­»´äÄ£¯à¨ó·|²¤¶  
  µû¦ô¤ÎÂश  
  ±d´_¤Î±Ð¨|¨t²Î  
  ÂåÀø±d´_ªA°È  
  ¤é¶¡·ÓÅU¡Bµu¼È¦í±J¤Î®a©~¤ä´©  
  ±d´_¥Í¬¡ÀAÅn  
  Åv§Q¡B«O»Ù¤Î¸gÀÙ´©§U  
  ®aªø¤Î¿ËÄݤ䴩  
  ¸ê·½®w  
  ¦³°Ý¦³µª  
§Ü¬Ì¸ê°T
¯S®í»Ý­nª¾¦hD
®aªø¾Ç°ó
¤p³Ð·N¤jÀ°¦£
±d´_¤Î¯S®í±Ð¨|²z©À¤Î±`¥Îµü·J
±mø¦Û³¬¤H¥Íºô­¶
­»´äÄ£¯à¨ó·| - ²o¤â¦P¦æ ±Ô¨Æ¨¥·R
 
 
±d´_¤Î¯S®í±Ð¨|²z©À¤Î±`¥Îµü·J  
½Ð¿ï¾Ü­¶­±¦â±m
     
±m¦â   ±m¦â
¶Â¦â / ¶À¦â   ¶Â¦â / ¶À¦â
¶Â¦â / ¥Õ¦â   ¶Â¦â / ¥Õ¦â
ª©­±³]©w   ª©­±³]©w
ºô¯¸«ü«n   ºô¯¸«ü«n
µn°O¡u±d´_®a®x¤§¤Í¡v

±d´_¤Î¯S®í±Ð¨|²z©À¤Î±`¥Îµü·J > °õ¦æ¥\¯à

¬ã¨s«ü¥X±w¦³ª`·N¤O¤£¨¬/¹L«×¬¡ÅD¯g¤H¤hªº°õ¦æ¥\¯à (Executive Function) ¤ñ¸û¤@¯ë¤H ®z (Barkley, 2005; Scheres et al., 2004; Willcutt, Doyle, Nigg, Faraone & Pennington, 2005)¡C®Ú¾Ú¸£¯«¸g¤ß²z¾Ç (Neuropsychology) ©Mµo®i¤ß²z¾Ç (Developmental Psychology)ªº²z½×©M¬ã¨s¡A°õ¦æ¥\¯à¬O¥ÑÄÝ©ó¸£ÃB¸­ (Frontal Lobe) ªº«eÃB¸­¥Ö¼h (Prefrontal Cortex) ©Ò«ü´§ (Dawson & Guare, 2012)¡C«eÃB¸­¥Ö¼h­t³d±±¨î¦æ¬°©M«ä ·Q¡A¥H¤Îµ¦¹º©M°õ¦æ¤@³s¦êªº¬¡°Ê¡AÅý§Ú­Ì¯à«öµÛ­p¹º¤u§@¡A¹F¦¨¥Ø¼Ð(Dawson & Guare, 2009)¡C ù¯À¡E¤Ú§J¥ß±Ð±Â (Russell A. Barkley) ¦b¨äµÛ§@¡mADHD and the Nature of Selfcontrol¡n(Barkley, 2005) ¤¤¤¶²Ð¡u°õ¦æ¥\¯à²V¦X¼Ò¦¡¡v(Hybrid Model of Executive Functions)¡A»¡©ú¡u¦æ¬°§í¨î¡v(Behavioural Inhibition) ¸ò¥|­Ó¡u°õ¦æ¥\¯à¡v¡A¥]¬A»y¨¥ ¤u§@°O¾Ð (verbal working memory)¡B«D»y¨¥¤u§@°O¾Ð (non-verbal working memory)¡B¦Û §Ú½Õ¾ã±¡ºü(self-regulation of affect)¤Î¸ê®Æ­«²Õ(reconstitution)¤§¶¡ªºÃö«Y¡C·í§Ú­Ì¹ï¨Æ ±¡§@¥X¦^À³®É¡A¡u¦æ¬°§í¨î¡v(behavioural inhibition)¨t²Î·|¥ý±Ò°Ê¡A§í¨î§Ú­Ìªº¦æ¬°©M«ä ·Q¡A¼È½w§Ú­Ì¥¼¸g²`«ä¼ô¼{ªº§Y®É¤ÏÀ³¡C±µþÓ§Ú­Ì·|¹B¥Î»y¨¥©Î«D»y¨¥¤u§@°O¾Ð(working memory)³B²z¦³¥Îªº¸ê®Æ©M¨BÆJ¡A¨Ã¦Û§Ú½Õ¾ã±¡ºü¤Î°Ê¾÷(self-regulation of affect)¡A­«²Õ ¸ê®Æ«á(reconstitution)¡A¦A­p¹º¤Î²Õ´¾A·íªº¦æ¬°¡C ¤ß²z¾Ç®a¨Ø®æ¡E¹D´Ë¤k¤h (Peg Dawson) ©M§õ¹î¡E®Ûº¸¥ý¥Í (Richard Guare) ¶i¤@¨B±N ¡u°õ¦æ¥\¯à¡v²Ó¤À¬°¥H¤U11¶µ°õ¦æ§Þ¥© (Executive Skills) (Dawson & Guare, 2012)¡]¸Ô ¨£ªí¤@¡^¡C

°õ¦æ§Þ¥©»¡©ú
¤ÏÀ³§í¨î (Response Inhibition) ¯à¥ý¦Ò¼{²M·¡±¡ªp¤Î«áªG¦A§@¦æ°Ê
¤u§@°O¾Ð (Working Memory) ¦b°õ¦æ¥ô°È®É¡A¯à´£¨ú©MÁpôÀx¦s¦b°O¾Ð¨t²Î¤¤¬ÛÃöªº ¸ê°T
±¡ºü±±¨î (Self-regulation of Affect) ¯àºÞ²z±¡ºü¥H«K§¹¦¨¥ô°È©M¹F¨ì¥Ø¼Ð
«ù¤[±Mª` (Sustained Attention) ¯à«O«ù±Mª`¦Ó¤£¨üµLÃöªº¨Æª«¤zÂZ©Î¯h²Ö/¹½­Âªº·Pı©Ò¼vÅT
¥ô°È®i¶} (Task Initiation) ¯à¦³®Ä²v¤Î¾A®É¦a¶}®i¤u§@¡A¤£·|©ì©µ
³W¹º»PÀu¦¸±Æ©w (Planning/Prioritization) ¯à¤À¿ë¨Æ±¡ªº»´­«½w«æ¡A­p¹º¹F¨ì¥Ø¼Ðªº¨BÆJ©M°µ¨Æªº ¥ý«á¦¸§Ç
²Õ´ (Organization) ¯à«Ø¥ß©M¹B¥Î¨t²Î¥hºÞ²z¤u§@©Mª«¥ó
®É¶¡ºÞ²z (Time Management) ¯à¹w­p©M¤À°t®É¶¡¡A¥H«K¦b­­´Á«e§¹¦¨¥ô°È
°í«ù¹F¼Ð (Goal-directed Persistence) ¦b¹J¨ì¤£²z·QªºÀô¹Ò©Î»¤´b®É¡A¯à°í«ù¦V¥Ø¼ÐÁÚ¶i
ÆF¬¡Åܳq (Flexibility) ¦b­±¹ï»Ùê¡B®À§é©M·s°T®§®É¡A¯à­×¥¿­p¹º§@À³ÅÜ
«á³]»{ª¾ (Metacognition) ¯à±q«ÈÆ[ªº¨¤«×§@¦Û§ÚÀË°Q
Dawson & Guare (2012)

¸ê®Æ¨Ó·½¡Ghttp://www.edb.gov.hk/tc/edu-system/special/resources/adhd/COPES%20Manual/index.html