ISSN 1671-3710
CN 11-4766/R

心理科学进展 ›› 2022, Vol. 30 ›› Issue (8): 1747-1758.doi: 10.3724/SP.J.1042.2022.01747

• 研究构想 • 上一篇    下一篇



  1. 浙江师范大学特殊教育学院, 杭州 310012
  • 收稿日期:2021-08-18 出版日期:2022-08-15 发布日期:2022-06-23
  • 通讯作者: 蒋涵
  • 基金资助:

Developing an online model of educational rehabilitation for children with ADHD

JIANG Han()   

  1. School of Special Education, Zhejiang Normal University, Hangzhou 310012, China
  • Received:2021-08-18 Online:2022-08-15 Published:2022-06-23
  • Contact: JIANG Han


注意缺陷多动障碍(简称ADHD)是一种常见的儿童神经发育性障碍。当前用于儿童ADHD的传统(线下)教育康复模式存在缺少学业实效、教师低参与、学校管理经验不足以及遇到特殊情况(如疫情)无法服务等问题。本研究在脑电生物反馈认知训练的基础上, 以解决问题和循证研究为设计思路, 为中国ADHD患儿构建教育康复线上模式并进行初步应用。本研究分为3个子研究:研究1采用访谈法和问卷调查法对中国儿童ADHD教育康复的现状调查并分析患儿及关键相关人(家长和教师)需求; 研究2采用随机对照单盲试验(干预组和对照组各为50人), 评价基于脑电生物反馈认知训练(NCT)的教育康复线上模式的有效性; 研究3采用一个更大被试样本量(每组n = 100)的(家长为中介人干预组/教师为中介人干预组/对照组)×(诊断组/亚诊断组)随机对照研究评价由干预中介人(家长或教师)参与的线上模式的有效性, 以及一个纵向质性研究发现关键相关人对于线上模式的接受情况。研究旨在为中国ADHD患儿提供一个有效且好用的教育康复形式。

关键词: 注意缺陷多动障碍儿童, 脑电生物反馈认知训练, 教育康复, 线上教育


Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children. At present, the traditional (offline) educational rehabilitation model for children with ADHD has encountered problems, such as ineffective academic support, teachers’ low participation, and unsecured school management and incapability to serve in special circumstances (such as epidemic situation). Based on the neurocognitive training (NCT)the study aims to build an online model of educational rehabilitation for children with ADHD in China and then undertake preliminary application. This study is divided into three sub-studies: Study 1 is to investigate the current situation of educational rehabilitation of Chinese children with educational rehabilitation and analyze the needs of these children and their key stakeholders (parents and teachers). Study 2 is to evaluate the effectiveness of NCT based on the educational rehabilitation online model by using a randomized controlled single blind test (50 in the intervention group and 50 in the control group). Study 3 aims to evaluate the effectiveness of the online model participated by intervention agents (parents or teachers), and their acceptance of the online model by key stakeholders. It uses a randomized controlled test with a larger sample size (n = 100 in each group) in three intervention groups (parent interventionist group / teacher interventionist group / control group) × two ADHD groups (diagnosis group / sub diagnosis group). The purpose of this study is to provide an effective and easy-to-use form of educational rehabilitation for children with ADHD in China.

One of the features of this study is that it focuses on solving the actual needs. It starts not only from the symptoms of ADHD, but also from the needs of children and their key stakeholders. It recognizes a practical educational rehabilitation program on two foundations: first, the program is effective. Secondly, the key stakeholders have an intention to use it. The second feature of this study is that it is not only different from the over reliance on procedural training in western research, but also different from the previous combination of medical and education in China. Rather, it considers the academic achievement of children with ADHD as a combination of cognitive ability and noncognitive factors (such as interpersonal interaction and sustainable management).The innovations of this study are as follows: 1) realizing the training process, sustainability and consistency through the utility of computerized program and platform operation, as well as, giving online rehabilitation teachers and intervention agencies a certain degree of freedom to improve, adjust or supplement the existing procedural training. Realizing mutual support between human-computer interaction and interpersonal interaction. 2) Combining the cognitive training with Chinese school teaching and family education to realize the problem-solving idea of "solving problems in the environment where problems occur". 3) Utilizing the key stakeholders (parents and teachers) as intervention agencies, and to train, supervise and support them through procedures and rehabilitation teachers online. 4) Taking the improvement of executive function as the initial goal, and academic performance and the satisfaction of the key stakeholders as the eventual goal.

Key words: children with ADHD, neurocognitive training, educational rehabilitation, online learning