Individuals with Autism Spectrum Disorder (ASD) often exhibit difficulties in socialization and communication, especially in emotional understanding. These challenges not only affect their relationships with peers and families, but may also impact their learning and daily life. The aim of the study was to investigate the effectiveness of an emotionally interactive college-designed curriculum based intervention on emotional understanding for individuals with ASD, in order to help individuals with ASD better understand and express their emotions, and thus improve their social interactions and quality of life.

The study divided 130 students with ASD into an experimental group and a control group. Students in the experimental group were enrolled in a college-designed course based on emotional interaction; students in the control group were enrolled in a regular course and the experiment was maintained for one semester. The study used the Reading the Mind in the Eyes Test (RMET), a mental health measurement scale, to assess patients’ understanding of emotions.

Students in the experimental group had significantly higher emotional comprehension scores at the end of the experiment than before the experiment began (P < 0.05), as well as significantly higher emotional comprehension scores at the end of the experiment than students in the control group (P < 0.05).

A college-designed curriculum based on emotional interaction helps students with autism to make emotional understanding and produce positive effects for intervention treatment for students with autism.

患有自闭症谱系障碍（ASD）的人经常表现出社交和沟通方面的困难，尤其是在情感理解方面。这些挑战不仅影响他们与同龄人和家人的关系，还可能影响他们的学习和日常生活。该研究的目的是探讨基于情绪理解干预的情感互动大学设计课程对自闭症患者的有效性，以帮助自闭症患者更好地理解和表达自己的情绪，从而提高他们的社交互动和质量的生活。

该研究将130名患有自闭症谱系障碍的学生分为实验组和对照组。实验组学生选修了学院设计的基于情感互动的课程；对照组学生参加常规课程，实验维持一个学期。该研究使用“眼中读心测试”(RMET)（一种心理健康测量量表）来评估患者对情绪的理解。

实验组学生实验结束时情绪理解得分显着高于实验开始前（P < 0.05），实验结束时情绪理解得分显着高于对照组学生（P < 0.05）。 < 0.05）。

学院设计的基于情感互动的课程帮助自闭症学生进行情感理解，对自闭症学生的干预治疗产生积极的效果。