桌遊團體對國小ADHD學童社交行為問題之改善
No Thumbnail Available
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討桌遊團體對國小ADHD 的學童社交行為問題之改善。研究受試者為三名國小ADHD學童，研究方法採用單一受試研究法中A-B-M實驗設計，以了解三位受試者社交行為之輔導成效。自變項為桌遊團體，依變項為社交行為之表現。
研究進行基線期、介入期、維持期三個階段的之資料蒐集，並透過視覺分析法及C統計進行資料分析，探討桌遊團體對三名受試者社交行為之影響，並透過學童自評及訪談教師，進行社會效度分析。研究結論如下：
一、桌遊團體可改善國小ADHD學童的社交行為問題，且具有立即效果。
二、桌遊團體可改善國小ADHD學童的社交行為問題，且具有維持效果。
三、桌遊團體對改善國小ADHD學童之社交行為問題有良好的社會效度。
本研究依據研究結果提出建議，以提供未來相關研究者教學實務與研究之參考。
The main purpose of this study is to investigate the effects of tabletop game group on remediating social behavior problems for elementary students with ADHD. Three elementary students with ADHD participated in this study. The single subject of A-B-M experimental design was used. Tabletop game group was used as independent variable and social behavior problems were used as dependent variables. Data were collected from three subjects during the baseline, intervention and maintenance phases. Visual analysis and simplified time-series analysis were used to analyze the effectiveness of tabletop game group on social behavior. And social validity was measured by student self-assessment and teacher interviews. The results of this study were summarized as follows: 1. Tabletop game group could improve the social behavior problems for elementary students with ADHD, and it has immediate effect. 2. Tabletop game group could improve the social behavior problems for elementary students with ADHD, and it has maintenance effect. 3. Tabletop game group has good social validity to improve the social behavior problems for elementary students with ADHD. Finally, there are some suggestions for teaching and future studies, based on research results.
The main purpose of this study is to investigate the effects of tabletop game group on remediating social behavior problems for elementary students with ADHD. Three elementary students with ADHD participated in this study. The single subject of A-B-M experimental design was used. Tabletop game group was used as independent variable and social behavior problems were used as dependent variables. Data were collected from three subjects during the baseline, intervention and maintenance phases. Visual analysis and simplified time-series analysis were used to analyze the effectiveness of tabletop game group on social behavior. And social validity was measured by student self-assessment and teacher interviews. The results of this study were summarized as follows: 1. Tabletop game group could improve the social behavior problems for elementary students with ADHD, and it has immediate effect. 2. Tabletop game group could improve the social behavior problems for elementary students with ADHD, and it has maintenance effect. 3. Tabletop game group has good social validity to improve the social behavior problems for elementary students with ADHD. Finally, there are some suggestions for teaching and future studies, based on research results.
Description
Keywords
桌遊團體, 國小ADHD學童, 社交行為問題, tabletop game group, elementary students with ADHD, social behavior problems