一位導師運用系統合作協助 ADHD兒童人際行為輔導之歷程

A Homeroom Teacher’s Guidance Process on an ADHD Student of Interpersonal Disruptive Behavior Using Systematic Collaboration

張明嫻(Ming-Hsien Chang)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000396

摘要

本研究目的在於瞭解一位導師如何運用系統合作協助ADHD兒童人際行為輔導之歷程。輔導團隊包括研究者/導師和專輔教師，研究對象為一位具有ADHD的學生與其家長。在輔導後期，除了研究對象外，另外邀請二名科任教師與二名同學參與會談，以佐證學童輔導後的行為表現。本研究方法採用個案研究方法，以半結構進行深度會談蒐集資料。依據時間順序結構的方式進行，研究者/導師依據兒童的行為表現，不定期與兒童或母親晤談，依晤談結果擬定或修正輔導策略，執行輔導策略中，再依據兒童的輔導進展作調整。研究資料包括聯絡簿、行為改善評量表和在輔導歷程中與ADHD兒童進行六次的晤談，與兒童母親及專輔教師進行二次會談，以及與所有參與者進行結案會談各一次。在分析時，研究者將輔導歷程分為前、中、後期呈現資料分析結果。研究結果顯示在輔導前期，研究者主要藉由訂定外在約束協助個案改善人際行為問題；在輔導中期，研究者透過與個案溝通並給予正向支持使個案願意正視自己的人際行為問題並將正確價值觀內化；在輔導後期，研究者引導個案找尋在人際互動上的學習楷模並協助個案檢視自己的改善。經由研究結果發現，在 ADHD兒童的人際行為輔導歷程裡，導師需透過正向支持協助學生改善人際行為問題。另外，導師需要化解家長的歧見、邀請學生家長及專輔教師與導師合作共同參與輔導歷程，並時刻看見學童的人際行為進展，才能有效的解決ADHD兒童的人際行為問題。

關鍵字

ADHD；系統合作；正向支持及人際回饋；個案研究

並列摘要

The main purpose of this study was to understand a homeroom teacher’s guidance process on an ADHD student with interpersonal disruptive behavior using systematic collaboration. The guidance team included the researcher/ homeroom teacher and the guidance counselor . In the end of the guidance, apart from the studied subjects, the researcher also invited two subject teachers and two other students to participate in the interview, to gave evidances about the client’s improvement after guidance. The method took a case study research and adopted semi-structured in-depth interview to collect the data. Throughout a semester, the researcher /teacher has provided 6 face to face to face guidance interviwe with the student, 2 interview with the child’s mother conjoint with the guidance counselor. In the end of semester, 2teachers and peers were interviewed with regard to the child’s behavior change. Other data collected in current study was consisted of a teacher-parent communication book, behavior improvement checklist rated by child’s mother weekly, and researcher’s observation notes. When analyzing, the researcher divided the guidance process into prec-stage, mid-stage, and post-stage to present the result of the analysis. The results showed that teacher has to set rules on disruptive behavior pre-stage. In the mid-stage, the teacher increased student's willingness of reviewing his disruptive behavior and made the correct concepts internalized by communicating with him and giving him positive support. In the post-stage, the teacher guided ADHD student to find out a role model on interpersonal interaction, and taught him to monitor his own behavior. This study concluded that in providing guidance or an ADHD student, a homeroom teacher need to adopt a positive support and interpersonal feedback approach to support the child’s interpersonal disruptive behavior. Besides, the researcher found that the interpersonal disruptive behavior of an ADHD student could improve when the homeroom teacher spending effort in resolving the disagreements with the parents, collaborating with the guidance counselor, and always paying attention on the positive behavior and behavior progress of the child.

並列關鍵字

ADHD；Case study；Positive behavior support and interpersonal feedback；Systematic collaboration

參考文獻

孟瑛如、謝瓊慧(2012)。國小ADHD出現率、鑑定、藥物治療與教養措施之調查研究。特殊教育與輔助科技學報，5，1-36。

一、中文部分

孔繁鐘(譯)(2002)。American Psychiatric Association(1994)。DSM-IV 精神疾病診斷與統計(初版五刷)。台北:合計。

方惠生、戴嘉南（民97）：彰化縣專業諮商人員介入國小校園輔導工作實驗方案評估研究。諮商輔導學報—高師輔導所刊，18期，89-121頁。

王乙婷（2003）。自我教導策略增進 ADHD 兒童持續性注意力效果之研究(未出版之碩士論文)。國立台南師範學院特殊教育學系，台南市。