共同注意能力缺陷是孤独症儿童发展的核心障碍之一，增强现实技术凭借其直观性、强交互性等特点，在辅助孤独症儿童共同注意能力干预方面有巨大应用潜力。本研究首先基于Blender平台，自主设计了一个符合孤独症儿童认知偏好的3D人物形象；随后，基于Unity3D平台，结合孤独症儿童的认知与发展特点，开发了一款针对孤独症儿童共同注意能力提升的增强现实教学软件《猜猜小鸭子在哪里》；最后，设计了跨被试多基线实验，并从某特殊儿童康复训练机构中选取了两名3-4岁的孤独症儿童开展了为期2周的干预，以探究增强现实技术对孤独症儿童共同注意能力是否有提升作用。研究结果发现：增强现实技术在干预期内对孤独症儿童的共同注意能力有显著的提升作用，但干预后的泛化效果并不理想。研究同时对两名特教教师进行了访谈，通过总结访谈内容深入分析了本研究的研究方法、过程与结果，并对技术工具在特殊教育领域的应用作出了展望。

The deficiency of joint attention ability is one of the core obstacles in the development of children with autism. Augmented reality technology, with its intuitiveness and interactivity, has great potential in assisting in the intervention of joint attention in children with autism. This study first designs a 3D character image that conforms to the cognitive preferences of children with autism based on Blender. Then, based on Unity3D and combined with the cognitive and developmental characteristics of children with autism, an augmented reality teaching software called Guess Where The Duckling Is is developed to enhance the joint attention ability of children with autism. Finally, a single case multiple baseline experiment is designed, and two 3–4-year-old autistic children are selected from a special children's rehabilitation training institution for a 2-week intervention to explore whether augmented reality technology can improve the joint attention ability of autistic children. Results show that augmented reality technology has a significant improvement effect on the joint attention ability of children with autism within the intervention period, but the generalization effect after intervention is not ideal. The study also conducts interviews with two special education teachers, and analyzed the research methods, processes, and results in depth by summarizing the interview content. It also makes prospects for the application of technical tools in the field of special education.