本研究通过单一被试的实验方式，以情绪主题故事及体育游戏活动为干预方法，对某融合学校的一名高功能ASD儿童进行干预实验。当满足以下条件，可以将其作为实验对象进行选择：1.被诊断为ASD并能提供医院诊断证明；2.智商大于70；3.能够进行基本的语言交流；4.能够识别基本的情绪；5.情绪归因能力存在困难。本实验被试：L同学，男，10岁，小学二年级，入学前被诊断为轻度自闭症。他有良好的口语表达能力，也能够准确地表达自己的想法。实验设计采用A-B-A设计，在最基本的A-B设计基础上，复制A（基线期）。干预时间安排为每周两次，每次60分钟。干预过程中全程录像记录，并对实验录像采用视觉分析法，分析被试者情绪归因能力的发展水平趋势。通过研究数据图可以看出：干预期间，利用情绪归因测试任务对被试的情绪归因能力进行持续测试，被试者的情绪有明显的波动，但整体呈上升趋势。研究的维护期间，参与者的情感归因能力通过情感归因任务不断测试，结果显示，他们的行为分数与干预期相比有所下降，但与基线期相比表现出改善。由此得出结论：体育游戏对高功能自闭症儿童的情感归因能力有显著促进作用。

This study conducted an intervention experiment on a high functioning ASD child from a fusion school using emotional themed stories and sports game activities as intervention methods through a single participant experimental approach. When the following conditions are met, it can be selected as an experimental object: 1. Diagnosed as ASD and able to provide hospital diagnosis proof; 2. An IQ greater than 70; 3. Able to engage in basic language communication; 4. Able to recognize basic emotions; 5. Difficulties in emotional attribution ability. Participants in this experiment: L classmate, male, 10 years old, second grade elementary school, diagnosed with mild autism before enrollment. He has good oral expression skills and is able to express his ideas accurately. The experimental design adopts the A-B-A design, which replicates A (baseline period) based on the most basic A-B design. The intervention schedule is arranged twice a week for 60 minutes each time. During the intervention process, video recordings were taken throughout the entire process, and visual analysis was used to analyze the development trend of the participants' emotional attribution ability. Through the research data graph, it can be seen that during the intervention period, the use of emotional attribution testing tasks to continuously test the subjects' emotional attribution ability showed significant fluctuations in their emotions, but overall showed an upward trend. During the maintenance period of the study, participants' emotional attribution ability was continuously tested through emotional attribution tasks, and the results showed that their behavioral scores decreased compared to intervention expectations, but showed improvement compared to the baseline period. From this, it can be concluded that sports games have a significant promoting effect on the emotional attribution ability of children with high functional autism.