臺灣博碩士論文加值系統

本研究旨在探討急性律動活動對於注意力不足過動症兒童注意力之影響。研究對象為14位平均年齡8歲的ADHD兒童，採用兩次介入的方式，一天靜態閱讀，一天執行兒童律動活動，介入後參與者皆接受高登診斷系統之測驗，並比較兩種活動在抑制衝動能力、注意力、抵抗分心能力之變化情形。介入後所蒐集的測驗數據，使用無母數統計之Wilcoxon符號等級檢定，考驗閱讀後及兒童律動活動後測驗分數間的差異。結果發現：抑制衝動能力及抵抗分心能力，在閱讀活動與律動活動的介入後，並無顯著差異。注意力的持續則具顯著差異。結論：急性兒童律動活動對於抑制衝動能力、抵抗分心能力並無促進之效果，但是對於注意力持續的改善具有適用性。本研究對未來研究之建議，可以增加混合型、不專注主顯型、過動-衝動主顯型等3個不同類型的ADHD兒童，探討運動對於不同類型之適用性。此外，也可以透過個案喜愛的運動進行長期介入。在應用上，除了促進ADHD兒童養成每日運動習慣外，也建議搭配動、靜學習活動的穿插，以利專注力的表現。

This study purpose was to examine the effect of acute rhythmical movement on the attention of children with ADHD. The participants were 14 ADHD children at the age of 8 in average. This study used two-times intervention method, intervened reading on the first day and children’s rhythmic movement activities on the other day. After interventions, the participants were tested with Gordon Diagnostic System (GDS). In addition, the changes of the participants’ responses in impulse resistance, attention, distraction resistance in the activities were compared. Data analysis used Wilcoxon Singed-Ranks Test of Nonparametric statistics to find out the differences between after reading and children’s rhythmic movement activities. The findings indicated that there were no significant differences in impulse resistance and distraction resistance in reading and children’s rhythmic movement activities. Moreover, there was significant difference in sustained attention. This research concluded that acute rhythmic movement had no significant effect on children with ADHD in impulse resistance and distraction resistance. However, it is applicable on the improvement on sustained attention. This research suggests in future that to examine exercise effects on three more types of children with ADHD, namely combined presentation, predominantly inattentive presentation, and predominantly hyperactive/impulsive presentation. In addition, future research could intervene to use children favorite activity on long-term basis. Regarding its applicability, in addition to promote the exercise habit of children with ADHD, it is suggested to alternate dynamic and static activities in order to facilitate their attention presentation.

第一章 緒論-------------------------------------------------1
第一節 研究動機---------------------------------------------1
第二節 研究目的與問題----------------------------------------7
第三節 研究假設---------------------------------------------7
第四節 名詞釋義---------------------------------------------8
第二章 文獻探討---------------------------------------------10
第一節 ADHD患者的相關理論-----------------------------------10
第二節 ADHD兒童注意力的問題---------------------------------19
第三節 運動對ADHD注意力之影響-------------------------------24
第三章 研究方法---------------------------------------------39
第一節 研究架構與設計---------------------------------------39
第二節 研究對象-------------------------------------------41
第三節 研究工具--------------------------------------------42
第四節 研究步驟--------------------------------------------46
第五節 實驗處理--------------------------------------------47
第六節 資料分析--------------------------------------------48
第肆章 結果與討論-------------------------------------------49
第一節 ADHD兒童之基本資料-----------------------------------49
第二節 GDS各測驗在閱讀活動及兒童律動活動後之結果分析-------------51
第三節 討論-----------------------------------------------55
第伍章 結論與建議-------------------------------------------62
第一節 結論-----------------------------------------------62
第二節 建議-----------------------------------------------62
參考文獻---------------------------------------------------65
中文部分--------------------------------------------------65
英文部分 -------------------------------------------------68

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