國小普通班教師對ADHD伴隨品行疾患兒童教學困擾與因應策略之研究

本研究對象為四位曾教過ADHD 伴隨品行疾患兒童的國小普通班教師。研究採深度訪談方式，筆者以自編訪談大綱為研究工具，將受訪資料採質性研究內容分析法進行資料分析。主要研究發現如下：一、國小普通班教師面對ADHD 伴隨品行疾患兒童，有五方面的教學困擾：（一）干擾行為影響教師教學（二）情緒爆發產生攻擊行為，造成師生的傷害（三）教師常需處理人際衝突問題（四）學習表現落後，教師教學負擔重（五）親師溝通困難。其中，ADHD 伴隨品行疾患兒童（CD 得分5 分以上）會公然挑釁，對師長沒禮貌、教師常需要處理兒童惡意言語辱罵他人產生的衝突，兒童在情緒爆發時會出手打人，甚至使用威脅性的刀器來發洩情緒，對教師產生較嚴重的教學困擾。二、國小普通班教師面對ADHD 伴隨品行疾患兒童教學困擾的因應策略為：（一）調整班級經營與目標，協助兒童班級適應（二）先緩和兒童情緒再處理問題，養成合宜行為（三）適時安排團體合作機會，營造友善同儕關係（四）教學適度調整，給予差異化標準（五）建立親師信賴關係，親師溝通合作。其中，教師面對ADHD 伴隨品行疾患兒童（CD 得分5 分以上）較嚴重情緒問題的因應策略為，先帶離引發兒童情緒的環境，給予發洩情緒的時間，緩和情緒後再處理問題。面對兒童嚴重的干擾與公然挑釁行為，教師需給予明確的規準，逐步建立合宜行為，才能有效解決問題。最後根據研究結果，針對國小普通班教師、學校行政以及後續研究方向等面向，提出具體建議。

關鍵字

國小普通班教師；注意力缺陷過動症兒童； ADHD伴隨品行疾患兒童；教學困擾；因應策略

並列摘要

Thesubjects of this study were four ordinary teachers in elementary schools whohad taught children with ADHD and conduct disorders. The research adopts themethod of in-depth interviews. The author uses the self-edited interview outlineas a research tool to analyze the interviewed data using the qualitativeresearch content analysis method. The main research findings are as follows: 1.Teachers of ordinary classes in elementary schools, facing ADHD and conductdisorder children, have five teaching difficulties: (1) Interfering behaviorsaffect teachers' teaching (2) Emotional outbursts produce aggressive behaviors,causing harm to teachers and students (3) Teachers often need Dealing withinterpersonal conflicts (4) Lagging learning performance, heavy teaching burdenon teachers (5) Difficulty in parent-teacher communication. Among them,children with ADHD and conduct disorders (with a CD score of 5 or more) willopenly provoke, be rude to teachers, and teachers often need to deal withconflicts caused by children's malicious words and abuse of others. Whenchildren have emotional outbursts, they will beat others or even use threats.Use the knife to vent emotions, causing serious teaching troubles to teachers. 2. Thecoping strategies of primary school teachers facing the teaching difficultiesof children with ADHD and conduct disorders are as follows: (1) Adjust classmanagement and goals to help children adapt to the class (2) First easechildren’s emotions and then deal with problems to develop appropriatebehaviors (3) ) Arrange group cooperation opportunities in a timely manner tocreate a friendly peer relationship (4) Moderately adjust teaching and givedifferentiated standards (5) Establish a parent-teacher trust relationship, andparent-teacher communication and cooperation. Among them, teachers' copingstrategies for children with ADHD and conduct disorders (CD score above 5) withmore severe emotional problems are to take away the environment that triggerschildren's emotions first, give them time to vent their emotions, and easethem. Deal with the problem after the emotion. In the face of children'sserious interference and openly provocative behavior, teachers need to giveclear rules and gradually establish appropriate behaviors in order toeffectively solve the problem. Finally, according to the research results, specificsuggestions are put forward for teachers of ordinary classes in elementaryschools, school administration, parents, and follow-up research directions.