本研究旨在探討「氣功訓練課程」對注意力缺陷過動症兒童在注意力與衝動控制的成效，採不等組前-後測之準實驗設計，以新竹市35位國小兒童經篩選為注意力缺陷過動症者為受試者，分成實驗組A(12位)、實驗組B(11位)及對照組(12位)三組，實驗組A接受感覺統合和氣功拳法課程，實驗組B接受氣功拳法和氣功按摩課程，而對照組接受感覺統合和樂高積木課程，分別進每週1小時，為期12週的訓練課程。本研究以「國小注意力測驗量表」、「克氏持續度表現測驗(CPT II)」、「注意力缺陷/過動障礙測驗(ADHDT)」和「平衡訓練評估儀(PSA)」所得到量化資料依相依樣本t檢定和ANOVA進行各組內及組間之比較，最後以學生和家長填寫的回饋單作為了解學習動機與學習效果的輔助資料。本研究主要發現如下：
1.實驗組A、 B在「國小兒童注意力測驗量表」的全量表及五項注意力向度之前、後測差達顯著差異，對照組僅在全量表、選擇性及交替性注意力向度達顯著差異；三組間比較下，對照組與驗組A、B在全量表、持續性和選擇性注意力向度皆達顯著差異。
2.實驗組A在CPT II之Ommisions、Hit RT及Hit RT SE，而實驗組B在Ommisions、Comissions及Hit RT SE之前、後測組內比較達顯著差異。
3.實驗組A、B在ADHDT的前-後測表現中，過動性、衝動性與不專注項目達顯著差異，對照組僅在過動與不專注項目達顯著差異。
4.在PSA項目組內比較中，僅實驗組A之「A-P SD」及「Sway Rate」達顯著差異；在組間比較中，實驗組A之Sway Rate的閉眼狀態與對照組相比有達顯著差異。
5.所有受試者( 35人)在PSA測力板上之前測重心表現大部分落在第三象限(62.86%)，而實驗組B在PSA上象限的改變情形較為穩定，僅有2位有象限改變之情形。
6.從學生及家長回饋單中得知，在各訓練課程結束後，各組受試者及其家長對於自我表現評價、自覺孩子的改變情形、以及課堂滿意度均有正向回饋。

最後，研究者依據上述之研究結果進行討論，並針對教育現場之應用以及對未來研究提出相關建議。

The purpose of this study was to investigate the effect of Qi-gong training course on attention and impulse control in children with ADHD. The study adopted inequivalent pre-post quasi-experimental design. The subjects were divided into experiment group A (n=12), experimental group B (n=11) and control group (n=12). The experiment group A received sensory integration and the Qi-gong exercise course, experiment group B received Qi-gong exercise and Qi-gong massage course, and the control group received sensory integration and Lego course. The training courses last 12 weeks and took one hour per week. All groups took the Attention Scales for Elementary School Children, Conner’s Continuous Performance Test II (CPT II), Attention Deficit / Hyperactivity Disorder Test (ADHDT), and Posture Scale Analyzer (PSA) for pre-test and post-test. The quantitative data was analyzed by the paired samples t-test, and also use ANOVA to compare the results of the three groups. The results are as follows:
1.There was significant difference between the pre-test and post-test in the whole scale and the five attention items of the Attention Scales for Elementary School Children test in the experiment group A and B, but the control group only in the whole scale, the selective of attention and the alternation of attention items had significant difference. There was significant difference between the three groups in the whole scale and continuous and selective attention items in the control group and the experiment group A and B.
2.In experiment group A there was significant difference between the pre-test and post-test in Ommisions, Hit RT and Hit RT SE of the CPT II test, but in experiment group B there was significant difference in Ommisions, Commissions and Hit RT SE.
3.There was significant difference between the pre-test and post-test in hyperactivity, impulse and non-focused item of the ADHDT test in the experiment group A and B. The control group only showed significant difference in the non-focused and hyperactivity items.
4.In experiment group A there were significant differences between the pre-test and post-test in A-P SD with eyes opened and Sway Rate with the eyes opened and closed of the PSA test. There was significant difference between the three groups in the Sway Rate with eyes closed in the experiment group A and control group.
5.In the pre-test, most of all subjects their center of pressure (COP) were in the third quadrant (62.86%), while the change in the quadrant of the experiment group B on the PSA was more stable, with only 2 subjects had quadrants changed.
6.According to the analysis of subjects and their parents’ feedback, they were reported positive feedback on self-performance evaluation, perceived after the course the change of their child, and classroom satisfaction.
Finally, the researchers based on the above conclusions, and provides some suggestions in educational field of application and future study.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 名詞釋義 6
第二章 文獻探討 9
第一節 注意力的內涵 9
第二節 注意力缺陷過動症的特質與衍生問題 13
第三節 注意力缺陷過動症的成因 17
第四節 注意力缺陷過動症的治療模式 20
第五節 氣功之內涵與相關文獻探討 23
第三章 研究方法 31
第一節 研究架構 31
第二節 研究流程 33
第三節 研究方法 35
第四節 研究設計 37
第五節 研究對象 38
第六節 研究工具 40
第八節 資料處理與分析 53
第四章 研究結果與討論 55
第一節 氣功訓練課程對注意力缺陷過動症兒童注意力與衝動控制能力提升之成效 55
第二節 氣功訓練課程對注意力缺陷過動症兒童之身體晃動所產生足壓中心之改變情形 62
第三節 從回饋單中探討訓練課程成效及對課程的滿意度調查 71
第四節 研究結果的綜合分析與討論 74
第五章 結論、限制與建議 83
第一節 結論 83
第二節 限制 85
第三節 建議 86
參考文獻 89
壹、 中文部分 89
貳、 英文部分 94
附 錄 103
附錄一 氣功報名表 103
附錄二 樂高積木報名表 105
附錄三 家長同意書 107
附錄四 氣功拳法動作分析 108
附錄五 氣功按摩動作介紹 115
附錄六 氣功拳法教案 117
附錄七 感覺統合訓練設計 129
附錄八 樂高積木課程設計 131
附錄九 學生回饋單-樂高組 133
附錄十 學生回饋單-氣功組 134
附錄十一 家長回饋單 135
附錄十二 學習單(以前三週學習單內容為範例) 136
附錄十三 氣功拳法練習記錄單範例 142

王乙婷(2004)。ADHD兒童的注意力特質及其相關研究。國立台中師院特教中心：特殊教育叢書，9301，1-13。
王明雯(2004)。注意力缺陷過動症兒童的介入與訓練。國立台中師院特教中心：特殊教育叢書，15-32。
王真瑤(1997)。積木遊戲與活動計劃(原作者：西久保禮造、野村睦子)。台北，財團法人成長文教基金會。
何定邦(2005)。四點鐘的驚恐－－探討兒童過度活躍症。香港：花千樹。
吳永怡(2009)。音樂才能優異學生家庭教養對其音樂成就影響之初探研究－以東部地區為例。東臺灣特殊教育學報，11，79-100。
吳東昇(2001)。感覺統合指導手冊。台北：宏欣。
宋維村、侯育銘(1996)。過動兒的認識與治療。台北：正中。
李作英、葉美玲(2005)。氣功療法在健康照護上之應用，護理雜誌，52（3），65-70。
李曜暄(2002)。談無相氣學乃探索中醫之重要工具，中華氣能療養學會會刊-氣能通匯，5，18-24。
阮啟弘、呂岱樺、劉佳蓉、陳巧雲(2005)。視覺注意力的研究議題與神經生理機制。應用心理研究，28，25-50。
周正修、陳錫洲、陳永煌、羅慶徽(2007)。注意力不足過動症的診斷與治療。基層醫學，22(9)，304-310。
孟瑛如、謝瓊慧(2012)。國小ADHD出現率、鑑定、藥物治療與教養措施之調查研究。特殊教育與輔助科技學報，5，1-36。
孟瑛如、簡吟文(2014)。孩子可以比你想得更專心：談注意力訓練。台北：心理。
孟瑛如、簡吟文(2014)。從DSM-5的改變談注意力缺陷過動症未來的鑑定與教學輔導趨勢。輔導季刊，50(4)，22-27。
林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟弘(2011)。以認知神經科學取向探討兒童注意力的發展和學習之關聯。國立臺灣師範大學教育心理與輔導學系教育心理學報，42(3)，517-542。
林愉樺、陳坤檸(2013)。氣功運動訓練對於生理心理機制之探討。國立屏東教育大學體育學報，16，133-141。
林鋐宇、周台傑(2010)。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29-53。
林鋐宇、張文典、洪福源(2011)。注意力的神經生理機制。身心障礙研究，9(2)，123-134。
侯禎塘、蕭蕙蘭、陳怡孜(2008)。注意力缺陷過動症兒童的藝術治療。特殊教育與輔助科技，1，1-4。
姚開屏(1997)。另一點不同的聲音：再談感覺統合治療。職能治療雜誌，15，45-50。
洪儷瑜(1998)。ADHD 學生的教育與輔導。台北：心理。
高淑芬(2014)。自閉症與注意力不足過動症腦影像學及基因學研究。台大校友雙月刊，91，20-24。
張文龍、劉維民(2006)。戲劇治療應用在國小資源班ADHD學童社會能力之研究。國際藝術教育學刊，4(2)，65-83。
張明慧(2011)。馬術治療應用於兒童情緒及行為障礙輔導－以注意力缺陷過動症為例。臺北市終身學習，54，32-39。
許教心(2012)。大家一起來練功。商周。台北。
許煌汶(2005)。醫療人員對輔助與另類醫學之認知態度。基層醫學，20(1)，20-24。
連文宏、洪儷瑜(2011)。注意力缺陷過動症之藥物原理及其相關議題。應用心理研究，49，89-110。
郭婷婷、曾雯琦(2014)。運用柔道運動輔助注意力缺陷過動症兒童治療－案例分析。源遠護理，8(2)，56-62。
陳志平、周台傑、孟瑛如(2011)。國民中小學情緒行為障礙學生多元介入之調查研究。特殊教育學報(TSSCI)，34，1-32。
陳俊湰(2010)。感覺統合活動與應用。台北縣：群英文化。
陳品華(2013)。ADHD兒童使用數位遊戲Wii訓練後之協調平衡能力探討。東港安泰醫護雜誌，19(2)，47-69。
陳美妙、張高賓(2014)。認知行為遊戲治療對ADHD兒童干擾行為之成效研究。家庭教育與諮商學刊，16，1-28。
陳淑貞(2013)。結構化教學之探討與自閉症學生案例分享。國小特殊教育，55，72-86。
陳惠芳、蔡玉蓉(2005)。注意力缺陷過動症兒童之環境影響因素研究。幼兒保育研究，1(1)，123-137
陳鈺弦、李宏鎰(2011)。從家長觀點探討注意力缺陷過動症兒童之症狀因應策略。應用心理研究，49，111-135。
陳銘堂(2001)。彌補中西醫的缺口-氣。中華氣能療養學會會刊-氣能通匯，1，1-2。
湯素琴、龔萬菁、 鄒國蘇、 林郁融(2014)。兒童注意力缺陷過動疾患短期跨專業團體治療之療效。北市醫學雜誌，11，15-23。
黃凱琳(2009)。身心動作教育對注意力缺陷過動症兒童衝動行為與人際關係影響之個案研究(未出版論文)。國立台北教育大學體育學系，台北市。
慈慧玲(2011)。結構式扯鈴方案對國小原住民疑似注意力缺陷過動症學童其注意力促進之研究(未出版碩士論文)。國立東華大學，花蓮市。
楊坤堂(1999)。注意力不足過動異常：診斷與處理。台北市：五南。
楊雨哲、劉永傑(2011)。注意力缺陷過動症的成因及治療。藥學雜誌，27(4)，116-120。
劉念肯(2006)。ADHD的診斷與治療-精神醫學的立場。諮商與輔導，252，2-9。
劉昱志、劉士愷、商志雍、林健禾、杜長齡、高淑芬(2006)。注意力缺陷過動症中文版Swanson, Nolan, and Pelham, Version IV (SNAP-IV)量表之常模及信效度。台灣精神醫學，20(4)，290-304。
劉傳(1996)。氣功本質的理論探討。徐州醫學院學報，16(4)，437-440。
蔡明富(2010)。有無伴隨品行疾患之注意力缺陷過動症學生與普通學生行為問題之比較。東臺灣特殊教育學報，12，109-126。
蔡淑妃(2000)。ADHD 學童於人際互動的社會訊息處理歷程之研究。國立台灣師範大學特殊教育學系，台北。
鄭信雄(1994)。突破孩童學習障礙：暴動、好動不安兒童的感覺統合治療實務。臺北市：遠流。
鄭昭明(2010)。認知心理學：理論與實踐(第三版)。台北市：學富。
鄭胤序、李姿瑩(2010)。武術訓練對國小注意力缺陷過動症兒童上課不專注行為之影響。臺北市立教育大學學報，41，91-132。
鄭惠霙(1998)。國小六年級注意力缺陷及過動症學童社會技能訓練之成效。特殊教育研究學刊，16，269-289。
鄭麗月（2007）。 注意力缺陷過動障礙測驗 (ADHDT)。台北市：心理出版社。
鄭麗玉(2009)。認知心理學－理論與應用(第三版)。台北市：五南。
蕭仲廷(2012) 。論家長參與類型與親師溝通。休閒與社會研究，5，63-75。
謝協君、何東墀(2008)。玩具檢核表在學齡前發展障礙兒之運用成效。特殊教育學報，27，157-176。
謝維玲(譯)(2011)。Daniel G.,& Amen M. D.著。注意！你可能患了注意力缺失症！全新策略療癒六型ADD。新北市：野人。
羅躍嘉、魏景漢(2003)。注意的認知神經科學研究。北京:高等教育。
蘇怡菁(2013)。國小兒童父母教養方式與兒童注意力之相關研究。家庭教育雙月刊，41，53-64。
貳、 英文部分
Alain J., Martin C., Annie G., Roy N., and Vanja S. (2016). Treatment outcomes after methylphenidate in adults with attention-deficit/hyperactivity disorder treated with lisdexamfetamine dimesylate or atomoxetine. Patient Prefer Adherence, 10, 391–405.
American Academy of Child and Adolescent Psychiatry. (2007).Practice Parameter for the Assessment and Treatment of Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. American Academy of Child and Adolescent Psychiatry, 46(7), 894-921.
American Academy of Pediatrics. (2012). Policy Statement: Sensory Integration therapies for children with developmental and behavioral disorders. Pediatrics, 129(6), 1186-1189.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. rev.). Washington, DC: Author.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Anderson V., Jacobs, R. & Anderson, P. J. (2008). Executive functions and the frontal lobes: A lifespan perspectives. New York: Taylor & Francis.
Anker L.C., Weerdesteyn V., van Nes I. J., Nienhuis B., Straatman H., Geurts A. C. (2008). The relation between postural stability and weight distribution in healthy subjects. Gait Posture, 27 (3), 471-7.
Ashtari M., Kumra S., Bhaskar S.L., et al. (2005). Attention-deficit/hyperactivity disorder: apreliminary diffusion tensor imaging study. BiolPsychiatry, 57(5), 448-455.
Barkley R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York, NY: Guilford Press.
Barkley R. A. (2013). Taking Charge of ADHD – The Complete, Authoritative Guide for Parents (3rd ed.). New York, NY: Guilford Press.
Berlin H. A., Rolls E. T. & Kischka U. (2004). Impulsivity, time perception, emotion and reinforcement sensitivity in patients with orbitofrontal cortex lesions. Brain, 127, 1108-1126.
Biederman J., & Faraone S.V. (2005). Attention-deficit hyperactivity disorder. Lancet, 366 (9481), 237-248.
Bolbecker A. R., Hong S. L., Kent J. S., Klaunig M. J., O’Donnell B. F., Hetrick W. P. (2011, May). Postural Control in Bipolar Disorder: Increased Sway Area and Decreased Dynamical Complexity. PLoS One. 6(5). Retrieved from http://dx.doi.org/10.1371/journal.pone.0019824.
Buitelaar J. K., Van der Wess, M., Swaab-Barneveld, H., & Van der Gaag, R. J. (1999). Theory of mind and emotion-recognition functioning in autism spectrum disorders and in psychiatric control and normal children. Developmental Psychopathaolology, 11, 39-58.
Burini D., Farabollini B., Iacucci S., et al. (2006). A randomised controlled cross-over trial of aerobic training versus Qigong in advanced Parkinson's disease. Europa Medicophysica, 42(3), 231-238.
Bush G. (2011). Cingulate, frontal, and parietal cortical dysfunction inattention-deficit/hyperactivity disorder.Biological Psychiatry, 69(12), 1160-1167.
Bush G., Valera, E. M., & Seidman, L. J. (2005). Functional Neuroimaging of Attention-Deficit/Hyperactivity Disorder: A Review and Suggested Future Directions.Biological Psychiatry, 57(11), 1273-1284.
Caballero J., & Nahata M. C. (2003). Atomoxetine hydrochloride for the treatment of attention-deficit/hyperactivity disorder. Clinical Therapeutics, 25(12), 3065-3083.
Carmeli E, & Imam B. (2014). Health promotion and disease prevention strategies in older adults with intellectual and developmental disabilities. Front Public Health, 14. 2-31
Carmeli E., Ariav C., Bar-Yossef T., Levy R., Imam B. (2008). Movement skills of younger versus older adults with and without Down syndrome. Motor Control, 12, 348-361.
Chen H. H., Yeh M. L., & Lee F. Y. (2006). The effects of Baduanjin qigong in the prevention of bone loss for middle-aged women. American Journal of Chinese Medicine, 34 (5), 741-747.
Colleen M. B. (2017). Attention, reward, and inhibition: symptomatic features of ADHD and issues for offenders in the criminal justice system. ADHD Atten Def Hyp Disord, 9, 5–10.
Conners, C. K. (2000). Conners’Continuous Performance Test user’s manual. Toronto, Canada: Multi-Health Systems.
Del Campo N., Chamberlain S. R., Sahakian, B. J., & Robbins, T. W. (2011). The roles of dopamine and noradrenaline in the pathophysiology and treatment of attention-deficit/hyperactivity disorder. Biological Psychiatry, 69 (12), 145-157.
DuPaul G. J., & Stoner, G. (1994). ADHD in the schools: Assessment andintervention strategies. New York: Guilford Press.
Epstein, J. N., Erkanli, A., Conners, C. K., Klaric, J., C., Costello, J. E., & Angold, A. (2003). Relations between Continuous Performance Testperformance measures and ADHD behaviors. Journal of Abnormal Child Psychology, 31 (5), 543-554.
Faraone S. V., & Mick E. (2010). Molecular Genetics of Attention Deficit Hyperactivity Disorder. Psychiatr Clin North Am., 33 (1), 159–180.
Fong S. M., Ng S. M., Luk W. S., et al. (2013). Shoulder Mobility, Muscular Strength, and Quality of Life in Breast Cancer Survivors with and without Tai Chi Qigong Training. Evid Based Complement Alternat Med. Article ID 787169, 7 pages.
Gillberg C. (2003). Deficits in attention, motor control, and perception: A brief review. Archivesof Disease in Childhood, 88, 904-910.
Gilliam, J. E. (1995). Attention-Deficit/ Hyperactivity Disorder Test. Pro-ed Inc.
Gold M. S., Blum K., Oscar-Berman M., & Braverman E. R. (2014). Low Dopamine Function in Attention Deficit/Hyperactivity Disorder: Should Genotyping Signify Early Diagnosis in Children? Postgrad Med, 126 (1), 153–177.
Hasan, SS., Robin, DW. and Shiavi, RG. (1992). Drug and Postural Sway, IEEE Engineering in Medicine and Biology Magazine, 11, 35–41.
Hesslinger B., Thiel, T., Tebartz van Elst, L., Hennig, J., & Ebert, D.(2001). Attention-deficit disorder in adults with or without hyperactivity: where is the difference? A study in humansusing short echoH-magnetic resonance spectroscopy.Neurosci Lett, 304 (1-2), 117-119.
Ho T. H., Chan S. M., Wang C. W., et al. (2012). A Randomized Controlled Trial of Qigong Exercise on Fatigue Symptoms, Functioning, and Telomerase Activity in Persons with Chronic Fatigue or Chronic Fatigue Syndrome. Ann Behav Med., 44 (2), 160-170.
Kemp C. A, (2004). Qigong as a therapeutic intervention with older adults. Journal of HolisticNursing, 22 (4), 351- 373.
Kessler R. C., Adler L., Barkley R., et al. (2006). The prevalence and correlates of adult ADHD in the United States: results from the National Comorbidity Survey Replication. Am J Psychiatry, 163 (4), 716-723.
Lange A. M., Daley D., Frydenberg M., Charlotte U. R., Edmund S. B., and Thomsen H. (2016). The Effectiveness of Parent Training as a Treatment for Preschool Attention-Deficit/Hyperactivity Disorder: Study Protocol for a Randomized Controlled, Multicenter Trial of the New Forest Parenting Program in Everyday Clinical Practice. JMIR Res Protoc, 5 (2), e51.
Lavi N., Lin Z., Zokaei N., & Thoma, V. (2009).The role of perceptual load in object recognition. Journal of Experimental Psychology, 21 (1), 42-57.
Lee M. S., Chen K. W., Sancier K. M., & Ernst E. (2007). Qigong for cancer treatment: a systematic review of controlled clinical trials. Acta Oncologica, 46(6), 717-722.
Lee M. S., Kim H. J., & Choi E. S. (2004). Effects of Qigong on blood pressure, high-density lipoprotein cholesterol and other lipid levels in essential hypertension patients. International Journal of Neuroscience, 114 (7), 777-786.
Lee M. S., Oh B., & Ernst E.(2011). Qigong for healthcare: an overview of systematic reviews. JRSM Short Rep, 2 (2), 1-5.
Liu X. L., Chen S., & Wang Y. (2016). Effects of Health Qigong Exercises on Relieving Symptoms of Parkinson's Disease. Evid Based Complement Alternat Med. Article ID 5935782, 11 pages.
Lynam D. R. (1996). Early identification of chronic offenders: Who is the fledging psychopath? Psychological Bulletin, 120 (2), 209-234.
Maltezos S., Horder J., Coghlan S., et al. (2014). Glutamate/glutamine and neuronal integrity in adults with ADHD: a proton MRS study.Transl Psychiatry, 18 (4) 373.
Mannerkorpi K., & Arndorw M.(2004). Efficacy and feasibility of a combination of body awareness therapy and qigong in patients with fibromyalgia: a pilot study.Journal of Rehabilitation Medicine, 36 (6), 279-281.
Mannuzza S., Klein R.G., Bessler A., Malloy P., LaPadula M. (1993). Adult outcome of hyperactive boys. Educational achievement, occupational rank, and psychiatric status. Arch Gen Psychiatry, 50 (7), 565-576.
MIDOT medical technology. (2016): www.midot -meditech.com.
National Institute of Mental Health. (2006). Attention deficit hyperactivity disorder. New York: The Guilford Press.
Norvilitis J. M., Casey, R. J., Brooklier, K. M., & Bonello, P. J. (2000). Emotion appraisal in children with attention-deficit/hyperactivity disorder and their parents. Journal of Attention Disorders, 4 (1), 15-26.
Oh B., Butow P., Mullan B., et al. (2010). Impact of Medical Qigong on quality of life, fatigue, mood and inflammation in cancer patients: a randomized controlled trial. Ann Oncol., 21 (3), 208-214.
Ornish D., Lin J., Daubenmier J., et al. (2008). Increased telomerase activity and comprehensive lifestyle changes: a pilot study. Lancet Oncology, 9(11), 1048-1057.
Perlov E., Philipsen A., Hesslinger B., et al. (2007). Reducedcingulate glutamate/glutamine - to - creatine ratiosin adult patients with attention deficit/hyperactivitydisorder - a magnet resonance spectroscopy study. JPsychiatr Res, 41(11), 934-941.
Scahill L., Carroll D., & Burke K. (2004). Methylphenidate: Mechanism of action and clinical update. Journal of Child and Adolescent Psychiatric Nursing, 17(2), 85-86.
Seidman L. J., Valera E. M., Makris N. (2005). Structuralbrain imaging of attention-deficit/hyperactivitydisorder. Biol Psychiatry, 57 (11), 1263-1272.
Shaw P., Stringaris A., Nigg J., Leibenluft E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. Am J Psychiatry, 171(3), 276 – 293.
Silva L., & Schalock M. (2013). Treatment of Tactile Impairment in Young Children with Autism: Results with Qigong Massage. International Journal of Therapeutic Massage and Bodywork, 6(4), 12-20.
Silvia L. Pavão., Joice L. B. Arnoni., Alyne K. Câmara de Oliveira., Nelci A. C. F. Rocha., (2014). Impact of a virtual reality-based intervention on motor performance and balance of a child with cerebral palsy: a case study. Rev Paul Pediatr, 32 (4), 389-394.
Stenlund T., Lindström B., Granlund M., & Burell G. (2005). Cardiac rehabilitation for the elderly: Qi Gong and group discussions. European Journal of Cardiovascular Prevention and Rehabilitation, 12 (1), 5-11.
Tsang, W. W. N., & Hui-Chan, C. W. Y. (2004). Effect of 4- and 8-wk intensive Tai Chi training on balance control in the elderly. Medicine & Science in Sport & Exercise, 36(4), 648-657.
Van Stralen J. (2016). Emotional dysregulation in children with attention-deficit/hyperactivity disorder. Atten Defic Hyperact Disord. 8(4), 175–187.
Yahalom G., Blatt I., Neufeld MY., Dvir Z., & Gandelman-Marton R. (2011). Epilepsy syndrome-associated balance dysfunction assessed by static posturography. Seizure, 20 (3), 214-217.
Yeung A., Slipp L. E., Jacquart J., Fava M., Denninger J. W., Benson H., & Fricchione G.L. (2013). The treatment of depressed Chinese Americans using qigong in a health care setting: a pilot study. Evid Based Complement Alternat Med, Article ID 168784, 5 pages.