電腦化注意力診斷測驗（CADA）建置與ADHD學生注意力分析之探討

本研究目的在發展建置電腦化注意力診斷測驗之線上平台，提出診斷注意力向度之模式，同時瞭解ADHD學生與一般學生在注意力表現上的差異。測驗內容根據注意力相關理論編製，共分為10個分測驗，同時經模式驗證分類為三個因素分數：圖畫注意力、推理注意力與語文注意力。測驗經過預試修正題目，並選取學前到國中階段共計250位參與者進行正式試並建立常模與CADA商數，本研究所發展之CADA內部一致信度為.824，因素分數與總分相關皆大於.7，三項因素建構效度為.766、.742以及.856。本研究在分析正式試後得到下列結果：1本研究發展之CADA具有良好信效度，對注意力之解釋能結合特殊教育應用；2.一般學生在注意力表現上會隨著教育階段而提高（p ＜0.1）；3.ADHD學生的CADA商數會顯著低於一般學生，三項因素中圖畫和推理兩項注意力分數達顯著差異（P ＜ 0.5）；4.比較服藥與未服藥之ADHD學生注意力表現，未服用藥物之ADHD學生除CADA商數低於服用藥物之ADHD學生，三項因素分數在數據呈現上也都低於服藥之ADHD，同時以語文注意力的數據差距最多，顯示藥物對於ADHD與本測驗之注意力表現可能存在影響，唯本次ADHD抽樣數乃依照自然出現率（5％）進行抽樣，尚無法對於ADHD用藥與否之表現差異進行確切推論，有待後續進一步再研究探討。本研究最後根據研究結果提出相關建議，提供教育與研究人員在測驗使用與結果解釋之參考

關鍵字

注意力；注意力缺陷過動症；特殊教育；電腦化注意力診斷測驗

並列摘要

The purpose of the study is to establish a online web of computerize attention diagnostic assessment (CADA), provide a model of attention diagnosis, and understand discrepancy of attention performance between general students and students with ADHD(Attention-Deficit/Hyperactivity Disorder). Content of CADA is according to related attention theory and developed ten subtests which classified three factor indexes: image attention, reasonable attention, and verbal attention. It adapted content of test through pretest, selected 250 participants to go on formal test and established norm and CADA scores. In CADA, the Cronbach α. is .824, the correlation coefficient of factor indexes to CADA scores are higher than .7, and construct validity of three factor indexes are .766, .742 and .856. After analysis data of formal test and find some result as follow: 1. There are well reliability and validity in CADA of this study, the explanation of attention at CADA that access educational perspective and application. 2. The performance of attention increase with learning grades at general students (p＜ .01); 3. It got significance lower CADA scores at students with ADHD than general students, also appeared the same result on three factor indexes(p＜ .05); 4. Compared performance of attention with students with ADHD that take medicine or not, CADA scores and three factor indexes of untaken medicine ADHD got lower performance than taken medicine ADHD, and the largest different was at verbal attention. It showed the different influence that medicine for student with ADHD, but the results as above were insignificance because prevalence of ADHD those need to gather more participants and analyze in advance. Finally according the study results and provides suggestions to educator and researcher who implement, reference, and explain result of CADA.