Building Blocks: Analysis of a Social Skills LEGO Intervention for Children With Autism Spectrum Disorder

• In Event: Identifying, Assessing, and Teaching Students With Autism

Abstract

The purpose of this qualitative study is to investigate a non-clinical LEGO™-based social skills intervention for children aged 7-12 with autism spectrum disorder (ASD) to identify the most important and effective components of the intervention. The researchers conducted observations of the intervention and conducted semi-structured interviews with staff and parents. The data was coded using Atlas.ti software and analyzed using three cycles of analysis. An analysis of the data revealed four themes that contributed to the success of the LEGO™ program: (1) instruction, (2) interest-base, (3) play-based learning, and (4) structure of program. The researchers theorize that the four components identified, when applied together, represent the most salient explanation for the effectiveness of the intervention.

Authors

• Jeffrey W. H. MacCormack, Queen's University - Kingston

• Ian Alexander Matheson, Queen's University