The Effect of Instruction on Mind Reading for A Vocational High School Student with Autism Spectrum Disorders.

• Main Authors: Chieh Chang, 張婕
• Other Authors: Sofia Hsiou-Huei Lai
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/76964995885066324498

碩士 === 國立高雄師範大學 === 諮商心理與復健諮商研究所 === 103 === The main purpose of this study was to study the effect of mind-reading teaching for a vocational high school student with autism spectrum disorders. A single-subject research withdrawal design was adopted. The participant was a vocational high school student with ASD required the first stage support. The instruction on mind reading was independent variable, while the mind reading abilities, including comprehending emotion and basic beliefs, first-order and second-order false belief, were dependent variables. Data were collected on the theory-of-mind test,the mind-reading worksheet,the record table of behavior observation,and parents feedback interviews, and were analyzed if the participant acquired, maintained, what had been taught. The findings of the study were as follows: 1.The instruction has acquisition and maintenance effect on the understanding of emotion and basic beliefs, first-order and second-order false belief. 2.The study participant has improved the theory-of-mind test scores after Mind Reading Teaching intervention. 3.The record table of behavior observation has improved after the intervention. 4.Quantitative information on the theory-of-mind after the intervention was positive effect. However, not all of the daily normal life can be observed.