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Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an
Xiaoyi Hu1, Qunshan Zheng2, Gabrielle T Lee3
1Department of Special Education, Education Research Center for Children with ASD, Faculty of Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China.
Abstract:
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.
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