EXPLORATION OF THE APPLICATION OF MIND INTERPRETATION TRAINING IN SOCIAL BEHAVIOR OF STUDENTS WITH AUTISM

Nowadays, inclusive education has become increasingly popular in various places. And it becomes more and more common for students with special education needs to be placed in general education environments. However, students with special education needs often have problems getting along with their classmates because of their own physical and mental disabilities and behavioral traits. In schools, social interaction has always been a major issue for students with autism spectrum disorder to integrate into the group. Due to their physical limitations or internal psychological differences, they often encounter difficulties in interacting with classmates. The researcher of this study is a primary school resource teacher in an integrated school. During the teaching process, she found that students with autism spectrum disorder in regular classes have some difficulties in adapting, especially in getting along with others . Therefore, the researcher hopes to improve their social behavior through Mind-Reading training, so that they can develop well in interacting and socializing with others.

This study intends to explore the effect of Mind-Reading training on improving the mind reading ability and social interaction ability of five autistic spectrum disorder students in primary school, and conduct research and discussion on their ability to understand others and social interaction . Comparison and data analysis were conducted through pre-test, six-session of Mind-Reading training course, Mind-Reading learning record form filled in by the researcher, and post-test. The pre-test and post-test tools include: "Vinlan Adaptive Behavior Scale 3 (Chinese version) - Children's Version" filled out by the parents of the research participants, interviews with the head teachers of the research participants, and a theory of mind test completed by the research participants (ToMTB test).

The study concluded as follows:
1.Children with autism spectrum disorder can improve the ability to understand others after receiving Mind-Reading training.
2.Children with autism spectrum disorder can show the improvement in social interactions after receiving Mind-Reading training.

In this study, the researcher hopes to improve autistic students' ability to understand other people 's thoughts and improve their social interaction through Mind-Reading training, so that autistic spectrum disorder students can integrate into ordinary classes and get along with their classmates. They try to use Mind-Reading training to explore whether this method is effective. And the conclusion confirms that Mind-Reading training can improve autistic spectrum disorder students' abilities to understand others , improve their social interactions , and promote social relationships with their classmates.

It is recommended that in future research on Mind-Reading training in Macao, the teaching content should be combined with social interaction skills and life experience. In addition, we will increase the understanding of peer perceptions, observations of class entry or recess time, and extend the follow-up time to make the research more complete.

現今，融合教育在各地已漸趨普及化，特殊教育需要學生安置於普通教育環境是越來越常見的現象。然而，特殊教育需要學生因自身的身心障礙及行為特質，導致他們與同儕相處時經常出現問題。在學校，社交互動一直是自閉症譜系障礙學生融入群體的一大重點議題，他們因自身的生理限制或心理內在的差異，導致其在與同儕互動時常遇到困難。本研究的研究者為融合學校的小學資源教師，在教學的過程裏，發現就讀於普通班的自閉症譜系障礙學生在適應上出現了一些困難，特別是與人相處方面，因此，研究者希望能透過心智解讀訓練來改善他們的社交行為，讓他們能在與他人互動和社交方面獲得良好的發展。 本研究擬探討心智解讀訓練對提升五位低小自閉症譜系障礙學生的心智解讀能力與社交互動能力的效果，對他們理解他人的能力及社交互動方面進行研究和討論，通過前測、六節的心智解讀訓練課程、研究者填寫的心智解讀學習記錄表、後測來進行比較及資料分析。前測及後測工具包括：由研究參與者之家長填寫的「文蘭適應行為量表第3(中文版)-兒童版」、研究參與者之班主任訪談，以及研究參與者完成的心智理論測驗(ToMTB測驗)。 研究得出的結論如下： 1.自閉症譜系障礙兒童在接受心智解讀訓練後理解他人的能力有所提升。 2.自閉症譜系障礙兒童在接受心智解讀訓練後在社交互動方面有相對的改善。 本研究中，研究者期望透過心智解讀訓練提升自閉症譜系障礙學生理解他人想法的能力，以及改善其社交互動，使自閉症學生能融入普通課室，與同齡人相處，所以嘗試透過心智解讀訓練來探討此方法是否有效，而結論證實心智解讀訓練能提升自閉症譜系障礙兒童理解他人的能力，以及改善他們的社交互動，促進與同儕之間的社交關係。 建議本澳未來的心智解讀訓練研究中，教學內容結合社交互動技巧及生活經驗。另外，增加了解同儕觀感、入班或小息時間之觀察，以及延長追蹤時間，以令研究變得更為完善。