LEGO®-Based Therapy

Fiona Goodall • January 17, 2023

Making ConneXions Groups

What is LEGO-BASED THERAPY?

In short, LEGO-Based Therapy is designed to teach, coach, and promote social communication and social interaction skills in children who may have trouble with friendships or difficulties socialising with same-aged peers. We run two LEGO-Based Therapy groups, one for children Grades 2 to 4 and another for children/tweens Grades 5 to 7.

LEGO-Based Therapy is often used with children on the autism spectrum as LEGO is a highly organised, systematic and predictable toy. Using LEGO as a therapy medium is about using the children’s common interest of LEGO as a conduit to having the confidence to develop skills they find harder, such as social communication and social imagination. This type of social skills programming can be motivating for children on the autism spectrum as it removes the unpredictable and ever-changing concepts that can occur during free play. Consequently, the predictability offered during LEGO-Based Therapy can help many children feel calmer, more regulated and more engaged during play.

LEGO-Based Therapy is referred to as a ‘play-based’ therapy method because the therapeutic benefits of play build on the natural way children learn about themselves and the social world around them. Through play-based therapy, children learn to communicate with others and express their feelings, learn a variety of ways of relating to others, modify their behaviour and develop social problem-solving skills.

Benefits of LEGO-BASED THERAPY

Research has found that facilitated group projects using LEGO can help develop and reinforce language, play, and social skills. Improved social competencies may include: use and understanding of non-verbal communication such as eye contact, facial expression, body posture and proximity; functional skills such as requesting help and clarification; joint attention; perseverance on a task, social initiation and response; sharing and turn-taking as well as collaborative problem solving, improved negotiation and compromise.

What does a session look like?

LEGO-Based Therapy is delivered in a small group context (3-6 children). The session follows a routine structure which includes:

Arrival & Welcome: Reminding children of the group rules, talking about our week, learning to listen and respond to one another, going through the session routine (visually displayed on the board).

Structured Play: The Facilitator allocates ‘jobs’ to each child. These specific roles & responsibilities are rotated during the group, every session. The ‘jobs’ are:

a. Engineer – reads from instruction booklet

b. Supplier – finds the right bricks

c. Builder – puts the bricks together

d. Director – makes sure that the team is working together and communicating

The children work together to build a model. When the sessions begin, children typically rely on the therapist to model and prompt them through the process. As children grow comfortable and become better at sharing and negotiating, the group runs with reduced adult prompting. Of course, when emotions run high, the therapist supports positive interactions and coaches strategies to help with compromise and regulation, and skills to be a good sport and a friend.

Unstructured Play: After working together to build a model, children have some time to engage in calming free LEGO play. Sometimes the facilitator will provide ideas and challenges, particularly at the beginning. Regardless of the activity, the therapist will always be playing alongside the group to provide modelling and prompts and to capitalise on in-situ social coaching opportunities.

Parent involvement: Parents or caregivers do not attend the session. However, we provide a summary report each term and are happy to speak with you about your child's progress. Parents are also welcome to pop in and have a look at what the group has been working on, after the session concludes.

Research

Andras, M. (2012). The value of LEGO® Therapy in promoting social interaction in primary-aged children with autism. Retrieved from https://hacerlobien.net/lego/Ter-010-Social-Interaction-Autism.pdf

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. https://doi.org/10.1007/s10803-004-2550-0

https://link.springer.com/article/10.1007/s10803-004-2550-0

Legoff, D. B., & Sherman, M. (2006). Long-term outcome of social skills intervention based on interactive LEGO© play. Autism, 10(4), 317–329. https://doi.org/10.1177/1362361306064403 https://pubmed.ncbi.nlm.nih.gov/16908476/

Lindsay, S., Hounsell, K. G., & Cassiani, C. (2017). A scoping review of the role of Lego ® therapy for improving inclusion and social skills among children and youth with autism. Disability and Health Journal, 10(2), 173–182. https://doi.org/10.1016/j.dhjo.2016.10.010 https://www.sciencedirect.com/science/article/abs/pii/S1936657416301728

Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO ® therapy and the Social Use of language programme: An evaluation of two social skills interventions for children with high functioning autism and asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944–1957. https://doi.org/10.1007/s10803-008-0590-6

https://link.springer.com/article/10.1007/s10803-008-0590-6

Disclaimer: LEGO®, SERIOUS PLAY®, IMAGINOPEDIATM, the Minifigure and the Brick and Knob configurations are trademarks of the LEGO® group, which does not sponsor, authorise or endorse therapy and/or website.

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The Importance of Catch Ups in Making Quality Friendships

By Fiona Goodall • April 27, 2025

The Importance of Catch Ups in Building Quality Friendships At Making Connections Toowoomba (MCT), our social skills programs focus on helping young people understand the characteristics of a quality friendship. One important element we teach is the value of catching up . Friendships, like all meaningful relationships, require effort from both people – and catching up in person plays an essential role in maintaining and strengthening these connections. Why Catch Ups Matter Catching up gives us the opportunity to share experiences, deepen trust, and reinforce the bond between friends . It’s during these moments that friendships are nurtured, mutual interests are explored, and memories are built. For neurodivergent young people, learning the purpose and benefits of catch ups can help make social connections more intentional, rewarding and long lasting. Understanding Individual Differences Catch ups come with an important reminder: just as no two friendships are identical, catching up looks different for everyone. Some people enjoy catching up weekly – or even more often – while for others, the occasional catch up is enough. It’s important to recognise that we all have different social needs and varying " social batteries. " Some young people recharge quickly and look for regular connection, while others need more time between social interactions. Pushing beyond our social limits can lead to fatigue, burnout and social avoidance, which can affect the quality of the friendship, and our ability to consolidate an emerging friendship. Making friends with people who respect our individual social thresholds helps build sustainable, quality friendships. It’s also important to remember that the way we catch up can look different too. For some, a catch up might mean doing activities together the entire time, while for others, simply sitting near a friend, sharing space quietly, is enough to feel connected. Both are valid ways of nurturing friendships. Catch Ups vs. Hanging Out It’s important to distinguish between "hanging out" and "catching up." Hanging out is often more spontaneous and casual, with no set structure or time limit. It usually relies heavily on ongoing conversation without a clear shared activity, which, while enjoyable for some, can sometimes feel overwhelming or stressful for neurodivergent individuals (not all, but often). In contrast, catching up usually has a more intentional purpose: connecting and spending time together, often through a shared activity around a common interest. Planning a catch up around something specific to do provides a natural focus for conversation and interaction, which can ease social pressure. For those learning to build friendships, an intentional, structured catch up can often be a more comfortable and successful way to strengthen connections — especially in the early stages of a new friendship. For catch ups to be successful, especially for young people learning these skills, it helps to have a few strategies in place: Plan ahead – agree on a time, place, and activity and communicate this clearly Choose an activity-based meet up – having something to do can ease social pressure (e.g. if you both like bowling, movies, or art/craft) Set time limits – keeping catch ups short can help manage social energy and have everyone leaving wanting more Have a backup plan – having a Plan B ensures there’s still something to do if things don’t go to plan or if someone gets bored At Making Connections Toowoomba, we believe teaching these strategies helps young people feel more confident in making and keeping friends. If you want to learn more about how to support your child, teen, or young adult in developing meaningful friendships, explore our social skills programs: Prep and Grade 1: PEERS for Early Years Primary School Grades 2 to Grades 8: Social Skills Program Teens 14–18: PEERS for Teens Young Adults 18–30: PEERS for Adults