A scoping review of the role of LEGO ® therapy for improving inclusion and social skills among children and youth with autism

Lindsay, Sally; Hounsell, Kara Grace; Cassiani, Celia

doi:10.1016/j.dhjo.2016.10.010

Cited by 55 publications

(43 citation statements)

References 22 publications

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“…Desde el comienzo de la experiencia los mayores logros del uso de Lego se obtienen en la característica socio afectiva, situación que ya había sido observada en niños y niñas con discapacidades físicas, de acuerdo con Cook et al (2011) y también, de acuerdo con Lindsay et al (2017), en niños y niñas autistas en quienes se observaron mejoras en sus habilidades sociales después de la experiencia Lego, y aún para jóvenes estudiantes de Arte y Diseño, como lo afirma Lotts (2016b).…”

Section: Discussionunclassified

“…Varios estudios sobre el papel de la terapia Lego en las habilidades sociales y la inclusión entre niños, niñas y jóvenes con trastorno del espectro autista, muestra al menos una mejora en la comunicación y habilidades sociales, relaciones familiares, y reducciones en el juego individual (Lindsay, Hounsell, & Cassiani, 2017).…”

Section: Logros De Niños Y Niñas De Educación Inicial Mediante El Jueunclassified

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Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Cabrales

Casadiego

Cuervo

et al. 2020

Retos

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El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

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Section: Discussionunclassified

Section: Logros De Niños Y Niñas De Educación Inicial Mediante El Jueunclassified

Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Cabrales

Casadiego

Cuervo

et al. 2020

Retos

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“…It is known that physical exercise [18,19], dancing, outdoor games and sports activities (darts [20], pinball [21], frisbee [22], croquet [23] and bowling [24]), board games and entertainment (UNO [23] and LEGO [25]) have multiply benefits for children with ASD. PA can considerably alleviate the numerous behavioral problems of these children, improve indicators of social interaction and communication, cognitive processes, enhance the physical fitness, formation of motor skills, and quality of life in general.…”

Section: Introductionmentioning

confidence: 99%

The effect of physical activity interventions on development of children with autism spectrum disorder. content-analysis of researches

Боднар

Hamade

2019

PPS

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Background. Heeding the experience of existing research will allow designing future scientific research. This will increase physical activitу (PA), improve physical fitness, maintenance and improvement of health of children with autism spectrum disorders (ASD); assist implementation of inclusion in the educational institutions of the country. Purpose - to analyze the content of physical education programs used in attracting children with autism spectrum disorder to physical activity and to find out domains of indicators that should be investigated. Participants and setting. The analysis of scientific articles for 2000-2019 years was done, 48 publications were selected. Research design. A systematic search for scientific data was conducted, articles that were not related to physical activity were not taken into consideration. The search depth was 3 generations. Data collection. The search of documents was carried out in different databases using keywords «autism», «ASD», «physical activity», «fitness». Articles that studied the effect of different means (lesson programs) on the performance of children with ASD were chosen. More than 100 English-language papers for the last 20 years were analyzed. Data analysis. A content analysis of received data was conducted. The reliability of the differences between the frequency of study of aggregates of indicators was clarified using χ-test. Findings. Scientists, studying the impact of programs of PA on children with ASD, often focus on disruptive behavioral models (31%) of these children and on their indicators of physical fitness and motor skills (35%). Most studies analize the effects of a program using one type of PA. Conclusions. Among the existing research, there is a lack of multidimensional and multimodal programs that would combine effective means of PA. The frequency of communication and cognitive performance research (12% and 10% respectively) significantly (p<0.05) lags behind the research of frequency of physical and behavioral indicators in children with ASD (35% and 31% respectively). there is a lack of research that would study different groups of indicators (physical, cognitive and indicators of problem areas of children with ASD, behavioral and communicative) together.

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“…While the research on diagnosing and managing ASD is still ongoing, few researchers argue that the relationship exists between the ASD symptoms. For example, children with ASD sensory impairments were related to their poor motor competence (Hilton et al, 2010;Liu, 2013) and poor motor competence was related to their social skill deficits (Berkeley et al, 2001;Fournier, Hass, Naik, Lodha, & Cauraugh, 2010;Lindsay, Hounsell, & Cassiani, 2017;MacDonald, Jaszewski, Esposito, & Ulrich, 2011;Pusponegoro et al, 2016). Hilton et al (2010) examined the relationship of 36 high functioning children with ASD social response and their sensory profile.…”

Section: Introductionmentioning

confidence: 99%

Untitled

Liu¹,

Kaarengala²,

Litchke³

2019

JPES

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Motor and social competence are delayed in children with autism spectrum disorder (ASD). Social interaction and functional physical capacity play an important role for developing peer relationships in school settings such as gym, playground, and classroom. Research on the delayed motor competence in relationship to poor social interaction in children with ASD is limited. The purpose of the study was to examine motor competence and social skills functioning in children with ASD. A sample of 23 children diagnosed with ASD participated in the study. Bruininks-Oseretsky Test of Motor Proficiency-II (BOT-2) was used to examine children's motor competence and Autism Social Skill Profile (ASSP) survey was given to parents to assess children's social skills functioning. The descriptive analysis revealed that 87% of the children with ASD were classified as below average or well below average category in BOT-2 suggesting the children with ASD were delayed in motor competence. In addition, 52% of the children were ranked at or below 50th percentile on the ASSP indicating that they had poor social skill functioning. A significant positive correlation was found between BOT-2 and ASSP revealed that children with ASD who performed poorly in BOT-2 also scored low in ASSP. These findings suggest that including fine and gross motor skills in the treatment interventions for children with ASD may improve their health-related wellbeing and maintain positive socialization.

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A scoping review of the role of LEGO ® therapy for improving inclusion and social skills among children and youth with autism

Cited by 55 publications

References 22 publications

Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

The effect of physical activity interventions on development of children with autism spectrum disorder. content-analysis of researches

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