Effects of individual e-learning to help the acquisition of writing behavior and behavioral translation to identify delaying factors of children with ADHD.

我们试图弄清楚个人电子学习的影响，以帮助获得写作行为和行为翻译，以识别多动症儿童的延迟因素。注意缺陷多动障碍儿童汉字书写成绩低于非注意缺陷多动障碍儿童。没有特殊教育经验的教师对幼儿汉字书写的要求较高。在此基础上，我们设计了一个基于建构反应匹配任务的网络学习系统。对ADHD儿童书写行为的获得有一定的促进作用。

We tried to be clear of effects of individual e-learning to help the acquisition of writing behavior and behavioral translation to identify delaying factors of children with ADHD. Score of writing Kanji Characters of Children with ADHD are lower than children with no ADHD. Teachers who do not have the experience of special education required high score of writing Kanji Characters to children. We made E-learning system with constructed-response matching-to-sample task based on these results. It is effectual for acquire of writing behavior of children with ADHD.