Centre d'Information et de documentation du CRA Rhône-Alpes
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LEGO® Based Therapy / Daniel B. LEGOFF
Titre : LEGO® Based Therapy Type de document : Texte imprimé et/ou numérique Auteurs : Daniel B. LEGOFF, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; G.W. KRAUSS, Auteur ; Simon BARON-COHEN, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2014 Importance : 144 p. Format : 14cm x 21,5cm x 0,9cm ISBN/ISSN/EAN : 978-1-84905-537-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : LEGO® Index. décimale : ALT-B ALT-B - Autres Approches - Médiation - Thérapies par le jeu Résumé : This complete guide to LEGO® Therapy contains everything you need to know in order to set up and run a LEGO® Club for children with autism spectrum disorders or related social communication difficulties and anxiety conditions.
By providing a joint interest and goal, LEGO® building can become a medium for social development such as sharing, turn-taking, making eye-contact, and following social rules. This book outlines the theory and research base of the approach and gives advice on all practical considerations including space, the physical layout of the room and choosing and maintaining materials, as well as strategies for managing behaviour, further skill development, and how to assess progress.
Written by the pioneer of the approach alongside those who helped form it through their research and evaluation, this evidence-based manual is essential reading for professionals working with autism who are interested in running a LEGO® Club or learning more about the therapy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 LEGO® Based Therapy [Texte imprimé et/ou numérique] / Daniel B. LEGOFF, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; G.W. KRAUSS, Auteur ; Simon BARON-COHEN, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2014 . - 144 p. ; 14cm x 21,5cm x 0,9cm.
ISBN : 978-1-84905-537-6
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : LEGO® Index. décimale : ALT-B ALT-B - Autres Approches - Médiation - Thérapies par le jeu Résumé : This complete guide to LEGO® Therapy contains everything you need to know in order to set up and run a LEGO® Club for children with autism spectrum disorders or related social communication difficulties and anxiety conditions.
By providing a joint interest and goal, LEGO® building can become a medium for social development such as sharing, turn-taking, making eye-contact, and following social rules. This book outlines the theory and research base of the approach and gives advice on all practical considerations including space, the physical layout of the room and choosing and maintaining materials, as well as strategies for managing behaviour, further skill development, and how to assess progress.
Written by the pioneer of the approach alongside those who helped form it through their research and evaluation, this evidence-based manual is essential reading for professionals working with autism who are interested in running a LEGO® Club or learning more about the therapy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0003390 ALT-B LEG Livre Centre d'Information et de Documentation du CRA Rhône-Alpes ALT - Thérapies à Médiation / Alternatives Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Autismes GEPNER, Bruno Les techniques d'apprentissage du comportement verbal LYNCH BARBERA, Mary Laisse-moi jouer, j'apprends ! DRUART, Delphine Les pictogrammes : Parce qu'une image vaut mille mots LE GOUILL, Anne-Marie Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities GRANT, Robert Jason Play-Based Interventions for Children and Adolescents with Autism Spectrum Disorders GALLO-LOPEZ, Loretta A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education / Amy BARR in Autism Research, 15-7 (July 2022)
[article]
Titre : A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education Type de document : Texte imprimé et/ou numérique Auteurs : Amy BARR, Auteur ; Elizabeth COATES, Auteur ; Ellen KINGSLEY, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Katie BIGGS, Auteur ; Ann LE COUTEUR, Auteur ; Barry WRIGHT, Auteur Article en page(s) : p.1237-1248 Langues : Anglais (eng) Mots-clés : Lego® autism play brick therapy qualitative research questionnaires social communication Index. décimale : PER Périodiques Résumé : Many autistic children and young people need extra support with social skills. Social skills programmes, such as LEGO® based therapy (LBT), are commonly used to help with these difficulties. The aim of this study was to examine the acceptability of LBT using qualitative interviews and questionnaires with facilitators and parents/guardians on behalf of autistic children and young people. Acceptability was measured in line with constructs of the Theoretical Framework of Acceptability. Questionnaires were analyzed descriptively and between group comparisons were undertaken using the Mann-Whitney U Test. Telephone interviews were undertaken with a sub-sample of facilitators. All interviews were recorded, transcribed verbatim, and framework analysis was performed by two researchers supported by NVivo. The questionnaire response rate was 80% for facilitators and 77% for parents/guardians. Overall acceptability, measured on a 1-5 (minimum-maximum) scale, was high for both facilitators and parents/guardians with a median (range) of 5 (4-5) and 4 (3-5), respectively. Facilitators rated the acceptability of the programme significantly higher overall than parents (p 0.001). Facilitators reported that participants and wider school staff viewed the programme positively. They observed improvements in communication and social skills during the sessions. Potential barriers to programme delivery, such as resources and staff schedules, were identified but facilitators reported that these challenges did not outweigh the benefits. There is increasing emphasis on the role of schools in seeking to improve social outcomes for autistic children therefore this high degree of acceptability makes this an attractive school-based programme for schools, autistic children and their families. LAY SUMMARY: Social skills programmes, such as LEGO® based therapy (LBT), are often used to help autistic children and young people with their social skills. The acceptability of LBT with school staff and parents/guardians on behalf of children and young people was explored using interviews and questionnaires. Our results show that LBT is viewed as a highly acceptable programme that can help autistic children and young people improve their communication and social skills. En ligne : http://dx.doi.org/10.1002/aur.2725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Autism Research > 15-7 (July 2022) . - p.1237-1248[article] A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education [Texte imprimé et/ou numérique] / Amy BARR, Auteur ; Elizabeth COATES, Auteur ; Ellen KINGSLEY, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Katie BIGGS, Auteur ; Ann LE COUTEUR, Auteur ; Barry WRIGHT, Auteur . - p.1237-1248.
Langues : Anglais (eng)
in Autism Research > 15-7 (July 2022) . - p.1237-1248
Mots-clés : Lego® autism play brick therapy qualitative research questionnaires social communication Index. décimale : PER Périodiques Résumé : Many autistic children and young people need extra support with social skills. Social skills programmes, such as LEGO® based therapy (LBT), are commonly used to help with these difficulties. The aim of this study was to examine the acceptability of LBT using qualitative interviews and questionnaires with facilitators and parents/guardians on behalf of autistic children and young people. Acceptability was measured in line with constructs of the Theoretical Framework of Acceptability. Questionnaires were analyzed descriptively and between group comparisons were undertaken using the Mann-Whitney U Test. Telephone interviews were undertaken with a sub-sample of facilitators. All interviews were recorded, transcribed verbatim, and framework analysis was performed by two researchers supported by NVivo. The questionnaire response rate was 80% for facilitators and 77% for parents/guardians. Overall acceptability, measured on a 1-5 (minimum-maximum) scale, was high for both facilitators and parents/guardians with a median (range) of 5 (4-5) and 4 (3-5), respectively. Facilitators rated the acceptability of the programme significantly higher overall than parents (p 0.001). Facilitators reported that participants and wider school staff viewed the programme positively. They observed improvements in communication and social skills during the sessions. Potential barriers to programme delivery, such as resources and staff schedules, were identified but facilitators reported that these challenges did not outweigh the benefits. There is increasing emphasis on the role of schools in seeking to improve social outcomes for autistic children therefore this high degree of acceptability makes this an attractive school-based programme for schools, autistic children and their families. LAY SUMMARY: Social skills programmes, such as LEGO® based therapy (LBT), are often used to help autistic children and young people with their social skills. The acceptability of LBT with school staff and parents/guardians on behalf of children and young people was explored using interviews and questionnaires. Our results show that LBT is viewed as a highly acceptable programme that can help autistic children and young people improve their communication and social skills. En ligne : http://dx.doi.org/10.1002/aur.2725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476