The effect of parent-mediated LEGO® play intervention on the social interaction levels of children with autism

This study investigated the effectiveness of a parent-mediated LEGO® Play Intervention on the social interaction behaviors of preschool children with autism spectrum disorder (ASD). The study included three children aged 3 to 5 years diagnosed with ASD and their mothers. A multiple probe design across participants was used to examine changes in initiating and responding to social interaction, as well as reductions in inappropriate social behaviors. To assess the effects of the intervention on social interaction behaviors, the Social Interaction Assessment Tool (SEDA), which is the Turkish version of the Interactional Assessment section of the Autism Screening Instrument for Educational Planning – Third Edition (ASIEP-3), was used. Additionally, the Gilliam Autism Rating Scale–Second Edition Turkish Version (GARS-2-TV) measured autism symptoms, and the PICCOLO Parenting Interactions with Children: Checklist of Observations Linked to Outcomes Turkish Version checklist evaluated parent-child interactions. All tools were administered as pre- and post-tests. Follow-up sessions were conducted to assess maintenance, and generalization data were collected. Results showed increased social initiations and responses, decreased inappropriate behaviors, and sustained improvements over time. Gains generalized across different partners and play materials. Children also exhibited longer attention spans, more cooperative play, and improved interactions with parents. High procedural fidelity and interobserver reliability were achieved. PICCOLO findings indicated growth in emotional support, responsiveness, encouragement, and teaching, while GARS-2-TV scores reflected a decrease in autism-related symptoms, especially in the Autism Index. The SEDA based assessment confirmed more frequent social interactions and less non-responsiveness. Social validity findings showed that both mothers and teachers viewed the intervention as enjoyable, sustainable, practical, and effective. In conclusion, the parent-mediated LEGO® Play Intervention is an effective and socially acceptable approach to supporting social interaction, attention, and play behaviors in preschool children with ASD. KEYWORDS: Autism spectrum disorder, Social interaction, LEGO® play intervention, Parent-mediated intervention, Preschool