Using Peer-Mediated LEGOA® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting

被引：32
|
作者：
Hu, Xiaoyi [1 ]
Zheng, Qunshan [2 ]
Lee, Gabrielle T. [3 ]
机构：
[1] Beijing Normal Univ, Fac Educ, Dept Special Educ, Educ Res Ctr Children ASD, Rm 408,YingDong Bldg,Xin Jie Kou Wai Da Jie 19, Beijing, Peoples R China
[2] Univ Florida, Sch Psychol & Early Childhood Studies, Sch Special Educ, Anita Zucker Ctr Excellence Early Childhood Studi, Gainesville, FL USA
[3] Western Univ, Fac Educ, Appl Psychol, 1137 Western Rd, London N6G 1G7, England
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2018年 / 48卷 / 07期
关键词：
Autism spectrum disorder; LEGO (R) play; Social skills; Peer mediation; Inclusive education; HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; SKILLS INTERVENTIONS; BEHAVIORS; SIBLINGS; STUDENTS; THERAPY; LEGO(C); YOUTH;
D O I：
10.1007/s10803-018-3502-4
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
The purpose of this study was to examine the effects of a peer-mediated LEGOA (R) 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 LEGOA (R) 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.
引用
收藏
页码：2444 / 2457
页数：14
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