ADHD資優標記與行為嚴重度相關訊息對國中學生知覺之影響

An Investigation into the Effects of ADHD/Gifted Label and Behavior Information on the Junior High School Student's Perception

蔡明富(Ming-Fu Tsai)

國中學生 ； 雙重特殊學生 ； 注意力缺陷過動症 ； 標記 ； Junior high school students ； twice-exceptional students ； ADHD ； label

高雄師大學報：教育與社會科學類

35期（2013 / 12 / 01）

65 - 90

繁體中文

雙重特殊學生（twice-exceptional students）是一群兼具身心障礙與資賦優異特質的學生。過去雖有研究探討特教標記相關訊息對學生知覺之影響，惟雙重特殊學生標記（如ADHD資優標記）與行為嚴重程度訊息對國中學生知覺之影響，仍鮮有探討。本研究主要釐清不同標記（普通學生、ADHD學生、資優學生、ADHD資優學生）與行為（適當行為、ADHD行為、違規行為）訊息如何影響國中學生預測同學在學習、社會、創意及行為特質之知覺。研究對象為高雄市492名國中普通班學生，以「我的同學問卷」蒐集資料，所得資料採二因子變異數分析。本研究發現：1.不同標記訊息不會因為出現不同行為訊息，而對學生之知覺有影響。2.單獨出現標記訊息，學生對正向標記（如資優、ADHD資優標記），在學習特質知覺，優於普通學生及ADHD標記學生，但在社會、創意及行為特質的知覺，並不會受到標記訊息影響。3.單獨出現行為訊息時，負向行為（如ADHD及違規行為）對學生知覺學習、社會及行為特質差於適當行為，且對違規行為負向知覺差於ADHD行為，另外學生對ADHD行為訊息形成創意特質知覺，優於出現適當行為及違規行為訊息。

The main purpose of the study was to investigate the effects of different labels and behavioral information on junior high school students' perceptions. Four different labels encompassed normal, ADHD, Gifted and ADHD/Gifted, and three types of different behavioral information were described as normal, ADHD and CD. 492 junior high school students were recruited from Kaohsiung City. All participants were asked to complete ”The Perception of My Classmate Inventory.” The obtained data were analyzed by two-way ANOVA analysis. The results showed that (1) There was no significant two-way interaction between different labels and behavioral information on students' perceptions to academic, social, creative and behavioral domains. (2) The Gifted and ADHD/Gifted label had a positive perception on students' prediction of academic domain. But social, creative and behavioral domains were not significant. (3) The ADHD and CD behavior had a negative perception on students' prediction of academic, social and behavior domains. The ADHD behavior had a positive perception on students' prediction of creative domain.

1. 黃文玟、陳美芳(2006)。普通班同儕對資優生人際知覺之研究。特殊教育研究學刊，31，241-261。
   連結：
2. 蔡明富(2008)。性別、標記及行為訊息對國小學生知覺的影響─以注意力缺陷過動症為例。特殊教育學報，28，123-154。
   連結：
3. 蔡明富(2007)。學校行政人員對注意力缺陷過動症訊息之知覺研究。中華心理衛生學刊，20(1)，75-104。
   連結：
4. Neihart, M. (2003). Gifted children with attention deficit hyperactivity disorder. (ERIC Document Reproduction Service No. ED482 344).
5. American Psychiatric Association(2000).Diagnostic and statistical manual of mental disorders.Washington, DC:American Psychiatric Publishing.
6. Barkley, R. A.(1998).Attention Deficit Hyperactivity Disorder: A handbook for Diagnosis and treatment.New York:Guilford.
7. Batzle, C. S.,Weyandt, L. L.,Janusis, G. M.,DeVietti, T. L.(2010).Potential impact of ADHD with stimulant medication label on teacher expectations.Journal of Attention Disorders,14,157-166.
8. Baum, S.,Olenchak, F. R.,Owen, S. V.(1998).Gifted students with attention deficits: Fact and/or fiction? Or, can we see the forest for the trees?.Gifted Child Quarterly,42(2),96-104.
9. Betts, G. T.,Neihart, M.(1988).Profiles of the gifted and talented.Gifted Child Quarterly,32(2),248-253.
10. Blacher, J.,Reis, S. M.(2002).Twice-exceptional: Learning disabled and gifted.The Exceptional Parent,32(9),100-103.
11. Bossaert, G.,Colpin, H.,Pijl, S. J.,Petry, K.(2011).The attitudes of Belgian adolescents towards peers with disabilities.Research in Developmental Disabilities,32,504-509.
12. Brassett-Grundy, A.,Butler, N.(2004).,London:Bedford Group for Lifecourse and Statistical Studies, Institute of Education, University of London.
13. Brown, T. E.,Reichel, P. C.,Quinlan, D. M.(2009).Executive function impairments in high IQ adults with ADHD.Journal of Attention Disorders,13,161-167.
14. Chae, P. K.,Ji-Hye, K.,Kyung-Sun, N.(2003).Diagnosis of ADHD among gifted children in relation to KEDI-WISC and T.O.V.A. performance.Gifted Child Quarterly,47,192-202.
15. Cormack, S.,Furnham, A.(1998).Psychiatric labelling, sex roles stereotypes and beliefs about the mentally ill.International Journal of Social Psychiatry,44(4),235-247.
16. Cornett-Ruiz, S.,Hendricks, B.(1993).Effects of labeling and ADHD behaviors on peer and teacher judgments.Journal of Educational Research,86(6),349-355.
17. Cramond, B.(1994).Attention-deficit hyperactivity disorder and creativity: What is the connection?.Journal of Creative Behavior,28,193-210.
18. Finich, J.(1987).Research note the vignette technique in survey research.Sociology,21(1),105-114.
19. Fitzgerald, M.(Ed.),Bellgrove, M.(Ed.),Gill, M.(Ed.)(2007).Handbook of attention deficit hyperactivity disorder.West Sussex, England:John Wiley & Sons Ltd..
20. Fox, J. D.,Stinnett, T. A.(1996).The effects of labeling bias on prognostic outlook for children as a function of diagnostic label and profession.Psychology in the Schools,33,143-152.
21. Frick, P. J.(1998).Conduct disorder and serious antisocial behavior.New York:Plenum.
22. Gresham, F. M.,Lane, K. L.,Lambros, K. M.(2000).Comorbidity of conduct problems and ADHD: Identification of "fledgling psychopaths".Journal of Emotional & Behavioral Disorders,8(2),83-94.
23. Hartung, C. M.,Milich, R.,Lynam, D. R.,Martin, C. A.(2002).Understanding the relations among gender, disinhibition, and disruptive behavior in adolescents.Journal of Abnormal Psychology,111,659-664.
24. Heller, K. A.(Ed.),Monks, F. J.(Ed.),Passow, A. H.(Ed.)(1993).International handbook of research and development of giftedness and talent.Oxford, England:Pergamon Press, Inc..
25. Heller, K. A.(Ed.),Monks, F. J.(Ed.),Sternberg, R. J.(Ed.),Subotnik, R. F.(Ed.)(2000).International handbook of giftedness and talent.Amsterdam:Elsevier.
26. Horwitz, A. V.(Ed.),Scheid, T. L.(Ed.)(1999).A handbook for the study of mental health: Social contexts, theories, and systems.Cambridge:Cambridge University Press.
27. Kazdin, A. E.(1995).Conduct disorder in childhood and adolescence.Thousand Oaks:Sage.
28. Koonce, D. A.,Cruce, M. K.,Aldridge, J. O.,Langford, C. A.,Sporer, A. K.,Stinnett, T. A.(2004).The adhd label, analogue methodology, and participants' geographic location on judgments of scoial and attentional skills.Psychology in the Schools,41(2),221-234.
29. Kunda, A.,Sherman-Williams, B.(1993).Stereotypes and the construal of individuating information.Personality and Social Psychology Bulletin,19,90-99.
30. Kunda, A.,Thagard, P.(1996).Forming impressions from stereotypes, traits, and behaviors: A parallel-constraint-satisfaction theory.Psychological Review,103(2),284-308.
31. Lawler, B.(2000).Gifted or ADHD: Misdiagnosis? How can we be certain a correct diagnosis has been made?.Understanding Our Gifted,13(1),16-18.
32. Lee, S. S.,Hinshaw, S. P.(2006).Predictors of adolescent functioning in girls with attention deficit hyperactivity disorder(ADHD): The role of childhood ADHD, conduct problem, and peer status.Journal of Clinical Child and Adolescent Psychology,35(3),356-368.
33. Leroux, J. A.,Levitt-Perlman, M.(2000).The gifted child with attention deficit disorder: An identification and intervention challenge.Roeper Review,22(3),171-176.
34. Link, B. G.,Cullen, F. T.,Frank, J.,Wozniak, J. F.(1987).The social rejection of former mental patients: Understanding why labels matter.American Journal of Sociology,1461-1500.
35. Link, B. G.,Phelan, J. C.(2001).Conceptualizing stigma.Annual Review Sociology,27,363-385.
36. Lynch, R. T.,Thuli, K.,Groombridge, L.(1994).Person-first disability language: A pilot analysis of public perceptions.Journal of Rehabilitation,60(2),18-22.
37. Macrae, C. N.,Bodenhausen, G. V.,Miline, A. B.,Jetten, J.(1994).Out of mind but back in sight: Stereotypes on the rebound.Journal of Personality and Social Psychology,67,808-817.
38. McGarty, C.(Ed.),Yzerbyt, V. Y.(Ed.),Spears, R.(Ed.)(2002).Stereotypes as explanations: The formation of meaningful beliefs about social group.Cambridge:Cambridge University Press.
39. Mead, G. H.(1962).Mind, self and society.Chicago, IL:The University of Chicago press.
40. Montgomer, D.(Ed.)(2003).Gifted and talented children with special educational needs: Double exceptionality.London:David Fulton Publishers.
41. Moon, S. M.,Zentall, S. S.,Grskovic, J. A.,Hall, A.,Stormont, M.(2001).Emotional and social characteristics of boys with AD/HD and giftedness: A comparative case study.Journal for the Education of the Gifted,24(3),207-247.
42. Neihart, M.(Ed.),Reis, S.(Ed.),Robinson, N.(Ed.),Moon, S.(Ed.)(2002).The social and emotional development of gifted children: What do we know?.Waco, TX:Prufrock Press.
43. Norwich, B.(1999).The connotation of special education labels for professionals in the field.British Journal of Special Education,26(4),179-183.
44. Nowicki, E. A.(2006).Children's cognitions, behavioral intent, and affect toward girls and boys of lower or higher learning ability.Learning Disabilities: A Contemporary Journal,4(2),43-57.
45. Ohan, J. L.,Visser, T. A. W.,Strain, M. C.,Allen, L.(2011).Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD".Journal of School Psychology,49,81-105.
46. Pendry, L. F.,Macrae, C. N.(1994).Stereotypes and mental life: The case of the motivation but thwarted tactician.Journal of Experimental Social Psychology,30,303-325.
47. Rinn, A. N.,Nelson, J. M.(2009).Preservices teachers' perceptions of behaviors characteristic of ADHD and giftedness.Roeper Review,31,18-26.
48. Roberts, E. M. S.(1993).University of Tulsa.
49. Rothlisberg, B. A.,Hill, R.,D'Amato, R. C.(1992).,未出版
50. Roy, A.(2008).The relationships between attention-deficit/hyperactivity disorder (ADHD), conduct disorder (CD) and problem drug use (PDU).Drugs: education, prevention and policy,15(1),55-75.
51. Sang, B.,Yu, J.,Zhang, Z.,Yu, J.(2002).A comparative study of the creative thinking and academic adaptativity of ADHD and normal children.Psychological Science,25(1),31-33.
52. Schultz, B. K.,Evans, S. W.(2012).Sources of bias in teacher ratings of adolescents with ADHD.Jouranl of Educational and Developmental Psychology,2(1),151-162.
53. Shaw, G. A.,Brown, G.(1991).Laterality, implicit memory and attention disorder.Educational Studies,17,15-23.
54. Shinn, M.(Ed.),Walker, H.(Ed.),Stoner, G.(Ed.)(2002).Interventions for academic and behavior problems.Bethesda, MD:National Association of School Psychologists.
55. Tur-Kaspa, H.,Weisel, A.,Most, T.(2000).A multidimensional study of special education students' attitudes towards people with disabilities: A focus on deafness.European Journal of Special Needs Education,15(1),13-23.
56. Van Bourgondien, M. E.(1987).Children's responses to retarded peers as a function of social behavior, labeling, and age.Exceptional Children,53(5),432-439.
57. Whitmore, J. R.,Maker, C. J.(1985).Intellectual giftedness in disabled persons.Rockville, MD:Aspen Publications.
58. Winebrenner, S.(2003).Teaching strategies for twice-exceptional students.Intervention in School & Clinic,38(3),131-137.
59. Zentall, S. S.,Moon, S. M.,Hall, A. M.,Grskovic, J. A.(2001).Learning and motivational characteristics of boys with AD/HD nd/or giftedness.Exceptional Children,67(4),499-519.
60. 邱佑鈴(1999)。碩士論文(碩士論文)。臺北市，國立台灣大學衛生政策與管理研究所。
61. 黃文慧(2007)。雙重特殊學生的理論與實務─三十年的探詢與發展。資優教育季刊，102，1-19。
62. 蔡明富、洪儷瑜(2005)。還原「ADHD標記」真相？─不同標記與行為訊息對國小師生之知覺影響。特殊教育研究學刊，28，167-190。
63. 蔡明富、龔盈涵(2005)。注意力缺陷過動症學生創造力之研究。特殊教育與創造思考研究，2，151-174。

1. 蔡明富(2015)。國小普通班學生對雙重特殊標記訊息之知覺研究：以ADHD資優學生為例。特殊教育與復健學報，31，1-30。