Abstract
<p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">本研究旨在探討針對三位學前疑似</span>ADHD<span style="font-family:"新細明體",serif">幼兒進行陶藝教學融入注意力訓練後，改善其課堂注意力問題之成效。研究方法採單一受試法</span>A-B-A<span style="font-family:"新細明體",serif">撤回設計，受試者接受為期五週的陶藝教學，每週</span>2<span style="font-family:"新細明體",serif">次共</span>10<span style="font-family:"新細明體",serif">次，每次</span>30<span style="font-family:"新細明體",serif">分鐘。以自編之「課堂不專注行為觀察表」作為本研究成效依據，所得資料以目視分析法及Ｃ統計進行分析。另外輔以《電腦化注意力診斷測驗》前後測結果，評估受試者課堂注意力改善情形，經綜合分析得研究結果如下：</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">一、陶藝教學改善受試者課堂注意力問題具有立即成效：</span></span></span></span></p><p style="margin-right:40px; margin-left:109px; text-align:justify; text-indent:-27.6pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">一</span>) <span style="font-family:"新細明體",serif">三位受試者課堂不專注行為百分比有顯著降低的正向趨勢，且基線期至介入期階段間，Ｃ統計Ｚ值皆達顯著水準</span>( p<.01)<span style="font-family:"新細明體",serif">，顯示具立即成效。</span></span></span></span></p><p style="margin-right:40px; margin-left:109px; text-align:justify; text-indent:-27.6pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">二</span>) <span style="font-family:"新細明體",serif">經過五週教學介入，三位受試者課堂不專注行為改變率至少達</span>50%<span style="font-family:"新細明體",serif">。</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">二、陶藝教學改善受試者課堂注意力問題具有維持成效：</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">一</span>) <span style="font-family:"新細明體",serif">撤除介入教學一週後，受試者「課堂不專注行為」皆具有兩週維持效果。</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">三、陶藝教學對受試者課堂注意力具正向影響</span></span></span></span></p><p style="margin-right:40px; margin-left:107px; text-align:justify; text-indent:-26.4pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif">(<span style="font-family:"新細明體",serif">一</span>) <span style="font-family:"新細明體",serif">《電腦化注意力診斷測驗》前後測結果三位受試者二因素總分皆從低於轉為高於切截數。</span></span></span></span></p><p style="margin-right:40px; margin-left:40px; text-align:justify; text-indent:24.0pt"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:"Times New Roman",serif"><span style="font-family:"新細明體",serif">根據本研究結果，提供實務工作者實施陶藝教學及未來研究者建議。</span></span></span></span></p>