本研究围绕辅助自闭症儿童团体游戏中规则认知教育玩具进行设计研究。由于自闭症患儿的语言发展受阻他们是无法进行正常的交流，研究者则选用从自闭症患儿家长、自闭症与同伴、自闭症特训教师三个视角对课题展开研究。首先研究者对5组自闭症患儿家长进行调研，研究方法选用的是量表法和访谈法。本研究量表法应用的是社交反应量表，用来确定了招募的被试家孩子属于自闭症患者。数据显示4组家庭的患儿属于自闭症，1组家庭的患儿的能力已经不属于自闭症范围。对自闭症家长实施完量表后，研究者对家长进行访谈，本研究选用的是半结构访谈。访谈主题有四个，基本信息、孩子的社会反应能力、对玩具的偏好和需求。对家长访谈数据分析后得出自闭症儿童家长希望可以增强患儿与同伴之间的互动，尤其是团体游戏规则的意识提升。研究者对自闭症与同伴采用的是观察法。研究者在北京飞创孤独症儿童关中心进行一个月的观察，主要观察5个自闭症儿童与同伴的互动，研究者分析了12个观察到的团体游戏。研究者找到了需要干预的游戏环节“轮流玩汽车”，确定了本研究设计研究的玩具是用来辅助“轮流玩汽车”团体游戏中规则认知教育。最后研究者对特训教师的调研使用的是访谈法。研究者访谈了2名特训教师，特训教师对本研究自闭症儿童玩具概念设计的建议有三条，简单的改良即可、帮助自闭症儿童融入正常社会、功能要具有延续性和梯度。研究者从三个视角全面调研了辅助自闭症儿童团体游戏中规则认知教育玩具的用户，所获得的结论对概念设计有指导意义。在玩具概念设计环节，研究者遵守自闭症玩具概念设计不仅要符合孩子的认知行为特征也要符合玩具所应具有的教育意义。研究者结合三个视角的调研的结果，为自闭症儿童团体游戏中设计了一款辅助规则认知教育的玩具概念。玩具名称是“秒钟小汽车”，其概念设计的外形轮廓是小汽车，功能设计有可调节自动运动时间，时间有秒和分种两个单位、小汽车顶部有大屏幕并显示秒钟倒计时的数字、伴随着数字的变化有声音提示。为了验证本研究的玩具概念设计的可行性，研究者请两位自闭症专家对本研究设计的玩具概念进行评估。他们认为“秒钟小汽车”在团体轮流游戏中会发挥作用，其功能难度可调节符合教育规律，但是的声音和数字屏幕设计会干扰自闭症儿童的注意和行为。研究者根据专家的建议对“秒钟小汽车”进行功能迭代，使“秒钟小汽车”更好辅助“轮流玩小汽车”游戏规则认知教学。

This study focused on the design and research of rule cognitive education toys in group games for children with autism. Because the language development of autism is slow and unable to communicate properly, the researcher used the perspectives of parents of autistic children, autism and peers, and autistic teachers to study the subject. The research method used the scale method and the interview method. The study scale method used a social response scale to determine that the children enrolled in the study were autistic. The data showed that the children in the four groups were autistic, and the ability of the children in the first group was not in the scope of autism. After the completion of the scale for the autistic parents, the parents were interviewed. The semi-structured interview was used in this study. There are four interview topics, basic information, children's social responsiveness, preferences for toys, and the need to improve children's abilities. After analyzing the data of the parents' interviews, it is concluded that the parents of autistic children hope that the children's social ability improvement is the interaction between the children and their peers, especially the awareness of the group game rules. The researchers used observations for autism and peers. The researchers conducted a one-month observation at the Beijing Athena Children's Care Center, focusing on the interaction of five autistic children with their peers. The researchers analyzed 12 observed group games. The researcher found the game link that needs to be intervened, "taking turns to play with the car", and determined that the toy designed in this study is used to assist the rule Cognitive education in the"taking turns to play with the car"group game. Finally, the researchers used the interview method for the investigation of the special training teachers. The researchers interviewed two special training teachers. After the data analysis, there were three suggestions for the special training teachers to design the concept of autistic children's toys in the study， Simple improvements can be made. Help children with autism integrate into normal society. And the function should have continuity and gradient.” The researcher comprehensively studied the audience users of the rules cognitive education toys in the group games for children with autism from three perspectives, and the conclusions obtained have guiding significance for conceptual design.In the design of toy concept, the researcher abides by the concept design of autism toys not only to meet the cognitive behavior characteristics of children but also to meet the educational significance of toys. Combined with the results of three perspectives, the toy concept of auxiliary rule cognition teaching was designed for group games of autistic children. The name of the toy is “Second Car”. The conceptual design of the toy is a car. The function is designed with adjustable automatic movement time. The time adjustment has two units of seconds and minutes. The top of the car has a large screen and displays the second. Countdown numbers, accompanied by changes in numbers, have audible prompts. The feasibility of the toy concept design of this study the researcher asked two autistic experts to evaluate the toy concept designed for this study. They believe that the "Second Car" will play a role in the group rotation game. The result of the evaluation is that the functional difficulty of the "Second Car" can be adjusted to meet the educational rules, but the sound and digital screen design will interfere with children with autism. According to the professional advice, the researcher performed functional iterations on the "second" car, so that the "second car" better assisted the "taking turns to play with the car" game rules cognitive teaching.