1. Lucy Prosser, Speech and Language Therapist, St Anthony’s School
Lego® based therapy
USING LEGO® TO DEVELOP LANGUAGE AND SOCIAL INTERACTION SKILLS
Lucy Prosser, Speech and Language Therapist, St Anthony’s School

2. Aims of workshop
At the end of the workshop you will:
Have a better understanding of the rationale and research behind LEGO - based therapy
Know what a LEGO - based therapy session looks like
Have ideas about how LEGO – based therapy can be adapted to different levels of ability
Have had a go!

3. Activity one
In groups of 3 build a model using the LEGO on your table.
Did you manage to build a model?
How did you decide what to build?
Did you take on any roles – were some people more involved than others?

4. Introduction: history and rationale
Dr Daniel B LeGoff (paediatric neuropsychologist) mid 1990s in USA
Originally devised for children with Asperger’s syndrome and high functioning ASD
Devised to develop interaction through
Sharing
Turn taking
Making eye contact
Following social rules
Using greetings and names

5. Evidence base 3 outcome studies:
LeGoff (2004) N=47, LeGoff and Sherman, 2006, N= 60, Cambridge Autism Research Centre (2008) N=31
Research focused on the impact of LEGO therapy on social interaction and autistic behaviours
Results showed statistically significant and meaningful improvements over time and in comparison to other forms of intervention (including SULP).

6. Why does it work?
‘The best kind of therapy is when it’s so much fun that the child doesn’t know it’s happening. LEGO-based therapy fits that bill.’ Lynn Koegel
LEGO is motivating (based on a clear system) and frequently a common interest.
Involves sustained interaction by dividing tasks of set building (set roles), governed by rules and facilitated by an adult.
Social bonding as a result of joint focus on a common goal

7. What is Lego-based therapy?
Collaborative play therapy in which children work together to build Lego models.
Children have different but interdependent roles which necessitate interaction.

8. Lego-based therapy roles
Engineer Holds the plan and gives instructions – which pieces to find and where to put them
Supplier Finds the LEGO pieces for the builder
Builder Follows the engineer’s instructions to put the pieces together

13. What does the ‘therapist’ do?
Introduces, explains and reviews rules
Helps children establish roles
Models in the role if needed
Facilitates sharing of roles (when to swap)
Coaches key social skills – sharing, turn taking, looking, seeking clarification and verbal and non-verbal communication
Focuses on communication and not LEGO model
Offers free play opportunity at the end of the session

14. What does the ‘therapist’ do?
Point the problem out
Facilitate children forming solutions
Solutions then practised
Remind children of strategies in the future
Therapist would only need to intervene where there was a problem that the children were unable to resolve themselves

15. Lego Therapy Rules 1. Build things together
2. If you break it you have to fix it or ask for help to fix it
3. Use indoor voices – no yelling
4. Keep hands and feet to yourself
5. Use polite words
6. Be patient – wait until the other person has finished talking
7. Do not put LEGO bricks in your mouth

16. Activity Two
Follow the LEGO-based therapy format in groups of 3 to build a model.

17. Further developments
The premise of LEGO therapy and subsequent research has focused on aspects of social communication and ASD behaviours.
Other environments have seen the value of this approach in developing a range of language and communication skills.
Speech and language therapists have found it equally motivating for children without ASD and a useful tool to develop their spoken language, functional language and understanding of language.

18. Potential speech and language aims for LEGO-based therapy
Development of joint attention
Development of listening skills
Development of receptive and expressive language, particularly the number of information carrying words able to process and use
Concept development (shape, colour, size, number, position)
Active listening skills of seeking clarification through questions
Development of turn-taking
Development of problem solving skills

19. Evidence base St Mary’s School, Bexhill:
significant gains in expressive language which carried over to classroom setting
increase in concept development
development of joint attention with peer
reduction of maladaptive behaviours within sessions
increased social awareness

20. Variations and adaptations
Complexity of models
Number of roles, number of staff
Lego rules
Lego points
Blank sheet of paper for orientation

21. Variations and adaptations
Use of photos to support instructions
Introduce colour, shape and size cue cards
Freestyling
Use of ipads to photograph and present stages of model
Awards – LEGO helper, LEGO builder, LEGO creator, LEGO master, LEGO genius
Props – hats/tabbards for roles, lanyards

22. Aims of workshop
At the end of the workshop you will:
Have a better understanding of the rationale and research behind Lego-based therapy
Know what a LEGO - based therapy session looks like
Have ideas about how LEGO – based therapy can be adapted to different levels of ability
Have had a go!