個案研究:以「想法解讀」教導自閉症的兒童

Research output: Contribution to journalArticles

Abstract

本研究以「想法解讀」教導一位在香港主流學校就讀小一的自閉症學童。「想法解讀」是指推測別人想法的能力 (想法包括了信念、需要、意圖、感受等) 。Wing 和 Gould (1979) 認為自閉症兒童有人際關係、語言溝通及想像力三方面的認知性障礙,而一些西方學者,如 Howlin、Baron-Cohen 和 Hadwin (1999) 以「想法解讀」的理論來解釋自閉症兒童在這三方面的表現。本研究以「想法解讀」為藍本的一個本地的教材套,在十周的訓練期間,教授學童感情、想法及假想三個範疇的認知能力,結果顯示學童能夠完成感情及想法範疇的活動,假想遊戲方面則因學童欠缺想像力的關係,表現未算理想,這方面的訓練仍要加強。 This study aims at using Theory of Mind (ToM) to teach a primary one student with autism the skills to understand emotions, beliefs, and imagination. Wing and Gould (1979) suggested that children with autism suffered from the triad of impairments (i.e., impairments in social relationship, verbal communication, and imagination). Researchers (e.g., Howlin, Baron-Cohen, & Hadwin, 1999) tried to use ToM to illustrate the core deficits of children with autism. ToM refers to the cognitive skills in understanding the beliefs of other people. The cognitive skills include the understanding of needs, intention, and emotions, etc. In this study, a local ToM package was used to teach a student with autism the skills in emotions, beliefs, and imagination. Results showed that the student was able to complete the domains in emotions and beliefs and that of imaginations required further training. Copyright © 2007 The Hong Kong Institute of Education.
Original languageChinese
Pages (from-to)25-33
Journal香港幼兒學報
Volume6
Issue number1
Publication statusPublished - May 2007

Citation

何福全(2007):個案研究:以「想法解讀」教導自閉症的兒童,《香港幼兒學報》,6(1),頁25-33。

Keywords

  • Alt. title: Case study: Using “theory of mind” to teach a student with autism