Lego Therapy - Social Skills Intervention for Children with High Functioning Autism & Aspergers Syndrome

by Kalea

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

Using Visual Aid Interventions with ASD students

Social dysfunction or "awkwardness" is often associated with Autism Spectrum Disorders.  Early intervention has been found to be effective with children diagnosed with ASD, although it is not a curable disorder.  Early interventions can include a variety of strategies, but Visual Interventions, such as Social Stories, Social Scripts, Power Card Strategy and 5 Point scales have proven to be most effective in home, school and community setting with ASD children.  Implementation of these skills increase self and social awareness and a competence in social situations.  

References:

Buron, K. D. & Mitzi, C. (2003).  The Incredible 5-Point Scale.  Shawnee Mission, Kansas: Autism Asperger Publishing Co.

Campbell, A. & Tincani, M.  (2011).  The Power Card Strategy: Strength-Based Intervention to Increase Direction Following of Children With Autism Spectrum Disorder.  Journal of Positive Behavior Interventions, 13(4), 240-249.

Gagnon, E. (2001).  Social Stories, Social Scripts and the Power Card Strategy.  Retrieved from: http://www.education.com/print/social-scripts-stories-asperger-ASD/

Using a Problem Solving Hand

The problem solving hand is a simple technique that can be used by children to use in conflict situations. Problem solving techniques are incorporated and supported in many evidence based practices when working with children.  In the schools it addresses academic and behavioral problems by utilizing problem solving.  Schools also incorporate problem solving interventions within their social emotional curricula.   An example where problem solving is core to its evidence based intervention is the RTI (Response to Intervention) curriculum.  Click on the link below demonstrating the use of the problem solving hand.

  References

Joseph, G. E., & Strain, P. S. (2003). Comprehensive Evidence-Based Social—Emotional Curricula for Young Children An Analysis of Efficacious Adoption Potential. Topics in Early Childhood Special Education, 23(2), 62-73.

Knoff, H. M. (2009).  Implementing Response-to-Intervention at the School, District, and State Levels. Little Rock, AR: Project ACHIEVE Press.

Stop, Watch, and Copy: A modeling technique

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.