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LEGO-Based Play Therapy for Children With Autism Spectrum Disorder
Sponsor: Marmara University
Summary
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties in social communication and interaction, as well as restricted and repetitive patterns of behavior. Children with ASD often experience challenges in developing social relationships and engaging in age-appropriate play activities. This study aims to evaluate the effectiveness of LEGO®-Based Play Therapy in improving social skills and play skills in children with autism spectrum disorder. Participants are assigned to either a LEGO®-Based Play Therapy group or a control group. The intervention consists of structured group sessions conducted over a 12-week period using collaborative LEGO® building activities designed to promote communication, cooperation, problem-solving, and peer interaction. The primary outcomes are changes in social skills and play skills measured using validated assessment tools before and after the intervention. The findings of this study may provide evidence regarding the effectiveness of LEGO®-Based Play Therapy as a supportive intervention for children with autism spectrum disorder and contribute to the development of evidence-based psychosocial interventions.
Official title: The Effects of LEGO®-Based Play Therapy on Social Skills and Play Skills in Children With Autism Spectrum Disorder
Key Details
Gender
All
Age Range
6 Years - 12 Years
Study Type
INTERVENTIONAL
Enrollment
60
Start Date
2026-08
Completion Date
2027-01
Last Updated
2026-08-07
Healthy Volunteers
No
Conditions
Interventions
LEGO®-Based Play Therapy
Participants receive LEGO®-Based Play Therapy in small groups once weekly for 12 weeks. During each session, children collaboratively build LEGO® models while rotating through three structured roles: Engineer (provides building instructions and guides the task), Supplier (identifies and provides the required LEGO® pieces), and Builder (assembles the LEGO® model according to the instructions). The intervention is designed to improve social communication, cooperation, joint attention, problem-solving, and play skills through structured peer interaction.
Locations (1)
Istanbul Gedik University Center for Barrier-Free Life Practice and Research
Istanbul, Turkey (Türkiye)