The Effect of Mind-Reading Curriculum on Children with Autism For Social Interaction

• Main Authors: Chang Chin-Diao, 張金調
• Other Authors: 王大延
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/18192907250301795913

碩士 === 臺北市立師範學院 === 國民教育研究所 === 90 === with Autism For Social Interaction Abstract The main purpose of this study was to search how the Mind-Reading Teaching effects social interaction of children with autism. Some pictorial instruments were integrated into the mind-reading curriculum in the present study to foster the subjects’ appropriate emotion in response to cognitive different emotions caused by different condition, desire, and belief of others. The method of the study belongs to multiple trial design , teaching experimental research, having different level of aimed behaviors for single subject research. Five subjects enrolled in two primary schools in Taipei City served as the sample. There were two steps of the process of the research that took place in two schools’ resource classroom. The duration persisted for two months. Two children, first and third grade respectively, with high-functioning children with autism were recruited in the pilot study to establish the baseline before the intervention of a mind-reading curriculum, pretest of the match-up examination, and the analysis of the percentage of frequency. Three other high-functioning children with autism, a pre-primary school class, a second grade, and a third grade, participated in the formal study. They received a mind-reading curriculum, tests on behaviors of multiple-baseline design across behavior to establish the baseline. Intervention and analysis followed. The findings are as follows: 1. The Mind-reading teaching can improve autistic children’s ability to recognize four facial emotions of “happy”, “sad”, “angry” and “afraid” demonstrated by photos or cartoon pictures. 2. The Mind-reading teaching can efficiently promote autistic children’s ability to recognize four emotions of “happy”, “sad”, “angry” and “afraid” in various situations. The ability of recognizing “sad” is the weaker in comparison with the other three. However, after intervention, it could maintain a standard above 90%. 3. The Mind-reading teaching can improve autistic children to recognize: (1) the emotion performance of whether desire could be realized, (2) the emotion performances of confirming the realization of desire and the accordance of belief and reality. 4. In the process of the experimental treatment of crossing various objectives of the multiple-trial design, it was found that the intervention of Mind-reading teaching helped to promote the effects of generalization and transfer of higher level behaviors. The findings of the study suggest: (1) Parents and teachers of special education may help promote autistic children’s social interaction by teaching them mind-reading ability of recognizing people’s emotions. (2) Mind-reading ability is associated with age, so it would be better to teach autistic children from the very basic level. (3) Teachers should cooperate with the client’s school or family to administer random instructions and tests so as to enhance the transferability. (4) A larger size of samples and control variables may be beneficial to a more sophisticated exploration of the related issues. (5) A well-designed multi-media courseware for mind-reading program would benefit the client’s learning interest and learning outcomes.