Effects of a Family-Implemented LEGO Intervention on Social Interactions for Children on the Autism Spectrum in China

Abstract

The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6–7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use effective teaching strategies in structured LEGO play activities to engage in interactions with their children. Results indicated that all four children’s spontaneous social initiations and responses were improved and maintained for at least 7 weeks following completion of the intervention. Increased social initiations and responses were generalized to family activities and free play at home.