Lego® Based Therapy - An evidence lead six week block of resources for school staff to deliver to support children’s language and social communication needs

Oct 28, 2026

Upload by Sarah

Lego® Based Therapy provides an evidence-led, six-week block of structured resources for school staff to support children’s language and social communication needs. It describes how to run engaging social skills group sessions where children take roles (engineer, builder, supplier) and build Lego® models using picture instructions. Key targets include turn-taking, collaboration, social problem solving, joint focus, and communication. Guidance covers student selection, session timing, locations, required resources, adult facilitation, recording, progress tracking, and examples of Lego targets.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Background/Evidence

Selecting suitable Students

Duration and Location

Resources Needed

General Instructions

Session Plans

Record Keeping

What Next

Example of Lego Targets

Lego Progress Sheet

Visual Support for the group

Lego® Based Therapy An evidence lead six week block of resources for school staff to deliver to support children’s language and social communication needs Contents Page Background/Evidence ……………………………..……..…3 Selecting suitable Students………………….…….…..….. 3 Duration and Location………………………..………..……3 Resources Needed……………………….……….………..... 4 General Instructions…………………………..………….. 5-6 Session Plans…………………………………..…………..7-10 Record Keeping……………………………..………………. 11 What Next……………………………………..….……......... 11 Example of Lego Targets………………….…….……12-13 Lego Progress Sheet……………….……….………… 14-15 Visual Support for the group……………..……….. 16-22 Background/Evidence Lego® therapy is a social skills group which aims to develop social interaction in a fun, friendly setting. Each child is given a role (e.g. supplier, engineer, builder) and the children build Lego® models in small groups, with adult help. A number of skills can be practised in these groups: turn-taking, collaboration, social problem solving, joint focus, communication. Research has shown Lego® therapy is effective in developing a child’s ability to initiate and sustain communication (Lego® Legoff, 2004) . Selecting suitable children Lego® therapy can be used with a variety of children including those with social communication difficulties and language difficulties. Lego® therapy can be used with children from the age of 5, and is effective in secondary schools as well. Three children can participate in each group. It is recommended that the same three children remain in the group for the six week programme. Duration and Location Each session should last around 30-45 minutes, and should take place at least once a week. It is important to find a quiet room or space so that the children can focus easily. Children with language difficulties sometimes find it difficult to process spoken information and to think of how they are going to structure their responses, so try not to rush them during these sessions. Resources needed Lego® building sets or bricks. Building sets can be purchased from a number of retailers or supermarkets. Possible ideas of sets that you can purchase are: Alternatively you could make your own Lego® model and take pictures of each stage (if you take pictures on an IPad that is available for use, this can be used in each session rather than printing pictures off) . For example: Examples/ Videos with more information about Lego® Therapy [https://www.youtube.com/watch?v=wvY6uA1NCi4](https://www.youtube.com/watch?v=wvY6uA1NCi4) Larger bricks, eg Duplo, can be used if more appropriate for the child’s motor skills. General Instructions What happens in the sessions? During each group, the children will work together to build a Lego® model, using picture instructions. You do not have to complete a model during each session – it may be that you start a model in one session, and carry it on in the next session. What do the children do? There are 3 roles that the children take on in Lego® Therapy: The Engineer is the main job. They use the pictures to give instructions to the other members of the group (e.g. asking the supplier to find the bricks, instructing the builder) . They also need to think of alternative descriptions if a peer gets the instruction wrong. The builder needs to listen to the instructions from the Engineer to place the part in the right place. They may need to check back with the Engineer whether they have got it right. The Supplier is the least demanding role. They have to listen to the Engineer then hand the Builder the correct bricks. This means they have to find the right colour, size, shape etc. brick Do children keep the same role every week? Not necessarily. You may have a child who specifically needs to practise giving instructions; therefore you may want them to be the Engineer most of the time. However it is good for the children to experience taking on different roles. It

FAQs

What is the aim of Lego® therapy for children?

It is a social skills group that develops social interaction in a fun, friendly setting. Children practise communication and interaction skills while building Lego® models together.

Which children are suitable for Lego® therapy?

The programme can be used with children who have social communication difficulties and/or language difficulties, starting from age 5 and also effective in secondary schools.

How long should each session last and how often should sessions run?

Each session should last around 30–45 minutes and take place at least once a week, ideally in a quiet space to help children focus.

Oct 28, 2026

Upload by Sarah