使用大腦神經科學協助教師改善單純注意力缺乏兒童的學習問題
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Date
2014-06-??
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國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
注意力缺乏／過動症候群有三種亞型，注意力缺乏型、衝動-過動型與結合型。單純注意力缺乏兒童最易被忽略，常無法及時接受治療，耽誤寶貴的學習機會。本文嘗試運用神經科學角度檢視注意力缺乏兒童的注意力問題，以及伴隨之學習阻礙。其次，在教學現場中如何運用相關技巧改善兒童的注意力問題，提升學習品質。最後，回顧目前的評估方法，建議可使用之神經心理學評估方法，使教師更精確暸解兒童注意力如何影響學習。
According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) is criteria, attention deficit/hyperactivity disorder (ADHD) contains three subtypes: ADHD-inattention (ADHD-I), ADHD-Hyperactive-impulsive (ADHD-H), and combined type (ADHD-C). Because of non-significant conduct problems, children with ADHD-I are neglected in class by teachers. Studies have found that the academic performance of children with ADHD-I were the worst among the three subtypes. We used neuroscientific knowledge to review the attentional deficits in children with ADHD-I. We also introduced some skills for children with ADHD-I in order to improve their attention deficits in class. Finally, neuropsychological assessment needed to be used for children with ADHD-I.
According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) is criteria, attention deficit/hyperactivity disorder (ADHD) contains three subtypes: ADHD-inattention (ADHD-I), ADHD-Hyperactive-impulsive (ADHD-H), and combined type (ADHD-C). Because of non-significant conduct problems, children with ADHD-I are neglected in class by teachers. Studies have found that the academic performance of children with ADHD-I were the worst among the three subtypes. We used neuroscientific knowledge to review the attentional deficits in children with ADHD-I. We also introduced some skills for children with ADHD-I in order to improve their attention deficits in class. Finally, neuropsychological assessment needed to be used for children with ADHD-I.