Improving Social Interactions for Young Children on the Autism Spectrum through Parent-Mediated LEGO Play Activities

Autor/inn/en	Lee, Gabrielle T.; Jiang, Yitong; Hu, Xiaoyi
Titel	Improving Social Interactions for Young Children on the Autism Spectrum through Parent-Mediated LEGO Play Activities
Quelle	In: Remedial and Special Education, 44 (2023) 6, S.457-468 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Gabrielle T.) ORCID (Hu, Xiaoyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221147699
Schlagwörter	Interpersonal Relationship; Interaction; Autism Spectrum Disorders; Young Children; Manipulative Materials; Toys; Play; Parent Child Relationship; Program Effectiveness; Responses; Behavior Change; Cues; Parent Role; Foreign Countries; China; Wechsler Preschool and Primary Scale of Intelligence; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Autism; Autismus; Frühe Kindheit; Hilfsmittel; Toy; Spielzeug; Spiel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Stichwort; Parental role; Elternrolle; Ausland
Abstract	Given the impact of the global COVID-19 pandemic on children's schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a parent-mediated LEGO intervention on the social interactions of four children on the autism spectrum in China. The intervention involved four sets of two parents engaging with their child in collaborative LEGO construction, with each person assigned a role as Engineer, Supplier, or Builder. Using a multiple probe design across the four family triads, the intervention effectively increased spontaneous social initiations and responses in all four children, and these behaviors were maintained for 6 weeks following the intervention. The effect on inappropriate interactions was not detected; parental prompts increased in initial intervention sessions but decreased over time. Parents implemented the intervention at home with high fidelity. Efficacy of the intervention and potential benefits of virtual parent training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01