本研究旨在探討國小智能障礙學生持續專注行為表現是否能胸在音樂模式注 意力訓練課程為介入工具下而有效性的提升。本研究採取單一受試之撤回實驗設 計，研究步驟分別為基線期八次、介入期十五次與追蹤期八次，共三個階段。本 研究以新竹縣某國小三位特教班學生為受試對象；持續專心行為的時間長度表現 之結果作為依據，而所得的數據會以曲線圖、視覺分析法及c統計進行資料分析。 研究結果(一)音樂模式注意力訓練課程對受試者在國小兒童注意力量表的五項注 意力向度表現具有提升效果；（二)三位受試者之C統計值達顯著（p < .01, z > 1.65)，顯示注意力訓練對受試者的持續專注行為具有提升與維持效果。本研究最 後針對研究結果進行討論之外，也依據上述研究結果，分別針對實務教學及未來 相關研究提出具體建議。

This study aims to build a groups or personal assessment tools to help teachers diagnose grades 4 to 6 elementary school students with learning disabilities in Taiwan. The assessments evaluated the students’ abilities of dictation, word recognition and Chinese characters. Four parallel forms (A, B, C and D) and the norms were established based on 1110 students. The assessments have undergone expert validity verifications and internal consistency reliability test. According to the results, Pearson’s correlation coefficient value was from .60 to .89，Cronbach value of internal consistency was from .66 to .81, and there were significant differences between grades. Finally, major results were: (a) can be based on assessment results demand for further tests; (b) may develop Individualized Education Program (IEP) based on the strengths and weaknesses of the student literacy and provide appropriate teaching intervention.