| Summary: | 碩士 === 國立清華大學 === 特殊教育學系 === 106 === This study explore the effects of functional motion training on students with Specific Learning Disorders in the elementary school to enhance their attention in the class. Researcher adopted a single subject experimental design(multiple baseline design) and took three students with Specific Learning Disorders as study participants and received a 5~6 -week, 16-lesson, 10 minutes functional motion training. In this study, we analyzed the participants’ attention by off- tasks classroom records during the experimental period. The data were analyzed but virtual analysis and C-statics. Besides, we also used Computerize Attention Diagnostic Assessment(CADA) to assess their cognitive attention during the baseline period and mmaintenance period. In qualities data, the researcher interviewed their teacher to understand whether they could maintain the effects of from resource classroom to regular classroom. The results were as follows:
(1) The effects of teaching functional motion training, had significant immediate and reserved effects on improving the attention of students with Specific Learning Disorders.
(2) The effects of teaching functional motion training, had positive effects on improving the cognitive attention of students with Specific Learning Disorders.
(3) The effects of teaching functional motion training had social validity on improving the cognitive attention of students with Specific Learning Disorders.
Base on the above results, the researcher made specific recommendations for further researchers and teaching reference.
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