心智理論教學提昇自閉症幼兒社會技巧成效之研究

The Effects of Theory-of-mind Teaching on Social-skill Behaviors for Preschool Children with Autism Spectrum Disorder

本研究在探討自閉症幼兒接受心智理論教學後社會技巧的進步情形。研究對 象為13 位自閉症幼兒（平均年齡5 歲），以及13 位典型發展幼兒（平均年齡4 歲9 個月）。每位自閉症幼兒接受十次團體的心智理論教學，以心智理論量表與 文蘭適應行為量表的前後測結果作為進步的代表。研究結果顯示自閉症幼兒在教 學前，心智理論能力低於典型發展幼兒且達顯著水準；教學後，心智理論能力較 教學前明顯提升且趨近典型發展幼兒的表現；且在溝通、人際關係、遊戲與休閒 等能力亦有提昇。

The purpose of this study was to explore the effects of theory of mind teaching on the increasing of social-skill behaviors of preschool children with autism spectrum disorder(ASD). The subjects were 13 children with ASD， aged 3-6 years old (M=5; 0)， ( IQ ≧ 70)， and 13 children with typically development controls (M=4; 9). All subjects were administered the WPPSI-R and the theory-of-mind scale. Parents were in the groups both before and after completing Vineland Adaptive Behavior Scale (VABS). Each subject accepted 10 times the group therapy of theory-of-mind teaching. The obtained data was analyzed by use of descriptive statistics and a t-test. The results showed that theory-ofmind scores for the subjects were significantly lower than controls before therapy. After therapy， the subjects have improved the theory-of-mind scores， and communication， socialization， play skills of VABS.