假装游戏训练对自闭症儿童心理理论的干预研究  

Pretend Playing Training Improves Theory of Mind in Children with Autism

作　　者：肖晓[1] 杨娜[1] 钱乐琼 周世杰[1] 

机构地区：[1]中南大学湘雅二医院医学心理学研究所,长沙410011

出　　处：《中国临床心理学杂志》2014年第4期742-745,共4页Chinese Journal of Clinical Psychology

基　　金：国家社会科学基金"十二五"规划2011年度教育学一般课题"孤独症儿童的心理理论发展特点及认知行为干预研究"(批准号:BBA110019)

摘　　要：目的:考察自闭症儿童心理理论通过假装游戏训练提高的可能性。方法:选取10名自闭症儿童作为实验组进行训练,另外选取10名年龄、智商与之匹配的自闭症儿童作为对照组,所有对象接受中国—韦氏幼儿智力量表(C-WYCSI)、自闭症行为量表(Autism Behavior Checklist,ABC)、心理理论能力评定前测和后测等评估。结果:相比对照组,实验组的愿望理解有显著提高,信念理解、情绪理解有边缘显著提高。结论:假装游戏训练能有效提高自闭症儿童心理理论能力。Objective： To investigate the effects of pretend playing training on the theory of mind in children with au- tism. Methods： 20 children with autism were randomly assigned into two groups, the experimental group（n=10） revieved the pretend playing training, while the age- and IQ-matched control group（n=10） received no training. All the participants completed C-WYCSI, Autism Behavior Checklist, before and after the training. Results： After the training, the experimental group showed significantly increased desire understanding, meanwhile, emotion understanding and belief understanding were marginally significantly increased. Conclusion： Our findings suggest the pretend playing training is effective to improve the theory of mind in the children with autism.

关 键 词：自闭症 心理理论 假装游戏 干预 

分 类 号：R395.5[哲学宗教—心理学]