本研究主要目的在探討心智解讀教學對增進高功能自閉症兒童心智理論能力之效果，由於國內尚無關於心智理論的實徵研究，故本研究在教學前，先了解國內普通兒童與自閉症兒童心智理論的表現。
本研究包含兩種設計：（一）預試研究設計，以幼稚園大班、國小一、二年級各一班的普通兒童為對象，採團體或小組方式進行心智理論測驗預試並分析其通過情形；（二）正式實驗設計，以18名高功能自閉症兒童為對象，採前測－後測控制組設計，依語文能力分為實驗組與控制組，進行心智理論測驗前測，之後，針對實驗組進行個別的心智解讀教學，教學結束後一星期兩組再進行後測，將兩組前後測分數進行獨立樣本單因子共變數分析，並分析實驗組心智解讀教學的過程。
本研究的主要發現如下：
一、普通兒童心智理論測驗預試各題的通過率呈現隨年齡增加而上升的趨勢，其中因情境引起的情緒之整體通過率最高，次級錯誤信念之整體通過率最低。
二、高功能自閉症兒童心智理論測驗的通過率，大部分與國外研究結果接近，其中因情境引起的情緒之整體通過率最高，初級錯誤信念（一）和次級錯誤信念之整體通過率最低。
三、實驗組心智理論測驗後測分數顯著高於控制組，表示心智解讀教學有立即的成效，且實驗組受試教學後進步情形與類化情形都不錯。
四、實驗組受試在心智解讀教學的學習情形與各單元難度有關，難度低的單元只需一、二個提示步驟，難度高的單元，則需多個且連續的提示步驟。

The main purpose of this study was to study the effect of mind-reading teaching on promoting high-functioning autistic children’s theory of mind. The test of the theory of mind was administered to the typically development children and high-functioning children with autism before a formal teaching experiments.
There were two stages in this study. The first stage was a pilot study in which the test of the theory of mind was administered to the kindergarten children and grade-one and grade-two students. The second stage was a teaching experiment adopting a pretest-posttest design to explore the teaching effect. Subjects were eighteen high-functioning children with autism who were paired with each other on their verbal IQ and chronological. The half of the children was assigned into the experimental group and the other half was assigned into the control group. The children of the experimental group were taught mind-reading materials individually. Then, the posttest was administered to all subjects one week after teaching. A one-way ANCOVA was conducted for quantitative data. A qualitative data analysis was also conducted for teaching processes.
The main findings of this study are as follows:
1.For the typically development children, the older the better performance on the tests of theory of mind in the first stage study. Among all items of the test of theory of mind, the highest successful percentage is on the items with situation-based emotion and the lowest successful percentage is on the items with second-order false-belief.
2.In this study, the percentage the children passing the test of theory of mind is confirmed by the findings of most foreign studies. Children with autism have highest successful percentage on the test items with situation-based emotion and the lowest percentage on the test items with first-order false-belief and second-order false-belief.
3.From the posttest, the experimental group shows higher scores than the control group which approves the mind-reading teaching effect. And, it is satisfied for the children’s progress and the teaching generalization.
4.The numbers of prompts are correlated with the level of mind-reading teaching. It is required more prompts for the high level mind-reading teaching while it is only required one or two prompts for the low-level mind-reading teaching.

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