| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === The purpose of this study was first to develop an attention test for elementary school children, which could built on suitable theory and connect to corresponding attention training program. Teachers and medical workers could use this assessment tool to sift children with attention deficit out objectively, and also could adopt appropriate training program according to the assessment result.
In the part of developing assessment tool, the researcher adopted Sohlberg and Matter’s attention theory, Clinical Model of Attention, as the theory base of this self-made assessment tool. According to the theory, this self-made attention assessment tool for elementary school children was constructing of five attention dimensions, these dimensions including focused attention, sustained attention, selective attention, alternating attention, and divided attention. Test administer could select corresponding training program of specific attention deficit to strengthen attention ability according to the assessment result. 1200 students of general classroom and 60 students of remedial education classroom were adopted as samples of confirmatory factor analysis and developing norm in this study, this sample including 210 students in each grade, the rate of students with special diagnosis of this sample is conform to the criterion of DSM-IV-TR. After the statistics analysis, the result of this research part as follows:
1. Confirmatory factor analysis of the assessment model: The result reveled that the model of 10 subtests, which excluded pure hearing attention subtests, got best fit result. All fit indices of this 10 subtests model are well fit.
2. Reliability: Three methods were adopted to verify the reliability of this self-made attention assessment. The Cronbach α coefficient of each factor was ranged from .78 to .97. The standard error of measurement
of each grade was ranged from 7.78 to 8.15. The coefficient of test-retest reliability of each attention subscale and total scale was ranged from .71 to .91.
3. Validity: Beside the content validity, which was did by correcting test
content according to the specialists and scholars’ suggestions, this self-made assessment was also run the concurrent validity with other two attention tests, the coefficient are .53 and .65. In the part of construct validity, beside the strong support from the result of confirmatory factor analysis, internal consistency of each attention subscale and total scale was ranged from .75 to .80. Also, the results of comparing studies, which compared different attributes of elementary school students, showed that this self-made assessment had good construct validity.
4. Norm: Percentile rank, T scores, and normalized T scores were set to each attention subscale and total scale of each grade as contrast scales of standard scores.
In the part of applied study, the researcher adopted the result of this self-made assessment to sort the attention deficit subtypes of ADHD. Three attention deficit subtypes of ADHD could be sorted by cluster analysis; the subtype of heavy attention deficit had worst performance in all five attention dimensions, especially the dimensions of focus attention, selective attention, and alternative attention. The subtype of moderate attention deficit showed worse performance in sustained and divided attention than other attention dimensions. The subtype of mild attention deficit showed mild attention deficit in all five dimensions.
According to the above-mentioned study results, the researcher offered relative suggestions of application to researchers, teachers, and medical workers.
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