學齡前注意力缺陷過動症兒童之父母訓練團體療效評估─父母親與老師評量之比較

The Evaluation of Treatment Effect in Parent Training Group of Preschool Children with Attention-Deficit Hyperactivity Disorder

何采諭(Tsai-Yu Ho)

指導教授 ： 黃惠玲

高雄醫學大學/健康科學院/行為科學研究所/碩士(2003年)

摘要

注意力缺陷過動症（ADHD）是常見的兒童期疾患。對學齡前ADHD兒童而言，父母訓練是有效的治療方式。本研究目的主要有二：（1）探討學齡前ADHD父母管教訓練團體的成效。（2）以多元評量的角度對孩子的行為進行評量，其中評量者包括父母親與老師，並從結果中進一步探討治療效果是否可由家庭概化到學校。研究對象共8名ADHD兒童，平均年齡為5.3歲，由父母親來參與訓練團體。研究工具包括三種評量表：（一）干擾性行為評量表（DBDRS）；（二）家庭情境問卷（HSQ）及學校情境問卷（SSQ）；（三）兒童注意力問題量表（CAP）；由父母親及老師於團體療程之前、中、後，對兒童進行評量，並將收集到的評量結果進行統計分析。
研究結論顯示，在經過父母訓練團體後：（一）ADHD兒童在家庭中的注意力問題、過動─衝動、對立反抗行為獲得改善；在學校中的注意力問題、對立反抗行為也降低；（二）ADHD孩子在家庭及學校中的行為困擾程度有顯著降低，在各情境中的表現及嚴重度，均較未參與團體前有改善；且治療效果可由家庭中概化到學校情境；（三）父母親與老師的CAP評量結果，有所差異。

關鍵字

學齡前兒童 ； 注意力缺陷過動症 ； 父母訓練 ； 療效評估

並列摘要

Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders in childhood. Parent training is a helpful treatment approach for preschool ADHD. The present study was intended to demonstrate : (1) the treatment effect in parent training group of preschool ADHD, and (2) the treatment effects at home could be generated at school, which is by evaluating children’s behavior through multiration; those evaluators including parents and teachers. Eight ADHD preschoolers were recruited, and their average age was 5.3, whose parents were invited to participate an 11-sessions parent training program. The three rating scales for this research are the following, (1) the Disruptive Behavior Disorder Rating Scale (DBDRS), (2) the Home Situation Questionnaire (HSQ) and the School Situation Questionnaire (SSQ), and (3) the Child Attention Profiles (CAP). These rating scales were used to evaluate the effect of parent training program, and meanwhile parents and teachers were be asked to rate these scales.
After parent training group, the conclusion are (1) a significant improvement in attention, hyperactive — impulsive, and opposite defiant behavior at home, and an obvious decline in attention and opposite defiant behavior at school of ADHD preschooler. (2) The decline in the disruptive behaviors at home and school, and improvement in the performance and severity of behaviors are significant; the treatment effect can be generated into school situation. (3) The CAP rating scores of parents is different from the teacher’s.

並列關鍵字

preschooler ； Attention-Deficit Hyperactivity Disorder ； ADHD ； parent training ； treatment effect

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