社會技巧教學對提升國小ADHD學生遵守桌上遊戲規則成效之研究

本研究旨在探討以桌上遊戲作為媒介，融入國小ADHD學生社會技巧之課程介入後，是否能提升其遵守桌上遊戲規則。研究方法採單一個案研究法之跨受試者多探試設計，分為基線期、介入期及維持期三階段；研究對象為三位國小ADHD學生，自變項為社會技巧教學，依變項為遵守桌上遊戲規則之表現。利用目視分析及圖示法進行資料的分析。研究結果如下：一、社會技巧教學對提升國小ADHD學生遵守桌上遊戲規則具有立即成效。二、社會技巧教學對國小ADHD學生遵守桌上遊戲規則具有維持成效。根據以上結果，提出幾點建議，供實務教學及未來研究之參考。  The purpose of this study was to explore whether the use of tabletop games as a medium can improve the social skills of elementary school ADHD students after the intervention of the curriculum of social skills. The research method adopted a multiple baseline design across subjects with a single case study method. Participants were 3 elementary students with attention deficit hyperactivity disorder (ADHD). The data were analyzed by visual analysis and graphical method. The results of the study were as follows: 1. board games could instantly improve the social skills of elementary school ADHD students’ performance in complying with the rules of the game. 2. board games were effective in maintaining the social skills of elementary school ADHD students in complying with the rules of the game. Based on the above results, some suggestions were put forward for reference in practical teaching and future research.