目的：Ni、Huang與Guo(2011)驗證早期發展正常的極低出生體重早產兒在入學期間仍存有執行功能缺損的困難，部分早產兒的執行功能仍持續缺損至學齡期，然執行功能可以透過訓練來提升其表現，但過去大多發現認知執行功能缺損並予以介入。學齡前早產兒在情緒執行功能上與足月兒童亦有所不同，像是心智理論、延宕滿足等能力，相關能力亦能預測青春期或成年期有關的表現，若忽略其發展將可能產生不良的適應後果。然過往鮮少討論情緒執行功能缺損或相關的介入訓練，事實上認知與情緒處理的歷程在大腦中會彼此影響，若可以透過訓練加強相關能力或策略運用，將可以更有效提升缺損兒童的能力，因此本研究欲透過以神經心理治療理論為基礎的複合式訓練模組，設計認知與情緒執行功能為目標的方案去增進兒童的執行功能。
方法：本研究樣本來自於「財團法人中華民國早產兒基金會」所轉介的2014年10月至2015年11月年齡為6歲兒童的早期發展正常的極低出生體重之早產兒共21位，以及台南市自願參與的足月兒童共29位，根據執行功能的衡鑑結果，在情緒執行功能的心智理論或延宕滿足作業表現，若任一項低於足月兒童常模Q1(25%)則納入為介入組，進行為期8週、每週1次、每次1.5小時的複合式訓練模組短期執行功能訓練。符合條件且願意參與介入階段的早產組共8位，足月組7位。衡鑑階段以魏氏兒童智力測驗中文版第四版之記憶廣度逆序分測驗、Knox方塊仿效測驗、廣泛性非語文注意力測驗、倫敦塔、威斯康辛卡片分類測驗、心智理論測驗、延宕滿足測驗為執行功能衡鑑工具，分別測量認知執行功能如：工作記憶、抑制能力、計畫能力及認知彈性；情緒執行功能如：心智理論、延宕滿足、情緒調節。訓練模組應用神經心理治療理論與大量生態化素材，強調過程中的「生態化」、「自主性」及「正向經驗與分享」，以2至3人小團體方式進行，完成訓練和後測評估的早產組與足月組各7人，並以認知與情緒執行功能指標作為療效檢驗。
結果：在介入前後的指標中，介入組在認知執行功能方面，在計畫能力（4項/6項）、認知彈性（7項/7項）表現皆有顯著進步；情緒執行功能在心智理論（2項/3項）、延宕滿足類別指標（1項/5項）達顯著進步。在早產組中，計畫能力（1項/6項）、認知彈性（3項/7項）、心智理論（2項/3項）、延宕滿足類別指標（1項/5項）達顯著進步；足月組中，計畫能力（3項/6項）、認知彈性（6項/7項）達顯著進步。顯示研究參與者在介入前後認知與情緒執行功能上均有所進步。
結論：針對情緒執行功能缺損之神經心理治療能夠有效提升其認知與情緒執行功能表現，透過神經心理治療理論與生態化媒材結合的訓練模組能夠觀察初步成效，在兼顧趣味性的同時促進缺損兒童更具自我效能感與主動性，在短期訓練中能夠看見執行功能訓練的近轉移效益，亦建議建立長期追蹤系統證實遠轉移效益。

Previous study demonstrated that preschool children born very low birth weight (VLBW, <1500g) still have executive function (EF) deficits even with normal early development. There are so many EF training programs can improve children's EFs, however, previous study more focus about cognitive EF deficits to improve their components, actually the process of cognitive and emotion in our brain system will affect each other, therefore training EFs should consider both dimension by regular training. We innovated a combinative training model for six-year-old preschoolers with emotional deficits. This study includes 7 VLBW preschoolers and 7 full-term preschoolers with more than one emotional EFs deficits join the training for one and a half a day, 1 day a week, over 8 weeks. Using combinative training model consist different noncomputerized model to train their cognitive and emotional EFs. The training showed significantly improve about in cognitive flexibility, planning, and theory of mind. At VLBW group showed improve in cognitive flexibility, planning, theory of mind, and delay gratification strategy uses, full-term group showed improve in cognitive flexibility, planning. Even through VLBW children with normal early development have showed delayed on cool and hot EFs function, we can use EF training enhance their EFs reaching the level of full-term children, and recommended using computerized EF training to improve elementary executive component such as attention and working memory.

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