I-SOCIALISE: Results from a Cluster Randomised Controlled Trial Investigating the Social Competence and Isolation of Children with Autism Taking Part in LEGO® Based Therapy ('Play Brick Therapy') Clubs in School Environments

Autor/inn/en	Wright, Barry; Kingsley, Ellen; Cooper, Cindy; Biggs, Katie; Bursnall, Matthew; Wang, Han-I; Chater, Tim; Coates, Elizabeth; Teare, M. Dawn; McKendrick, Kirsty; Gomez de la Cuesta, Gina; Barr, Amy; Solaiman, Kiera; Packham, Anna; Marshall, David; Varley, Danielle; Nekooi, Roshanak; Parrott, Steve; Ali, Shehzad; Gilbody, Simon; Le Couteur, Ann
Titel	I-SOCIALISE: Results from a Cluster Randomised Controlled Trial Investigating the Social Competence and Isolation of Children with Autism Taking Part in LEGO® Based Therapy ('Play Brick Therapy') Clubs in School Environments
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 8, S.2281-2294 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Barry) ORCID (Kingsley, Ellen) ORCID (Marshall, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613231159699
Schlagwörter	Interpersonal Relationship; Friendship; Interpersonal Competence; Social Isolation; Children; Autism Spectrum Disorders; Play Therapy; Clubs; Group Activities; Peer Relationship; Manipulative Materials; Skill Development; Program Effectiveness; Early Adolescents; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Interpersonale Kompetenz; Soziale Isolation; Child; Kind; Kinder; Autism; Autismus; Spieltherapie; Club; Klub; Gruppenaktivität; Peer-Beziehungen; Hilfsmittel; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland
Abstract	Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12 weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20 weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p = 0.06, 95% confidence interval: -0.16, 7.63) and 1.68 (p = 0.43, 95% confidence interval: -2.51, 5.87) at 20 and 52 weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20 weeks but not 52 weeks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01