在融合环境中使用同伴介导的乐高®游戏干预来提高自闭症中国儿童的社交互动。
Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting.
机构信息
Department 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.
Anita Zucker Center for Excellence in Early Childhood Studies, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, FL, USA.
出版信息
J Autism Dev Disord. 2018 Jul;48(7):2444-2457. doi: 10.1007/s10803-018-3502-4.
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.
本研究旨在考察同伴介导的乐高®游戏干预对中国融合学前环境中自闭症儿童社会技能的影响。三名自闭症儿童和 13 名普通发展儿童参与了本研究。采用跨参与者的多个探针设计。干预包括将乐高®建构活动与同伴介导策略相结合，针对一名自闭症儿童和两名普通发展同伴进行。每周进行两次干预课程，每个参与者共进行 28-31 次。结果表明，干预完成后，所有三名自闭症儿童的社会发起和反应都有所增加。社会有效性也得到了证实。
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