ADHD學童於人際互動的社會訊息處理歷程之研究
摘 要
本研究旨利用Crick和Dodge所提出的社會訊息處理歷程理論，藉由與人際適應不佳一般學童、適應良好的一般學童之比較，探討人際適應不佳ADHD學童在人際互動的表現，並探討人際適應程度與社會訊息處理歷程之關係。研究對象為大台北地區15名具有醫生診斷之ADHD國中男生且其社交地位為被拒絕，再以年齡、性別、家庭結構等條件，於ADHD學童所就讀班級中找出社交地位被拒絕與受歡迎學童各15名。研究者採用半結構式晤談，瞭解ADHD學童在線索編碼、線索分析、目標設定、解決方法搜尋與反應決定等步驟之處理。所得資料經分類後，以χ2和百分比進行分析。本研究結果臚列於下：
（一） ADHD學童比人際適應不佳一般學童在「衝突情境」中較多人設定負向目標，且解決方法數比較少，但因不同情境而有異；其他社會訊息處理步驟兩組間則無明顯差異。
（二） ADHD學童比人際適應不佳一般學童在「進入團體情境」中有較多人以客觀線索為主且預期初始反應會產生好的結果，然而這些差異會隨情境而不同，至於其他步驟則兩組間無明顯差異。
（三） 人際適應良好的學童與人際適應不佳學童在「衝突情境」中的線索分析、初始反應之評估與替代方法有顯著差異，然有情境之差異；而其他步驟不因人際適應程度而有差異。
（四） 人際適應良好學童與人際適應不佳學童在「進入團體情境」中的初始反應方法和自我效能有顯著差異，惟差異情形因情境而有不同；而其他步驟不因人際適應程度而有差異。
（五） 三組學童的社會訊息處理歷程有情境之特定性，且三組間在進入團體情境比在衝突情境的社會訊息處理歷程有較多相似處。
（六） 在衝突情境中，有負向目標的ADHD學童會導致負向行為，然而兩組一般學童則無人設定負向目標；有正向目標的適應良好學童出現正向行為的比率高於兩組不適應學童。
（七） 在進入團體情境中，兩組適應不佳學童對消極性方法之結果預期比適應良好學童正向。
根據上述結果，本研究對ADHD學童之介入與未來的研究提出幾點建議。
關鍵字：ADHD、社會訊息處理歷程

A study of the Social Information Processing of Adolescents with Attention-Deficit Hyperactivity Disorder
Shu-Fei Tsai
Abstracts
The purpose of this study was to explore the social information processing of adolescents clinically diagnosed with ADHD on the basis of Crick and Dodge’s (1994) model. The participants of this study were 15 junior high school students with ADHD and rejected by their classmates who were measured by sociometrics. The other two matched groups of participants were selected from the same classes of those with ADHD but were measured as rejected or popular, which would be referred as normal-rejected (NR) and normal-popular (NP). All the participants were interviewed in the semi-structured procedure with the videotape of two social stimulation situations, the conflict and peer entry situations. Five components of the social information processing proposed by Crick and Dodge were collected from the interview: encoding and interpretation of cues, clarification of goals, response access and decision-making. The statistical methods of percentage and χ2 were utilized in the study, and seven major findings were concluded as follows:
1.In conflict situations, the adolescents with ADHD were found with significantly more negative clarification of goals and less number of methods than NR ones.
2.In peer entry situations, the adolescents with ADHD were found with significantly more objective encoding and predicting initial behavioral responses to have positive outcomes than NR ones.
3.In conflict situations, the adolescents with ADHD were found significantly different from NR ones in interpretation of cues, response evaluation and other methods.
4.In peer entry situations, the adolescents with ADHD were found significantly different from NP ones in initial behavioral responses and self-efficacy evaluation.
5.Adolescents’ competence of the social information processing was found as situation-depended. The similarity was found among three groups of participants more in peer entry situations than that in conflict situations.
6.In conflict situations, more adolescents of ADHD have negative goals, which they tend to have negative behavioral responses; however, none of the normal ones have negative goals. The NP adolescents who have positive goals tend to have more positive responses than the rejected ones.
7.In peer entry situations, the rejected adolescents tend to predict passive behavioral responses to have the positive results than NP ones. So, NP adolescents have less passive responses in the peer entry situations.
Implications for intervention and further research are recommended on basis of the results of this study.
Keywords: ADHD, social information processing

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