Use of LEGO� as a Therapeutic Medium for Improving Social Competence

Abstract

A repeated-measures, waiting list control design was used to assess efficacy of a social skills intervention for autistic spectrum children focused on individual and group LEGO play. The intervention combined aspects of behavior therapy, peer modeling and naturalistic communication strategies. Close interaction and joint attention to task play an important role in both group and individual therapy activities. The goal of treatment was to improve social competence (SC) which was construed as reflecting three components: (1) motivation to initiate social contact with peers; (2) ability to sustain interaction with peers for a period of time: and (3) overcoming autistic symptoms of aloofness and rigidity. Measures for the first two variables were based on observation of subjects in unstructured situations with peers; and the third variable was assessed using a structured rating scale, the SI subscale of the GARS. Results revealed significant improvement on all three measures at both 12 and 24 weeks with no evidence of gains during the waiting list period. No gender differences were found on outcome, and age of clients was not correlated with outcome. LEGO play appears to be a particularly effective medium for social skills intervention, and other researchers and clinicians are encouraged to attempt replication of this work, as well as to explore use of LEGO in other methodologies, or with different clinical populations.

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

“…The findings are supportive of previous Lego Therapy studies (LeGoff, 2004;LeGoff and Sherman, 2006;Owens et al, 2008) and have implications for clinical practice in terms of engaging this population, empowering parents and providing effective, individualised interventions.…”

“…Given the difficulty comparing the current qualitative findings with previous quantitative studies (LeGoff, 2004;LeGoff and Sherman, 2006;Owens et al, 2008) Time and ambivalence about the impact of the intervention were also important. The findings are supportive of previous Lego Therapy studies (LeGoff, 2004;LeGoff and Sherman, 2006;Owens et al, 2008) and have implications for clinical practice in terms of engaging this population, empowering parents and providing effective, individualised interventions.…”

“…Indeed, LeGoff (2004) included siblings as helpers in Lego Therapy, and found they were familiar with the problems of their sibling and required little prompting to provide redirection for repetitive behaviours.…”

“…Green et al, 2000;Kim et al, 2000). Although LeGoff (2004) found that the additional needs of children with ASC did not prevent…”

Competência social e autismo: o papel do contexto da brincadeira com pares

“…Alguns dos resultados nessa área demonstram avanços na competência social dessas crianças, em termos de ganhos no que se refere à capacidade de sustentar a interação social com pares e de reduzir o isolamento e a rigidez comportamental (LeGoff, 2004). Há evidências, também, no sentido de aumentar as iniciativas para brincar, o tempo de envolvimento das crianças com grupos, assim como o nível de sofisticação das brincadeiras, em contexto de inclusão (Nelson, Nelson, McDonnell, Johnston, & Crompton, 2007).…”