不同標記與行為訊息對國小學生之知覺影響－以ADHD為例

The Effects of Different Label and Behavioral Information on Elementary School Students' Perception-An ADHD Example

10.7060/KNUJ.200506.0001

察明富(Ming-Fu Tsai)；洪儷瑜(Li-Yu Hung)

國小學生 ； 注意力缺陷過動症 ； 標記 ； elementary school student ； ADHD ； labeling

高雄師大學報

18期（2005 / 06 / 01）

1 - 22

繁體中文

現今特殊教育實施分類方式，特殊教育標記因應而起，但特殊教育標記名詞對他人之知覺影響仍待探討，本研究以注意力缺陷過動症標記（Attention-Deficit/Hyperactivity Disorder，簡稱ADHD）為例，主要目的在試圖釐清不同標記與其相關訊息對國小學生之知覺影響。本研究採取3（不同標記訊息：ADHD、精力充沛、正常學生）×3（不同行為訊息：ADHD行為、適當行為、未描述行為）二因子受試者間實驗設計，研究對象為台北市234名國小學生，以「標記與行為知覺問卷」為研究工具，探討不同標記與行為訊息對國小學生在學校適應預測與社會距離之知覺影響。結果發現：如果只有出現標記訊息，精力充沛、正常學生標記訊息對學生在學校適應預測分別優於出現ADHD標記訊息，但不同標記訊息對學生知覺社會距離則無影響。如果同時出現標記與行為訊息，學童出現適當行為或未描述行為時，ADHD標記會影響學生在學校適應產生負向預測；學童出現ADHD行為訊息會對學生在學校適應預測與社會距離形成負向知覺，不同標記訊息則無影響。結果顯示ADHD行為訊息主要影響學生在學校適應預測與社會距離產生負向知覺。整體而言，本研究結果發現不同標記和行為訊息對學生知覺過程之影響，ADHD行為訊息比標記訊息對社會認知歷程的影響來得重要。此發現較支持社會認知理論，但不同意標記理論。最後根據本研究結果與發現，分別就教育實務與未來研究提出相關建議，以供教學工作者與後續研究者之參考。

The main purpose of the study was to investigate the effects of different label and behavioral information on students' perception. The effects of the different label and behavioral description were designed as 3×3 experiment. Three different labels encompassed ADHD, energetic and normal, and three different kinds of behavioral information were described as ADHD-type behavior, normal behavior, and no description. There were 234 fifth-grade students in Taipei city participating in this study. All participants were randomly assigned to read one of the nine vignettes, which described a boy with one of the three labels and his typical daily behavior. All the subjects were asked to complete The Perception of Label and Behavior Inventory after reading the assigned vignette. Two major results were found as follows 1. When different labelings were presented, the energetic and normal label information had a more positive impact on students' judgment of school adjustment prediction. But there were no differences on the perception of social distance. 2. When normal or non-descriptive behavior was presented, ADHD label had a negative impact on students' perception of school adjustment prediction. When ADHD behavioral information were presented, the three different labels had no effects on the perception of school adjustment predication and social distance. The results revealed that the ADHD behavioral information showed a significant negative impact on students' judgment of school adjustment prediction and social distance. The results indicated that the ADHD behavioral information, instead of the label, had a significant negative impact on students' judgments. The findings suggested that labels did not play an important role in how students perceived and that labeling theory in relation to special education needed to be reconsidered. Implications for the practice and the further research were recommended on the basis of the findings of this study.

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