Autism Spectrum Disorder
Conditions
Keywords
Autism Spectrum Disorder, LEGO®-Based Play Therapy, Social Skills, Play Skills, Children, Psychosocial Intervention, Randomized Controlled Trial
Brief 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.
Detailed description
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction, accompanied by restricted and repetitive patterns of behavior. Difficulties in social interaction and functional play may negatively affect children's participation in daily life and peer relationships. Therefore, interventions that support social engagement through structured play have gained increasing attention. LEGO®-Based Play Therapy is a structured, collaborative intervention that promotes communication, joint attention, cooperation, turn-taking, problem-solving, and social interaction through shared LEGO® construction activities. During each session, children work together by assuming complementary roles to complete building tasks, encouraging reciprocal communication and cooperative play. The aim of this randomized controlled trial is to evaluate the effectiveness of LEGO®-Based Play Therapy in improving social skills and play skills in children with autism spectrum disorder. Participants are allocated to an intervention group receiving LEGO®-Based Play Therapy or to a control group receiving usual care without LEGO®-Based Play Therapy during the study period. The intervention is delivered in small groups over a 12-week period using standardized LEGO®-Based Play Therapy procedures. Social skills and play skills are evaluated using validated outcome measures administered before and after the intervention. The findings are expected to contribute to the evidence base regarding psychosocial interventions for children with autism spectrum disorder and provide guidance for clinicians, educators, and families.
Interventions
BEHAVIORALLEGO®-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.
Sponsors
Marmara University
İstanbul Gedik University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
Participants are randomly assigned to either the LEGO®-Based Play Therapy intervention group or the control group in a parallel-group design. The intervention group receives LEGO®-Based Play Therapy in small groups over a 12-week period, while the control group does not receive LEGO®-Based Play Therapy during the study period. Outcomes are assessed at baseline, immediately after completion of the 12-week intervention, and at a 12-week follow-up assessment.
Eligibility
Sex/Gender
ALL
Age
6 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* Children aged 6 to 12 years. * Diagnosis of Autism Spectrum Disorder (ASD) according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) or the International Classification of Diseases, 11th Revision (ICD-11). * Regular attendance at the Istanbul Gedik University Center for Barrier-Free Life Practice and Research. * No physical health condition that would prevent participation in group activities. * Written informed consent obtained from a parent or legal guardian. * Willingness of the child to participate in the study.
Exclusion criteria
* Presence of a physical, neurological, or psychiatric condition that would prevent participation in LEGO®-Based Group Play Therapy. * Absence from more than 20% of the planned 12 intervention sessions. Incomplete completion of the data collection instruments by the parent or legal guardian, or failure to participate in the post-intervention or follow-up assessments. * Withdrawal from the study by the child or the parent/legal guardian at any stage of the research
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Play Skills | Baseline, Week 12 (post-intervention), and Week 24 (12-week follow-up) | Play skills will be assessed using the Penn Interactive Peer Play Scale (PIPPS)(parents and teacher scales). The Play Interaction subscale assesses positive social behaviors such as cooperation, sharing, helping, and inviting peers to join play activities. The Play Disruption subscale measures aggressive, antisocial, and conflict-provoking behaviors, whereas the Play Disconnection subscale evaluates the child's tendency to withdraw from peer play and exhibit socially withdrawn behaviors. All items are rated on a 4-point Likert scale. The Turkish adaptation, validity, and reliability study of the scale was conducted by Ahmetoğlu et al. (2016). The findings demonstrated that the original three-factor structure of the scale was retained. The Cronbach's alpha coefficients were reported as 0.72 for the Play Interaction subscale, 0.75 for the Play Disruption subscale, and 0.68 for the Play Disconnection subscale. In the present study, the scale was administered at pre-test, post-test, and |
| Social Skills | Baseline, Week 12 (immediately after completion of the intervention), and Week 24 (12 weeks after completion of the intervention) | Social skills will be assessed using the Autism Social Skills Profile (ASSP). Higher scores indicate better social skills. The Autism Social Skills Profile (ASSP) consists of 41 items organized into three subscales: Social Reciprocity, Social Participation, and Detrimental Social Behaviors. The questionnaire is completed by parents using a 4-point Likert scale ranging from 0 (Never) to 3 (Very Often). Total scores range from 0 to 123, with higher scores indicating more advanced social skills. The Turkish adaptation, validity, and reliability study of the parent version of the ASSP was conducted by Demir (2014). The findings demonstrated excellent internal consistency, with a Cronbach's alpha coefficient of 0.92. In the present study, the ASSP was administered at pre-test, post-test, and follow-up to evaluate the effects of LEGO®-based group play therapy on the social skills of children. Permission to use the scale was obtained prior to data collection. |
Countries
Turkey (Türkiye)
Contacts
CONTACTYeter Çuvadar Baş, Msc /PhD Canditate
CONTACTSemra Karaca, Professor
PRINCIPAL_INVESTIGATORYeter Çuvadar Baş, MsC
Marmara University
Outcome results
None listed