Study On The Intervention Of Theory Of Mind Of Children With Autism Spectrum Disorder

In recent decades,the prevalence of Autism Spectrum Disorders has continued to rise.Social barriers,one of its core disorders,have attracted the attention of researchers.Based on the theory of mind is weak theory,ASD often can not understand their own and others' mental states,such as emotions,thoughts,etc.,and cannot rely on these psychological states to predict and explain the behavior of others,making it impossible to carry out effective social interaction with others.This reflects the close relationship between the theory of mind and the social ability.The social ability of the ASD children is limited by the level of the theory of mind.This study through the teaching of ASD children's theory of mind in order to explore the immediate and sustained effect of theory of mind intervention.This study used multiple baseline across subjects designs,the experiment lasted for about three months and was divided into three phases: baseline,intervention,and maintenance.The subjects were three ASD children who were enrolled in an inclusive kindergarten in Dalian.Independent variables were teaching interventions on the theory of mind,including the use of pictures and "thought bubbles" methods of emotional interpretation ability teaching and the use of pictures and doll games methods for the interpretation of mind reading.The dependent variables were the ASD children's theory of mind composed of emotional interpretation ability and mind reading ability.The research data was analyzed using visual analysis and tryon's C statistics.Conclusions are as follows:1.The theory of mind of ASD children's intervention had an immediate and sustained effect.Through the visual analysis and tryon's C statistics analysis to interpret three subjects' emotional interpretation ability and mind reading ability,The results showed that the scores of the three subjects in the first half of the intervention period in the emotional interpretation ability and to mind reading ability were significantly higher than those in the baseline period,and there was no significant difference between the maintenance period and the second half of the intervention period,indicating the use of pictures and "thought bubbles" methods intervention on the ability of ASD children to emotional interpretation had an immediate and sustained effect.The use of pictures and doll games had immediate and sustained effects on ASD children's ability of mind reading.2.The development of ASD children's theory of mind was different.Through the analysis of the three subjects' theory of mind intervention process,it can be known that there were individual differences in the starting point level of the children's psychological theory,the vertex level reached,and the promotion speed of the theory of mind in the intervention process.3.Influence factors of ASD children's theory of mind.Through the analysis of the three subjects' theory of mind intervention process,we knew that children's development age,language ability,including language expression and language understanding,and the types of tasks all had an impact on ASD children's theory of mind.Based on the experimental process and research results of this study,we reflected on the limitations of this study and make the following recommendations.In teaching,first,the choice of teaching materials should be based on the circumstances of different subjects.Second,the determination of teaching methods should take into account the situation of the subjects,the content of the teaching and so on.Third,the teaching contents should be generalized when appropriate.Fourth,pay attention to children's learning methods and abilities.In terms of research,first of all,in terms of type or level of competence,the restrictions on subjects were reduced.Second,pay attention to the overall experimental arrangements.