Journal of Autism and Developmental Disorders (2018) 48:2444–2457 https://doi.org/10.1007/s10803-018-3502-4

ORIGINAL PAPER

Using Peer-Mediated LEGOreg; Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting

利用同伴介导的乐高游戏干预提高孤独症儿童的社会交往 能力

Xiaoyi Hu1 · Qunshan Zheng2 · Gabrielle T. Lee3

Published online: 16 February 2018

copy; Springer Science Business Media, LLC, part of Springer Nature 2018

Abstract

The purpose of this study was to examine the effects of a peer-mediated LEGOreg; 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 LEGOreg; con- struction 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.

本研究的目的是检查同伴介导的乐高reg;游戏干预对改善社 会技能的儿童在中国的综合性学龄前儿童的社会技能。三名患有ASD的男孩和13名典型的发育中的儿童参与了这项研究。使用跨参与者设计的多探针。干预包括乐高reg; 建设活动与同侪介导的策略与一个孩子的ASD和两个典型的发展同行。干预会议每周进行两次会议，每个参与者总共有28到31次会议。结果表明，三名ASD儿童在完成干预后增加了社交启动和反应。并获得社会效度。

Keywords: Autism spectrum disorder · LEGOreg; play · Social skills · Peer mediation · Inclusive education

自闭症谱系障碍 乐高活动 社交技能 同伴介入式干预

Introduction

介绍

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication impair- ments and by restricted interests and repetitive behaviors (American Psychiatric Association 2013). One of the most prominent characteristics of ASD consists of difficulties in social communications, such as initiating or responding dur- ing a conversation as well as sustaining interactions with others appropriately in social situations (Koegel et al. 2008;

Rao et al. 2008; White et al. 2007). Many children with ASD frequently experience social isolation from peers and tend not to engage in reciprocal interactions despite being in an inclusive environment (McConnell 2002; Rotheram-Fuller et al. 2010). The lack of appropriate social skills further inhibits the development of positive relationships with peers throughout the school years (Laushey and Heflin 2000). Findings of social skills groups also indicate that children with ASD do not automatically engage in social interac- tions with other children in a group setting unless social skills are specifically targeted (Banda et al. 2010; Wichnick et al. 2010). Social deficits inherent in children with ASD adversely affect their interactions with peers, rendering inclusion difficult and challenging to education practitioners. It is necessary to take advantage of inclusion and develop social skills interventions to facilitate appropriate social interactions for children with ASD. Such interventions may also begin early on in order to maximize social inclusion and acceptance in later years.

孤独症谱系障碍（ASD）是一种神经发育障碍，其特征是社会传播障碍和受限制的兴趣和重复行为（美国精神病学协会2013）。ASD的一个最突出的特点是社会交往中的困难，例如在谈话中发起或响应，以及在社交场合中适当地与他人保持互动（Keigelet et al.2008； Rao et al. 2008; White et al. 2007）。许多患有ASD的儿童经常经历来自同龄人的社会隔离，尽管处于包容性的环境中，他们往往不参与互惠互动（麦康奈尔2002；Rotheram Fuller et al.2010）。缺乏适当的社会技能，进一步抑制了积极的关系，发展与同龄人在整个学年（(Laushey 和 Heflin 2000）。社会技能组的调查结果还表明，ASD儿童不自动参与社会互动与其他儿童在一组设置，除非社会技能是特别针对（Banda et al. 2010; Wichnick et al. 2010）。社会缺陷固有的儿童ASD 不利地影响他们与同龄人的互动，使纳入困难和挑战的教育从业者。有必要利用纳入和发展社会技能干预，以促进适当的社会交往的儿童ASD。这种干预也可以在早期开始，以便在随后的几年中最大化社会包容和接受。

Peer-mediated intervention (PMI) is one evidence-based practice used to increase increasing social interactions between children with ASD and typically developing peers (Chan et al. 2009; Chang and Locke 2016; Ganz and Flores 2008; Wang et al. 2013; Watkins et al. 2015; Wong et al. 2015). In PMI, typically developing peers are trained to initi- ate and respond to social interactions to the children in ques- tion through various types of daily activities. Because PMI closely resembles daily activities in natural contexts, this type of intervention is particularly well suited for inclusive classrooms and has the potential to promote maintenance and generalization of acquired social skills (Hemmeter 2000; Trembath et al. 2009). Effective strategies used in PMI to improve social skills for children with ASD typically include the strategies derived from the principles of applied behavior analysis (ABA), such as modeling, prompting, reinforcing appropriate social behaviors (Oppenheim-Leaf et al. 2012; Trembath et al. 2009; Watkins et al. 2015), peer pivotal response training (Pierce and Schreibman 1995, 1997), and peer incidental teaching (McGee et al. 1992, 1999). Thus, it is essential to include ABA principles to guide interventions for individuals with ASD (Wong et al. 2015).

同侪介导的干预（PMI）是一种基于证据的实践，用于增 加与ASD儿童和典型的发展中的同伴

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