為社會情緒行為會隨成長而自然發展，無需學校強力介入 輔導。
學習造成負面影響(洪儷瑜、李瑩玓，民 89)。因此， Lerner(2000)及 Zera(2001)皆認為此類兒童亦應為學習障 礙的類別之一。因其障礙性質並非來自語文或語言之基本 心理歷程的缺陷，也常被稱為非語文學習障礙(nonverbal learning disabilities, NVLD or NLD)或社會障礙(social disabilities)。
此一行為也較難容忍。此類行為包括：懷有敵意、肢體或 口語攻擊他人、干擾他人、爆發脾氣、遇挫折即情緒失控、 破壞物品。
(三)注意力缺陷
自我概念低下，對學習失去動機與興趣，進而輟學。缺乏 學習動機及低下之自我概念可能使其與他人衝突之機會增 加，輟學則可能使其出入不當場所及結交損友，進而增加 犯 罪 之 機 會 ； (2) 特 質 或 傾 向 假 說 (susceptibility hypothesis)：學習障礙者具有許多可能導致青少年犯罪之 特質，例如衝動、過動、缺乏自制力、缺乏延後滿足能力 等；(3)差別處置假說(differential treatment hypoth- esis)： 此一假說認為學習障礙青少年之犯罪項目及犯罪率與一般 青少年可能無明顯差異，不過，學習障礙青少年由於事前 計畫、行為之敗露防患及事後之自我辯護能力較低，使其 比一般青少更易受到逮捕及定罪。
歉等；(4)問題解決技巧：問題嚴重性之判斷、談判、說理、 說服、問題解決、請求協助、要求回饋。
(disruptive behaviors)的原因可能不盡相同，但處理方法則 並無明顯差異。學生干擾性行為之處理可分由學校、環境、 教師、同儕、學生自己等幾方面著手(Kerr & Nelson,1998)：
重視。
二、ADHD 之診斷
換座位；(4)用餐時經常離座；(5)講話講個不停；(6)衝動 及無法輪流等待；(7)無法延宕滿足；(8)無法聽從老師及他 人之指導。 若同時具有注意力及過動-衝動之行為問題，則可能同 時兼具上述二類行為特徵。
三、ADHD 的迷思與事實
許多人對 ADHD 可能存有若干似是而非之想法，以下 列 述 這 些 迷 思 (myth) 與 事 實 (fact)(Attention Deficit Disorder Association, 2002 ； Hallahan & Kauffman, 2000；National Institute of Mental Health,2002)：是一種流行用語。
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