A pilot evaluation of school-based LEGO® robotics therapy for autistic students
Creators: name: Raghavendra, Parimala
name: Hobbs, David
name: Welz, Niki
name: Trembath, David
name: Petticrew, Rowena
name: Hinze, Emma
name: Lange, Belinda
Publisher: name: Taylor & Francis
Year: 2024
Subjects: subject: Medicine
subject: Sociology
subject: FOS: Sociology
subject: Biological Sciences not elsewhere classified
subject: Science Policy

description: There is emerging evidence that LEGO® therapy is an effective way of supporting younger autistic children develop their communication and social skills. LEGO® robotics therapy – which uses the principles of LEGO® therapy applied to LEGO® robotics – may be an age-appropriate intervention to reduce anxiety and increase social skills in autistic adolescents. The aims of this study, involving 24 autistic students aged 13–16 years, were to examine (a) the effect of an 8-week LEGO® robotics therapy on students’ anxiety, social skills, academic motivation, and engagement, and (b) the views and perceptions of all stakeholders (students, parents, school staff and facilitators) regarding the program. An adapted explanatory sequential basic mixed-methods design was used. Groups of three students supported by two facilitators participated in the LEGO® robotics therapy for eight sessions at school. Quantitative data was collected before and after therapy using the Anxiety Scale for children-Autism Spectrum Disorder, Social Skills Improvement System and the Motivation and Engagement scale. Qualitative data was collected using open-ended online questionnaires, interviews, and focus groups from all stakeholders. No statistically significant within group differences were found in relation to students’ anxiety, social skills, motivation and engagement before and after the program. Qualitative findings indicated predominantly positive student experiences and outcomes such as better school attendance, increased confidence, and social skills. The findings suggest that LEGO® robotics therapy may be associated with a range of nuanced positive experiences and outcomes for individuals and groups of students, suggesting potential value in further efforts to refine the program. LEGO® robotics therapy, a combination of principles of LEGO® therapy and robotics was feasible to deliver in high school settings, implemented at school during school hours.Pilot evaluation shows that LEGO® robotics therapy has good acceptability by all stakeholders (autistic students, their parents, school staff and facilitators).All stakeholders reported positive effects of LEGO® robotics therapy on students’ social connection, engagement, and confidence.There was no statistically significant within-group changes using standardised measures on anxiety, social skills and motivation and engagement. LEGO® robotics therapy, a combination of principles of LEGO® therapy and robotics was feasible to deliver in high school settings, implemented at school during school hours. Pilot evaluation shows that LEGO® robotics therapy has good acceptability by all stakeholders (autistic students, their parents, school staff and facilitators). All stakeholders reported positive effects of LEGO® robotics therapy on students’ social connection, engagement, and confidence. There was no statistically significant within-group changes using standardised measures on anxiety, social skills and motivation and engagement.