Exploring Speech and Language therapists/ Pathologists’ knowledge, awareness, and practical experiences of Lego Therapy/Adapted Lego Therapy

This research investigates Speech and Language Therapists’/Pathologists’ (SLTs/SLPs) knowledge, awareness, and practical experiences of using LEGO Therapy and Adapted LEGO Therapy with children and young people. Although LEGO Therapy has become an increasingly recognised play-based intervention, particularly for autistic children, little is known about clinicians' awareness of the approach, the extent to which it is used in practice, how it is adapted across different clinical and educational settings, and the populations for whom it is perceived to be most beneficial. The study addresses this important gap by exploring the perspectives and experiences of practising SLTs/SLPs from different countries. The study employed a cross-sectional online survey using Qualtrics to collect quantitative and qualitative data from Speech and Language Therapists/Pathologists working with children and young people. The questionnaire consisted of demographic questions, items exploring therapists' awareness and knowledge of LEGO Therapy, questions examining their clinical experiences of using both standard and adapted forms of the intervention, and open-ended questions investigating how the intervention is modified in practice. The survey remained open for four months, and responses were collected anonymously. Descriptive statistical analyses were used to summarise quantitative data, while qualitative responses were analysed using inductive content analysis to identify common themes regarding adaptation, implementation, and professional perspectives. he primary objectives of the study are to: Examine the level of knowledge and awareness of LEGO/Adapted LEGO Therapy among Speech and Language Therapists/Pathologists. Explore therapists' experiences of implementing LEGO/Adapted LEGO Therapy in clinical and educational practice. Identify which professionals most commonly deliver the intervention. Determine the child populations for whom therapists perceive LEGO/Adapted LEGO Therapy to be most beneficial. The study is expected to generate one of the first comprehensive descriptions of Speech and Language Therapists' knowledge, awareness, and experiences of LEGO Therapy internationally. Findings are anticipated to identify current levels of professional awareness, highlight gaps in formal training, describe patterns of implementation across different service settings, and document the adaptations therapists make when delivering the intervention. The qualitative findings are also expected to provide insight into contemporary debates surrounding LEGO Therapy, including issues related to intervention fidelity, neurodiversity-affirming practice, and practical service constraints. The findings will contribute to the evidence base on play-based interventions in speech and language therapy and may inform future clinical practice, professional training, service development, and research. In particular, the results will help identify areas where additional guidance or training is required, improve understanding of how LEGO Therapy is currently delivered across diverse contexts, and support future research evaluating its feasibility, implementation, and effectiveness with a broader range of children and young people.