Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has generally deemphasized vocabulary interventions. This single case research design study (i.e., a multiple probe across behaviors design) examined the effectiveness of teaching emotion vocabulary words to children with ASD aged 6 to 7 years old. Vocabulary knowledge was taught explicitly during the repeated reading of storybooks illustrating the target emotion words. Results showed all participants increased their ability to label and define the target emotion words. Moreover, the classroom teacher indicated the intervention improved participant understanding of emotion words. Implications and future research are discussed.

研究表明，自闭症谱系障碍（ASD）儿童难以通过阅读来理解，尤其是叙述性文本；然而，关于如何有效教授与阅读理解相关的技能的研究是有限的，并且通常不强调词汇干预。这个单一案例研究设计研究（即，跨行为设计的多重探索）检查了向 6 至 7 岁的 ASD 儿童教授情感词汇的有效性。在反复阅读说明目标情感词的故事书时，明确地教授了词汇知识。结果显示，所有参与者都提高了他们标记和定义目标情感词的能力。此外，任课老师表示干预提高了参与者对情感词的理解。