- Many of our students struggle with communication difficulties within school and in the wider community.
- Students often cannot recognise these difficulties which leads to communication breakdown.
- Lego Therapy is an intervention which enables students to build effective communication skills or to further develop skills they already have.
- Initial focus is on communicating in pairs then focus shifts to communicating as part of a small group.
- It will be held every Friday during our Interventions Morning.
- It has been developed from materials by Daniel B. LeGoff, Gina Gomez De La Cuesta, Simon Baron-Cohen, G. W. Krauss · Jessica Kingsley Publishers (book is pictured below).
Aims of Intervention
- To build on and develop communication skills through fun Lego building activities.
- To recognise and begin to use strategies to repair communication breakdowns.
- To develop communication skills with an emphasis on verbal and non-verbal communication, joint attention and task focus, collaborative problem-solving, sharing and turn-taking.
- The program is split into 3 stages which increase in complexity.
- Stage 1 - To develop basic skills needed for successful communication and Lego building sessions (turn taking, following instructions, shape and colour recognition, prepositional language skills etc). Students have the opportunity to work in pairs at this stage and as a group of 4 for TA led activities.
- Stage 2 - To build on the skills gained in stage 1 to work as a group of 3 or 4 students to build a Lego set collaboratively. Students are given specific roles at this stage (Builder, Engineer, Supplier, Architect). Each role allows students to develop different skills and they rotate jobs to develop a range of communication skills. Particular focus here is working together to solve both building and communication problems.
- Stage 3 - A this stage, students progress to free building. The focus here is to use all skills gained earlier in the program to free build models in small groups and create a narrative with these models to share with the group or others. This can be done through telling a story verbally or taking photos of models to create an animation.
- Teachers and TA's will feedback on observed skills in the wider school.
- Pupils will complete weekly evaluations and will have their own journals.
- Feedback through end of year reports.
- Through tracking targets set.