LEGO Therapy and social competence: an exploration of parental and teacher perceptions of LEGO-Based Therapy with pupils diagnosed with Autism Spectrum Disorder (ASD)

This study aimed to explore the perceptions of teachers and parents of LEGO-Based Therapy by implementing a mixed-methods approach. Four LEGO-Based Therapy groups were established in three educational provisions, with the aim of facilitating the social competence skills of 13 pupils (aged 7:9 years – 12:6 years) with a diagnosis of Autism Spectrum Disorder. Six teachers and seven parents were convenience sampled to partake in the research. School staff completed the Gilliam Autism Rating Scale, 2nd Edition (GARS-2) to measure the pupils’ social interaction and communication skills pre and post intervention. Statistical analysis of the GARS-2 did not demonstrate a significant effect of intervention over time. Parents’ perceptions of the intervention were collected using individual, semi-structured interviews. Teachers’ perceptions of the intervention were collected using a staff focus group. Two thematic analyses were completed on the qualitative data provided by parents and staff and a number of themes were identified. The results suggested that there were some differences between the views of teachers and parents. Teachers perceived there had been a domain-specific improvement in social competence skills when engaging with LEGO materials, but noted a lack of generalisation of skills from therapeutic to non-therapeutic contexts. Parents perceived an increased interest in LEGO materials as well as improved communication and initiation of interaction at home, suggesting that an element of skill generalisation had been achieved. The results are discussed with reference to the relevant research and implications for future research and practice are summarised