“思想泡”教学对低功能自闭症儿童心理理论发展的干预研究

The Effect of the “Thought Bubbles”Teaching Technique on the Theory of Mind in Children with Autism and Limited Speech

本研究采用单一被试实验设计模式中跨被试多试探实验设计,对3名目前就读于普通幼儿园并在特教机构接受教育干预的低功能自闭症儿童,使用"思想泡"策略进行教学干预,探讨其心理理论的发展。结果表明,3名被试通过"思想泡"教学后,在心理理论的基本情绪辨识、基本信念及第一顺位错误信念等三个次领域能力上都有提高。

This study, by using the single-subject design across multiple probe designs to teach three children with autism and limited speech from a regular kindergarten with the teaching method of ＂thought bubbles,＂ aims to explore their learning based on the theory of mind. The results showed that the three autistic children＇s abihty was improved in ＂basic emotional recognition, basic beliefs and first-order error belief.＂