随着国家大力推动学前融合教育，越来越多的孤独症幼儿进入普通幼儿园，但是孤独症幼儿的社交技能障碍影响着他们与普通幼儿的社交互动，阻碍了他们真正融入集体生活。孤独症幼儿的社交技能通常需要经过恰当有效的干预才能实现发展。已有研究表明，家长介入式干预在提升孤独症幼儿社交技能方面有可行性与可靠性，家长作为孤独症幼儿最重要的支持者与教育者之一，能够对其发展社交技能产生积极影响。随着全球疫情的出现和蔓延，线下授课与干预面临较大的操作困难，研究显示，远程培训可以取得良好的培训效果，使家长充分掌握干预方案并有效实施。考虑到孤独症幼儿兴趣狭窄的特点，干预材料的选择需要能够调动幼儿的积极性和参与度。已有研究者发现，乐高^?游戏对促进孤独症幼儿参与性、提升其社交技能起到积极作用。因此，本研究采用单一被试实验设计中的跨被试多基线设计，基于孤独症幼儿的社交学习特点，结合当前疫情影响下的家庭切实需要，选择家长介入式干预为主要干预策略，以家庭社交游戏活动为主要组织形式，通过远程视频培训帮助家长掌握孤独症幼儿社交干预方案，指导家长在家庭环境中实施教学与干预，发展孤独症幼儿的社交技能，推动其恰当社交行为的表现。研究结果显示，通过远程培训，家长可以掌握以乐高^?游戏为具体形式的家庭社交游戏活动开展方案，能够熟练运用干预策略；经过干预，四名孤独症幼儿的社交发起和社交回应行为比率明显增加，不恰当社交行为比率减少，行为在维持期呈现稳定水平；干预活动中，家长辅助比率先较基线期明显增加，随后出现下降趋势。未来研究与实践应充分考虑孤独症幼儿兴趣偏好，利用家庭环境与亲子关系开展有效教学及干预；应尝试泛化教学人群，对家长辅助和强化行为进行细化记录，以探求目标技能与二者的具体关系。

With the vigorous promotion of preschool inclusive education by the state, more and more children with autism spectrum disorders enter ordinary kindergartens. However, the social impairments of children with autism would affect their social interactions with typically developed peers, rendering their inclusion in school settings. Generally, appropriate and effective interventions are necessary for children with autism to develop their social skills. Previous studies have shown that parent-implemented instruction is feasible and reliable in improving the social skills of children with autism. As one of the most important supporters and educators of children with autism, parents could have an important positive influence on their children’s social skill developments. With the emergence and spread of the global pandemic, on-site education and interventions are facing great practical difficulties. Research shows that online training could achieve training goals, which means that parents could master in the intervention plan and implement it with high fidelity after training. Considering the limited interest of children with autism, researchers should choose intervention materials that could mobilize children's enthusiasm and participation. Some researchers have found that LEGO^?? game played a positive role in promoting children's participation and improving their social skills. Therefore, a concurrent multiple baseline design across four family triads was used. This intervention plan is based on the social learning characteristics of children with autism and combined with the practical needs of families affected by the current pandemic. Researcher of this study selected parent-implemented instruction as the main intervention strategy, took family social game activities as the main organizational form, and trained parents via online video conferences to ensure their mastery in the social intervention scheme. Under the guidance from the researcher, parents of four different families implemented intervention in the home setting and promote appropriate social behaviors of their children. The results indicated that the intervention effectively increased the child’s spontaneous social initiations and responses, while inappropriate interactions was decreased. All four children maintained these target behaviors at the same level for 6 weeks following the completion of the intervention. In the intervention activities, the rate of parent prompts showed a relatively decreasing trend. Researchers and teachers should give full consideration to the interest and preferences of children with autism, and try to use family environment and parent-children relationship to carry out effective teaching and interventions. Also, instructors should be generalized. More detailed records of parent prompts and reinforcements are needed in order to explore the specific relationship between the target behaviors and these two strategies.