杜正治陳李治CHEN LEE CHIN2019-09-052011-10-112019-09-052009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595041220%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/105396本研究主要目的在探討「同儕教導射擊課程」介入，以改善對注意力缺陷過動症（Attention-Deficit/Hyperactivity Disorder,ADHD）學生學習行為與社會行為之影響。本研究方法採單一受試實驗設計中「跨受試多探試設計」（multiple probe designs across–subjects）實驗設計，以四位經醫院診斷證明為ADHD的國中學生為研究對象。受試者接受每週二節、每節30分、共十週的「同儕教導射擊課程」教學。所得資料以次數、曲線圖及目視分析法等方式進行分析，以考驗教學之成效。研究結果如下： （一）經「同儕教導射擊課程」介入後，ADHD學生不專注、干擾及離座三項行為問題皆獲得明顯改善，且皆具維持效果。 （二）經「同儕教導射擊課程」介入後，能增進ADHD學生其溝通協調行為，且有明顯改善效果。 （三）經「同儕教導射擊課程」介入後，能有效改善ADHD學生的社會行為，且皆具維持效果。 基於上述研究結果，證實本研究具有正面效果。研究者根據研究結果提出建議，可做為家長、學校教育輔導人員及未來研究者之參考。The primary purpose of the study was to explore effects of peer tutoring shooting training programs on learning and social behaviors of students with attention-deficit/hyperactivity disorders. It employed the multiple-probe across-subjects designs. Participants consisted of 4 junior high school students diagnosed by doctors as with attention-deficit/hyperactivity disorders. After the delivery of 10-week, two sessions per week, programs, results was found as follows: A. Off-tasks, disruptive and non-attentional behaviors were much improved after intervention of the shooting programs and the results were maintained for weeks. B. Participants’ personal communication behaviors were much enhanced after completion of the training programs and were reserved for weeks. C. The practice of shooting training programs resulted in the improvement of the overall social behaviors and achieved substantial maintenance. Further discussion and suggestions were offered based on the above findings.同儕教導射擊訓練ADHD學習行為社會行為peer tutoringshooting trainingADHDlearning behaviorssocial behaviors