A Study of Applying LEGO Play to Promote Social Skills in Children with Interpersonal Difficulties

• Main Authors: Shih-Yun Chang, 張世芸
• Other Authors: 曾文志
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/16558026247571863070

碩士 === 國立新竹教育大學 === 教育心理與諮商碩士學位在職進修專班 === 102 === The purposes of this study were to investigate the effects of LEGO Play on promoting the elementary school children’s social skills. A-B design in single-subject research was used in the study. The independent variable was the LEGO Play; the dependent variable was the social skills, represented by the increase of three target behaviors in terms of frequency and intensity. The target behaviors included working together, responding positive, and communicating expression. Data were collected via videotaping and analyzed by visual analysis, simplified time-series analysis, and effect size analysis. The social skill behaviors and characters scale for elementary and junior school(SSBCS) are administered to evaluate the subjects’ social skills before and after the experiment. The major findings of this study were as follows: 1. LEGO play provides immediate guidance effect on promoting whole social skills of the 5rd grades elementary school student with poor peer relationship. 2. LEGO play provides immediate guidance effect on promoting working together, responding positive, and communicating expression to the subject. 3. LEGO play can promote the interpersonal related behavior of SSBCS of 5rd grades elementary school student with interpersonal difficulties. 4. A 5rd grades elementary school student in the LEGO play needs at least 600 bricks. As follow results above, researcher proposed conclusion, and gave suggestions for educator and further research.