Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting
- 1.3k Downloads
The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28–31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained.
KeywordsAutism spectrum disorder LEGO® play Social skills Peer mediation Inclusive education
This research was supported by 2016 Comprehensive Discipline Construction Fund, Faculty of Education, Beijing Normal University.
XH conceived of the study, participated in the design and coordination and drafted part of the manuscript. QZ conceived of the study, participated in the design and coordination and analyzed the data. GTL analyzed and interpreted the data, drafted part of the manuscript, and revised the entire manuscript critically. All authors read and approved the final manuscript.
Compliance with Ethical Standards
Conflict of interest
All authors involved in this study do not have any interests that might be interpreted as influencing the research.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all participants (teachers, children and their parents) included in the study.
- Baron-Cohen, S., De La Cuesta, G. G., LeGoff, D. B., & Krauss, G. W. (2014). LEGO®-based therapy: How to build social competence through LEGO®-Based Clubs for children with autism and related conditions. Philadelphia, PA: Jessica Kingsley Publishers.Google Scholar
- Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876–889. https://doi.org/10.1016/j.rasd.2009.04.003.CrossRefGoogle Scholar
- Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capacities in children with language delays. New York: Allyn & Bacon.Google Scholar
- Huskens, B., Palmen, A., Van der Werff, M., Lourens, T., & Barakova, E. (2015). Improving collaborative play between children with autism spectrum disorders and their siblings: The effectiveness of a robot-mediated intervention based on Lego® therapy. Journal of Autism and Developmental Disorders, 45(11), 3746–3755. https://doi.org/10.1007/s10803-014-2326-0.CrossRefPubMedGoogle Scholar
- Kennedy, C. H. (2005). Single-case designs for educational research. New York: Allyn and.Google Scholar
- Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008). Naturalistic behavioral approaches to treatment. In K. Chawarska, A. Klin & F. R. Volkmar (Eds.), Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment (pp. 207–242). New York: Guilford Press.Google Scholar
- Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220–227. https://doi.org/10.1177/1098300712437042.CrossRefPubMedPubMedCentralGoogle Scholar
- Koegel, R. L., & Koegel, L. K. (Eds.). (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 17–32). Baltimore, MD: Brookes Publishing.Google Scholar
- Kratochwill, T. R., Hitchock, J., Horner, R. H., Levin, J. R., Odom, S. L.… Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: https://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.
- Li, Y. Q., Zhang, H. C., & Zhu, J. J. (2011). Wei shi er tong zhi li liang biao di 4 ban (zhong wen ban) liu fen ce yan jian ban ji qi zai zhi li can ji ping ding zhong de zuo yong [Subtests Short Form of Wechsler Intelligence Scale for Children Fourth Edition-Chinese in Assessment of Intellectual Disabilities]. Zhongguo kang fu li lun yu shi jian, 17(12), 1101–1104.Google Scholar
- Lu, J. P., Yang, Z. W., Shu, M. Y., & Su, L. Y. (2004). Er tong gu du zheng liang biao ping ding de xin du, xiao du fen xi [Reliability, validity analysis of the childhood autism rating scale]. Zhongguo xian dai yi xue za zhi, 13, 119–121.Google Scholar
- McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372. https://doi.org/10.1023/A:1020537805154.CrossRefPubMedGoogle Scholar
- Oppenheim-Leaf, M. L., Leaf, J. B., Dozier, C., Sheldon, J. B., & Sherman, J. A. (2012). Teaching typically developing children to promote social play with their siblings with autism. Research in Autism Spectrum Disorders, 6(2), 777–791. https://doi.org/10.1016/j.rasd.2011.10.010.CrossRefGoogle Scholar
- Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944. https://doi.org/10.1007/s10803-008-0590-6.CrossRefPubMedGoogle Scholar
- Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160. https://doi.org/10.1901/jaba.1997.30-157.CrossRefPubMedPubMedCentralGoogle Scholar
- Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353–361. https://doi.org/10.1007/s10803-007-0402-4.CrossRefPubMedGoogle Scholar
- Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11), 1227–1234. https://doi.org/10.1111/j.1469-7610.2010.02289.x.CrossRefPubMedPubMedCentralGoogle Scholar
- Schopler, E., Van Bourgondien, M. E., Wellman, G. J., & Love, S. R. (2010). Childhood autism rating scale, (2nd edn). Torrance, CA: Western Psychological Services.Google Scholar
- Wang, S. Y., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43(7), 1701–1716. https://doi.org/10.1007/s10803-012-1726-2.CrossRefPubMedGoogle Scholar
- Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083. https://doi.org/10.1007/s10803-014-2264-x.CrossRefPubMedGoogle Scholar
- Wechsler, D. (2012). Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition. San Antonio, TX: Pearson Assessments.Google Scholar
- Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefPubMedGoogle Scholar