I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2281-2294 Titre : I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Ellen KINGSLEY, Auteur ; Cindy COOPER, Auteur ; Katie BIGGS, Auteur ; Matthew BURSNALL, Auteur ; Han-I- WANG, Auteur ; Tim CHATER, Auteur ; Elizabeth COATES, Auteur ; M Dawn TEARE, Auteur ; Kirsty MCKENDRICK, Auteur ; Gina GOMEZ DE LA CUESTA, Auteur ; Amy BARR, Auteur ; Kiera SOLAIMAN, Auteur ; Anna PACKHAM, Auteur ; David MARSHALL, Auteur ; Danielle VARLEY, Auteur ; Roshanak NEKOOI, Auteur ; Steve PARROTT, Auteur ; Shehzad ALI, Auteur ; Simon GILBODY, Auteur ; Ann LE COUTEUR, Auteur . - p.2281-2294. in Autism > 27-8 (November 2023) . - p.2281-2294 Mots-clés : ASD  autism  child mental health  LEGO® based therapy  school-based Index. décimale : PER Périodiques Résumé : Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7-15 comparing 12?weeks' LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017-2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20?weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p?=?0.06, 95% confidence interval: ?0.16, 7.63) and 1.68 (p?=?0.43, 95% confidence interval: ?2.51, 5.87) at 20 and 52?weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15-0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20?weeks but not 52?weeks.Lay abstractAutism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12?weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher?s questionnaire answers about the children and young people?s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy. En ligne : http://dx.doi.org/10.1177/13623613231159699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

LEGO® Based Therapy / Daniel B. LEGOFF

Public ISBD 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 :

Les techniques d'apprentissage du comportement verbal	LYNCH BARBERA, Mary
Behavioral Issues in Autism	SCHOPLER, Eric
Laisse-moi jouer, j'apprends !	DRUART, Delphine
Jeu et temporalité dans les apprentissages	AUZOU-CAILLEMENT, Thérèse
Jeu et développement chez le jeune enfant	SHERIDAN, Mary D.
Play-Based Interventions for Autism Spectrum Disorder and Other Developmental Disabilities	GRANT, Robert Jason

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)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1237-1248 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 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 [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 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

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