An intervention system and method for children with autism spectrum disorder based on COM-B model

Abstract

The application discloses a system and method for intervention of children with autism spectrum disorder based on a COM-B model, and relates to the technical field of child rehabilitation intervention.The technical solution points of the system and method are as follows: the COM-B model based on ability, opportunity and motivation is taken as a theoretical core, and a recreational sports game is taken as an intervention coupling agent, a closed-loop intervention of evaluation, design, implementation, analysis and adjustment is realized through cooperation of various modules of the system, individual characteristics of children with autism spectrum disorder are accurately captured by using baseline evaluation, a personalized game scheme is designed, the scheme is implemented after standardized training, and a dynamic optimization scheme is quantitatively analyzed in combination with process data.The application fills the gap of the theoretical framework of the prior art, adapts to individual differences and interest changes of children with autism spectrum disorder, improves the standardization and reliability of intervention, effectively improves core symptoms such as social communication and repetitive stereotyped behavior of children with autism spectrum disorder, and enhances the physical and mental adaptation ability.The application has a wide application scene and is easy to popularize.

Description

Technical Field

[0001] This invention relates to the field of pediatric rehabilitation intervention technology, and more specifically, to an intervention system and method for children with autism spectrum disorder based on the COM-B model. Background Technology

[0002] Autism spectrum disorder (ASD) is a neurodevelopmental disorder of unknown etiology, characterized by varying degrees of deficits in social interaction and communication, accompanied by repetitive and limited interests and behaviors. It has become a serious public health problem affecting children worldwide. In recent years, the incidence of ASD in children has been steadily increasing. Individuals with ASD have significantly lower daily living skills than their peers, and the critical window for intervention is between 3 and 5 years of age. Effective behavioral interventions during this stage can significantly improve their skill development.

[0003] Meanwhile, strengthening early childhood physical education, promoting basic motor development, and making physical and mental adaptability an important educational goal are also key aspects of children's learning and development. Physical activity intervention has been proven to effectively improve communication and repetitive, stereotyped behaviors in children with ASD. As a core form of physical activity, sports games are essentially active games that integrate physical movement, plot, roles, and rules. They can simultaneously develop motor skills and stimulate interest in sports, possessing a natural advantage in intervening with children with ASD.

[0004] Existing research indicates that children with ASD can regain their daily living skills and achieve "barrier-free living" through inclusive training such as motor participation. Among these, unstructured play, as a primary form of exercise for infants and preschool children, not only develops motor skills such as muscle strength, but also promotes cognitive, emotional, and social cognitive development. Furthermore, rest after appropriate physical activity helps young children improve their attention span for subsequent sedentary tasks.

[0005] In terms of theoretical and methodological applications, the Competency-Opportunity-Motivation-Based Behavior (COM-B) model has been used in behavioral research, clearly demonstrating that individual behavior is driven by the interaction of physical / psychological abilities, social / physical opportunities, and reflective / automatic motivation. Project-based learning is widely used in education, allowing for task direction based on learners' interests. Furthermore, constructive play, multiple intelligences theory, discovery learning theory, sociocultural theory, and executive function theory have been proven to be suitable for the developmental needs of children with ASD, providing support for their education and rehabilitation. Meanwhile, numerous studies have confirmed the positive effects of physical activity on language communication, social interaction, and behavioral control in children with ASD.

[0006] Although existing technologies have revealed the rehabilitation value of sports intervention for children with ASD, and related theories and methods provide some support for intervention, the following problems still exist in practical applications: Existing interventions lack a unified theoretical framework; sports games have not been widely promoted in the rehabilitation of children with ASD, especially the application of recreational sports games based on the COM-B model, making it difficult to form a systematic and precise intervention system; Children with ASD have significant individual differences, making it difficult to achieve strict homogenization in terms of age and functional level, resulting in insufficient targeting of existing intervention programs and affecting the consistency of intervention effects; While recreational sports game intervention strategies have been initially explored, the varying levels of understanding of the COM-B model among rehabilitation teachers and parents lead to insufficient standardization and consistency in intervention implementation, reducing the scientific rigor and reliability of research results; During the intervention process, there is a lack of unified standards for observing and recording process indicators such as children's behavior, interaction, and emotions; different observers have subjective differences in the focus and details of their recordings, resulting in insufficient data standardization and affecting the accuracy and depth of subsequent behavioral analysis; Some children with ASD have rapidly shifting or narrow interests, making it difficult to maintain their participation motivation in existing pre-designed games, and lacking a flexible and personalized dynamic adjustment mechanism.

[0007] Therefore, the present invention aims to provide an intervention system and method for children with autism spectrum disorder based on the COM-B model to solve the above problems. Summary of the Invention

[0008] The purpose of this invention is to provide an intervention system and method for children with autism spectrum disorder based on the COM-B model. This invention uses the COM-B model as the theoretical core and recreational sports games as the intervention coupling agent. The various modules of the system work together to achieve a closed-loop intervention of assessment, design, implementation, analysis and adjustment. It uses baseline assessment to accurately capture the individual characteristics of children with autism spectrum disorder, and combines process data quantitative analysis to dynamically optimize the scheme. This fills the gap in the existing technical theoretical framework, improves the standardization and reliability of intervention, and effectively improves the core symptoms of children with autism spectrum disorder, such as social communication and repetitive stereotyped behaviors.

[0009] The above-mentioned technical objective of the present invention is achieved through the following technical solution: an intervention system and method for children with autism spectrum disorder based on the COM-B model, including a baseline assessment module, a game design module, an intervention execution module, a data collection and analysis module, a dynamic adjustment module, and a storage module. Each module achieves logical linkage and data communication through a data interface. With the COM-B model as the theoretical core and recreational sports games as the intervention coupling agent, it drives the improvement of target behaviors in children with autism spectrum disorder.

[0010] The baseline assessment module is used to collect data on the ability level, motivation characteristics, and opportunity gaps of children with autism spectrum disorder, generate structured assessment results, and transmit them to the game design module.

[0011] The game design module receives the evaluation results transmitted by the baseline evaluation module and generates personalized sports game solutions that are adapted to the individual characteristics of children with autism spectrum disorder based on the COM-B model and project-based learning concept.

[0012] The intervention execution module is used to implement the personalized sports game solution, providing standardized operation guidelines to ensure the consistency of intervention implementation;

[0013] The data acquisition and analysis module is used to collect process data in real time during the intervention process, and after standardization processing, quantitatively analyze the intervention effect, generate an effect report, and transmit it to the dynamic adjustment module.

[0014] The dynamic adjustment module is used to receive the effect report transmitted by the data acquisition and analysis module, combine it with the changes in the interests of children with autism spectrum disorder, generate scheme adjustment instructions, and feed them back to the game design module;

[0015] The storage module is used to persistently store evaluation data, game plans, process data, and effect reports, and supports data traceability and reuse.

[0016] The present invention is further configured such that: the baseline assessment module includes a capability assessment unit, a motivational characteristic unit, and an opportunity suitability assessment unit;

[0017] The ability assessment unit is used to assess the physical and psychological abilities of children with autism spectrum disorder using standardized scales. The physical abilities include proficiency in basic movements such as walking, running, jumping, climbing, and throwing, while the psychological abilities include rule understanding, attention maintenance, and executive function.

[0018] The motivational characteristic unit is used to determine the interest types, interest intensity, and participation motivation triggers of children with autism spectrum disorder through interviews and observations.

[0019] The opportunity fit assessment unit is used to assess the physical and social opportunity support conditions of children with autism spectrum disorder through environmental and social support questionnaires, and to identify opportunity gaps.

[0020] The present invention is further configured such that: the game design module includes a target setting unit, a game type matching unit, and a rule / plot generation unit;

[0021] The target setting unit decomposes the overall intervention target into sub-targets based on the COM-B model, namely, capability dimension, opportunity dimension, and motivation dimension.

[0022] The game type matching unit is used to match construction, cooperative, and sensory recreational sports games based on the theory of multiple intelligences, the characteristics of construction games, and the interests and abilities of children with autism spectrum disorder.

[0023] The rule / plot generation unit is used to combine discovery learning theory to design game rules, plots, and implementation steps, and simultaneously formulate safety specifications.

[0024] The present invention is further configured such that: the intervention execution module includes a game presentation unit, an interactive guidance unit, and a standardized operation unit;

[0025] The game presentation unit is used to display the game theme, rules, and plot through the terminal device;

[0026] The interactive guidance unit is used to guide children with autism spectrum disorder to interact with peers or intervention implementers based on sociocultural theories;

[0027] The standardized operating unit is used to provide standardized intervention process guidelines that include game import, rule explanation, process guidance, and conclusion summary.

[0028] The present invention is further configured such that: the data acquisition and analysis module includes a process data acquisition unit, a data standardization processing unit, and an effect quantification analysis unit;

[0029] The process data acquisition unit collects objective data through sensors and records subjective observation data through a standardized observation record form. The objective data includes exercise duration and number of social interactions, while the subjective observation data includes the number of repeated behaviors, the number of communication initiations, and the level of emotional response.

[0030] The data standardization processing unit is used to convert the collected unstructured data into quantitative data in a unified format;

[0031] The effect quantification analysis unit analyzes the intervention effect and generates an effect report based on preset indicators such as the increase rate of social interaction frequency, the reduction rate of repetitive behavior, and the target rate of exercise participation time, combined with the three-dimensional weights of the COM-B model.

[0032] The present invention is further configured such that: the dynamic adjustment module includes an interest monitoring unit, an effect feedback unit, and a scheme optimization unit;

[0033] The interest monitoring unit is used to determine the trend of interest changes in children with autism spectrum disorder by analyzing data on game participation time and the number of times they actively initiate games.

[0034] The effect feedback unit is used to receive effect reports and identify intervention targets that have not been met and their corresponding dimensions.

[0035] The optimization unit is used to generate adjustment instructions such as changing the game theme, adjusting the game difficulty, optimizing the reward mechanism, or adding social scenes in response to situations where interest declines or fails to meet the target.

[0036] This invention also provides an intervention method for children with autism spectrum disorder based on the COM-B model, comprising the following steps:

[0037] S1. Baseline Assessment: The baseline assessment module collects data on the ability level, motivational characteristics, and opportunity gaps of children with autism spectrum disorder, generates a baseline assessment report for children with autism spectrum disorder, and stores it in the storage module.

[0038] S2. Game Solution Design: The game design module receives the baseline assessment report, breaks down the intervention objectives, matches game types, designs game details, generates a personalized entertainment-style sports game intervention plan, and stores it in the storage module after professional review.

[0039] S3. Standardized training: Train intervention implementers on the COM-B model theory, intervention protocol operation, and data collection tools. After passing the assessment, interventions can be carried out.

[0040] S4. Intervention Implementation: The intervention execution module presents and executes personalized recreational sports game intervention plans according to standardized procedures, and provides real-time feedback on the implementation status to the data collection and analysis module.

[0041] S5. Data Collection and Analysis: The data collection and analysis module collects process data, processes it in a standardized manner, quantifies and analyzes the intervention effect, and generates an intervention effect analysis report.

[0042] S6. Dynamic Adjustment: The dynamic adjustment module generates adjustment instructions based on the intervention effect analysis report and changes in the interests of children with autism spectrum disorder. The game design module updates the intervention plan according to the adjustment instructions and returns to step S4 to continue implementation.

[0043] S7. Period Summary: After the intervention period ends, a baseline assessment is conducted again, the data before and after the intervention are compared, an intervention period summary report is generated, all data are archived, and the intervention plan is iteratively optimized.

[0044] The present invention is further configured such that: in step S1, the ability level is quantified and scored using a 5-point scale, with 0 points indicating complete inability to complete and 5 points indicating proficient completion; the motivational characteristics include interest types such as constructive, kinematic, and sensory types; and the opportunity gap includes physical environment gaps and social opportunity gaps.

[0045] The present invention is further configured such that, in step S2, the game type matching follows the following rules: children with autism spectrum disorder who have poor fine motor skills and a preference for building are matched with construction-type sports games; children with autism spectrum disorder who have little social interaction and a weak sense of rules are matched with cooperative sports games; and children with autism spectrum disorder who have many repetitive behaviors and a single interest are matched with sensory sports games.

[0046] The present invention is further configured such that, in step S6, the triggering conditions and corresponding adjustment methods for the dynamic adjustment include:

[0047] If the game participation time decreases by ≥5 minutes for two consecutive times, it is considered a decline in interest, and the adjustment method is to change the game theme or add game plot.

[0048] If the ability dimension target is not met, the adjustment method is to reduce the game difficulty or break down the action steps;

[0049] If the opportunity dimension target is not met, the adjustment method is to increase social scenarios or optimize the physical environment;

[0050] If the motivation dimension goal is not met, the adjustment method is to optimize the reward mechanism or shorten the game segment.

[0051] The present invention is further configured such that the intervention is carried out 3 to 5 times a week, each time for 30 to 40 minutes, and the intervention cycle is 12 weeks. The cycle length can be adjusted according to the progress of the child with autism spectrum disorder.

[0052] The present invention also provides an intervention device for children with autism spectrum disorder based on the COM-B model, comprising at least one processor; and a memory communicatively connected to at least one of the processors; wherein the memory stores instructions executable by the processor, the instructions being executed by the processor to implement an intervention method for children with autism spectrum disorder based on the COM-B model.

[0053] The present invention also provides a computer-readable storage medium storing computer instructions for execution by a computer to implement an intervention method for children with autism spectrum disorder based on a COM-B model.

[0054] In summary, the present invention has the following beneficial effects:

[0055] 1. This invention fills a research gap in the field of rehabilitation intervention for children with autism spectrum disorder. By deeply integrating the Competency-Opportunity-Motivation-Based Behavior (COM-B) model with recreational sports games, it constructs a systematic intervention theoretical framework to address the current situation where sports games are not widely used in the rehabilitation of children with ASD and the application of project-based intervention based on the COM-B model is lacking. This provides a comprehensive and systematic theoretical foundation for sports intervention for children with ASD, and at the same time provides new technical references and research ideas for subsequent related research.

[0056] 2. This invention addresses the core issues of significant individual differences among children with ASD, including rapid shifts in interests or a narrow range of interests. It comprehensively assesses children's individual characteristics through the three dimensions of ability, opportunity, and motivation using the COM-B model. It combines the theory of multiple intelligences and the characteristics of constructivist play to design personalized intervention programs. Furthermore, it relies on a dynamic adjustment mechanism to monitor changes in interests in real time and flexibly optimize game content and form. This effectively solves the pain points of traditional intervention programs, such as insufficient targeting and difficulty in maintaining children's motivation to participate in the long term, thus ensuring the continuity and effectiveness of the intervention.

[0057] 3. This invention addresses the issues of insufficient standardization and consistency in existing interventions due to differing understandings of the COM-B model among implementers, as well as significant subjective differences and non-standardization in process data recording. It establishes a standardized intervention process (including training, operational guidelines, and a closed-loop summary), unified data collection specifications, and processing standards, reducing human error and data recording bias, and significantly improving the consistency of intervention implementation, the standardization of data, and the scientific rigor and reliability of research results.

[0058] 4. This invention uses sports games as an intervention coupling agent, integrating basic movements such as walking, running, and jumping with social interaction and rule learning into game scenarios. This not only improves the basic motor skills of children with ASD, but also effectively improves their core symptoms such as social communication deficits and repetitive stereotyped behaviors. At the same time, by creating sufficient physical and social opportunities, it stimulates participation motivation and comprehensively enhances children's physical and mental adaptability, rule awareness, interpersonal skills and other comprehensive qualities, which are in line with the requirements for early childhood physical education and physical and mental development.

[0059] 5. The intervention method in this invention is game-based, which is highly engaging and easily accepted by children with ASD. The intervention system is easy to operate, and the required hardware and venue requirements are adaptable to various scenarios such as kindergartens, rehabilitation institutions, and homes. It does not require complex professional equipment. At the same time, the intervention plan can be flexibly adjusted in terms of cycle and content according to the child's progress, making it highly practical and easy to promote and apply in different scenarios. It can provide more accessible and effective rehabilitation intervention services for more children with ASD. Attached Figure Description

[0060] Figure 1This is a schematic diagram of the data flow of an intervention system for children with autism spectrum disorder based on the COM-B model in Embodiment 1 of the present invention;

[0061] Figure 2 This is a flowchart illustrating the interaction of an intervention system for children with autism spectrum disorder based on the COM-B model in Embodiment 1 of the present invention.

[0062] Figure 3 This is a schematic diagram of the steps of an intervention method for children with autism spectrum disorder based on the COM-B model in Embodiment 2 of the present invention;

[0063] Figure 4 This is a schematic diagram of the framework structure of an intervention device for children with autism spectrum disorder based on the COM-B model in Embodiment 3 of the present invention. Detailed Implementation

[0064] The following is in conjunction with the appendix Figures 1-4 The present invention will be described in further detail below.

[0065] Example 1: An intervention system for children with autism spectrum disorder based on the COM-B model, including a baseline assessment module, a game design module, an intervention execution module, a data collection and analysis module, a dynamic adjustment module, and a storage module. Each module achieves logical linkage and data exchange through a data interface. With the COM-B model as the theoretical core and recreational sports games as the intervention coupling agent, it drives the improvement of target behaviors in children with autism spectrum disorder.

[0066] In this embodiment, the baseline assessment module includes the following three units: **Ability Assessment Unit:** This unit uses a standardized combination of scales (the "ASD Children's Motor Ability Scale" and the "Children's Cognitive Development Assessment Scale"), quantifying children's physical and psychological abilities on a 5-point scale (0 = completely unable to complete, 5 = proficiently completed). Physical abilities focus on the proficiency of basic movements such as walking, running, jumping, climbing, and throwing. Psychological abilities are assessed by evaluating core cognitive competencies such as rule understanding, attention maintenance, and problem-solving. The final output is a structured ability score report. **Motivational Characteristic Unit:** This unit combines interviews (in-depth communication with parents and rehabilitation teachers) and natural observation (recording children's behavioral preferences during free play) to accurately identify children's interest types (e.g., construction, movement, sensory), interest intensity (quantified by duration of sustained attention), and motivational triggers (e.g., material rewards, peer interaction, attractive game plots), forming personalized motivational characteristic labels. Opportunity fit assessment unit: The physical opportunities available to children are assessed through the "Physical Environment Fit Questionnaire" (such as whether the home / institution has a safe space for movement, whether it is equipped with the necessary play equipment, etc.), and social opportunities are assessed through the "Social Support Questionnaire" (such as whether there are regular peers involved, the professionalism of the intervention implementers and the level of support, etc.), and an opportunity gap list is identified.

[0067] In this embodiment, the game design module includes a goal setting unit: breaking down the overall intervention goal (improving physical and mental adaptability and alleviating core symptoms) into COM-B three-dimensional sub-goals. For example, for children with low scores in the ability dimension, the sub-goal of "improving fine motor coordination" is set; for children with significant social opportunity gaps, the sub-goal of "increasing the frequency of peer interaction" is set. A game type matching unit: based on the theory of multiple intelligences, the characteristics of constructive play, and children's interest types, it achieves precise matching of game types. The specific matching logic is as follows: children with poor fine motor skills and a preference for building are matched with constructive sports games (such as block relay races); children with little social interaction and weak rule awareness are matched with cooperative sports games (such as team treasure hunts); children with many repetitive behaviors and a single interest are matched with sensory sports games (such as rainbow tunnel crawling). A rule / plot generation unit: combining discovery learning theory, it simplifies game rule design (such as using a "one step, one instruction" rule expression), incorporates children's interest themes to design game plots (such as combining "obstacle course" with "dinosaur adventure"), and formulates safety specifications including exercise intensity control, equipment safety checks, and emergency response procedures to form a complete personalized game plan.

[0068] In this embodiment, the intervention execution module includes a game presentation unit: using tablet terminals, interactive teaching aids, and other devices, the game theme, rules, and plot are presented intuitively in the form of a combination of text, images, and animations, reducing the difficulty of children's cognitive understanding; an interactive guidance unit: based on socio-cultural theory, standardized interactive guidance scripts and action demonstrations are provided to guide children to interact effectively with peers and intervention implementers (such as guiding children to initiate communication and respond to peers' needs), helping to create and utilize social opportunities; and a standardized operation unit: with built-in unified intervention process guidelines, clearly defining the operational standards for each stage, including game introduction (5 minutes), rule explanation (5 minutes), practical implementation (20-30 minutes), and conclusion summary (5 minutes), ensuring consistency in execution among different intervention implementers (teachers, parents).

[0069] In this embodiment, the data acquisition and analysis module includes a process data acquisition unit: adopting a dual acquisition mode of "objective data + subjective data", collecting objective data such as exercise duration and number of social interactions through sensors such as fitness trackers and interactive counters; recording subjective data such as the number of repeated behaviors, the number of communication initiations, and the emotional reaction level (1-5 points) according to unified indicators through a standardized observation record form; a data standardization processing unit: converting the collected unstructured data (such as emotional descriptions "pleasure" and "irritability") into quantitative data in a unified format, eliminating abnormal data caused by equipment failure and recording errors, and ensuring the standardization and usability of the data; and an effect quantification analysis unit: based on preset indicators (social interaction frequency increase rate, repeated behavior reduction rate, and exercise participation time achievement rate), combined with the three-dimensional weights of the COM-B model, quantifying and analyzing the driving effect of each dimension on the target behavior, and generating an intervention effect report that includes achievement status and points to be optimized.

[0070] In this embodiment, the dynamic adjustment module includes an interest monitoring unit: by analyzing data such as changes in game participation time, number of times children actively initiate games, and behavioral focus, it can judge the trend of changes in children's interests in real time. If the participation time decreases by ≥5 minutes for two consecutive times, it is determined that the interest has declined. The effect feedback unit: receives the report output by the effect quantification analysis unit and accurately identifies the intervention goals that have not been met and the corresponding COM-B dimensions (such as insufficient participation time as a manifestation of failure to meet the motivation dimension). The plan optimization unit: generates targeted adjustment instructions for changes in interest or failure to meet the goals, such as changing the game theme when interest declines, reducing the game difficulty when the ability dimension is not met, and adding social scenes when the opportunity dimension is not met. The adjustment instructions are fed back to the game design module to update the intervention plan.

[0071] In this embodiment, the storage module includes a data storage unit: storing baseline assessment data, structured quantitative data during the intervention process, effect analysis data, etc., supporting data traceability and query; a plan storage unit: storing the initially designed personalized game plan and the optimized plan after each adjustment, forming a game plan library, which facilitates the reuse and iteration of similar children's intervention plans; and a report storage unit: storing various documents such as baseline assessment reports, intervention effect analysis reports, and periodic summary reports, providing data support for intervention effect review and system optimization.

[0072] In this embodiment, each module follows a linked logic of "data input-processing-output-feedback": the baseline evaluation module inputs three-dimensional feature data into the game design module, and the game design module outputs a personalized solution to the intervention execution module; the implementation status data and process data of the intervention execution module are synchronized to the data acquisition and analysis module, and after analysis, an effect report is output to the dynamic adjustment module; the optimization instructions generated by the dynamic adjustment module are input back into the game design module to complete the solution iteration; the storage module realizes bidirectional data interaction with all core modules, stores data of each stage in real time, and provides historical data query and reuse support for each module to ensure the continuity and stability of the closed-loop operation of the system.

[0073] Example 2: An intervention method for children with autism spectrum disorder based on the COM-B model, comprising the following steps:

[0074] S1. Baseline Assessment: The baseline assessment module collects data on the ability level, motivational characteristics, and opportunity gaps of children with autism spectrum disorder, generates a baseline assessment report for children with autism spectrum disorder, and stores it in the storage module.

[0075] Preparation for implementation: Assemble an assessment team composed of rehabilitation physicians, physical education teachers, and child psychologists; prepare a standardized assessment toolkit (including the ASD Children's Motor Ability Scale, Children's Cognitive Development Assessment Scale, Motivation Characteristics Interview Outline, Physical Environment Adaptability Questionnaire, and Social Support Questionnaire), a data recording terminal, and a quiet and comfortable assessment environment.

[0076] The ability dimension assessment includes physical ability assessment: by having children complete practical tasks such as walking in a straight line, jumping with both feet, throwing a soft ball, and building blocks, they are scored on a scale of 5 points (0 points = completely unable to complete, 3 points = partially completed, 5 points = proficiently completed), and data on the proficiency of basic movements such as walking, running, jumping, climbing, and throwing, as well as hand-eye coordination ability are recorded; psychological ability assessment: through scenarios such as "following instructions to perform actions" and "simple rule comprehension tests" (such as "taking turns playing with toys"), the ability to understand rules, maintain attention (duration of focus on a task), and solve problems (such as whether they try to rebuild after the blocks collapse) is assessed, also using a 5-point quantitative scoring system.

[0077] The motivational dimension assessment includes an interview phase: communicating with parents and daily caregivers to understand children's daily interests and preferences (such as whether they like building, sports, and sensory stimulation activities), the duration of sustained attention to a certain type of activity (intensity of interest), and factors that easily trigger participation (such as material rewards, peer companionship, and game scenarios); and an observation phase: providing various props such as building blocks, rainbow tunnels, and relay batons, allowing children to play freely for 15 minutes, observing the types of props they actively choose, the duration of their stay, and their participation status, verifying and supplementing the interview results, and finally labeling the interest type (such as "construction + moderate intensity + scenario-triggered").

[0078] The opportunity dimension assessment includes physical opportunity assessment: using questionnaires to record children's daily accessible sports environment (such as whether the family has a safe activity space, whether the institution is equipped with sports and games equipment), equipment suitability (such as whether there are props suitable for children's height), to identify physical environment gaps; and social opportunity assessment: using questionnaires to understand the frequency of children's daily participation in group activities, the number of regular companions, the professional background and intervention experience of intervention implementers (parents / teachers), to identify social support gaps.

[0079] Data integration: The assessment team summarizes all data, removes outliers, and generates a structured "Baseline Assessment Report for Children with ASD", which includes a three-dimensional scoring table, interest tags, and an opportunity gap list, and is simultaneously entered into the system storage module.

[0080] S2. Game Solution Design: The game design module receives the baseline assessment report, breaks down the intervention objectives, matches game types, designs game details, generates a personalized entertainment-style sports game intervention plan, and stores it in the storage module after professional review.

[0081] Goal Decomposition: Based on the baseline assessment report, the overall intervention goal (improving social communication, reducing repetitive and stereotyped behaviors, and enhancing physical and mental adaptability) is broken down into COM-B three-dimensional sub-goals. For example, for children with "motor skills score of 2 and lack of peer interaction," sub-goals are set as follows: ability dimension (improving throwing proficiency to 3 points), opportunity dimension (increasing peer interaction scenarios by 3 times per week), and motivation dimension (maintaining single game participation time ≥ 20 minutes); Game Type Matching: Based on the theory of multiple intelligences and the characteristics of constructive play, game types are matched according to the following rules: poor fine motor skills, preference for building → constructive sports games (such as "block relay race" or "puzzle treasure hunt"); little social interaction, weak rule awareness → cooperative sports games (such as "team relay race" or "small group block siege"); many repetitive behaviors, single interest → sensory sports games (such as "rainbow tunnel crawling + tactile toy exploration" or "musical rhythm relay").

[0082] The game's detailed design includes: rule design: simplified process, adopting a "one step, one instruction" mode (such as "first take the blocks, then hand them to your partner, and finally clap to celebrate"), clear reward and punishment rules (such as giving interest-related stickers as rewards after completing the task); plot design: incorporating children's interest themes, such as designing "relay race" as "dinosaur fossil search relay" for children interested in dinosaurs, and designing block building as "building a dinosaur home"; safety regulations design: clearly defining the intensity of exercise (such as no more than 10 jumps in a single session), prohibitions on the use of equipment (such as prohibiting throwing hard objects), and emergency handling procedures (such as steps to soothe children when they lose control of their emotions).

[0083] Program review: The assessment team and senior rehabilitation therapists jointly review the program's suitability (such as whether the difficulty matches the ability level and whether the plot matches the interest), safety, and operability. After the review is approved, a "Personalized Recreational Sports Game Intervention Program" is generated, which clarifies the goals, process, props, duration (30-40 minutes / session) and responsibilities of the implementers for each game.

[0084] S3. Standardized training: Train intervention implementers on the COM-B model theory, intervention program operation, and data collection tools. After passing the assessment, interventions can be carried out.

[0085] Target audience: Intervention implementers (parents, rehabilitation teachers in institutions), training duration is 2 days (4 hours per day).

[0086] The training content includes: theoretical training: explaining the core logic of the COM-B model (ability, opportunity, and motivation working together to drive behavior), the intervention principles of recreational sports games, the design basis of this program, and the three-dimensional sub-goals; operational training: through simulation exercises (the trainer plays the role of a child with ASD, and the implementer practices according to the program procedures), case demonstrations (playing standard implementation videos), training on the standard procedures for game introduction (such as using interest-themed stories), rule explanation (using concise language and action demonstrations), process guidance (such as encouraging words when a child withdraws), and conclusion (such as "You and your friends built blocks together today, that's great!"); and tool training: instructing implementers on how to use data recording terminals, fitness trackers (to collect exercise duration), and interaction counters (to record the number of social interactions), and explaining the filling specifications of standardized observation record forms (such as recording the number of repetitive behaviors in real time, and marking emotional reactions on a scale of 1-5).

[0087] Assessment and Acceptance: The assessment will be conducted through a combination of "simulated intervention scenario practice and theoretical testing". The passing standard for the practice test is: strict adherence to the plan process, standardized guidance scripts, and accurate data recording. The passing standard for the theoretical test is: mastery of the core logic of the COM-B model and the key points of plan design. Only those who pass the assessment are eligible to participate in subsequent intervention implementation.

[0088] S4. Intervention Implementation: The intervention execution module presents and executes personalized recreational sports game intervention plans according to standardized procedures, and provides real-time feedback on the implementation status to the data collection and analysis module.

[0089] Preparation: Prepare props according to the plan (such as building blocks, relay batons, rainbow tunnels, reward stickers), check the safety of the venue (remove obstacles and lay anti-slip mats), test the data acquisition equipment (ensure that the sports bracelets and counters are working properly), and let the children familiarize themselves with the environment 10 minutes in advance.

[0090] The standardized process includes: Game introduction (5 minutes): Introducing the theme in a way that children find interesting, such as "Today we're going to help the dinosaurs build a home. We need to work together with our friends to complete it. Come on!" to stimulate participation; Rules explanation (5 minutes): Explaining the core rules using simple language and actions, such as "First, take the blocks here, run to the other side and give them to Xiaoming, then you stand here and wait for him. We take turns." After the explanation, let the children try to imitate once to confirm their understanding; Game practice (20-25 minutes): The implementer guides the children to participate according to the standardized operating instructions, focusing on: Ability matching: for young children. If a child is unable to complete the throwing motion, adjust the method to "close-range throwing" or "pushing the ball" to reduce the difficulty; create opportunities: actively guide peer interaction, such as "You can ask Xiaohong to pass you a block," to build a social scene; maintain motivation: promptly encourage children when they complete key steps (such as "You handed the block to your partner, that's great, here's a dinosaur sticker as a reward") to reinforce participation; conclude and summarize (5 minutes): review the game process in simple and easy-to-understand language, affirm the child's performance, such as "Today you and Xiaohong built a dinosaur home together and took turns playing relay, that was great," to reinforce the memory of positive behavior.

[0091] Implementation Records: During the implementation process, the children's participation status, whether they follow the rules, and their emotional reactions are recorded in real time. Objective data such as exercise duration and number of social interactions are collected simultaneously through the device.

[0092] S5. Data Collection and Analysis: The data collection and analysis module collects process data, processes it in a standardized manner, quantifies and analyzes the intervention effect, and generates an intervention effect analysis report.

[0093] Data collection includes objective data extraction: extracting exercise duration and intensity data for a single intervention from the fitness tracker, and extracting the number of social interactions (such as the number of times initiating communication and responding to peers) from the interaction counter; subjective data entry: implementers enter data such as the number of repetitive behaviors (such as the number of times meaningless clapping or spinning), the number of times communication was initiated, and the level of emotional reaction (1 point = irritability and resistance, 3 points = calm participation, 5 points = active engagement) according to a standardized observation record form; data standardization processing: the system automatically converts unstructured data into quantitative data (such as converting "irritability" into 1 point), removes invalid data caused by equipment failure (such as missing data recorded when the fitness tracker is interrupted), and standardizes the data format (such as standardizing the time unit to minutes and the number of times to integers).

[0094] Quantitative Analysis of Effect: In this embodiment, the system calculates the intervention effect based on preset indicators. The core indicators include: Social Interaction Frequency Increase Rate = (Number of Current Interactions - Baseline Number of Interactions) / Baseline Number of Interactions × 100%;

[0095] Repetitive behavior reduction rate = (baseline repetition count - current repetition count) / baseline repetition count × 100%;

[0096] Exercise participation time target achievement rate = (Actual participation time / Target time) × 100%;

[0097] By combining the three dimensions of the COM-B model (ability 30%, opportunity 30%, motivation 40%), an "Intervention Effect Analysis Report" is generated, which clarifies the achievement status of each sub-goal (achieved: improvement rate / reduction rate ≥30%; not achieved: <10%).

[0098] S6. Dynamic Adjustment: The dynamic adjustment module generates adjustment instructions based on the intervention effect analysis report and changes in the interests of children with autism spectrum disorder. The game design module updates the intervention plan according to the adjustment instructions and returns to step S4 to continue implementation.

[0099] Interest status monitoring: The system automatically analyzes the participation time, number of times the player actively initiated the game, and attention data of the last two interventions. If the participation time decreases by ≥5 minutes or the number of times the player actively initiated the game is 0 for two consecutive times, it is judged as "decline in interest".

[0100] Results Review: The intervention team, in conjunction with the "Intervention Results Analysis Report," analyzed the correlation dimensions of the sub-goals that were not achieved. For example, if the participation time target rate was <80% (motivation dimension not met), the team investigated whether the game theme was not attractive enough or too difficult.

[0101] If the increase rate of social interaction frequency is less than 10% (opportunity dimension not met), check whether it is due to insufficient guidance of peer interaction or unreasonable design of social scene.

[0102] Plan Adjustment and Implementation: Based on monitoring results and review conclusions, optimize the plan according to the following rules:

[0103] Declining interest: Change the game theme (e.g., change "building with blocks" to "building a LEGO castle"), add interesting plot elements (e.g., add a "find hidden blocks" segment);

[0104] The ability dimension is not up to standard: break down the action steps (e.g., break "jump to pick up an object" into "stand-reach-pick up an object"), reduce the difficulty of the task (e.g., change "build 3 layers of blocks" to "build 2 layers");

[0105] Opportunity dimension not met: Increase the number of participants (e.g., from 1 to 2 people), optimize the physical environment (e.g., expand the activity space, increase the equipment);

[0106] Motivation dimension not met: Optimize the reward mechanism (such as instant rewards for completing small tasks) and shorten game segments (divide the 30 minutes into two 15-minute segments with a 3-minute break in between);

[0107] Plan Update: Enter the revised plan into the system, replace the original plan, and use it for the next intervention. Record the reasons for the revision and the content of the revision.

[0108] S7. Period Summary: After the intervention period ends, a baseline assessment is conducted again, the data before and after the intervention are compared, an intervention period summary report is generated, all data are archived, and the intervention plan is iteratively optimized.

[0109] Cycle effect evaluation: After the 12-week intervention cycle is completed, repeat the baseline assessment process in step 1 to conduct a second assessment of the child's ability, motivation, and opportunity data, and compare the changes in scores, improvement of core symptoms (frequency of social communication, number of repetitive behaviors) and motor participation data before and after the intervention.

[0110] Solution Iteration and Optimization: Based on the comparison results before and after, summarize the game types and intervention strategies with high adaptability (such as sensory games being more suitable for certain types of children), optimize the system's game type matching algorithm, target decomposition rules and dynamic adjustment of trigger thresholds, and improve the game solution library;

[0111] Archive archiving: All data from the entire intervention process (baseline assessment report, personalized play plan and adjustment version, process data, effect analysis report, periodic summary report) are classified and archived to the system storage module to form a complete child rehabilitation intervention archive, providing a reference for subsequent intervention reuse and the design of similar child intervention programs.

[0112] In this embodiment, each process step is seamlessly connected, continuously adapting to individual changes in children through a cycle of "assessment-design-implementation-analysis-adjustment," ensuring the continuity and effectiveness of the intervention. From assessment tools and game design specifications to implementation procedures and data collection standards, unified operating guidelines are established to reduce human error and enhance the scientific rigor of the intervention. The entire process is based on the three dimensions of the COM-B model, with game types, difficulty levels, and plots tailored to children's abilities and interests, and a dynamic adjustment mechanism further strengthens adaptability. Simultaneously, all implementation data is recorded and archived in real time, facilitating the review of intervention effects, problem identification, and program optimization.

[0113] Example 3: An intervention device for children with autism spectrum disorder based on the COM-B model, comprising at least one processor; and a memory communicatively connected to the at least one processor; wherein the memory stores instructions executable by the processor, which are used to implement an intervention method for children with autism spectrum disorder based on the COM-B model, the method comprising: baseline assessment, collecting data on the ability level, motivational characteristics, and opportunity gaps of children with autism spectrum disorder through a baseline assessment module, generating a baseline assessment report for children with autism spectrum disorder and storing it in a storage module; game design, receiving the baseline assessment report, breaking down intervention goals, matching game types, designing game details, generating a personalized recreational sports game intervention plan, which is then stored in the storage module after professional review; and standardized training, providing training to intervention implementers. Training on COM-B model theory, intervention program operation, and data collection tools is conducted, and interventions are implemented after passing the assessment. Intervention implementation involves the intervention execution module presenting and executing a personalized recreational sports game intervention program according to a standardized process, providing real-time feedback on the implementation status to the data collection and analysis module. Data collection and analysis involves the data collection module collecting process data, standardizing it, quantifying the intervention effect, and generating an intervention effect analysis report. Dynamic adjustment involves the dynamic adjustment module generating adjustment instructions based on the intervention effect analysis report and changes in the interests of children with autism spectrum disorder. The game design module updates the intervention program according to the adjustment instructions and returns to the intervention implementation process to continue implementation. Periodic summary involves conducting a baseline assessment after the intervention period ends, comparing data before and after the intervention, generating an intervention period summary report, archiving all data, and iteratively optimizing the intervention program.

[0114] Example 4: A computer-readable storage medium storing computer instructions for execution by a computer to implement an intervention method for children with autism spectrum disorder based on the COM-B model. The method includes: baseline assessment, where a baseline assessment module collects data on the ability level, motivational characteristics, and opportunity gaps of children with autism spectrum disorder, generates a baseline assessment report, and stores it in a storage module; game design, where a game design module receives the baseline assessment report, breaks down intervention goals, matches game types, designs game details, generates a personalized recreational sports game intervention plan, and stores it in the storage module after professional review; and standardized training, providing intervention implementers with training on COM-B model theory, intervention plan operation, and data collection. The process includes: training on tool usage, followed by intervention after passing the assessment; intervention implementation, where the intervention execution module presents and executes a personalized recreational sports game intervention plan according to a standardized process, providing real-time feedback on the implementation status to the data collection and analysis module; data collection and analysis, where the data collection and analysis module collects process data, processes it according to standards, quantifies and analyzes the intervention effect, and generates an intervention effect analysis report; dynamic adjustment, where the dynamic adjustment module generates adjustment instructions based on the intervention effect analysis report and changes in the interests of children with autism spectrum disorder, and the game design module updates the intervention plan according to the adjustment instructions, returning to the intervention implementation process to continue implementation; periodic summary, at the end of the intervention period, a baseline assessment is conducted again, data before and after the intervention are compared, an intervention period summary report is generated, all data is archived, and the intervention plan is iteratively optimized.

[0115] This specific embodiment is merely an explanation of the present invention and is not intended to limit the invention. After reading this specification, those skilled in the art can make modifications to this embodiment without contributing any inventive step, but such modifications are protected by patent law as long as they are within the scope of the claims of the present invention.

Claims

1. An intervention system for children with autism spectrum disorder based on the COM-B model, characterized in that: It includes a baseline assessment module, a game design module, an intervention implementation module, a data collection and analysis module, a dynamic adjustment module, and a storage module. Each module is logically linked and data-interoperable through a data interface. It uses the COM-B model as the theoretical core and recreational sports games as the intervention coupling agent to drive the improvement of target behaviors in children with autism spectrum disorder. The baseline assessment module is used to collect data on the ability level, motivation characteristics, and opportunity gaps of children with autism spectrum disorder, generate structured assessment results, and transmit them to the game design module. The game design module receives the evaluation results transmitted by the baseline evaluation module and generates personalized sports game solutions that are adapted to the individual characteristics of children with autism spectrum disorder based on the COM-B model and project-based learning concept. The intervention execution module is used to implement the personalized sports game solution, providing standardized operation guidelines to ensure the consistency of intervention implementation; The data acquisition and analysis module is used to collect process data in real time during the intervention process, and after standardization processing, quantitatively analyze the intervention effect, generate an effect report, and transmit it to the dynamic adjustment module. The dynamic adjustment module is used to receive the effect report transmitted by the data acquisition and analysis module, combine it with the changes in the interests of children with autism spectrum disorder, generate scheme adjustment instructions, and feed them back to the game design module; The storage module is used to persistently store evaluation data, game plans, process data, and effect reports, and supports data traceability and reuse.

2. The intervention system for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The baseline assessment module includes a capability assessment unit, a motivational characteristics unit, and an opportunity suitability assessment unit. The ability assessment unit is used to assess the physical and psychological abilities of children with autism spectrum disorder using standardized scales. The physical abilities include proficiency in basic movements such as walking, running, jumping, climbing, and throwing, while the psychological abilities include rule understanding, attention maintenance, and executive function. The motivational characteristic unit is used to determine the interest types, interest intensity, and participation motivation triggers of children with autism spectrum disorder through interviews and observations. The opportunity fit assessment unit is used to assess the physical and social opportunity support conditions of children with autism spectrum disorder through environmental and social support questionnaires, and to identify opportunity gaps.

3. The intervention system for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The game design module includes a target setting unit, a game type matching unit, and a rule / plot generation unit; The target setting unit decomposes the overall intervention target into sub-targets based on the COM-B model, namely, capability dimension, opportunity dimension, and motivation dimension. The game type matching unit is used to match construction, cooperative, and sensory recreational sports games based on the theory of multiple intelligences, the characteristics of construction games, and the interests and abilities of children with autism spectrum disorder. The rule / plot generation unit is used to combine discovery learning theory to design game rules, plots, and implementation steps, and simultaneously formulate safety specifications.

4. The intervention system for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The intervention execution module includes a game presentation unit, an interactive guidance unit, and a standardized operation unit; The game presentation unit is used to display the game theme, rules, and plot through the terminal device; The interactive guidance unit is used to guide children with autism spectrum disorder to interact with peers or intervention implementers based on sociocultural theories; The standardized operating unit is used to provide standardized intervention process guidelines that include game import, rule explanation, process guidance, and conclusion summary.

5. The intervention system for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The data acquisition and analysis module includes a process data acquisition unit, a data standardization processing unit, and an effect quantification analysis unit. The process data acquisition unit collects objective data through sensors and records subjective observation data through a standardized observation record form. The objective data includes exercise duration and number of social interactions, while the subjective observation data includes the number of repeated behaviors, the number of communication initiations, and the level of emotional response. The data standardization processing unit is used to convert the collected unstructured data into quantitative data in a unified format; The effect quantification analysis unit analyzes the intervention effect and generates an effect report based on preset indicators such as the increase rate of social interaction frequency, the reduction rate of repetitive behavior, and the target rate of exercise participation time, combined with the three-dimensional weights of the COM-B model.

6. The intervention system for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The dynamic adjustment module includes an interest monitoring unit, an effect feedback unit, and a scheme optimization unit; The interest monitoring unit is used to determine the trend of interest changes in children with autism spectrum disorder by analyzing data on game participation time and the number of times they actively initiate games. The effect feedback unit is used to receive effect reports and identify intervention targets that have not been met and their corresponding dimensions. The optimization unit is used to generate adjustment instructions such as changing the game theme, adjusting the game difficulty, optimizing the reward mechanism, or adding social scenes in response to situations where interest declines or fails to meet the target.

7. An intervention method for children with autism spectrum disorder based on the COM-B model, applied to the intervention system for children with autism spectrum disorder based on the COM-B model as described in any one of claims 1-6, characterized in that: Includes the following steps: S1. Baseline Assessment: The baseline assessment module collects data on the ability level, motivational characteristics, and opportunity gaps of children with autism spectrum disorder, generates a baseline assessment report for children with autism spectrum disorder, and stores it in the storage module. S2. Game Solution Design: The game design module receives the baseline assessment report, breaks down the intervention objectives, matches game types, designs game details, generates a personalized entertainment-style sports game intervention plan, and stores it in the storage module after professional review. S3. Standardized training: Train intervention implementers on the COM-B model theory, intervention protocol operation, and data collection tools. After passing the assessment, interventions can be carried out. S4. Intervention Implementation: The intervention execution module presents and executes personalized recreational sports game intervention plans according to standardized procedures, and provides real-time feedback on the implementation status to the data collection and analysis module. S5. Data Collection and Analysis: The data collection and analysis module collects process data, processes it in a standardized manner, quantifies and analyzes the intervention effect, and generates an intervention effect analysis report. S6. Dynamic Adjustment: The dynamic adjustment module generates adjustment instructions based on the intervention effect analysis report and changes in the interests of children with autism spectrum disorder. The game design module updates the intervention plan according to the adjustment instructions and returns to step S4 to continue implementation. S7. Period Summary: After the intervention period ends, a baseline assessment is conducted again, the data before and after the intervention are compared, an intervention period summary report is generated, all data are archived, and the intervention plan is iteratively optimized.

8. The intervention method for children with autism spectrum disorder based on the COM-B model according to claim 7, characterized in that: In step S1, the ability level is quantified and scored using a 5-point scale, with 0 points indicating complete inability to complete and 5 points indicating proficient completion. The motivational characteristics include interest types such as constructive, kinematic, and sensory types, and the opportunity gap includes physical environment gaps and social opportunity gaps.

9. The intervention method for children with autism spectrum disorder based on the COM-B model according to claim 7, characterized in that: In step S2, the matching game type follows these rules: children with autism spectrum disorder who have poor fine motor skills and a preference for building are matched with construction-type sports games; children with autism spectrum disorder who have little social interaction and a weak sense of rules are matched with cooperative sports games; and children with autism spectrum disorder who have many repetitive behaviors and a single interest are matched with sensory sports games.

10. The intervention method for children with autism spectrum disorder based on the COM-B model according to claim 7, characterized in that: In step S6, the triggering conditions and corresponding adjustment methods for the dynamic adjustment include: If the game participation time decreases by ≥5 minutes for two consecutive times, it is considered a decline in interest, and the adjustment method is to change the game theme or add game plot. If the ability dimension target is not met, the adjustment method is to reduce the game difficulty or break down the action steps; If the opportunity dimension target is not met, the adjustment method is to increase social scenarios or optimize the physical environment; If the motivation dimension goal is not met, the adjustment method is to optimize the reward mechanism or shorten the game segment.

11. The intervention method for children with autism spectrum disorder based on the COM-B model according to claim 1, characterized in that: The intervention is conducted 3-5 times per week, each time lasting 30-40 minutes, for a period of 12 weeks. The duration of the intervention can be adjusted according to the progress of the child with autism spectrum disorder.

12. An intervention device for children with autism spectrum disorder based on the COM-B model, characterized in that: It includes at least one processor; and a memory communicatively connected to at least one of the processors; wherein the memory stores instructions executable by the processor to implement the intervention method for children with autism spectrum disorder based on the COM-B model according to any one of claims 7-11.

13. A computer-readable storage medium, characterized in that: The computer-readable storage medium stores computer instructions that are executed by the computer to implement the intervention method for children with autism spectrum disorder based on the COM-B model according to any one of claims 7-11.

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