LEGO®-Based Therapy: How to Build Social Competence Through LEGO®-based Clubs for Children with Autism

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Play Included®’s Brick-by-Brick® programme is supported by the LEGO Foundation and encompasses the latest research on learning through play and neurodiversity. Through collaborative LEGO® brick play, children make friends, use their communication skills and improve their social and emotional wellbeing. Taking part in a shared activity, such as collaborative LEGO® play, helps children to develop a sense of belonging, which helps foster positive social experiences for the children who take part.

More than 800 health and education professionals around the world have registered for Play Included®’s Brick-by-Brick® programme Level 01 Initiate training to better understand how to support neurodivergent children’s social and emotional wellbeing since its launch a year ago.

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LEGO® Therapy, a novel and engaging form of play therapy, has gained considerable attention for its relevance and benefits in aiding children with Autism Spectrum Disorder (ASD).LEGO-Based Therapy was developed in the mid-1990s by US paediatric neuropsychologist Daniel LeGoff.He was inspired by watching two of his customers with Autism Spectrum Disorder play with LEGO in his waiting room and displaying previous non-demonstrated positive social interactions

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What are the benefits of LEGO-Based Therapy?

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Playing with LEGO in a therapy setting promotes social interaction, turn-taking skills, sharing, collaborative problem-solving and the learning of concepts. It can be used to target goals around social skills, language and motor skills. By using a commonly adored tool like LEGO it capitalises on its existing motivation and supports self-esteem by allowing the participants to demonstrate their skills in a social situation. It also sets up a positive opportunity for guided social problem-solving to help develop social skills that can then be used in other situations.

Children with autism sometimes find it challenging to understand what is expected of them in a social situation, particularly within unstructured play activities. LEGO-Based Therapy provides a highly structured environment where everyone plays a specific role within the group. This can help children with autism feel calm and relaxed as they are doing something that they enjoy and know precisely what to expect and what is expected of them.

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Building children’s language and communication skills in Kenya using Brick® Club. international and local schools, Kenyan centres, and other organisations to develop their speech and language skills through their work as Speech and Language Therapists.  When Lisa learned about Play Included and the Brick-by-Brick® programme, she recognised that the majority of the children she works with would benefit in some way from the collaborative LEGO® play programme especially because it “complements the activities we do in Speech Therapy.” Many children find play motivational and engaging, and Lisa is enthusiastic about sharing the importance of play for children’s learning and development with teachers and parents. The playful approach of the Brick-by-Brick® programme appealed to her and she believes that “the approach can be used with every child” she works with to help them to develop their speech, language, communication, and social skills. Most importantly, it is fun for the children.

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Section 1: Understanding LEGO®-Based Therapy
Define LEGO®-based therapy and its origins (mentioning Dr. Gina Gomez de la Cuesta's role).
Discuss the principles behind this therapy method.
Include keywords like "LEGO® therapy for autism," "social skills development," and "play-based learning."
Section 2: The Role of LEGO® in Developing Social Competence
Explain how LEGO® play aids in developing social skills.
Detail the specific skills that LEGO®-based activities can enhance, like communication, teamwork, and problem-solving.
Use terms like "social competence in children with autism," "collaborative play," and "emotional development."
Section 3: Implementing LEGO®-Based Clubs in Schools
Outline how schools can start LEGO®-based clubs.
Discuss the role of SEN (Special Educational Needs) specialists and teachers.
Incorporate phrases like "integrating LEGO® therapy in education," "support for ASD in schools," and "inclusive education strategies."
Section 4: Success Stories and Case Studies
Share real-life examples or case studies demonstrating the impact of LEGO®-based clubs.
Highlight changes in children's social interactions, learning, and behavior.
Keywords: "LEGO® therapy success stories," "case studies in autism therapy," "real-life impact of LEGO® clubs."
Section 5: Getting Involved and Next Steps
Provide guidance on how educators and parents can get involved with LEGO®-based therapy.
Mention resources, training (like those offered by your company, Bit&Brick), and where to seek more information.
Keywords: "joining LEGO®-based clubs," "training for LEGO® therapy," "resources for autism support."
Conclusion:
Summarize the key points discussed.
Emphasize the importance of innovative approaches in supporting children with autism.
End with a call-to-action, encouraging readers to explore LEGO®-based clubs or contact specialists like you for more information.

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