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

本研究的目的是开发自闭症患者理解他人情绪的学习程序包。它包括改进面部表情的学习程序，开发理解语调、手势和情景的任务，以唤起他人的特定情感。关于理解情境唤起他人情感的任务，戏剧俱乐部的大学生在课堂场景中播放高中生做出良好行为和不良行为的场景。在此基础上，我们制作了一段理解课堂期望行为的视频，并通过两个例子进行了尝试。结果是，1)在小组活动的对话中，两个学习者中的一个表现出对伴侣的面部表情或眼神等状态的意识。2)起初他并不理解那段视频中的聊天内容，但他可以通过多次听来描述总结。3)另一个人真的用上了他学了一段时间的技能。因为能够反复看到和听到视频，老师很容易解释一个场景或一个适当动作的点的情况。有人认为，这段视频对于识别面部表情、注意眼睛、注意语气的差异、理解聊天内容以及研究与他人的适当关系都非常有用。然而，目前还不清楚他们是否提高了日常生活中的社交技能。研究最合适的学习内容和学习方法，并将其推广到日常生活中是一个有待解决的问题。在未来，我们将致力于学习程序的实际应用，如理解情绪、语调、社交技能的面部表情，为发育障碍人士提供帮助。

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.