特殊教育中有無伴隨品性疾患之注意力缺陷過動症學生的學校與家庭適應

School and Family Adaptation of Children in Special Special Education: A Comparison between Children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Children with Comorbid ADHD and Conduct Disorder

注意力缺陷過動症（Attention-Deficit/Hyperactivity Disorder，簡稱ADHD）與品性疾患（Conduct Disorder，簡稱CD）為兒童期常見精神疾病，本研究主要探討單純ADHD、ADHD/CD學生與普通學生在學校及家庭適應之差異情形。研究對象主要以特殊教育鑑定中，曾被兒童心智科醫師診斷ADHD學生共210名（其中單純ADHD與ADHD/CD學生各為112、98名）。研究工具為「問題行為篩選量表」與「學生適應調查表」，研究結果發現：1.在學校適應方面，教師認為單純ADHD學生及ADHD/CD學生在學業適應、人際適應、活動適應、溝通適應、團體適應及整體適應均比普通學生差，且ADHD/CD學生的團體適應比單純ADHD學生差，但有無伴隨CD之ADHD學生在學業適應、人際適應、活動適應、溝通能力及整體適應並無差異；2.在家庭適應方面，家長認為單純ADHD學生及ADHD/CD學生在居家生活、人際適應、活動適應、溝通適應、自我指導及整體適應均比普通學生差，且ADHD/CD學生在居家生活、人際適應、活動適應、自我指導及整體適應比單純ADHD學生差，但有無伴隨CD之ADHD學生在溝通適應並無差異。本研究總結發現有無伴隨CD之ADHD學生在學校及家庭適應均比普通學生差；教師認為ADHD/CD學生的學校適應（除團體適應有差異外）與單純ADHD學生無差異，但家長認為ADHD/CD學生的家庭適應（除溝通適應無差異外）比單純ADHD學生差。

Attention-deficit/hyperactivity disorder (ADHD) and Conduct disorder (CD) are common psychological disorders in children. The main purpose of the present study was to investigate the differences in school and family adaptation of 6-to 15-year old children with ADHD, children with comorbid ADHD and CD, and normal children. Two-hundred and ten-children diagnosed with ADHD (112 of whom were diagnosed with ADHD, and 98 of whom were diagnosed with both ADHD and ) were recruited. Teachers and parents of the children filled out the Student Adaptive Behavior Scale, which was used to assess children’s school and family adaptation. Results indicated that in comparison to the control group, more problems with school adaptation (academics, interpersonal relationship, activity, communication, group and overall adaptation) and family adaptation (home life, interpersonal relationships, activities, communication, self-directing, and overall adaptation) were found for both the ADHD-only group and the comorbid ADHD and CD group in addition, the comorbid ADHD and CD group was found to do worse than the ADHD-only group on the group adaptation aspect of school adaptation, as well as the home life, interpersonal relationship, activities, self-directing, agree that difficulties with school and family adaptation. Teachers reported no significant difference between ADHD-only and comorbid ADHD and CD in school adaptation. (with the exception of group adaptation), and parents of children with comorbid ADHD and CD reported more problems with family adaptation (with the exception of communication adaptation).