If you follow my social media page (it’s here if you don’t) you would have probably seen me post about Lego® Therapy recently?
Contrary to belief it is more than just an opportunity for me to practice my lego skills… here’s what it’s all about:
Background of Lego® therapy
The Lego® Based Therapy model was first developed in the 1990s to offer a social development intervention for children with spectrum conditions which affected their social competence. It was found that in using a Lego® based approach children were more enthusiastic and engaged than in traditional therapy models. it was previously found that children were resistant to group activities using traditional methods but in Lego® based therapy groups/clubs they felt safe, engaged and interested. Lego® Based Therapy aims to offer children social skill interventions that they can use in a wider context.
Lego Therapy uses Lego models as a core opportunity for children to work through levels of mastery and gain skills which build on each other. There is a process of achievement in both the building and creating skills alongside the development of a wider range of social-emotional skills.
Lego® Therapy allows children to develop skills in:
Lego Therapy supports children over a course of sessions (small group and individual) to develop a range of skills including:
- social skill building
- turn taking
- eye contact
- following social rules
- using greetings and names
- interactions through roles
Who does it help?
Whilst initially developed to support children on the autistic spectrum the use of Lego Therapy is far reaching offering opportunities for:
- children on the autism spectrum
- children with social-communication difficulties
- children who struggle with social interactions
- children with anxiety disorders (especially social phobia)
- children with social adjustment difficulties
- childhood abuse/neglect/trauma
- children with depression
What roles do children take?
Within Lego® Therapy children take on two key roles to develop interaction within the tasks, these roles of Engineer and Builder are required to check between them that the plan is being created.
- ‘Engineer‘ – required to give verbal descriptions of the pieces needed and directions for assembly
- ‘Builder‘ – follow direction, collect and put pieces together
Roles are switched so that both children working together are able to experience both tasks. Thus developing further skills in joint attention, eye contact and understanding one another.
Sessions can be extended to then develop freestyle building where children collaborate to agree on projects, designs, colours and creation. This further extends opportunities to develop skills in problem solving and conflict resolution.
Children attend Lego® Therapy sessions in small groups initially working in pairs, then teams of three or more, but outside of sessions can attend individual sessions and work on key skills such as practicing and rehearsing skills. Group sessions have their own distinct rules and levels for children to work through. Children can be assessed as they work through the activities and levels provided to continue building on their previous achievements.
Can it be bought into my school?
There is opportunity for Lego® Therapy sessions to be bought into schools on a termly basis. For details please contact Nicky directly via www.astepatatime.org.uk
How can I book?
Lego® Therapy sessions will be coming to A Step at a Time in May 2018. To express an interest please sign up for our newsletter as release and booking details will be released shortly. There will be a designated page on the website www.astepatatime.org.uk shortly.