'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives
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| Title: | 'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives |
|---|---|
| Language: | English |
| Authors: | Chloe Annabelle Johnson (ORCID |
| Source: | Prism: Casting New Light on Learning, Theory & Practice. 2025 7(1):31-44. |
| Availability: | Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Schools, Toys, Play Therapy, Autism Spectrum Disorders, Manipulative Materials, Special Needs Students, Outcomes of Education, Cooperative Learning, Allied Health Personnel, School Personnel |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2514-5347 |
| Abstract: | Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego®-based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491676 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1491676 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chloe+Annabelle+Johnson%22">Chloe Annabelle Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4836-276X">0009-0001-4836-276X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Prism%3A+Casting+New+Light+on+Learning%2C+Theory+%26+Practice%22"><i>Prism: Casting New Light on Learning, Theory & Practice</i></searchLink>. 2025 7(1):31-44. – Name: Avail Label: Availability Group: Avail Data: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Toys%22">Toys</searchLink><br /><searchLink fieldCode="DE" term="%22Play+Therapy%22">Play Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2514-5347 – Name: Abstract Label: Abstract Group: Ab Data: Despite recorded successes of using Lego®-based Therapy (LBT) to support autistic children and young people (CYP) and those with SEMH needs, there is a dearth of research examining the perspectives of secondary school practitioners. Addressing this gap, this paper explores the perspectives of staff (teachers and paraprofessionals) in a secondary setting to elicit their voice and further understand the benefits and challenges of using LBT with adolescents. Informed by the capability approach (Nussbaum, 2011), participants indicated that Lego®-based Therapy (LBT) is a beneficial approach for autistic CYP and those with SEMH needs, yet is constrained by outcomes-driven education policy, mandatory testing regimes, and budgetary constraints. Furthermore, results suggest that LBT can be a valuable approach for schools to implement as part of inclusive practice, it can facilitate sociality and a more connective environment for a range of CYP. However, caution should be exercised when interpreting these results, as the study was limited by its small sample size, and systematised review. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1491676 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1491676 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 31 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Secondary Schools Type: general – SubjectFull: Toys Type: general – SubjectFull: Play Therapy Type: general – SubjectFull: Autism Spectrum Disorders Type: general – SubjectFull: Manipulative Materials Type: general – SubjectFull: Special Needs Students Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Allied Health Personnel Type: general – SubjectFull: School Personnel Type: general – SubjectFull: United Kingdom (England) Type: general Titles: – TitleFull: 'Lego®-Based Therapy in a Secondary School Context': Exploring Practitioner Perspectives Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chloe Annabelle Johnson IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2514-5347 Numbering: – Type: volume Value: 7 – Type: issue Value: 1 Titles: – TitleFull: Prism: Casting New Light on Learning, Theory & Practice Type: main |
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