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

The Relationship between Increasing Signal to Noise Ratio and Impacts to Students' Instruction Compliance%2C Sustained Attention%2C and Short-term Memory of Students with Attention Deficit and Hyperactivity Disorder

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\r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\r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\r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\r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。\r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\r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\r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\r頻系統。

This study aimed to investigate the relationship between increasing signal to noiseratio (SN) and students with Attention Deficit and Hyperactivity Disorder (ADHD)，particularly its impacts to students’instruction compliance， sustained attention， and shorttermmemory. Three ADHD students， between 3rd and 4th grades， were selected as studysubjects， and the paired-t test of single-subject research method was used. Three types ofSN interventions were administered in the study， including Frequency Modulated System(FM System)， special classroom， and FM systems in a special classroom. A test and videotapingwere conducted to observe the subjects’ performances of instruction complianceratio， instruction compliance latency， sustained attention， and short-tem memory. Thefollowings are the findings of the study：\r1. The increase of SN interventions provided a significant difference in ADHDstudents’ 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’ instructioncompliance ratio， instruction compliance latency， sustained attention， and short-tem memory.3. Although the results of special classroom intervention were rather effective tostudents’ 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 thespecial classroom， even this is still useful.Although the results of FM system in a special classroom intervention were rathereffective to students’ instruction compliance ratio， instruction compliance latency， sustainedattention， and short-tem memory， they were not as noticeable as FM system intervention.