Bell, Linda and Connelly, Vincent and Grünke, Matthias and Schulden, Matthias (2023) The effects of a LEGO® intervention on the writing performance of seventh graders with special needs. Insights into learning disabilities, 20 (1). pp. 27-36. ISSN 1949-1212

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In this pilot single-case study, we evaluated the effects of using LEGO® as a tool for students identified with disabilities to improve their expressive writing performance. We applied a simple ABA reversal design to test whether the intervention was effective with four seventh graders. Social validity data were also obtained. Findings indicate that all four participants received a substantial benefit from playing with LEGO® as they tried to come up with ideas for their essays. The length of texts considerably increased once they started using LEGO® materials. Social validity feedback from the students suggests that, overall, they held a positive view of the intervention, but they also voiced some critical opinions. This paper ends with a discussion of limitations and possible further extensions to the novel approach presented.

Item Type: Article
Uncontrolled Keywords: Toys, Intervention, Writing Achievement, Grade 7, Special Needs Students, Speech Impairments, Foreign Countries, Autism Spectrum Disorders, Learning Disabilities, Play, Writing (Composition)
Subjects: Social sciences > Education
Divisions: School of Educational and Social Sciences > Department of Special Needs Education and Rehabilitation
Date Deposited: 21 Mar 2024 10:29
Last Modified: 21 Mar 2024 10:29
URN: urn:nbn:de:gbv:715-oops-64088

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