Can Lego-Therapy Be Beneficial for My Child?

Alternative therapies, such as Lego therapy, have gained recognition for their innovative approaches to supporting children with Autism Spectrum Disorder (ASD). These therapies often move beyond traditional methods, offering engaging, play-based interventions that cater to the unique needs of children on the spectrum.

Vegni et al. (2023) highlighted that children with ASD struggle with initiating conversations with peers, sharing play activities, conveying emotions, and effectively handling challenging social situations that require considering others’ perspectives. This challenge can hinder social growth hence, it is particularly important to address and work on building skills to deal with this obstacle.

Lego therapy is a therapeutic approach that uses lego building activities to help children, particularly those with Autism Spectrum Disorder (ASD), develop essential social, communication, and emotional skills. In structured sessions, children engage in collaborative building projects, which encourage teamwork, problem-solving, and creative expression (Vegni et al., 2023). According to LeGoff (2009), utilising an intervention or approach that predicates on the main interest of a child could be more effective in seeing progress and receptive growth.

LeGoff (2009) emphasised on the effect of lego based therapy, exposing children to new social skills such as, effective communication, sharing, turn-taking, processing and following social rules, increasing eye contact with other peers and consistent need to greet or address others appropriately.

Improve Communication Skills

During group lego-building sessions, children are encouraged to communicate their thoughts about how the project should proceed. For example, a child might say, "Let's build the roof next" or "Can I have the red piece?" This verbal interaction helps children practise initiating conversations and expressing their thoughts (Daiki et al., 2012). Communication also involves asking for clarification or more information. For instance, a child might ask, "Where is the blue piece?" or "How do we do this part?"; asking questions is a key skill in social interactions, and lego therapy offers frequent opportunities to practise this in a non-threatening environment (Daiki et al., 2012). Lego therapy also allows children to pick up on social cues and nonverbal expressions to determine a subsequent course of action or decision. Such instances would be exchanged through facial expressions and body language. Even examples of long pauses can suggest confusion or their need for help (LeGoff, 2004).

Cognitive skills

Children are encouraged to think critically about how to solve problems related to construction or design. If a piece doesn’t fit, they have to figure out how to make it work, promoting critical thinking and creativity (Ramalho & Sarmento, 2019). Oftentimes, building as a team can pose challenges that could disrupt flow and motivate them to find alternative problem solving skills and methods. For example, they might realise they need a different piece, or perhaps they need to adjust their approach to building (e.g., starting with a stronger base). Adapting to such situations adds to the plethora of skills and knowledge that they can adopt from lego therapy (Ramalho & Sarmento, 2019).

In conclusion, lego therapy offers a unique and effective alternative approach for supporting children with Autism Spectrum Disorder (ASD). By combining structured play with opportunities for creativity, problem-solving, and social interaction, Lego therapy provides a therapeutic environment where children can develop key skills such as communication, teamwork, critical thinking, and emotional regulation. Its focus on hands-on learning and visual cues resonates with many children on the spectrum, offering a way to practise social engagement in a fun, low-pressure setting. As an alternative approach, Lego Therapy not only addresses thecore challenges associated with ASD but also builds confidence and promotes self-expression, helping children with ASD navigate their social world with greater ease and success. Ultimately, its adaptability and focus on both cognitive and emotional growth make Lego therapy a valuable tool in a comprehensive therapeutic plan for children with ASD.

Written by: Tara

References

Kato, D., Hattori, K., Iwai, S., & Morita, M. (2012). Effects of collaborative

expression using Lego® blocks, on social skills and Trust. Social Behavior and Personality: An International Journal, 40(7), 1195–1199. doi:10.2224/sbp.2012.40.7.1195

LeGoff, D. B. (2004). Use of Lego as a therapeutic medium for improving

social competence. Journal of Autism and Developmental Disorders, 34(5), 557–571. doi:10.1007/s10803-004-2550-0

Ramalho, N. C., & Sarmento, S. M. (2019). LEGO® therapy as an intervention in

autism spectrum disorders: An integrative literature review. Revista CEFAC, 21(2). doi:10.1590/1982-0216/20192129717

Vegni, N., D’Ardia, C., Di Filippo, G., & Melchiori, F. M. (2023). The Impact of

Lego therapy on cognitive skills in autism spectrum disorders: A brief discussion.

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