Abstract
ABSTRACT Objective: to analyze the effects of LEGO® therapy as an intervention for autism spectrum disorder through an integrative literature review. Methods: the study included a search of electronic databases, and nine empirical studies and three books, detailing the intervention method, were selected. Results: the studies identified quantifiable improvements in social behavior and language/communication after LEGO® therapy. Conclusion: LEGO® therapy is an intervention that favors motivation, interaction, and teamwork using a material that allows a variety of strategies, which have shown proven positive effects on the development of children with ASD.
Highlights
The term “autism” was introduced to the scientific community by Eugene Bleuler in 1911
An online search was performed on articles indexed in the following electronic databases: Scientific Electronic Library Online (SciELO), PubMed, PsycINFO, Latin American and Caribbean Health Science Literature (Lilacs) and Google Scholar
The results of this study showed that the quantitative scales used met with a positive response from guardians and teachers, and improvementswere noted in the development of social communication, social skills, and language in 6 months of intervention
Summary
The term “autism” was introduced to the scientific community by Eugene Bleuler in 1911. The earliest research on autism can be traced to the studies of Leo Kanner[1,2,3] and Hans Asperger[1,2,3] These authors described children who presented difficulties in forming and maintaining relationships, communicative commitment, intense interests, and motor skills, isolation, repetitive and stereotyped behavior, and delayed development[1,2,3,4,5]. Whitman[5] specified that individuals with ASD present sensory processing disorders, with difficulties in gross and fine motor skills. They present dyspraxia and difficulties in speech and language. Stereotyped movements and changes in cognitive and executive functions may be present in these individuals[2,5]
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