Duff Christine K, Flattery J J
J Autism Dev Disord. 2014 May;44(5):1027-38. doi: 10.1007/s10803-013-1954-0.
A teaching methodology and curriculum was designed to develop and increase positive self-awareness in students diagnosed with autism spectrum disorders (ASD). Joint attention (JA) strategies were first utilized to directly teach students about reflected mirror images, and then subsequently, to indirectly teach students about their reflected image. Not only were Mirror Self Awareness Development (MSAD) JA activities initiated and preferred by students over non MSAD JA activities, they yielded a four step framework with which to measure increases in student selfawareness. While the focus of this study was to increase positive self-awareness in students with ASD, it may contribute to understanding the developmental stages of ‘Self’.
一种教学方法和课程被设计用于培养和增强被诊断患有自闭症谱系障碍（ASD）的学生的积极自我意识。联合注意（JA）策略首先被用于直接教导学生关于反射镜中的影像，随后，间接教导学生关于他们自己的反射影像。镜像自我意识发展（MSAD）JA活动不仅被学生发起且比起非MSAD JA活动更受学生青睐，它们还产生了一个用于衡量学生自我意识提升的四步框架。虽然本研究的重点是增强ASD学生的积极自我意识，但它可能有助于理解“自我”的发展阶段。
