| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 85 === Children with ADHD experience seriously disturbed interpersonal relations in school. The purposes of this study were to investigate the social behavior and social status of ADHD at elementary school and effects of social skills training for these subjects. Accordingly, the methods of survey and multiple baseline design across subjects were utilized in this study. Descriptive statistics and visual inspection were used respectively. 14 and 8 ADHD from the 6th grade of an elementary school in Taipei metropolitan area served as subjects.
The major findings were summarized as follows:
1.The social behavior pattem of those children with ADHD is different from the averages significantly. Their maladaptive behaviors are much more than the mean of the norm, but their adaptive behaviors are much fewer.
2.About 67% of those children with ADHD are rejected by their peers.
3.The effect of social skills training for those children with ADHD is not totally proven, however, the social validity of social skills training in this study is fairly well.
Discussion and recommendations were made based on the results and limits of this study.
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