在随班就读中，孤独症儿童有发展自身情绪能力的需要，而普通学校教师也有解决孤独症儿童的情绪行为问题的需求。因此，本研究基于真实情境中孤独症儿童的需要设计情绪教学方案，对随班就读中三名孤独症儿童进行情绪能力方面的干预。情绪教学方案包括“命名他人的情绪”、“命名情境中他人的情绪”、“命名情境中自己的情绪”、“寻求他人的帮助”和“调节自我的情绪”五个部分。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情绪能力的干预效果，以期解决随班就读中孤独症儿童的情绪行为问题，同时也为有关孤独症儿童情绪能力的研究和实践提供借鉴和启示。 研究结果表明： （1）干预后，三名儿童均学会了识别和表达他人的面部表情，“命名他人情绪”的能力得到了提高； （2）干预后，三名儿童均学会了识别和表达情境中他人的情绪，并能够理解他人出现某种情绪的原因，学会使用“因为……”的逻辑作答，“命名情境中他人情绪”的能力得到了提高； （3）干预后，三名儿童均学会了识别和表达情境中自己的情绪，并能够理解自己出现某种情绪的原因，学会使用“因为我……”的逻辑作答，“命名情境中自己情绪”的能力得到了提高； （4）干预后，三名儿童掌握了当经历负面情绪时，学会向他人寻求帮助，并能够向他人说明发生的事情，“寻求他人帮助”的能力得到了提高； （5）干预后，三名儿童掌握了当经历负面情绪时，学会采用合理的方法调节自我的情绪，并能够进行自我肯定，“调节自我情绪”的能力得到了提高。 由此可以得出本研究的结论：所设计的情绪教学方案能够有效地提高孤独症儿童的情绪能力，同时能够取得很好的维持泛化效果。

In regular class, children with autism spectrum disorder have the need to develop their own emotion competence, and the teachers also have the need to solve the emotional and behavioral problems of children with ASD. Therefore, this study developed an emotional teaching plan on account of the needs of children with ASD, and used this plan to teach three children with ASD learning in regular class. The emotional teaching plan included five emotion abilities: emotion recognition, emotion recognition in context, emotion expression, seeking help, and emotion regulation. In order to know that whether this emotional teaching plan could be effective to develop three children’s emotion competence, this study employed a single-case design with multiple-probe across five emotional skills. What’s more, it is necessary to know that whether the frequency of three children’s emotional and behavioral problems in schools would remarkably decrease after invention. Through the analysis of the whole intervention process, this study could give some suggestions for future research and practice. The results indicated that after invention , (a) all three children’s ability of emotion recognition improved, and they could identify and express others’ facial expressions; (b) all three children’s ability of emotion recognition in context improved, and they could identify and express others’ emotions within context; (c) all three children’s ability of emotion expression improved, and they could express their own emotions within context; (d) all three children’s ability of seeking help improved, and they learned how to ask for a help when they get into big trouble; and (e) all three children’s ability of emotion regulation improved, and they learned how to make themselves feel better when they are in a terrible mood. Meanwhile, all five emotion abilities of three children have been effectively maintained and generalized. In conclusion, the emotional teaching plan significantly improved all three children’s emotion competence, and the intervention had good effect on maintenance and generalization.