| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purposes of this study were to examine the current situations and the differences of responses by elementary school teachers on the related variables of emotion-related regulation, effortful control, and social skills for children with attention-deficit hyperactivity disorder (ADHD), and to apply the Linear Structural Relations (LISREL) structure equation models analysis to test the fitness of a built model of variables of the executive function (EF) predicting variables of the social skills for ADHD students in Taiwan. The subjects (N=316) were general education teachers of the children with ADHD at regular classrooms in the elementary schools.
The instrument of this study was “Emotion-Related Regulation, Effortful Control, and Social Skills Rating Scale for Children with ADHD-Teachers Version” which consisted of three scales. The first scale of “Emotion-Related Regulation Scale” included “context clues” and “emotion clues” dimensions with 17 questions. The second one is the “Effortful Control Scale” included “effortful control inattention”, “effortful control memory”, and “effortful control action” dimensions with 28 questions. The last scale is “Social Skills Scale” included “international relationships”, “academic performance” and “communication skills” dimensions with 25 questions. The findings of this research were as followings.
1. The rating of performance for the ADHD students on Emotion-Related Regulation Scale was “fair” and close to “not good”; the rating of performance of the ADHD students on “Effortful Control Scale was “fair” and close to “not good”; the rating performance of the ADHD students on “Social Skills Scale was also “fair” and close to “not good”.
2. In terms of variances of the demographic variables of the teacher rater on the rating of performance of the scale for the ADHD students, there were significant differences (p ＜.05) on variables of “sex”, “teaching years”, “professional backgrounds of special education ”and “teaching regions”(p ＜.01) . However, there were no statistically differences on the variables of “educational background” and the “school size”.
3. In terms of variances of the demographic variables of the ADHD students on rating performance by teachers of the scale, there were significant differences (p ＜.05) on the variables of “identification of resources”, “sex”, and “medicine-taking“, as well as the variable of “age ” (p ＜.01).
4. The hypothesized model of “emotion-related regulation, effortful control, and social skills for children with ADHD” was well-fitted for children with ADHD in Taiwan.
According to the findings, the conclusions and suggestion were given related to the policy and practice of elementary education and for future research.
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