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首页> 外文OA文献 >LEGO Therapy and social competence: an exploration of parental and teacher perceptions of LEGO-Based Therapy with pupils diagnosed with Autism Spectrum Disorder (ASD)
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LEGO Therapy and social competence: an exploration of parental and teacher perceptions of LEGO-Based Therapy with pupils diagnosed with Autism Spectrum Disorder (ASD)

机译：乐高疗法和社会能力：对父母和老师对以诊断为自闭症谱系障碍（ASD）的学生为基础的乐高疗法的认识

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摘要

This study aimed to explore the perceptions of teachers and parents of LEGO-Based Therapy by implementing a mixed-methods approach. Four LEGO-Based Therapy groups were established in three educational provisions, with the aim of facilitating the social competence skills of 13 pupils (aged 7:9 years – 12:6 years) with a diagnosis of Autism Spectrum Disorder. Six teachers and seven parents were convenience sampled to partake in the research. School staff completed the Gilliam Autism Rating Scale, 2nd Edition (GARS-2) to measure the pupils’ social interaction and communication skills pre and post intervention. Statistical analysis of the GARS-2 did not demonstrate a significant effect of intervention over time. Parents’ perceptions of the intervention were collected using individual, semi-structured interviews. Teachers’ perceptions of the intervention were collected using a staff focus group. Two thematic analyses were completed on the qualitative data provided by parents and staff and a number of themes were identified. The results suggested that there were some differences between the views of teachers and parents. Teachers perceived there had been a domain-specific improvement in social competence skills when engaging with LEGO materials, but noted a lack of generalisation of skills from therapeutic to non-therapeutic contexts. Parents perceived an increased interest in LEGO materials as well as improved communication and initiation of interaction at home, suggesting that an element of skill generalisation had been achieved. The results are discussed with reference to the relevant research and implications for future research and practice are summarised.
机译：这项研究旨在通过实施混合方法来探索基于乐高疗法的老师和家长的看法。在三个教育规定中建立了四个基于乐高的治疗小组，目的是帮助诊断患有自闭症谱系障碍的13名学生（年龄7：9岁至12：6岁）的社交能力。为方便研究，抽取了六名教师和七名父母参加研究。学校工作人员完成了Gilliam自闭症评定量表第二版（GARS-2），以测量学生干预前后的社交互动和沟通能力。 GARS-2的统计分析并未显示出随时间推移干预的显着效果。父母对干预的看法是通过单独的半结构化访谈收集的。教师通过员工焦点小组收集了他们对干预的看法。根据父母和工作人员提供的定性数据完成了两个主题分析，并确定了多个主题。结果表明，教师和家长的观点之间存在一些差异。教师认为与乐高材料互动时，社交能力技能有了特定领域的提高，但注意到从治疗到非治疗的背景下技能缺乏普遍性。父母意识到对乐高积木材料的兴趣增加，并且在家中改善了沟通和互动的开始，这表明已经实现了技能综合的要素。结合相关研究讨论了结果，并总结了对未来研究和实践的意义。

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    Griffiths Caryl;

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  • 年度 2016
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