本研究采用单一被试实验设计模式中跨被试多试探实验设计,对3名目前就读于普通幼儿园并在特教机构接受教育干预的低功能自闭症儿童,使用“思想泡”策略进行教学干预,探讨其心理理论的发展。结果表明,3名被试通过“思想泡”教学后,在心理理论的基本情绪辨识、基本信念及第一顺位错误信念等三个次领域能力上都有提高。 In this study, we used the multi-probe design of cross-subjects in a single experimental design model. We used three strategies of “thinking bubble” on three children with low-functioning autism currently enrolled in ordinary kindergartens and receiving educational interventions in special education institutions Conduct teaching intervention to explore the development of their psychological theory. The results showed that after passing the teaching of “Thought Bubble”, the three subjects improved their abilities in three sub-fields: basic emotion recognition of psychological theory, basic beliefs and first-order wrong belief.