| Summary: | 碩士 === 國立新竹教育大學 === 人資處教育心理與諮商碩士專班 === 100 === This study aims to explore the effect of LEGO Therapy on conversational ability
for a child with autism.During this collaborative action research, a special education
teacher worked together with the researcher on LEGO Therapy pilot study of 12
autistic and Asperger's children in northern Autism Association,a suitable LEGO
Therapy for autistic children was planed by four groups practical experiences.
Participants included a severely autistic child, two normal children and two teachers
（researcher and special-education teacher）.This action research analysis adopted the
language samples,interviews,observations, the log data collections, and supplemented
by the relevant documents for mutual authentication.
This study has two purposes: （1）Conversational ability of LEGO Therapy
programs ： an easy-to-LEGO bricks as a medium of a child with autism .
（2）The intervention effect：a child with autism in the topic initiation , topic
maintenance and topic termination .
The main findings were as follows：（1）Teachers can enhance conversational ability
of a child with autism with LEGO Therapy.（2）LEGO Therapy has positive improvement
on topic initiation , topic maintenance and topic termination on a child with autism.（3）
After LEGO Therapy,parents and teachers believe study target had significant improvement
in conversational ability and interpersonal relation.
Implications for pedagogy and future research directions are provided.
|
|---|
