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.
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。
