本研究是以民族誌為研究方法，以三位過動兒為主要研究參與者，從「生理、心理與社會文化」共同生成的觀點來探究與反思來自於不同背景的過動兒在其所處的生活世界中，哪些關鍵面向對過動兒的生活起重要作用。資料分析方法是採用WHO所開發的國際健康、功能與障礙定義分類系統的孩童與青少年版ICF-CY (International Classification of Functioning, Disability and Health for Children and Youth) 作為系統性程序的分析依據。研究發現以下七個面向對過動兒生活中障礙情境的形成與解除起關鍵性作用：
一、遊戲與活動資源：活動空間和設備的擴展以及成人能支持與供應過動兒在遊戲與活動的需要，能為過動兒的身體發展、人際及學習帶來助益。
二、日常生活的組織方式： 兒童高自主組織日常生活、閑散慢活的生活步調、對學業活動的低干預、擁有充足的照顧人力，能讓過動兒過著較低阻礙的日常生活。
三、成人對醫療專業的依賴：相對於家、校傾向把醫療機構的評估列為權威，家長和教師對醫療專業的高自主態度並更多地願意在教養和教育上努力相當重要。
四、家長教養風格與教師管教風格：自然成長、支援與協商取向的教養與管教風格能幫助過動兒渡過一較少障礙情境的生活。
五、班級所呈現的動與靜的特質：安靜自制為班級學童的主要特質，並且班級對擁有過動特質的學童呈現低容忍反應，以上狀況形成過動兒生活中的障礙情境。
六、對語言與情緒表達的認識與因應：以理解、接納和包容的態度來認識與因應過動兒在語言與情緒的表達方式。
七、學習風格與課程教學的配搭：過動兒擅常於聽覺、動覺、操作型態的學習方式。課程教學與過動兒的學習風格之間的高配搭對過動兒的學習起重要作用。

By adopting ethnography as the method and inviting three children with Attention Deficit Hyperactive Disorder (ADHD) as the main subjects, this research departed from the co-production of biology, psychology and social culture, i.e. the Bio-Psycho-Social Model, to explore the world of children with ADHD but from different backgrounds, and to further reflect upon the key aspects that created significant impacts in their lives. The data collected were analyzed using the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY) developed by the World Health Organization (WHO). The following seven aspects have been found to decisively affect the forming and removing of the handicapped situations in the lives of children with ADHD. They are:
1.Resources for Games and Activities: The expansion of space and equipment, the support and supplies adults offer to children with ADHD in the middle of games and activities can be beneficial to their physical development, interpersonal relationship and learning.
2.Ways of Organizing Everyday Life: Giving children with ADHD higher autonomy on organizing their everyday lives, more laid-back pace of life, lower intervene on school activities and sufficient manpower for caring can lead to a relatively less-hindered everyday life.
3.Dependence of Adults upon Medical Professionals: It is rather crucial for parents and teachers to have high-autonomy attitude toward medical professionals instead of seeing them as authorities like most families and schools do, and it is also important to willingly exert themselves on parenting and teaching.
4.Parenting Styles and Teaching Styles: Naturally growing, supportive and negotiation-oriented parenting and teaching styles can help children with ADHD to undergo lives with fewer obstacles.
5.Dynamics between Being Active and Sedentary: Since being quiet and self-controlled is the major trait displayed in the class, children with ADHD are less tolerated for being hyperactive, and this creates obstacles as far as their everyday lives are concerned.
6.Understanding of and Response to Language and Emotional Expression: Employing the attitude of understanding, acceptance and tolerance to know and respond to how children with ADHD express themselves through languages and emotions.
7.Coordination between Learning Styles and Course Delivery: Children with ADHD are good at auditory, kinesthetic and operational types of learning; therefore, higher coordination between course delivery and learning styles can make a significant impact.

第一章 緒論 1
第一節 研究背景和動機 1
第二節 研究目的與研究問題 5
第二章 文獻探討 7
第一節 認識和介入過動症的觀點與研究 7
第二節 ADHD、學校教育、多元文化 20
第三節 從ICF的生態性建構看ADHD 40
第三章 研究方法 61
第一節 民族誌 61
第二節 研究設計與歷程 65
第三節 研究者角色與倫理議題 80
第四章 研究發現與討論 89
第一節 遊戲與活動資源 90
第二節 日常生活的組織方式 105
第三節 成人對醫療專業的依賴 127
第四節 家長教養風格與教師管教風格 151
第五節 班級所呈現的動與靜的特質 165
第六節 對語言與情緒表達的認識與因應 175
第七節 學習風格與課程教學的配搭 190
第五章 研究結論、建議與補記 205
第一節 研究結論 205
第二節 建議 231
第三節 補記 240
參考文獻 249
附錄一 ADHD核心編碼（研究者自行整理） 273

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