理解自闭症儿童社会认知特点的象征性表达，探讨ASD儿童社交障碍在箱庭作品中的表现。方法：ASD儿童、正常儿童各27名，收集其初始箱庭作品。从玩具选择、人物和动物的使用方式、空间使用、沙子使用、社交场景的构建、作品单元的关系等方面对作品进行分析。结果：（1）与正常儿童相比，ASD儿童很少使用人物、连接物，对社交信息的象征物缺乏兴趣，而更喜欢球形装饰物等无社交信息的物体；（2）ASD儿童更多有意地将人物和动物玩具摔倒、破坏、肢解、埋藏或隐藏，不能恰当使用；（3）ASD儿童对箱庭游戏规则遵守困难，习惯把玩具放到地板上，故意抛洒沙子，重复装沙、倒沙；（4）ASD儿童箱庭作品单元之间的极少建立联系，几乎不能形成社交场景。结论：对ASD儿童箱庭过程及其作品的理解，可为ASD功能水平评估提供参考。%To explore the symbolic expressions of social cognition of children with autism spectrum disorder, and the social communication impairments in the sandplay scenes. Method: 27 children with ASD and 27 typically developing children were selected to finish the initial sandplay independently. Six aspects of the sandplay are focused: miniatures selection,use of human and animal figures, use of tray, use of sand, construction of social scenes, relationship of units. Results:(1) The figures of people and connection were used by ASD children significantly less than the control group, children with ASD lack interest in social symbols, but prefer to no social information such as ball;(2) ASD children cannot use the figures of people and animals properly, but make them fallen, divided, buried or hidden on purpose; (3) ASD children are difficult in obeying the rules of the play, they like to put figures on the floor, fill containers with sand again and again, or throw sand outside the tray;(4) Children with ASD make little connections between the units of sandplay scenes, can hardly create social scenes. Conclusion:Some significant features in sandplay could work as a reference for evaluating of ASD.
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