Development of learning program package for understanding other's emotions by people with autistic disorder

本研究旨在发展自闭症患者了解他人情绪的学习程式。它包括改善面部表情的学习程序，开发理解语调，手势和情景的任务，以唤起他人的特定感受。在理解情境唤起他人情感的任务中，戏剧社的大学生分别扮演了高中生在课堂情景中做出的合意行为和不合意行为的情景。在此基础上，我们制作了理解课堂情境中理想行为的视频，并在两个例子中进行了尝试。结果表明：1）在小组活动的对话中，两个学习者中的一个表现出对伙伴的面部表情或眼睛等状态的意识。2)视频里的聊天内容他一开始听不懂，但听多了，还是能描述出来的。3)另外一个，还真的是用了一段时间学来的技能。因为能够反复看到和听到视频，老师很容易解释一个场景的情况或一个适当的动作点。有人建议，这个视频是相当有用的识别面部表情，小心眼睛，注意到不同的语气，理解聊天的内容，以及学习适当的关系与其他人。然而，尚不清楚他们是否提高了日常生活中的社会技能。探讨最适合的学习内容和方法，并促进其向日常生活的推广，是今后的课题。今后，我们将致力于学习计划的实际应用，如理解情感的面部表情，语调，社交技能，为发展性残疾人。

The purpose of this study was development of learning program package for understanding other's emotions by people with autistic disorder. It includes improvement of learning program for facial expressions, development of task for understanding intonation, gestures, and situations to arouse specific feelings of others. About task for understanding situations to arouse feelings of others, university students of drama club played the scenes where high school students made desirable behaviors and undesirable behaviors in classroom scenes. And based on them, we made the video for understanding desirable behaviors in classroom situations, and tried it in two examples. As a result, 1) In conversation by group activity, the one of two learner showed the will being conscious of states such as facial expressions or eyes of partner. 2) He didn't understand contents of the chat in that video at first, but it was possible for him to describe the summary by hearing it many times. 3) The other one really used the skills that he learned for a while. Because being able to see and hear the video repeatedly, the teacher was easy to explain the situation of a scene or a point of an appropriate action. And it was suggested that this video is considerably useful for recognizing facial expressions, for being careful to eyes, for noticing a difference of the tone, for understanding contents of a chat, as well as for studying appropriate relation with other person. However, it was not clear that whether they improved social skills in daily life. It is a future problem to examine the most suitable learning contents and method, and promoting generalization to daily life. In future, we are going to aim at practical use of learning program, such as understanding facial expression of emotion, intonation, social skills, for person with developmental disabilities.