LEGO<sup>®</sup>-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention.
Classmates can run LEGO therapy sessions that improve social skills and cut problem behavior for autistic pupils just as well as trained staff.
01Research in Context
What this study did
LLee et al. (2024) ran a school RCT. They split autistic pupils into two groups.
One group got LEGO therapy led by trained staff. The other got LEGO therapy led by non-autistic classmates.
Kids met once a week for 60-minute builds. Teachers rated social and problem behavior before, after, and 90 days later.
What they found
Both groups improved the same amount. Social skills got better. Problem behavior dropped.
Gains stayed strong three months later. Peers ran the club just as well as the experts.
How this fits with other research
Hu et al. (2018) showed the same peer-led LEGO boost in Chinese preschoolers. Their tiny three-child study now has big-RCT backup.
Shabani et al. (2006) first proved LEGO therapy beats regular therapy over three years. LO’s team adds: you don’t need a pro to run it; classmates can do the job.
Peckett et al. (2016) moved LEGO home and saw happier families. LO pulls it back into school and shows peer leaders work there too.
Why it matters
You can train typical peers once and free up staff time. Pick two friendly classmates, give them a short script, and start a lunch-time LEGO club. You get social gains plus new friendships with almost zero cost.
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02At a glance
03Original abstract
<h4>Background</h4>LEGO<sup>®</sup>-based therapy is a social development protocol that uses LEGO<sup>®</sup> activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD).<h4>Objectives</h4>This study aimed to explore the effects of LEGO<sup>®</sup>-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process.<h4>Methods</h4>This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay-Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory.<h4>Results</h4>After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ<sup>2</sup> (5) = 25.905, <i>p</i> < 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days.<h4>Conclusions</h4>The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.
, 2024 · doi:10.3390/brainsci14111114