An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder

Autor/inn/en	MacCormack, Jeffrey W. H.; Matheson, Ian A.; Hutchinson, Nancy L.
Titel	An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder
Quelle	In: Exceptionality Education International, 25 (2015) 3, S.13-32 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	Social Development; Skill Development; Autism; Pervasive Developmental Disorders; Community Programs; Preadolescents; Children; Play; Peer Relationship; Sibling Relationship; Observation; Interviews; Parent Attitudes; Childhood Attitudes; Intervention; Socialization; Toys; Mothers; Models; Program Effectiveness; Teaching Methods; Student Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Autismus; Pre-adolescence; Präadoleszenz; Child; Kind; Kinder; Spiel; Peer-Beziehungen; Sibling relations; Geschwisterbeziehung; Beobachtung; Interviewing; Interviewtechnik; Elternverhalten; Socialisation; Sozialisation; Toy; Spielzeug; Mother; Mutter; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Kanada
Abstract	Clinical interventions have been effective at increasing social skills of youth with autism spectrum disorder (ASD). However, generalization of those skills to non-clinical environments is often low. To reduce this generalization gap, community-based programs have been designed to help youth develop social skills in naturalistic settings. This paper describes a community-based social-skills intervention for youths with ASD aged 7-12, which was designed to build on the findings of a previous study. In this program, youths with ASD co-operated with siblings and peers in structured and unstructured play over the course of four weeks. The researchers conducted extensive observations of the play by the youths and conducted interviews with the youths with ASD, their parents, and program staff. Both in our observations and in the perceptions of the parents, the youths with ASD increased their play and socialization. Using Vygotsky's (1978) socio-cultural theory as a guiding framework, we describe the components of this intervention that contributed to the changes observed in the youths' play and social interactions. We developed a model that includes components of instruction, interest, play- based learning, and the structure of program, and which provides an explanation of intervention effectiveness to be explored in future research. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01