自閉症譜系障礙（ASD）的青少年在青春期有不可預知的情緒變化。由於無法理解他人的情緒暗示，在日常生活與家人或是同儕相處的期間，他們往往忽略社交訊息，導致無法被理解或接受，進而產生與他人相處困難，最後被貼上了與社會不相容的標籤在他們身上。ASD患者多對社交行為表現冷漠，但卻容易固著於特定物件上，因此本研究將通過互動式裝置，由第一作者進行了自傳式的設計研究，設計了一款在家庭中使用的互動裝置，讓個案或是情緒失控時有抒發的管道，避免過度情緒化、破壞其他東西或自殘行為發生。藉由互動裝置探索更多相互交流的模式，和設計的可能性，並且專注於個案與家庭成員的情感交流。最終我們發現即使是一個簡單的互動設備，在家庭成員的支持和配合下，也能激發ASD青少年學習和練習他們的情感表達。此外，從實驗獲得的經驗中，我們發現簡易的互動設計有著讓ASD青少年學習情緒表達的可能性，無論是學習認識自身情緒，並用無害的方式發洩與分享負面情緒，還是增加與家人或是同儕互動的機會，均透過本研究對ASD的青少年的情緒學習設計產生了貢獻。

Like any other adolescents, adolescents with Autism Spectrum Disorder (ASD) also have strong emotional swings during adolescence. However, because of their inability to understand the emotional cues of their selves and others, they fail in expressing their feelings and tend to ignore social messages during their daily lives with family and peers. These issues result in a lack of social understanding or acceptance, which in turn creates difficulties in relating to others and is eventually labeled as socially incompatible. People with ASD tend to show indifferent to social behavior but fixate on non-living objects. Therefore, the author conducted an autobiographical design study through an interactive device in this study. An interactive device was designed for use in the home to give the case a channel to express his anger, rage, or emotional outbursts and prevent over-emotional, destructive, or self-harm behaviors. The interactive device explores more modes of interaction and design possibilities and focuses on the emotional communication between the case and his family members. Ultimately, we found that even a simple interactive device, with the support and cooperation of family members, can motivate youth with ASD to learn and practice their emotional expressions. In addition, from the practical experience, we found that a simple interactive design has the potential to enable youth with ASD to learn to express their emotions. Whether it is learning to recognize their own emotions, venting and harmlessly sharing negative emotions, or increasing opportunities to interact with family members or peers, it contributed to the emotional learning design of youth with ASD through this study.

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