{"id":425452,"date":"2026-08-21T00:39:07","date_gmt":"2026-08-20T16:39:07","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425452"},"modified":"2026-08-24T12:15:39","modified_gmt":"2026-08-24T04:15:39","slug":"exploration-of-the-application-of-mind-interpretation-training-in-social-behavior-of-students-with-autism","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/exploration-of-the-application-of-mind-interpretation-training-in-social-behavior-of-students-with-autism\/","title":{"rendered":"EXPLORATION OF THE APPLICATION OF MIND INTERPRETATION TRAINING IN SOCIAL BEHAVIOR OF STUDENTS WITH AUTISM"},"content":{"rendered":"<p>THIS QUALITATIVE STUDY EXPLORES PARENTAL PERSPECTIVES AND DECISION-MAKING PROCESSES REGARDING YOUNG CHILDREN&#8217;S ENGAGEMENT WITH ELECTRONIC DEVICES IN MACAO. DATA WAS COLLECTED THROUGH SEMI- STRUCTURED, IN-DEPTH INTERVIEWS WITH 15 PARENTS OF YOUNG CHILDREN. THE RESEARCHER ANALYSED THE INTERVIEW CONTENTS AND SYNTHESIZED THE FINDINGS WITH RELEVANT LITERATURE AND THEORETICAL SUPPORT, RESULTING IN THE FOLLOWING KEY INSIGHTS: 1. PARENTAL ATTITUDES TOWARDS CHILDREN&#8217;S USE OF ELECTRONIC DEVICES WERE FOUND TO BE DISTINCTLY POLARISED. PARENTS WITH A MORE OPEN ATTITUDE VIEWED ELECTRONIC DEVICES AS AN INEVITABLE PART OF MODERN LIFE, SUGGESTING THAT EXCESSIVE RESTRICTIONS MIGHT HINDER CHILDREN&#8217;S DEVELOPMENT. IN CONTRAST, PARENTS WITH A MORE CONSERVATIVE PERSPECTIVE EMPHASISED THE DEVELOPMENTAL RISKS OF EARLY EXPOSURE. THREE PRIMARY FACTORS INFLUENCED PARENTAL ATTITUDES; THE PARENTS\u2019 LEVEL OF PROFESSIONAL KNOWLEDGE IN EDUCATION, THEIR OWN USAGE HABITS, AND THEIR SENSE OF PARENTAL SELF-EFFICACY. ADDITIONALLY, PARENTAL BEHAVIOURS HAD A MODELLING EFFECT ON CHILDREN&#8217;S USAGE PATTERNS, DIRECTLY CORRELATING WITH THE STRINGENCY OF THEIR MANAGEMENT STRATEGIES. 2. REGARDING CHILD DEVELOPMENT, PARENTS GENERALLY RECOGNISED THE EDUCATIONAL VALUE OF ELECTRONIC DEVICES, PARTICULARLY THE ABILITY OF MULTIMEDIA INTERACTIVITY TO ENHANCE LEARNING ENGAGEMENT AND FACILITATE KNOWLEDGE ACQUISITION. HOWEVER, THEY ALSO EXPRESSED CONCERNS ABOUT THE POTENTIAL RISKS IN THREE DEVELOPMENTAL DOMAINS: PHYSIOLOGICAL DEVELOPMENT (E.G., VISUAL EYE STRAIN, SEDENTARY BEHAVIOUR), PSYCHOLOGICAL DEVELOPMENT (E.G., ADDICTION, REDUCED SOCIAL INTERACTION), AND COGNITIVE DEVELOPMENT (E.G., DIMINISHED ATTENTION SPAN, FEWER OPPORTUNITIES FOR PRACTICAL LEARNING). PARENTS WITH PROFESSIONAL KNOWLEDGE OF CHILD DEVELOPMENT TENDED TO ADOPT MORE COMPREHENSIVE ASSESSMENT PERSPECTIVES AND BALANCED USAGE STRATEGIES. 3. THE STUDY IDENTIFIED THREE PRIMARY CONTEXTS IN WHICH PARENTS PROVIDED ELECTRONIC DEVICES TO THEIR CHILDREN: FIRST, AS A RESPONSE TO PARENTING STRESS, WHERE PARENTS USED DEVICES TO GAIN BRIEF RESPITE OR MANAGE HOUSEHOLD TASKS; SECOND, AS BEHAVIOURAL MANAGEMENT TOOLS, USING DEVICES FOR REWARD AND PUNISHMENT MECHANISMS, SUCH AS ENCOURAGING GOOD BEHAVIOUR, BOOSTING LEARNING MOTIVATION, OR SOOTHING CHILDREN IN SPECIFIC SITUATIONS (E.G., DURING ILLNESS OR MEALTIME); AND THIRD, AS INFLUENCED BY EXTERNAL ENVIRONMENTAL FACTORS, INCLUDING CAREGIVING DIFFERENCES (E.G., GRANDPARENTS, DOMESTIC HELPERS), THE TECHNOLOGICAL EMPHASIS IN EDUCATIONAL SETTINGS, AND PEER INFLUENCE ON CHILDREN&#8217;S SOCIAL INTERACTIONS. III 4. IN TERMS OF MANAGEMENT STRATEGIES, PARENTS PREDOMINANTLY EMPLOYED THREE APPROACHES: RESTRICTIVE MEDIATION, FOCUSING ON CONTROLLING SCREEN TIME AND FILTERING CONTENT; TECHNICAL MEDIATION, INVOLVING THE USE OF DEVICE SECURITY SETTINGS AND APPLICATION RESTRICTIONS; AND ALTERNATIVE ACTIVITY PLANNING, SUCH AS ENCOURAGING CHILDREN TO ENGAGE IN CONSTRUCTIVE PLAY AND ARTISTIC ACTIVITIES. HOWEVER, THE STUDY REVEALED THAT PARENTS LESS FREQUENTLY UTILISED ACTIVE EDUCATIONAL MEDIATION (E.G., DISCUSSING CONTENT, SHARING EXPERIENCES) AND CO-VIEWING STRATEGIES (E.G., JOINT PARENT-CHILD USAGE, INTERACTIVE LEARNING). 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