頁籤選單縮合
題 名 | 教師和家長對於「注意力缺陷過動症」的專業取向信念之研究=The Orientation Belief of Teachers and Parents on ADHD |
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作 者 | 洪儷瑜; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 25 2003.09[民92.09] |
頁 次 | 頁147-171 |
分類號 | 529.68 |
關鍵詞 | 注意力缺陷過動症; 教師; 家長; 信念; 成因; ADHD; Teacher; Parents; Belief; Cause; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要根據英國學者Cooper和他的指導學生Ideus所編製的ADHD的專業取向量表(Attention Deficti-Hyperactive Disorder Orientation Scale,簡稱ADHDOS)翻譯編製成「ADHD 態度問卷」,除了探討ADHDOS架構在臺灣的適合性之外,另外也探討不同背景的教師和家長對於ADHD的看法。問卷調查500位普通、特教與輔導教師,和429位不同來源的家長,結果教師回收率55%,家長問卷回收約32%,經篩選之有效樣本教師計280名,家長111名。ADHDOS中文修訂之ADHD態度量表在主成分因素分析結果,發現國內的分量表結構與英國原主張不同,僅得兩個信念量表(環境適配性、科學依據)和一題學術取向,主要發現有四: (1)原量表結構必須重新調整為兩個取向。國內樣本所得之ADHD的專業取向以多元折衷的「環境適配」和生理學取向的「科學依據」兩個分量表為較穩定的分量表; (2)不同教師對ADHD之信念大同小異;以生理學觀點為主,以環境適的信念為多;(3)不同家長對ADHD的信念差異較大,家長協會會員異於較少接觸訊息的個案家長。(4)教師與家長組間的差異小於組內差異、接觸ADHD訊息較少的普通班教師與專案個之家長信念較相似,認為ADHD可能是生理或心理,而專業信念傾向於環境適配與科學依據; (5)三年內是否接受專業研習發現與教師對於ADHD信念有關,但是否教過這類學生與信念無關。總之,本研究結果肯定目前專業對於障礙的看法,應以生態角度,而非病理的觀點,著重環境與個人的適配性,並提出相關建議。 |
英文摘要 | The attitude and attribution of the adults (parents or teachers) on ADHD were found to be related to the choice of intervention. This study aims to adapt Prof. Cooper's model of the orientation belief of adults (teachers and parents) on ADHD and their choice of intervention. The Attention-Deficit Hyperactive Disorder Orientation Scale (ADHDOS), developed by Ideus and her doctoral supervisor, Prof. Cooper and its French revision ADHDOS-e2 by Couture & Cooper were translated and revised into Chinese form to assess the orientation attitude on ADHD. Five hundreds of teachers and 429 parents were selected and were surveyed with this ADHDOS-C by mail. About 55% and 32% of survey were received. After screen invalid data, 280 teachers and 111 parents were valid for the study. The ADHDOS-C was factor analyzed to explore the structure of ADHDOS proposed by both Ideus and Couture. After analyzed, three factors were concluded in Taiwanese sample: Ecological fitness, orientation, and the relationship between intervention and cause. However, after item analysis, tow factors and 32 items were found to be the reliable subscales. Two subsclales, ecological fitness (20 items) and scientific orientation (11 items), and another theoretical orientation item were analyzed. Three kinds of teachers (i.e. regular ed. Teacher, special ed. Teacher, and school coumselors) were found unsignificantly different in both subscales of ADHDOS-C. They tended to view ADHD as bioliogical and ecological fitness. However, parents selected from the school-based identification research project were found to more agree with scientific-orientation and view ADHD as biological ad psychological. Those with less chance to obtain information about ADHD (i.e. regular ed. Teachers and parents from the school-based identification research project) show similar belief on ADHD. |
本系統中英文摘要資訊取自各篇刊載內容。