本研究目的為探討國小自閉症學生接受心智理論為基礎介入之效益，以兩名就讀於某國小低年級心智理論能力不佳之泛自閉症學生為研究參與者，採單一個案研究法之跨行為多探測實驗設計方式進行。本研究分為基線期、介入期和維持期三個階段，介入期實施心智理論教學，透過心智理論測驗在教學前及教學後進行測驗分析及透過心智理論各單元的評量結果以目視分析、C統計方法以及效果量進行量化分析，統計方法以SPSS 23.0 for Windows進行分析，統計顯著性設在p<.05。另外，透過家長填寫心智理論量表以及訪談學生導師及家長瞭解研究參與者在心智理論教學介入前後在情緒與基礎信念、初級錯誤信念及次級錯誤信念的表現。
研究結果為兩位國小自閉症學生接受心智理論為基礎介入之後，在情緒與基礎信念、初級錯誤信念及次級錯誤信念的表現具有立即成效與維持成效，而成效會因研究參與者之語言表達能力而有關聯。導師及家長對心智理論教學於國小自閉症學生之學習成效具有正向回饋。

The purpose of this study was to investigate the effectiveness of theory of mind teaching in improving the Theory of Mind ability of elementary school students with autism. A single subject, cross-behavior multi-detection experimental design was adopted to conduct this investigation. This study was divided into three stages: baselines, intervention and maintenance stage. During the intervention stage, the theory of mind course was implemented, and the visual analysis, C statistical test and effect size are quantified through the pre - and post-test of the Theory of Mind Task Battery and the Theory of Mind evaluation results of each unit. SPSS 23 software package for Windows was used for all statistical analysis. The statistical significance was set at p < .05.Through parents' report in the Chinese version of Theory of Mind Inventory-2 and interviewing student tutors and parents, the social interaction performance of study participants before and after the intervention of theory of mind teaching was understood.
The results of the study was that two elementary school students with autism who received theory of mind intervention had immediate and sustained effects on emotions and basic beliefs, primary false beliefs and secondary false beliefs, and the effects were correlated with the participants' verbal ability. The teachers and parents had positive feedback on the learning effect of theory of mind teaching in primary school students with autism.

王淑娟、周怡君、黃雅琪、賴珮茹（譯）（2011）：心智解讀：自閉症光譜障礙者之教學實用手冊（Patricia Howlin, Simon Baron-Cohen & Julie Hadwin著：Teaching Children With Autism to Mind-Read: A Practical Guide for Teachers and Parents）。臺北：心理出版社。
王淑娟、賴珮茹、胡書維（譯）（2019）：教導自閉症光譜障礙心智解讀：工作手冊（Julie A. Hadwin, Patricia Howlin, & Simon Baron-Cohen著：Teaching Children With Autism to Mind-Read）。臺北：心理出版社。
台灣精神醫學會（譯）（2014）：DSM-5 精神疾病診斷準則手冊。（Desk Reference to the Diagnostic Criteria from DSM-5）。臺北：合記圖書出版社。
宋維村（2013）：DSM-5 自閉症最新診斷準則及其影響。健康世界，334，16-22。
林嵐欣（2003）：高階心智理論教學對國小亞斯柏格症學生心智解讀能力之成效（未出版）。國立高雄師範大學，高雄。
邱琬庭、李雅珍、林健禾、江岱蓉、陳承德、陳官琳（2016）：自閉症類群障礙症孩童與一般發展孩童心智理論能力與表現之比較。職能治療學會雜誌，34(2)，198-213。
保心怡（2003）：幼兒對於心智理解相關作業的理解情形及運用故事活動介入的效果研究(未出版)。國立臺灣師範大學人類發展與家庭研究所博士論文，臺北。
洪儷瑜（2002）：社會技巧訓練的理念與實施。台北市：國立台灣師範大學特殊教育學系。
教育部（2013）：身心障礙及資賦優異學生鑑定辦法。臺北：教育部。
張正芬、吳佑佑（2006）：亞斯伯格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊，31，139-164。
張正芬、林迺超、王鳳慈、羅祥妤（2012）：數位社會性課程教學攻略：在高功能自閉症與亞斯伯格症之應用。臺北：心理出版社。
張婕（2015）：心智解讀教學對一名高中泛自閉症者心智理論能力的成效（未出版）。國立高雄師範大學，高雄。
鈕文英、吳裕益（2015）：單一個案研究法－研究設計與後設分析。臺北：心理。
黃玉華（2000）：心智解讀教學對增進高功能自閉性疾患兒童心智理論 能力之研究（未出版）。國立臺灣師範大學，臺北。
黃金源、賴碧美、謝宛陵、許素真、鄭秀真、李一飛（2008）：自閉症 兒童的治療與教育。臺北：心理出版社。
楊宗仁、王盈瓔、楊麗娟（譯）（2010）：做．看．聽．說：自閉症兒童社會與溝通技能介入手冊（K. A. Quill著：Do-watch-listen-say: social and communication intervention for children with autism。臺北：心理。
楊蕡芬（2005）：自閉症學生之教育。臺北：心理。
鳳華（2004）：單一嘗試教學對高功能自閉症兒童基本心智理論之學習及類化成效。發表於第九屆特殊教育課程與教學研討會，21-33。國立彰化師範大學特殊教育學系。
鳳華、周婉琪、孫文菊、蔡馨惠（2014）：自閉症兒童社會─情緒教育實務工作手冊。臺北：心理。
蔡淑玲（2002）：心智理論暨社交技巧教學對高功能自閉症兒童社會互動行為成效之研究（未出版）。國立彰化師範大學，彰化。
蔡嘉鈺（2017）：心智解讀教學對國小自閉症學生理解錯誤信念之成效（未出版）。國立高雄師範大學，高雄。
鄭津妃（2004）：電腦化教學系統對增進高功能自閉症兒童解讀錯誤信念之研究（未出版）。國立臺灣師範大學，臺北。

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorder (5th ed).
Attwood, T. (1998). Asperger’s Syndrome: A guide for parents and professionals. Cambridge: Cambridge University. Philadelphia: Jessica Kingsley.
Baron-Cohen, S. (2000). Theory of mind and autism: A review. International Review of Research in Mental Retardation, 23, 169-184.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a“theory of mind” ? Cognition, 21(1), 37-46.
Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E. & Boer, F. (2011).Theory of mind training in children with autism: A randomized controlled trial. Journalof Autism and Developmental Disorders, 41, 997-1006. doi: 10.1007/s10803-010-1121-9.
Bellini,S. (2006). Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties, KA:Autism Asperger Publishing.
Berk, L. E. (2006). Child development (7th ). Boston, MA: Pearson.
Billstedt, E., I. C., & Gillberg, C. (2010). Aspcts of quality of life in adults diagnosed with autism in childhood: A population-based study. Autism, 15(1), 7-20.
Fisher, N., & Happé, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757-771.
Flavell, J. H., P. H., & Miller, S. A. (1993). Cognitive development. New Jersey: Prentice- Hall International, Inc.
Frith, U. (1991). Asperger and his syndrome. Cambridge University Press, 1-36.
Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36(4), 567-571. doi: 10.1007/s10803-006-0095-0.
Gresham, F. M. (1986). Conceptual and Definitional Issues in the Assessment of Children’s Social Skills: Implications for Classification and Training. Journal of Clinical Child Psychology, 15, 3-15.
http://dx.doi.org/10.1207/s15374424jccp1501_1
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27, 519-537.
Happe, P., Frith U.(1996). The neuropsychology of autism. ProQuest Psychology Journails, 119(4), 1377-1400.
Howlin, P., Baron-Cohen, S., & Hadwin J.(1999). Teaching children with autism to mind-read. West Sussex, England: Wiely Press.
Hutchins, T. L., Prelock, P. A., & Bonazinga, L. (2012). Psychometric evaluation of the Theory of Mind Inventory (ToMI): a study of typically developing children and children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 327-341.
Hutchins, T. L., Prelock, P. A., Morris, H., Benner, J., LaVigne, T., & Hoza, B. (2016).Explicit vs. applied theory of mind competence: A comparison of typicallydeveloping males, males with ASD, and males with ADHD. Research in Autism Spectrum Disorders, 21, 94-108.
Kazdin, A. E. (1989). Behavior modification in applied settings(4th ed.). Califonia: Wadsworth.
Malle, B. F. (2002). The relation between language and theory of mind in development and evolution. In T. Givon, & B. F. Malle (Eds.), The evolution of language out of pre language (pp. 265-284). Amsterdam:Benjamins.
Meltzoff, A., & Gopnik, A. (1994). The role of imitat ion in understanding persons and developing a theory of mind. In S, Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds:Perspectives from autism (pp. 335-366). London: Oxford University Press.
Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skill training for individuals with autism. Journal of Autism and Developmental Disorders,25(4), 415-433.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind?Behavioral and Brain Sciences, 1(4), 515-526.
Swettenham, J. (1996). Can children with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37(2), 157-165.doi: 10.1111/j.1469-7610.1996.tb01387.x
Swettenham, J. G., Baron-Cohen, S., Gomez, J-C., & Walsh, S. (1996). What’s inside someone’s head? Conceiving of the mind as a camera helps children with autism acquire an alternative to a theory of mind. Cognitive Neuropsychiatry, 1(1), 73-88.
Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
Wellman, H. M., Baron-Cohen, S., Caswell, R., Gomez J. C., Swettenham J., Toye E., & Lagattuta K. (2002). Thought-bubbles help children with autism acquire an alternative to a theory of mind. Autism, 6(4), 343-363. doi: 10.1177/1362361302006004003
Wellman, H. M. (2001). Theory of Mind and Conceptual Change.Child Development, 72(3), 702-707.
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.