Lego Therapy is a social skills intervention that motivates children to work together by dividing the tasks into different roles. One child is the Engineer (describing instructions), another child is the supplier (finds the correct pieces), and another child is the builder (puts the pieces together). This intervention showed a reduction in maladaptive behavior and improvement in their socialization and communication. References
Owens, G., Granader,
Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO ® Therapy and the Social
Use of Language Programme: an evaluation of two social skills interventions for
children with high functioning autism and Asperger syndrome. Journal Of
Autism & Developmental Disorders, 38(10), 1944-1957.
doi:10.1007/s10803-008-0590-6
Stop,
Watch, and Copy is a modeling technique that can be used with any child, but is
particularly useful with children who have a diagnosis of autism or asperger’s
syndrome. Children with autism or
asperger’s often tend to miss social cues which result in them not being able
to exhibit appropriate behaviors in social situations. Not being able to act appropriately in social
situations creates added stress in the life of a child who already is dealing
with the symptoms related to the autism or Aspergers syndrome.
To
implement Stop, Watch, and Copy, you can use visual cue cards (like the one’s
below) or verbally talk with the child about stopping when they enter a social situation, watching what is going on around them, and then copy the behaviors (positive) that they
see other people doing. It is important
that the child can identify the difference between positive and negative
behaviors so that they do not copy the negative behaviors that may be
occurring.
Bellini, S., & Akullian, J. (2007). A
meta-analysis of video modeling and video self-modeling interventions for
children and adolescents with autism spectrum disorders.Exceptional Children,73(3), 264-287.
Charlop-Christy, M. H., Le, L., & Freeman,
K. A. (2000). A comparison of video modeling with in vivo modeling for teaching
children with autism.Journal of autism and
developmental disorders,30(6), 537-552.
Nikopoulos, C. K., & Keenan, M. (2004).
Effects of video modeling on social initiations by children with autism.Journal of Applied Behavior Analysis,37(1), 93-96.
Shipley-Benamou, R., Lutzker, J. R., &
Taubman, M. (2002). Teaching daily living skills to children with autism
through instructional video modeling.Journal of Positive Behavior
Interventions,4(3), 166-177.
The intervention that is used in the video is the 1,2,3 intervention designed to help children with Autism. The intervention helps children learn eye contact, gestures and words. This helps children improve quality of communication and social interaction. The intervention also seeks to help parents reduce stress dealing with lack of communication.
by Kellyn Morlock
Wong, Virgina and Kwan,
Queenie. (December 18, 2009). Randomized Controlled
Trial for Early Intervention
for Autism: A Pilot Study of the Autism 1-2
-3 Project. Journal of Autism & Development
Disorders. 677-688.
