孤独症儿童负性情绪调节特征及干预：基于多模态评估的正念与认知策略训练

doi:10.3724/SP.J.1041.2026.0039

心理学报 ›› 2026, Vol. 58 ›› Issue (1): 39-56.doi: 10.3724/SP.J.1041.2026.0039 cstr: 32110.14.2026.0039

孤独症儿童负性情绪调节特征及干预：基于多模态评估的正念与认知策略训练

王雪珂¹, 邓芳¹, 陈立²^,³^,⁴(), 冯廷勇¹()

¹ 西南大学心理学部, 重庆 400715
² 重庆医科大学附属儿童医院国家儿童健康与疾病临床医学研究中心
³ 儿童发育疾病研究教育部重点实验室
⁴ 儿童神经发育与认知障碍重庆市重点实验室, 重庆 400014

收稿日期:2025-02-24 发布日期:2025-10-28 出版日期:2026-01-25
通讯作者: 陈立, E-mail: chenli@cqmu.edu.cn;
冯廷勇, E-mail: fengty0@swu.edu.cn
作者简介:王雪珂和邓芳是本文的共同第一作者。
基金资助:
科技部重点研发项目(2022YFC2705201);国家自然科学基金面上项目(32571253);国家自然科学基金面上项目(82572954);国家自然科学基金面上项目(32271123);重庆市技术创新应用发展重点项(CSTB2022TIAD-KPX0150);西南大学创新研究2035先导计划(SWUPilotPlan006)

Characteristics and interventions of negative emotion regulation in children with autism: Mindfulness and cognitive strategy training based on multimodal assessment

WANG Xueke¹, DENG Fang¹, CHEN Li²^,³^,⁴(), FENG Tingyong¹()

¹ Faculty of Psychology, Southwest University, Chongqing 400715, China
² National Clinical Research Center for Child Health and Disorders, Children’s Hospital of Chongqing Medical University
³ Ministry of Education Key Laboratory of Child Development and Disorders Chongqing
⁴ Chongqing Key Laboratory of Child Neurodevelopment and Cognitive Disorders, Chongqing 400014, China

Received:2025-02-24 Online:2025-10-28 Published:2026-01-25

摘要/Abstract

摘要：

有效应对和管理负面情绪是孤独症(ASD)儿童适应社会的必备能力, 然而以往研究大多集中于情绪识别和情绪理解, 对ASD儿童情绪调节特征及干预则关注较少。为此, 本研究结合多模态(量表、行为观察和生理测量)多场景(实验室、日常生活)的评估方法, 全面考察ASD儿童的情绪调节特征, 并进一步探究正念和认知行为策略训练对其情绪调节的改善作用。实验1通过挫折任务收集了ASD (n = 23)和典型发育儿童(n = 22)负性情绪的应对策略和生理指标, 并通过量表评估他们在日常生活中的情绪调节能力。结果发现, ASD儿童在应对负面情绪时更多采用非适应性调节策略, 且呈现生理唤醒水平显著更高, 波动更大以及恢复速度更慢的特点; 父母报告也显示ASD儿童在日常生活中更频繁体验消极情绪, 情绪调节能力低于典型发育儿童。基于此, 实验2开发正念和认知行为策略的综合干预方案, 并采用2(干预组、对照组) × 2(前测、后测)实验设计, 干预组进行8周, 每周2次, 每次60分钟, 每组2~3人的干预训练。结果发现, 与对照组相比, 训练后干预组在实验室场景中使用适应性策略的频率显著增加, 非适应性策略显著减少, 且日常生活中的情绪调节能力也显著提升。本研究表明ASD儿童在情绪调节方面的普遍困难, 并为改善其情绪调节能力提供了多模态评估与综合干预的新路径。

关键词: 孤独症, 情绪调节, 多模态评估, 正念干预, 认知行为策略

Abstract:

Effective regulation of negative emotions is essential for children with autism spectrum disorder (ASD) to adapt successfully to social environments. However, prior research has predominantly focused on emotion recognition and comprehension, with limited attention to the specific characteristics of emotion regulation in ASD children and targeted intervention strategies. To bridge this gap, the present study adopted a multimodal assessment framework, integrating self-report measures, behavioral observations, and physiological recordings in both laboratory and real-life contexts. This comprehensive approach enabled an in-depth examination of emotion regulation characteristics in ASD children and evaluated the efficacy of mindfulness and cognitive-behavioral strategies in improving their regulatory abilities.

Study 1 involved children with ASD (n = 23) and typically developing (TD) children (n = 22) who participated in a frustration-inducing task, during which their coping strategies and physiological responses were recorded. Parents also completed questionnaires assessing their children's daily emotion regulation abilities. Building on these insights, Study 2 developed an integrated intervention program combining mindfulness and cognitive-behavioral strategies. A 2×2 experimental design (intervention vs. control group; pre- vs. post-test) was implemented, with the intervention group receiving an eight-week program comprising two 60-minute sessions per week in small groups of two to three children.

Results from Study 1 revealed pronounced emotion regulation difficulties in ASD children across multiple domains: (1) Behavioral observations indicated a reliance on maladaptive coping strategies and infrequent use of constructive approaches for managing negative emotions; (2) Physiological indicators showed elevated arousal, greater emotional volatility, and slower recovery rates in response to negative stimuli; (3) Questionnaire data highlighted poorer overall emotion regulation, more frequent negative emotions, and less stable emotional states compared to TD children. In Study 2, post-intervention assessments demonstrated significant increases in constructive emotion regulation strategies and reductions in maladaptive ones during laboratory tasks among ASD children. Additionally, self-reported emotion regulation abilities and daily emotional stability improved markedly.

By employing multimodal assessments across laboratory and ecological settings, this study provides a holistic portrayal of emotion regulation in ASD children, addressing the full regulatory process and filling key gaps in the literature. It offers theoretical insights into ASD-related emotion regulation challenges and lays the groundwork for personalized interventions. Innovatively, the study develops and validates an integrated program merging mindfulness techniques with cognitive-behavioral strategies, which not only bolsters emotional management skills in ASD children—enhancing their social interactions and quality of life—but also equips educators, therapists, and parents with evidence-based tools to foster comprehensive development and behavioral optimization.

Key words: autism spectrum disorder, emotion regulation, multimodal assessment, mindfulness, cognitive behavioral strategies

中图分类号:

B844

王雪珂, 邓芳, 陈立, 冯廷勇. (2026). 孤独症儿童负性情绪调节特征及干预：基于多模态评估的正念与认知策略训练. 心理学报, 58(1), 39-56.

WANG Xueke, DENG Fang, CHEN Li, FENG Tingyong. (2026). Characteristics and interventions of negative emotion regulation in children with autism: Mindfulness and cognitive strategy training based on multimodal assessment. Acta Psychologica Sinica, 58(1), 39-56.

图/表 15

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基本情况	ASD (n = 23)	TD (n = 22)	t (df)	p
年龄 (岁)	6.57 (0.85)	6.81 (0.05)	−1.32 (43)	0.192
言语能力	85.87 (23.07)	92.27 (19.17)	−1.01 (43)	0.316

基本情况	ASD (n = 23)	TD (n = 22)	t (df)	p
年龄 (岁)	6.57 (0.85)	6.81 (0.05)	−1.32 (43)	0.192
言语能力	85.87 (23.07)	92.27 (19.17)	−1.01 (43)	0.316

序号	情绪调节策略	具体描述	类型
01	目标导向行为	• 反复尝试用不同的钥匙来开锁(战略努力)	建设性策略
02	寻求支持	• 以寻求帮助的方式看向主试(眼神寻求) • 口头向主试寻求帮助(语言寻求) • 与主试交谈但不直接寻求帮助(无寻求帮助的语言表达)
03	认知重评	• 认为这个玩具不玩也可以, 家里还有其他玩具
04	自我安慰	• 我就是最棒的、我能行(语言安慰) • 抚摸自己的衣服、摸头发(身体安慰)
05	寻求安慰	• 从主试那里寻求身体安慰或发声表示需要安慰(例如想要被抱着, 斜靠在主试身上)
06	转移注意力	• 主动将注意力从当前任务转移到其他地方(例如去观察环境周围的其他物品)
07	声音发泄	• 通过发出声音发泄情绪(例如, 提高音量、唱歌等)	发泄策略
08	物理发泄	• 敲击或者撞击身体、物体等破坏性行为(例如摔东西、发脾气等)
09	自言自语	• 一直默默私语, 但表达内容没有实际含义
10	重复刻板行为	• 重复的不寻常的行为, 没有明显的工具注意力(例如拍手、摇晃身体、舌头行为等)
11	回避策略	• 回避手头任务的行为(例如扭身或转身离开, 试图离开座位)	回避策略
12	分心	• 注意力被动从任务上移开
13	替代策略	• 放弃使用钥匙

序号	情绪调节策略	具体描述	类型
01	目标导向行为	• 反复尝试用不同的钥匙来开锁(战略努力)	建设性策略
02	寻求支持	• 以寻求帮助的方式看向主试(眼神寻求) • 口头向主试寻求帮助(语言寻求) • 与主试交谈但不直接寻求帮助(无寻求帮助的语言表达)
03	认知重评	• 认为这个玩具不玩也可以, 家里还有其他玩具
04	自我安慰	• 我就是最棒的、我能行(语言安慰) • 抚摸自己的衣服、摸头发(身体安慰)
05	寻求安慰	• 从主试那里寻求身体安慰或发声表示需要安慰(例如想要被抱着, 斜靠在主试身上)
06	转移注意力	• 主动将注意力从当前任务转移到其他地方(例如去观察环境周围的其他物品)
07	声音发泄	• 通过发出声音发泄情绪(例如, 提高音量、唱歌等)	发泄策略
08	物理发泄	• 敲击或者撞击身体、物体等破坏性行为(例如摔东西、发脾气等)
09	自言自语	• 一直默默私语, 但表达内容没有实际含义
10	重复刻板行为	• 重复的不寻常的行为, 没有明显的工具注意力(例如拍手、摇晃身体、舌头行为等)
11	回避策略	• 回避手头任务的行为(例如扭身或转身离开, 试图离开座位)	回避策略
12	分心	• 注意力被动从任务上移开
13	替代策略	• 放弃使用钥匙

情绪调节策略类型	ASD组 (n = 23)	TD组 (n = 22)	t (df)	p	Cohen’s d
建设性策略	11.17 (3.17)	14.91 (0.68)	−5.40 (43)	< 0.001	−1.61
发泄策略	2.91 (3.46)	0.05 (0.21)	3.88 (43)	< 0.001	1.16
回避策略	2.39 (3.06)	0.18 (9.66)	3.32 (43)	0.002	0.99

孤独症儿童负性情绪调节特征及干预：基于多模态评估的正念与认知策略训练

Characteristics and interventions of negative emotion regulation in children with autism: Mindfulness and cognitive strategy training based on multimodal assessment

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变量	ASD组 (n = 23)	TD组 (n = 22)	t (df)	p	Cohen’s d
SCR mean (μS)	0.77 (0.63)	0.36 (0.27)	2.83 (43)	0.007	0.84
PKO	0.83 (0.05)	0.78 (0.08)	2.57 (43)	0.014	0.77

变量	ASD组(n = 23)	TD组(n = 22)	t (df)	p	Cohen’s d
情绪调节维度	22.35 (1.95)	24.29 (2.15)	−3.14 (43)	0.003	−0.95
不稳定/消极维度	37.65 (5.05)	32.76 (3.51)	3.70 (43)	<0.001	1.12

情绪调节策略	生理指标					父母报告
情绪调节策略	基线阶段HR	情绪诱发HR	恢复阶段HR	SCR mean	PKO	情绪调节维度	不稳定/消极维度
建设性策略	−0.25	−0.35^*	−0.32^*	−0.28	−0.19	−0.12	−0.34^*
发泄策略	0.29	0.35^*	0.33^*	0.15	0.30^*	−0.17	0.37^*
回避策略	0.16	0.22	0.14	0.27	0.11	−0.02	0.23

课时	主题	课程名称	核心活动与练习	训练目标
01	情绪知识：情绪识别	基本情绪我知道	毛毛兔奇遇记; 情绪飞行棋; 我是模仿小达人; 呼吸训练	• 正确识别4种基本情绪的详细特点, 并进行模仿; 初步关注呼吸
02	情绪知识：情绪理解	基本情绪再加深	情绪大风车; 我的幸福计划图; 情绪变变变	• 理解情绪产生的原因; 加深体验不同情绪
03	情绪知识：情绪觉察	情绪线索初探查	丛林大侦探; 思想大爆发; 绘画情绪日记	• 使能够根据情绪线索识别他人情绪; 开始关注与觉察自身感受和情绪
04	情绪知识：情绪表达	情绪工具多用处	情绪温度计、情绪魔法瓶等	• 学会借助某些工具合理恰当的表达自身的情绪
05	正念：呼吸与注意	感官训练营一	自主呼吸训练、正念观察、正念倾听(环境)	• 通过视听嗅味触等不同的感觉来训练专注力, 使儿童把注意力集中在当下
06	正念：呼吸与注意	感官训练营二	正念倾听(人际)、五感解压游戏	• 加强专注训练, 并灵活运用自己的感知
07	正念：躯体感觉与运动	身体探险家	像树一样扎根、身体涂色游戏	• 学会倾听自己身体的感受; 在情绪冲动时能够先觉察自己的身体感受
08	正念：躯体感觉与运动	身体方式训练	渐进式肌肉方式、紧握双拳	• 教授一些身体放松的练习; 学习在生理不适的情况下如何快速调整自己
09	正念：觉察心智活动	自我探索大冒险	快乐指南书、角色扮演	• 积极和消极情绪触发因素调查, 增加儿童对自身情绪诱因的认识和理解
10	正念：觉察心智活动	关联小能手	情绪动画解读、击鼓传花游戏、有益思想导弹	• 使儿童觉察思想和感受的联系, 以及不同的行为会产生不同行为结果
11	认知行为策略	社交规则知多少	行为模仿、视频片段分析	• 区分哪些是合适的情绪行为, 哪些是不合适的情绪行为
12	认知行为策略	做情绪的主人	情绪天气归类、表达引导	• 学习情绪产生后的具体做法, 能够用恰当的语言表达自身感受
13	认知行为策略	物理工具能利用	压力球、玩具巧思用等	• 教授如何以不影响周围环境的方式直接宣泄高能量
14	认知行为策略	转移注意力	深呼吸跑道、情绪红绿灯、心情角	• 学会通过将注意力转移到别处从而来平复心情
15	总结	感恩与解压	体会感激、冲走忙碌的思绪	• 使儿童能够体会感恩之情, 多多感受生活之中的美好
16	总结	总结回顾	学习之路	• 回顾情绪处理策略, 练习巩固之前学到的技能

变量	干预组(n = 12)	对照组(n = 10)	t (df)	p	Cohen’s d
行为策略
建设性策略	10.25 (3.60)	12.10 (2.51)	−1.37 (20)	0.186	−0.59
发泄策略	4.08 (4.30)	1.60 (1.71)	1.71 (20)	0.102	0.73
回避策略	3.33 (3.55)	1.7 (2.50)	1.22 (20)	0.236	0.52
生理指标
心率均值	103.32 (7.74)	101.05 (6.11)	0.75 (20)	0.462	0.32
皮肤电反应	0.82 (0.45)	0.67 (0.45)	0.53 (20)	0.599	0.23
峰率发生值	0.84 (0.02)	0.83 (0.07)	0.35 (20)	0.729	0.15
量表得分
情绪调节	22.58 (2.31)	22.20 (1.55)	0.45 (20)	0.660	0.19
不稳定/消极	38.67 (5.77)	36.7 (4.30)	0.89 (20)	0.384	0.38

情绪调节策略类型	情绪调节策略	ASD组(n = 23)	TD组(n = 22)	t(df)	p	Cohen’s d
建设性策略	目标导向行为	9.87 (2.96)	13.95 (1.21)	−6.00 (43)	< 0.001	−1.79
	寻求支持	1.09 (1.41)	0.73 (0.94)	1.00 (43)	0.322	0.30
	认知重评	0.00 (0.00)	0.09 (0.29)	−1.48 (43)	0.146	−0.44
	自我安慰	0.13 (0.46)	0.05 (0.21)	0.79 (43)	0.433	0.24
	寻求安慰	0.04 (0.21)	0.14 (0.47)	−0.87 (43)	0.391	−0.26
	转移注意力	0.00 (0.00)	0.18 (0.66)	−1.31 (43)	0.196	−0.39
发泄策略	声音发泄	2.13 (2.58)	0.05 (0.21)	3.77 (43)	< 0.001	1.13
	物理发泄	0.48 (0.73)	0.00 (0.00)	3.07 (43)	0.004	0.92
	自言自语	0.09 (0.29)	0.00 (0.00)	1.42 (43)	0.164	0.42
	重复刻板行为	0.22 (1.04)	0.00 (0.00)	0.98 (43)	0.334	0.29
回避策略	回避策略	0.78 (1.41)	0.00 (0.00)	2.60 (43)	0.013	0.77
	分心	1.00 (2.00)	0.05 (0.21)	2.23 (43)	0.031	0.66
	替代策略	0.57 (1.08)	0.14 (0.64)	1.61 (43)	0.114	0.48

情绪调节策略类型	情绪调节策略	前测M (SE)	后测M (SE)	组间差异(后测−前测)	p	95% CI
建设性策略	总频次	10.25 (0.91)	12.50 (0.88)	2.25 (0.69)	0.004	[0.82, 3.68]
	目标导向行为	8.83 (0.82)	11.50 (0.99)	2.67 (0.60)	< 0.001	[1.42, 3.91]
	寻求支持	1.17 (0.44)	1.75 (0.76)	0.58 (0.92)	0.532	[−1.33, 2.49]
	认知重评	--	--	--	--	--
	自我安慰	0.25 (0.13)	0.08 (0.06)	−0.17 (0.15)	0.291	[−0.49, 0.15]
	寻求安慰	0.00 (0.06)	0.00 (0.00)	0.00 (0.06)	1.000	[−0.13, 0.13]
	转移注意力	--	--	--	--	--
发泄策略	总频次	4.08 (0.98)	0.83 (0.98)	−3.25 (1.11)	0.008	[−5.57, −0.93]
	声音发泄	3.08 (0.72)	0.58 (0.58)	−2.50 (0.77)	0.004	[−4.10, −0.90]
	物理发泄	0.58 (0.22)	0.25 (0.56)	−0.33 (0.54)	0.541	[−1.45, 0.79]
	自言自语	0.00 (0.06)	0.00 (0.00)	0.00 (0.06)	1.000	[−0.13, 0.13]
	重复刻板行为	0.42 (0.31)	0.00 (0.00)	−0.42 (0.31)	0.190	[−1.06, 0.23]
回避策略	总频次	3.33 (0.87)	2.00 (0.73)	−1.33 (0.59)	0.034	[−2.56, −0.11]
	回避策略	1.08 (0.40)	1.58 (0.47)	0.50 (0.48)	0.311	[−0.50, 1.50]
	分心	1.33 (0.59)	0.25 (0.32)	−1.08 (0.56)	0.068	[−2.25, 0.09]
	替代策略	0.92 (0.31)	0.17 (0.21)	−0.75 (0.27)	0.012	[−1.32, −0.18]

情绪调节策略类型	情绪调节策略	前测M (SE)	后测M (SE)	组间差异(后测−前测)	p	95% CI
建设性策略	总频次	12.10 (1.00)	11.50 (0.97)	−0.60 (0.75)	0.433	[−2.17, 0.97]
	目标导向行为	10.60 (0.90)	10.70 (1.08)	0.10 (0.65)	0.880	[−1.26, 1.64]
	寻求支持	1.30 (0.48)	0.80 (0.83)	−0.50 (1.00)	0.624	[−2.59, 1.59]
	认知重评	--	--	--	--	--
	自我安慰	0.00 (0.15)	0.00 (0.068)	0.00 (0.17)	1.000	[−0.35, 0.35]
	寻求安慰	0.10 (0.07)	0.00 (0.00)	−0.10 (0.07)	0.150	[−0.24, 0.04]
	转移注意力	--	--	--	--	--
发泄策略	总频次	1.60 (1.07)	2.80 (1.07)	1.20 (1.22)	0.336	[−1.34, 3.74]
	声音发泄	1.10 (0.79)	1.80 (0.63)	0.70 (0.84)	0.414	[−1.05, 2.45]
	物理发泄	0.40 (0.24)	1.00 (0.62)	0.60 (0.59)	0.319	[−0.63, 1.83]
	自言自语	0.10 (0.07)	0.00 (0.00)	−0.10 (0.07)	0.150	[−0.24, 0.04]
	重复刻板行为	--	--	--	--	--
回避策略	总频次	1.30 (0.96)	2.00 (0.79)	0.70 (0.64)	0.289	[−0.64, 2.04]
	回避策略	0.30 (0.44)	0.80 (0.62)	0.50 (0.53)	0.354	[−0.60, 1.60]
	分心	0.70 (0.65)	0.80 (0.35)	0.10 (0.62)	0.873	[−1.18, 1.38]
	替代策略	0.20 (0.34)	0.40 (0.22)	0.20 (0.30)	0.511	[−0.42, 0.82]

因变量(差值分数)	R²	标准化β	t	p	95% CI
行为策略
建设性策略	0.40	−0.41	−0.11	0.910	[−1.37, 1.23]
发泄策略	0.27	0.12	0.03	0.983	[−2.19, 2.26]
回避策略	0.33	−2.55	−0.65	0.527	[−1.57, 0.82]
量表得分
情绪调节	0.30	−2.82	−0.71	0.491	[−1.56, 0.77]
不稳定/消极	0.61	5.44	1.83	0.080	[−0.21, 3.00]

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