The Effects Of Teaching On Theory Of Mind With Autistic Children Based On Applied Behavior Analysis

This study aimed to explore the autistic children’s ability of immediate learning,generalization and the effect of maintaining, as well as the differences on scores oftheory-of-mind tests for the autistic children before and after the teaching afteraccepting the theory-of-mind teaching based on the principle of applied behavioranalysis. It’s used to investigate the effectiveness of comprehensive to teaching theoryof mind.Methods are using multiple probe design across subjects of single-subjectexperimental design, combined with the quasi-experimental research design. Researchsubjects are three autistic children under educational interventions in ChongqingNormal University research center for autistic children. The independent variable is theteaching of theory-in-mind. The dependent variable is the effectiveness of the threesubjects on the basis of theory of mind abilities, including theory of mind ’prior skills,basic theory of mind and higher-order theory of mind abilities. Research data includes Cstatistics, visual analysis, descriptive statistics to analyze treatment.The results of this study are as follows:(A) The teaching of theory of mind can help the autistic children on the ability ofimmediate learning, generalization and the effect of maintaining.(B) The teaching of theory of mind can do good to the children with autism onimproving test scores in psychological theory, the goal checklist, and scenariomigrations.(C) It is valid to adopt the teaching program based on the principles of appliedbehavior analysis in teaching the theory of mind to children with autism.(D) In the overall mental activity, behavior and cognition interact in learning.(E)As for the social validity, the parents support the teaching effectiveness of thetheory-of-mind.