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    LEGO Therapy

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    FluoxetineMpoura
    Children with autism tend to love a few things very intensely. Play therapists have, for many years, built on autistic passions to help children learn skills such as collaboration, communication, and symbolic thinking. Now, a group of researchers finds that LEGO building toys are a particularly fruitful tool for autism therapy—and a great way to help autistic children build an interest they can share with their typical peers.

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    LEGO Therapy

    Uploaded by

    FluoxetineMpoura
    780 views11 pages
    Children with autism tend to love a few things very intensely. Play therapists have, for many years, built on autistic passions to help children learn skills such as collaboration, communication, and symbolic thinking. Now, a group of researchers finds that LEGO building toys are a particularly fruitful tool for autism therapy—and a great way to help autistic children build an interest they can share with their typical peers.

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    Children with autism tend to love a few things very intensely. Play therapists have, for many years, built on autistic passions to help children learn skills such as collaboration, communication, and symbolic thinking. Now, a group of researchers finds that LEGO building toys are a particularly fruitful tool for autism therapy—and a great way to help autistic children build an interest they can share with their typical peers.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    780 views11 pages

    LEGO Therapy

    Uploaded by

    FluoxetineMpoura
    Children with autism tend to love a few things very intensely. Play therapists have, for many years, built on autistic passions to help children learn skills such as collaboration, communication, and symbolic thinking. Now, a group of researchers finds that LEGO building toys are a particularly fruitful tool for autism therapy—and a great way to help autistic children build an interest they can share with their typical peers.

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    © All Rights Reserved
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    LEGO© Therapy

    An overview of the aims and


    approach

    By Ioanna Boura
    Windmill Center Manager
    Millbank Academy
    March 2016
    Aims
     What is LEGO© therapy?

     Skills practiced

     Who is LEGO© therapy for?

     How does LEGO© therapy help?

     How does LEGO© therapy work?

     Session plan

     Difficulties and support needed

     Lets build!!!
    What is LEGO© therapy?
     LEGO© therapy is a collaborative play
    therapy in which children work together to
    build LEGO© models

     Instead of building LEGO© sets by


    themselves, children work in pairs or
    teams of 3 or 4

     The task of LEGO© building is divided into


    different roles such that social intervention
    is necessary to participate
    Skills practiced
     The LEGO© Group provides a motivating
    environment in which to practice skills such as:
     sharing
     taking turns
     following social rules
     listening to instructions
     verbal and non-verbal communication
     not always getting your own way!

     Children may also be chosen to take part in


    LEGO© Group as positive role models to their
    peers
    Who is LEGO© therapy for?
     LEGO© therapy was initially developed for
    children with autism spectrum disorder

     However, it has also been found to be


    helpful for children with other language or
    social communication difficulties, anxiety
    disorders (including social phobia),
    depression, or adjustment difficulties.
    How does LEGO© therapy help?
     LEGO© therapy is a skill building
    approach

     It assumes that as children practice


    their co-operative functioning, self
    regulation, and problem solving, their
    underpinning social and behavioural
    deficits are replaced by more
    adaptive behaviours
    How does LEGO© therapy work?
     Within the groups of 3 you have the:
     Engineer  this person will describe the
    instructions
     Supplier  who finds the correct pieces
     Builder who listens to the Engineer to
    assemble the pieces
     After sometime the group will swap
    roles, allowing each member a chance
    at communicating in a different way
    Session plan
     LEGO© Club Schedule:
     Rules and jobs  Children to be introduced to
    rules of group and allocation of roles
     Build Together  Following the LEGO©
    instructions
     LEGO points  To reflect on children’s positive
    contribution and skills development
     LEGO play  To reward children for their
    achievement
     Back to class  To give children sense of
    completion and plan carry over new skills into
    their classroom
    Difficulties and Support
     Children may need help to wait and listen. Prompt
    them with rules of the group and what they need to do
    within their specific roles.
     Giving clear instructions can be difficult. Support
    the child by using visual to help describe pieces and
    construction requirements.
     Follow the order of construction by using the
    LEGO© guide and not following the child’s lead.
     Rotate the roles so children all get a turn at carrying
    out each of the functions.
     Use visuals to help the child reflect on their skills and
    successes. Ask the other children in the group to also
    give praise.
     Set goals for the classroom based on an achievement
    in the group so the child is motivated to carry this out!
    Let’s Build!!!
    Welcome to LEGO© Club…
    Any questions?

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