．．．．．．．．．．193
第一節 親職訓練雛形系統的行為治療內涵討論．．．．．．．．．．．．193
第二節 親職訓練雛形系統的專家系統內涵討論．．．．．．．．．．．．201
第三節 研究者的反思．．．．．．．．．．．．．．．．．．．．．．．205
第四節 研究倫理與限制．．．．．．．．．．．．．．．．．．．．．．210
第五節 研究建議．．．．．．．．．．．．．．．．．．．．．．．．．214
參考文獻 ．．．．．．．．．．．．．．．．．．．．．．．．．．．．217

表目錄
表2－1－1：ADHD的生理、心理基礎與發展．．．．．．．．．．．．．019
表3－2－1：正式施測研究參與者背景．．．．．．．．．．．．．．．073
表3－4－1：工具操作提問與改善處理．．．．．．．．．．．．．．．090
表3－4－2：工具使用提問與改善處理．．．．．．．．．．．．．．．090
表3－4－3：系統操作提問與改善處理．．．．．．．．．．．．．．．092
表3－4－4：系統使用提問與改善處理．．．．．．．．．．．．．．．093
表4－1－1：要素「關係人」一覽表．．．．．．．．．．．．．．．．098
表4－1－2：症狀表現所導致之障礙類型與所對應的核心障礙
(列舉前四項)．．．．．．．．．．．．．．．．．．．．101
表4－1－3：症狀分類與編碼原則（列舉專注力障礙類型的前三項）．．102
表4－1－4：DSM細項行為表列與對應症狀次數分配 ．．．．．．．．．104
表4－1－5：障礙類型與對應症狀次數分配、障礙類型與對應教養策
略次數分配．．．．．．．．．．．．．．．．．．．．．105
表4－1－6：症狀表現所導致之障礙類型與所對應的教養方針
(列舉前四項)．．．．．．．．．．．．．．．．．．．．106
表4－1－7：教養策略分類與編碼原則（列舉專注力障礙類型）．．．．107
表4－1－8：基礎專注力訓練簡述、執行步驟與情境舉例．．．．．．．107
表4－1－9：症狀與教養策略的數量對應比例．．．．．．．．．．．．108
表4－2－1：關係人對應症狀的權重次數分配．．．．．．．．．．．．124
表4－2－2：教養策略－專注力障礙類型對應症狀的權重次數分配．．．129
表4－3－1：要素與症狀適配性統計分析結果．．．．．．．．．．．．140
表4－3－2：要素與症狀適配性單一樣本Ｔ檢定分析結果．．．．．．．140
表4－3－3：教養策略評分統計分析結果．．．．．．．．．．．．．．143
表4－3－4：使用經驗評量統計分析結果．．．．．．．．．．．．．．144
表4－3－5：症狀與策略選用分布狀況．．．．．．．．．．．．．．．146
表4－3－6：症狀對應策略反應次數．．．．．．．．．．．．．．．．147
表4─4─1：工具與訓練系統評價．．．．．．．．．．．．．．．．．．171
表4─4─2：影響症狀對應策略選用的因素．．．．．．．．．．．．．．178
表4─4─3：改善與修正建議．．．．．．．．．．．．．．．．．．．．189
表5－1－1：研究參與者之治療取向與系統架構回應．．．．．．．．．196

圖目錄
圖2－1－1：行為學習理論．．．．．．．．．．．．．．．．．．．．033
圖3－1－1：研究架構圖．．．．．．．．．．．．．．．．．．．．．060
圖3－1－2：問題行為（症狀）歸類示意圖．．．．．．．．．．．．．063
圖3－1－3：教養策略歸類示意圖．．．．．．．．．．．．．．．．．065
圖3－3－1：要素與症狀適配性提問．．．．．．．．．．．．．．．．075
圖3－3－2：教養策略評分系統．．．．．．．．．．．．．．．．．．076
圖3－3－3：症狀與策略對應性比較．．．．．．．．．．．．．．．．077
圖3－4－1：親職訓練系統架構．．．．．．．．．．．．．．．．．．083
圖3－4－2：專家系統．．．．．．．．．．．．．．．．．．．．．．085
圖4－1－1：親職訓練系統資料庫建置結果．．．．．．．．．．．．．097
圖4－2－1：後端資料系統建置結果．．．．．．．．．．．．．．．．111
圖4－2－2：視窗操作頁面架構流程圖．．．．．．．．．．．．．．．113
圖4－2－3：A1流程圖；新增ADHD親職診斷查詢．．．．．．．．．． 114
圖4－2－4：症狀「寫功課不專心」，在要素「場所與情境－教室」
權重表現．．．．．．．．．．．．．．．．．．．．．．116
圖4－2－5：症狀「寫功課不專心」，在要素「場所與情境－戶外公
共場所」權重表現．．．．．．．．．．．．．．．．．．117
圖4－2－6：症狀「晚上很難讓他上床睡覺」，在要素「時間」權重
表現．．．．．．．．．．．．．．．．．．．．．．．．117
圖4－2－7：症狀「寫功課不專心」，在要素「情緒」權重表現．．．．118
圖4－2－8：症狀「寫功課不專心」，在要素「關係人」權重表現．．．119
圖4－2－9：症狀「無法撰寫長篇報告」，在要素「年齡」權重表現．．121
圖4－2－10：症狀「寫功課不專心」，對應高適用性教養策略權重表現 127
圖4－2－11：症狀「寫功課不專心」，對應低適用性教養策略權重表現 127
圖4－2－12：症狀「做功課不太有組織條理遇有困難就放棄」，
對應高適用性教養策略權重表現．．．．．．．．．．．130
圖4－2－13：症狀「做功課不太有組織條理遇有困難就放棄」，
對應低適用性教養策略權重表現．．．．．．．．．．．131

附錄
附錄3－3－1：研究同意暨保密協定書．．．．．．．．．．．．．． 233
附錄3－3－2：儀器使用保管同意書．．．．．．．．．．．．．．． 234
附錄3－3－3：筆記型電腦規格．．．．．．．．．．．．．．．．． 235
附錄3－3－4：網際網路配置．．．．．．．．．．．．．．．．．． 235
附錄3－3－5：操作平台配置．．．．．．．．．．．．．．．．．． 236

一、中文部分：
丁凡（譯）（2000）。分心不是我的錯（原作者：E. Hallowell &; J. Ratey）。台北：遠流出版公司。（原著出版年：1994）
王乙婷、何美慧（2003）。自我教導策略增進ADHD兒童持續性注意力之效 果。特殊教育學報，18，21-54。
孔繁鐘、孔繁錦（譯）（1997）。精神疾病診斷準則第四版（原編輯： American Psychiatric Association）。台北：合記圖書出版社。(原著出版年：1994）
孔繁鐘（譯）（2007）。精神疾病診斷準則第四版-TR（原編輯：American Psychiatric Association）。台北：合記圖書出版社。（原著出版年：2000）
少年事件處理法（2000，2月2日）。
中廣新聞（2008，5月27日）。成人過動症導致每年一個月的生產力減損。【中廣新聞網】。取自
http://tw.news.yahoo.com/article/url/d/a/080527/1/100zw.html/
台大資訊工程（2008，11月28日）。VB.NET課程簡介。【台大資訊工程學系暨研究所】。取自http://www.csie.ntu.edu.tw/~train/progamming01.htm/
行政院衛生署（2008，6月1日）。95年衛生統計。【行政院衛生署衛生統計資料網】。取自http://www.doh.gov.tw/statistic/data/
行政院衛生署（2012，5月5日）。歷年人口統計概況。【行政院衛生署衛生統計資料網】取自http://www.doh.gov.tw/CHT2006/DM/DM2_2.aspx?now_fod_list_no=11977 &;class_no=440&;level_no=3
江玉婷（2012，6月28日）。專家系統概述【部落格文字資料】。取自http://lips.lis.ntu.edu.tw/ytchiang/
兒童及少年福利法（2008，5月7日）。
李允中、王小璠、蘇木春（2002）。模糊理論及其應用。台北：全華科技圖書。
李維（譯）（1998）。行為主義（原作者：J. Watson）。台北：桂冠圖書。（原著出版年：1925）
余信珠（2003）。注意力缺陷過動疾患兒童在魏氏兒童智力量表上表現之研究（未出版之碩士論文）。中原大學，桃園。
余欲弟（譯）（2007）。讓過動兒也有快樂人生（原作者：L. Sonna）。台北：新手父母出版。（原著出版年：2005）
宋淑慧（1994）。注意力異常與評量。高市鐸聲，4，21-26。
何維德（2000）。糖尿病病人醫療利用分析與糖尿病疾病管理可行性之探討（未出版之碩士論文）。中國醫藥學院，台中。
何惠安（2008，9月19日）。我IT競爭力躍升全球第二。【經濟日報】。取自http://udn.com/NEWS/FINANCE/FIN1/4523886.shtm/
何善欣（譯）（2002）。過動兒父母完全指導手冊（原作者：R. Barkley）。台北：遠流出版公司。（原著出版年：2000）
何善欣（譯）（2005）。我不是不聽話（原作者：M. Fowler）。台北：新手父母出版。（原著出版年：1999）
林玉華（1995）。注意力不足過動證之診斷與評量。特教園丁，10，19-23。
林幼青（1996）。探討學校情境中注意力不足過動症候孩童之行為特徵（未出版之碩士論文）。高雄醫學大學，高雄。
林哲正、陳重友、李慶章（2006）。模糊專家系統在新聞編排推薦之應用－以三力電視新聞台為例。高雄師大學報，20，1-12。
周台傑、邱上真、宋淑慧（1993）。多向度注意力測驗指導手冊。台北：心理出版社。
吳秋燕（1998）。自我教導策略之理論與應用。國教之聲，31，44-48。
邱昭彰、李安邦（2000）。遺傳模糊專家系統技術在證券投資操作之決策輔助。資訊管理研究，2，61-82。
邱建勳、黃惟新、李友專（2001）。個人數位助理在醫學上的應用。台灣醫界，44，35-38。
高淑芬（2003）。注意力不足過動症兒童的臨床追蹤研究。行政院國家科學委員會專題研究計畫（編號：NSC91-2314-B-002-223），未出版。
高富建、張家愷、吳明翰、謝忠男（2005）。整合行動通訊與多層式網路之自我了解專家系統設計。資訊科學應用期刊，1，23-32。
翁敏嘉（1997）。注意力缺陷過動症候群兒童行為問題的異質性（未出版之碩士論文）。高雄醫學大學，高雄。
陳文慶、孔繁鐘（譯）（2004）。精神科會談技巧（原作者：S. Shea）。台北：合計圖書出版社。（原著出版年：1998）
陳政見（2004）。國小學生活動量評量表。台北：心理出版社。
陳琍（2002）。個人數位助理（PDA）在臨床護理之應用與推展。慈濟護理雜誌，1，11-15。
陳心怡、楊宗仁（2000）。WISC-III分測驗特殊組型基本率研究：臺灣常模、學習障礙及注意力缺陷過動症兒童之比較。中國測驗學會測驗年刊，47，91-110。
陳政見、劉英森（2001）。幼稚園兒童活動量評量表。台北：心理出版社。
陳夢怡（譯）（2000）。協助過動兒（原作者：P. Gilbert）。台北：宏智文化。（原著出版年：1998）
康世肇、黃信彰（2012）。Impact of advanced age on inpatients with pyogenic liver abscess in Taiwan: Anationwide claim-based analysis, Journal of the Chinese Medical Association, 74, 539-543.
莊慧美（2003）。認知行為治療在過動兒治療之應用。諮商與輔導，207，41-43。
莫黎黎（2003）。注意力缺陷過動症兒童之親師互動與合作關係之探討。東吳社會工作學報，9，119-154。
黃奕偉（2000）。ADHD學齡兒童的母親對ADHD學齡兒童特定行為的歸因與教養行為的
關聯性（未出版之碩士論文）。中原大學，桃園。
黃惠玲、王雅琴、郭乃文、蔡淑貞（1994）。注意力不足過動症兒童在神經心理測驗上的表現。Kaohsiung Journal of Medical Science, 10 ,157-164。
黃惠玲、林幼青、翁敏嘉、王雅琴（2000）。注意力缺陷過動而的行為特徵：一個自然觀察法的研究。中華心理學刊，42，233-252。
黃惠玲、張元政、歐李美智、湯慎元、李亭亭（2011）。資訊科技在護理應用－應用決策支援系統於門診護理指導資訊系統。護理雜誌，58，79-84。
黃惠玲、趙家琛（譯）（2001）。注意力缺陷過動症：臨床工作手冊（原作者：R. Barkley &; K. Murphy）。台北：心理出版社。（原著出版年：1998）
許光城、梁慧音、魏旺淨、廖書賢、施世讀（2000）。建構中文化專家系統之教學環境和學生學習成效之探討。機械工程雙月刊，230，37-55。
許建中、黃惠玲、趙家琛、楊品珍、陳正宗（2005）。學齡前注意力缺陷過動症兒童之父母訓練團體成效研究：執行功能之分析。臨床心理學刊，2，87-105。
郭冠良、陳建志、林光洋、傅楸善（2005）。健檢資訊系統實務-臺北市立聯合醫院仁愛院區經驗。Taipei City Medical Journal, 2, 70-80。
張如穎（2004）。注意力缺失過動症。載於梁培永（主編），兒童偏差行為（2004）（頁71~117）。台北：心理出版社。
張博論、吳肖琪、周碧瑟、何捷民（2002a）。PDA在社區醫學應用之實證研究。台灣衛誌，21，27-35。
張博論、吳肖琪、周碧瑟、張鴻仁、何捷民、張煜杰（2002b）。社區預防醫學服務個人數位助理支援套件之開發。Journal of Medical and Biological Engineering, 23, 45-51。
張博論、曾院美、桑潁穎（2003）。急診護理完整暨智慧型檢傷無線PDA輔助系統之開發。護理雜誌，50，29-40。
張博論、徐月霜、曾院美、桑潁穎、侯宜菁、高偉峰（2004）。The Development of Intelligent, Triage-Based, Mass-Gathering Emergency Medical Service PDA Support Systems, Journal of Nursing Research, 12, 227-236。
張德明、吳芳禎、劉淑芬（2004）。以模糊推論建構營養膳食諮詢系統中配菜的功能。Nutritional Sciences Journal, 29, 59-71。
曾文志（2006）。復原力保護因子效果概化之統合分析。諮商輔導學報：高師輔導所刊，14，1-3。
曾嫦嫦、吳佑佑、邱彥南、劉瓊瑛、宋維村（1997）。認知行為團體治療在注意力不足過動兒童的臨床應用。中華心理衛生學刊，10，83-101。
曾院美、陳世欣、張博論、陳玉枝、桑潁穎（2004）。急診檢傷護理評估專家輔助系統之評價。榮總護理，21，309-319。
曾煥雯、劉豐銘、許欽智、張家豪（2003）。遠距學習診斷系統設計。教學科技與媒體，63，4-13。
楊坤堂（1999）。歐美注意力不足過動異常研究的發展史。國小特殊教育，26，1-14。
萬絢、林明毅、陳宏杰（2006）。模糊理論應用與實務。台北：儒林圖書。
趙家琛、黃惠玲、黃麗莉、楊品珍、曾馨誼、鍾美勇、陳秀玲（2006）。台灣地區注意力缺陷過動症高危險群幼兒行為特徵之初探。臨床心理學刊，3，13-24。
劉夢怡（譯）（2007）。你的孩子真的是過動兒嗎（原作者：C. Ettrich &; M. Murphy-Witt）？台北：奧林文化。
臧汝芬、吳光顯、劉秋平（2002）。台灣某國小注意力不足過動兒童之盛行率。台灣精神醫學，16，202-211。
臧汝芬（2005）。注意力不足症候群。台北：宏欣文化。
鄭淑真、蘇志偉（2005）。人工智慧於數位行動學習之應用。資訊科學應用期刊，1，57-68。
鄭瑞英（2004）。老年人在全民健保下中西醫就醫行為研究（碩士論文）。取自臺灣博碩士論文知識網。（系統編號001353466）
蔡景宏，高淑芬（1999）。注意力不足過動障礙症兒童的追蹤研究。Kaohsiung Journal of Medical Science, 15 ,307-314。
蔡美馨（2005）。過動兒的教養妙方。台北：新苗文化。
蔡春美、翁麗芳、洪福財（2001）。親子關係與親職教育。台北：心理出版社。
謝佳穎、呂坤哲、尹國正、林婕汝、楊東麟（2008）。以格網為基礎建置醫療決策支援系統之研究。醫療資訊雜誌，17，1-16。
謬靜玫（譯）（1999）。過動兒（原作者：N. O’Dell &; P. Cook）。台北：新苗文化。（原著出版年：1997）
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羅光如、李建勳、王維蓮、陳小玲、黃昱琦、黃靜芳、許曉芬（2004）。淺談PDA在醫療產業發展現況。Chungtai Bulletin of Student Studies，2，73-83。
鐘景生（2001）校園危機事件處理專家系統開發研究。和春學報，8，171-177。
蘇佑毅（2003）。全球PDA發展現況與展望。連接器產業通訊，55，2-9。
蘇木春、張孝德（1999）。機械學習：類神經網路、模糊系統以及基因演算法則。台北：全華科技圖書。

二、英文部分：
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Bates, B., Romina, S., Ahmed, R., &; Hopson, D. (2006). The effect of source credibility on consumers’ perceptions of the quality of health information on the internet. Medical Informatics and the Internet in Medicine, 31, 45-52.
Bernet, W., &; Dulcan, M. (1999). Practice parameters for the assessment and treatment of children, adolescents, and adults with mental retardation and comorbid mental disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 5s-31s.
Biederman, J. (2005). Attention-deficit/ hyperactivity disorder: A selective overview. Biological Psychiatry, 57, 1215-1220.
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Cantwell, D., &; Baker, L. (2001). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24, 88-95.
Chen, C. (1998). Attitudes toward seeking psychotherapy among caucasian, chinese-american, and chinese students. （Unpublished Master dissertation）. California State University, Fullerton, CA.
Chi, T., &; Hinshaw, S. (2002). Mother-child relationships of children with ADHD: The role of maternal depressive symptoms and depression-related distortions. Journal of Abnormal Child Psychology, 30, 387-400.
Chowdhury, S., Roy, A., &; Saha, H. (2011). ASIC design of a digital fuzzy system on chip for medical diagnostic applications. Journal of Medical Systems, 35, 221-235.
Chronis, A., Chacko, A., Fabiano, G., Wymbs, B., &; Pelham Jr., W. (2004). Enhancements to the behavioral parent training paradigm for families of children with ADHD: Review and future directions. Clinical Child and Family Psychology Review, 7, 1-27.
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Cunningham, C. (2007). A family-centered approach to planning and measuring the outcome of interventions for children with attention-deficit/ hyperactivity disorder. Ambulatory Pediatrics, 7, 60-72.
Cunningham, C., Benness, B., &; Siegel, L. (1988). Family functioning, time allocation, and parental depression in the families of normal and ADHD children. Journal of Clinical Child Psychology, 17, 169-177.
Daly, B., Creed, T., Xanthopoulos, M., &; Brown, R. (2007). Psychosocial treatment for children with attention deficit/hyperactivity disorder. Neuropsychology Review, 17, 73-89.
Danforth, J., Harvey, E., Ulaszek, W., &; McKee, T. (2006). The outcome of group parent training for families of children with attention-deficit hyperactivity disorder and defiant/aggressive behavior. Journal of Behavior Therapy and Experimental Psychiatry, 37, 188-205.
Demaray, M., &; Elting, J. (2003). Assessment of attention-deficit / hyperactivity disorder (ADHD) : A comparative evaluation of five, commonly used, published rating scales. Psychology in the School, 40, 341-361.
DuPaul, G., &; Eckert, T. (1998). Academic interventions for students with attention-deficit /hyperactivity disorder: A review of the literature. Reading and Writing Quarterly, 14, 59-83.
Duplaga, M. (2008). International perspectives and initiatives. Health Information and Libraries Journal, 24, 137-141.
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