| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purpose of the study is to examine the effects of the mind-reading teaching on the Theory of Mind and related speaking skills for vocational high school students with autism; and at the same time enhancing the professional knowledge and ability of the teachers. The researcher selects a vocational high school student with autism and takes the action research method which evaluates the student’s Theory of Mind and related speaking skills via observations and answers in classes, related tasks, and parents/teacher interviews. The mind-reading teaching comprises three parts including first-order false-belief and related speaking skills, second-order false-belief and related speaking skills, and understanding sarcasm, joke and related speaking skills. The researcher divides the teaching processes into five parts : the phase before intervention, initial phase, intermediate phase, later phase, and phase after intervention, and items in each phase including practical teaching situation, teaching effects, parents/teacher talk, and then modifies and adjusts the research direction. The research discovers that:
1. Mind-reading teaching enhances student with autism in first-order false-belief, second-order false-belief, and understanding sarcasm and joke.
2. Mind-reading teaching enhances student with autism in continuing conversation, reminding others, and replying sarcasm.
3. Mind-reading teaching enhances student with autism in generalization of continuing conversation, reminding others, and replying sarcasm.
4. A join-participant-role play by classmates helps facilitate learning effects.
5. Scene practices help facilitate learning effects of Theory of Mind and related speaking skills.
6. The execution and modification have a positive impact on the researcher, including problem-solving abilities and communication skills.
Keywords: autism, Theory of Mind, mind-reading teaching, speaking skills.
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