Intervention Study On First-degree False Beliefs In Children With Autism Aged 4-6 Years

In order to study whether the grade intervention of knowledge thought,emotion understanding and hypothetical play can improve the ability of first-degree error belief in children with autistic spectrum disorder,this study adopted the experimental design before and after the test of the experimental group and the control group.14 children(50-83months)with ASD was divided into intervention group(N=7)and control group(N=7)according to their performance in WPPSI and PPVT-R,and there was no significant difference in chronological age between two groups.15 children typically developing(TD)whose chronological age was similar to the children with ASD were chosen to confirm the mastery criterion on those task.15 children with normal typical development(TDs)were selected to perform three task tests,which were similar to the actual age of the ASD children group.The results of this study show that:1.There is significant difference between ASD control group and the first class error belief task of ASD intervention group after intervention.2.ASD intervention group after intervention of the first level error belief task and TD control group after the test results have no significant difference.Significant difference.3.There were significant differences in the test scores before and after the intervention in ASD intervention group.Intervention courses are effective.The conclusions of this study are as follows:first,the psychological theory ability of ASD children is not as good as that of normal developing children.After intervention training,the psychological theory ability of ASD intervention group is almost no difference with that of the TD control group.Secondly,the psychological theory ability of ASD children is compared with the intervention before intervention.It has been improved and significantly better than the ASD children without intervention.Finally,the intervention course effectively improves the first class false belief ability of ASD children,and provides evidence support for the development of social ability of autistic children from the empirical perspective.