結合所提的父母訓練方案與注意力缺陷過動症執行功能混合模式，探討治療效果的內涵與意義，並評估父母訓練方案的治療成效。研究對象為對學齡前兒童、父母、及老師。研究工具包括干擾性行為量表家長版教師版、兒童注意力問題量表、家庭情境問卷學校情境問卷。學齡前兒童的症狀行為降低，父母與老師的困擾嚴重度改善。治療成效受訓練情境影響，當訓練向外延伸到學校情境時，才能夠將家中的良好行為延伸至學校情境中。在父母訓練方案中，治療師訓練父母教導學齡前兒童的執行能力，未來應適當修正父母訓練方案加入被疏漏的執行功能，並直接用執行功能作業評估治療效果，以及評估時間點需與執行技巧訓練配合後再做治療成效評估。

The purpose of this study was to explore the therapeutic ef feels and processes based on a combination of Barkley's parenting management program and an ADHD hybrid executive model. Participants were 18 preschool children with ADHD, their parents and teachers. These children were referred by psychiatrists. Research instruments employed included the Disruptive Behavior Disorders Rating Scale, the Child Attention Profile, and the Home/School Situation Questionnaire. After 1 l sessions of parent training group therapy ADHD symptoms in the children were found to be decreased, and a lower degree of disturbance was reported by parents and teachers. These ef fects were generalized to school situations when the skills were trained at school settings. In our current parent training program, therapists trained parents of preschool children with ADHD to teach their children general skills of executive functions. Future parent training programs can be modified to tar get only those executive functions that are deficient in the child with ADHD, and tests of executive functions can also be employed to evaluate treatment effects.