比喻作为一种常见的修辞方式，在儿童语言发展和学业成长中都发挥着不可或缺的作用。孤独症儿童在理解和表达比喻方面的障碍影响着他们社交发展和融入普通学校就读的进程。因此，对孤独症儿童进行比喻的理解和表达教学是十分必要的。本研究基于适龄绘本和同龄普通儿童交谈中常见的情绪比喻，采用情绪比喻教学包对四名4-5 岁孤独症儿童进行理解和表达情绪比喻的教学。

    情绪比喻教学包基于关系框架理论，通过分别对情绪本体（A）和其面部、动作特征（B）（A->B），以及喻体（C）和与情绪的共同特点（B）进行教学（C->B），帮助儿童衍生出理解和表达情绪比喻（A?C）的能力。本研究采用单一被试研究中的跨行为多探测设计，考察该方案对提高孤独症儿童理解和表达情绪比喻的干预效果。

    研究结果表示，儿童在未经直接教学的情况下，通过分别学习情绪和面部、动作特征（A->B），以及喻体与面部动作特征（C->B），衍生出理解和表达情绪比喻的能力（A?C），该结果也在三周的维持期探测中保持稳定。具体而言：

    1. 儿童在习得情绪、喻体及其相关特点后，可以根据卡片上人物的情绪，说出相对应的比喻，即儿童表达情绪比喻（A->C）的次数上升，表达情绪比喻的能力得到建立和提升。其中，有两名儿童说出了新奇的情绪比喻表达。

    2. 儿童在习得情绪、喻体及其相关特点后，可以根据老师说出的情绪比喻，回答出相对应的情绪，即儿童理解情绪比喻（C->A）的次数上升，理解情绪比喻的能力得到提升。

    本研究补充了基于关系框架理论的比喻教学方法在情绪比喻领域的研究，并通过儿童的衍生情绪比喻能力的建立，以及新奇情绪比喻的表达，展示出该方法对于帮助孤独症儿童真正理解比喻，建立起比喻本体和喻体之间联系的优势。其中，干预对象的先备能力、教学材料的呈现方式、教学内容的文化适用性以及教学策略的可泛化性是可能影响孤独症儿童情绪比喻能力变化的原因。建议今后教师和研究者在对孤独症儿童进行情绪比喻教学时，注意适用的干预对象范围，选取符合我国文化的教学材料，并选择多重范例的方式，以达到教学目标。

    本研究对儿童家长和儿童本人进行了社会效度问卷调查，结果展示出较高的社会效度，家长对教学的接受度、满意度和可行性均给出较高评分，对教学目标、教学方法和教学结果均表示满意。

    The purpose of the dissertation is to evaluate the effects of a relational-frame-theory-based instructional procedure to understand and express emotional metaphor for children with autism spectrum disorder. Four students (all boys, 4-5 years old) participated in the study. A multiple-probe design across five behaviors (angry, sad, happy, anxious, fear) was used to evaluate the procedure. The instructional package included, firstly teaching children to label an emotion (A) and its features (B) when shown emotion pictures(A->B), and secondly teaching children to label a stimulus used in emotion metaphors (C) and its similar features (B) with the correspondingThe results demonstrated that the method is effective in establishing emotion (C->B).

    The results demonstrated that the method is effective in establishing understanding and expressing emotional metaphors(A?C) for all four students.Two participants showed novel emotion metaphor expression and two participants needed a second-round instruction. All behaviors are maintained for 3 weeks after the instruction.

This study complements research on the relational framework theory-based metaphor teaching approach in the area of emotional metaphors. It demonstrates the advantages of this approach for helping children with autism truly understand metaphors through the establishment of children's derived emotional metaphor abilities and the expression of novel emotional metaphors. In this regard, the prerequisites of children, the presentation of the instructional materials, the cultural appropriateness of the content, and the generalizability of the instructional strategies are possible reasons for the positive outcomes. It is recommended that when teaching emotional metaphors to children with autism, teachers and researchers should pay attention to the applicable range of students, select culturally appropriate teaching materials, and use a multiple exemplar approach.

    In this study, a social validity questionnaire was administered to the children's parents and the children themselves. The results demonstrated high social validity, with parents giving high ratings to the acceptance, satisfaction, and feasibility of instruction.