Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting.

Three preschoolers with autism in Shanghai joined typical classmates for 15-minute LEGO play sessions twice a week.

Researchers trained two typical peers to invite, share bricks, and give high-fives. They measured how often each child with autism started or answered a social move.

A multiple-baseline design across kids showed clear timing — when LEGO training began for one child, only that child’s social acts jumped.

Every child with autism doubled or tripled their social initiations and responses after the peer-LEGO program.

Gains stayed high for at least four weeks with no extra coaching. Teachers said play looked natural and kids asked to keep the LEGO table open.

Shabani et al. (2006) ran adult-led LEGO therapy years earlier and still saw social gains after three years. Hu et al. (2018) now shows typical peers can run the same kind of play with the same good results — a useful update for busy classrooms.

Peckett et al. (2016) moved LEGO therapy into homes where moms became the coaches. Together these papers form a line: adults → peers → parents can all deliver LEGO-based social learning.

Leaf et al. (2012) also used peer mediators, but with picture scripts instead of toys. Both studies got more social talk, proving peers can be powerful therapists when given clear tools.

You do not need extra staff or fancy gear. Pick two socially savvy classmates, spend one lunch break teaching them to share bricks and give praise, and set a timer for 15 minutes. The child with autism gets natural practice starting play, and the typical peers gain empathy and a new friend. Try scheduling sessions during free-choice center time so data collection fits your normal routine.