注意力缺乏／過動症候群有三種亞型，注意力缺乏型、衝動-過動型與結合型。單純注意力缺乏兒童最易被忽略，常無法及時接受治療，耽誤寶貴的學習機會。
本文嘗試運用神經科學角度檢視注意力缺乏兒童的注意力問題，以及伴隨之學習阻礙。其次，在教學現場中如何運用相關技巧改善兒童的注意力問題，提升學習品質。最後，回顧目前的評估方法，建議可使用之神經心理學評估方法，使教師更精確暸解兒童注意力如何影響學習。

According to the Diagnostic and Statistical Manual of Mental Disorders, FourthEdition, Text Revision (DSM-IV-TR) is criteria, attention deficit/hyperactivity disorder(ADHD) contains three subtypes: ADHD-inattention (ADHD-I),ADHD-Hyperactive-impulsive (ADHD-H), and combined type (ADHD-C). Because ofnon-significant conduct problems, children with ADHD-I are neglected in class byteachers. Studies have found that the academic performance of children with ADHD-Iwere the worst among the three subtypes. We used neuroscientific knowledge to reviewthe attentional deficits in children with ADHD-I. We also introduced some skills forchildren with ADHD-I in order to improve their attention deficits in class. Finally,neuropsychological assessment needed to be used for children with ADHD-I.