‘Lego Therapy’ Club for children with high functioning autism and Asperger’s syndrome

Evans, Charlotte; Sanders, D. B.; Knight, Rosie

doi:10.53841/bpscpf.2014.1.262.18

bpscpf

2014

DOI: 10.53841/bpscpf.2014.1.262.18

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‘Lego Therapy’ Club for children with high functioning autism and Asperger’s syndrome

Charlotte Evans¹,

D. B. Sanders²,

Rosie Knight³

Abstract: This article describes lego therapy club within a Child and Adolescent Mental Health Service (CAMHS) setting. Children with a diagnosis of autism spectrum disorder (ASD) were invited to attend an eight week ‘Lego Therapy’ Club to improve social skills with peers.

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The implementation of Lego^®‐Based Therapy in two English mainstream primary schools

Evans

Bond

2021

Research in Spec Educ Needs

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Small-group interventions are often used in schools to support the development of children's social skills. One such intervention, Lego â-Based Therapy (LBT), is increasingly popular internationally in schools. Although LBT has an emerging evidencebase, there is limited research exploring effective LBT implementation. An in-depth, exploratory multiple-case study design was used to explore the process of LBT assimilation in two English mainstream primary schools which were considered to have implemented LBT effectively and reported positive programme outcomes. Data collection was through structured observations and semi-structured interviews based upon Durlak and DuPre's (2008) established implementation framework. Transcripts were subjected to Hybrid inductive-deductive thematic analysis was used to identify themes which were triangulated with observation data. The data largely correlated with the Durlak and DuPre (2008) framework, identifying ley themes of: provider characteristics, characteristics of the intervention, organisational capacity and the need for a support system when implementing the intervention. Themes of facilitator factors and participant responsiveness emerged inductively, suggesting that a revised model of implementation is required for LBT. Recommendations include calling for EPs to use models of implementation when working with schools, as a cyclical, iterative process to promote positive outcomes and, therefore, cost-effectiveness of school investment in interventions. Limitations and future research are discussed. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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The implementation of Lego^®‐Based Therapy in two English mainstream primary schools

Evans

Bond

2021

Research in Spec Educ Needs

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Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships?

Peckett

MacCallum

Knibbs

2016

Autism

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‘Lego Therapy’ Club for children with high functioning autism and Asperger’s syndrome

Abstract: This article describes lego therapy club within a Child and Adolescent Mental Health Service (CAMHS) setting. Children with a diagnosis of autism spectrum disorder (ASD) were invited to attend an eight week ‘Lego Therapy’ Club to improve social skills with peers.

Cited by 2 publications

References 4 publications

The implementation of Lego^®‐Based Therapy in two English mainstream primary schools

The implementation of Lego^®‐Based Therapy in two English mainstream primary schools

Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships?

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‘Lego Therapy’ Club for children with high functioning autism and Asperger’s syndrome

Abstract: This article describes lego therapy club within a Child and Adolescent Mental Health Service (CAMHS) setting. Children with a diagnosis of autism spectrum disorder (ASD) were invited to attend an eight week ‘Lego Therapy’ Club to improve social skills with peers.

Cited by 2 publications

References 4 publications

The implementation of Lego®‐Based Therapy in two English mainstream primary schools

The implementation of Lego®‐Based Therapy in two English mainstream primary schools

Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships?

Contact Info

Product

Resources

About

The implementation of Lego^®‐Based Therapy in two English mainstream primary schools

The implementation of Lego^®‐Based Therapy in two English mainstream primary schools