LEGO-based therapy

1. Introduction

Version followed: the group format in the I-SOCIALISE Manual for Delivery of LEGO® Based Therapy (Play Brick Therapy) (Wright, Gomez de la Cuesta, Varley and LeGoff, 2017), which is an abridged school version of the LeGoff et al. (2014) manual. Where Play Included's later Brick-by-Brick® programme changes the approach, this guide marks it [Brick-by-Brick]. The full Brick-by-Brick training content is not published, so details beyond its public pages are [uncertain].

LEGO-based therapy is a group method built on collaborative LEGO play. It was developed in the USA by Daniel LeGoff and published in his 2004 and 2006 papers. Children share one building task by taking split roles. The Engineer reads the instructions and describes pieces and steps. The Supplier finds the pieces. The Builder assembles the model. Neither the Supplier nor the Builder sees the instructions [source: I-SOCIALISE manual; ASAT synopsis].

The idea of how change happens is this. A strongly preferred activity motivates children to interact. Splitting the task means they have to communicate, take turns, attend jointly and solve problems together. The facilitator does not solve social problems for the children. Instead the adult points out that a problem exists and prompts the children to come up with and practise their own solutions [source: I-SOCIALISE protocol §8.1; manual]. LeGoff and Sherman (2006) credit the interaction between Engineer, Supplier and Builder, not the bricks alone [source: ASAT synopsis].

Play Included's Brick-by-Brick® programme (Gina Gomez de la Cuesta, co-author of the LeGoff manual, with the LEGO Foundation) calls itself an updated, "neurodiversity affirming" version. It describes:

a move "away from a deficit model of autism";
co-creation with autistic and neurodivergent consultants;
an emphasis on belonging, strengths and child agency;
"playful facilitation" drawn from the LEGO Foundation's work on learning through play.

Its sessions are called Brick Clubs, and they are open to any child who enjoys LEGO and would benefit socially, not only autistic children [source: Play Included blog; Play Included programme page; AEP 2024 slides].

Evidence status, as the sources give it.

The I-SOCIALISE cluster RCT (250 autistic children aged 7–15 in 98 mainstream schools; 12 weekly sessions) found a small, non-significant benefit on teacher-rated SSIS social skills in the intention-to-treat analysis (effect size 0.18, p = 0.06). The benefit was significant per protocol (0.21). Fidelity and acceptability were good and there were no intervention-related adverse events. The authors conclude it "should be considered" in schools [source: White Rose record of Wright et al. 2023].
ASAT's 2024 synopsis judges that the method can be effective for social skills when the specific teaching procedures are used. It warns that playing with LEGO is not in itself a social-skills intervention [source: ASAT].
Play Included's own figures come from its surveys and an AT-Autism evaluation, not trials [source: Impact Report 2024–25; FAQ].

Professional frame.

No regulated profession or statutory registration covers this method. It is delivered by teachers, teaching assistants, psychologists, speech and language therapists, occupational therapists, play therapists and others.
Play Included runs a Certified Facilitator course: online, about 6–8 hours, to be completed within 12 weeks. An in-person Advanced Facilitator day follows in sequence. Play Included also keeps a Register of Practitioners. [uncertain: register details]
Play Included states that training is needed by each person who delivers sessions and cannot be passed on to colleagues [source: Play Included FAQ; NEN].
The 2017 manual made training mandatory in the research and "strongly recommended" in routine practice. It also requires the facilitator to have autism training and experience [source: manual].
Do not run Brick Clubs under the Brick-by-Brick name, or as "LEGO therapy", without this training [synthesis].
A psychotherapist's own registration and child-practice competence still govern the clinical work: assessment, risk and safeguarding [synthesis].

Materials and physical safety.

LEGO pieces are small parts. The I-SOCIALISE protocol lists choking or swallowing LEGO as an expected adverse event, and the manual's rules include keeping bricks out of mouths [source: protocol §9; manual].
For pre-schoolers, and for any child who mouths objects, use DUPLO or other large bricks. Play Included advises adapting bricks to age and needs [source: FAQ]. Supervise all the time [synthesis]. Touch. LEGO-based work needs no physical contact between adults and children. Hand-over-hand help with building only with the child's agreement and only when needed, offer a no-touch alternative (pointing, showing), follow your setting's touch and intimate-care policies, and never any sexual touch. [synthesis]
Check the age marking on each set before use [synthesis].
Keep floors clear, because pieces on the floor are a slip and foot-injury hazard. Wash shared bricks regularly [synthesis].

2. Framework

Format [source: I-SOCIALISE manual and protocol]

Group: usually 3 children with 1 trained adult (a ratio of about 1:3). Six to nine children is possible with 2 facilitators in a large room. Two children is acceptable when one is absent. The trial allowed 3–6 per group.
Session: usually 60 minutes (45–90 is acceptable), weekly, for at least 12 weeks. Six sessions is the stated absolute minimum. Avoid running across the long summer break.
Setting: a quiet, consistent room with a quiet corner, for example with a bean bag. It can run as a lunchtime club, an after-school club or a lesson.
Ages: the trial covered 7–15. Play Included suggests starting at about 5 because of the language demands, and runs clubs from pre-school to young adulthood with adapted bricks [source: FAQ; programme page].
[Brick-by-Brick]: there is no fixed length or group size. Children may start in pairs or with an adult, then move into larger groups [source: Play Included blog].

Structure of each session [source: manual]

Welcome.
Describe the activities and agree roles.
Semi-structured set building: at least about 20 minutes.
Less structured or freestyle play.
Clean-up, starting about 15 minutes before the end, with 2–3 warnings from 5–10 minutes before.
Farewells.

Do not put free play early in the session, because it makes the return to set building harder. Use a visual timetable.

Phases across a course. These are drawn from the manual's sequence. The phase labels are [synthesis].

Phase	Goals	Content	Criteria to move on
0. Preparation	Right group, informed families	Selection; parent information; consent and assent; buying sets; pre-building models	Group formed; consent in place; facilitator trained [source: manual]
1. Starting (about sessions 1–4)	Safety, predictability, learning the roles	Club rules made together; set builds in roles; Helper level	Children can do each role with prompting [synthesis on timing]
2. Consolidating (about sessions 5–8)	Joint problem-solving, flexibility	Bigger sets; freestyle in pairs, then less structured; Builder and Creator levels; check-in can start after 5–7 sessions	Freestyle only once the week's set is done and the group is ready [source: manual]
3. Advanced (about session 9 to the end)	Leadership and shared projects	Projects of 300+ pieces; group freestyle themes; Master and Genius levels; stop-motion or story projects	Level criteria met and awarded by peers [source: manual]
4. Ending	Planned, celebrated ending	Countdown of sessions; certificates; celebration; talk about other clubs	Final session reached [source: manual]

[Brick-by-Brick] progression.

Set builds with turn-taking in the roles.
Then children design their own models in pairs or small groups.
Then larger teamwork projects: stop-motion animation, robotics or coding, and large-scale builds [source: Play Included blog; programme page].

3. Guiding principles

Children solve the social problems. Point out the problem; do not fix it. In practice, say what you notice and ask the group what could help [source: protocol §8.1; manual].
Peers before the adult. Turn questions back to the group before answering them yourself [source: manual].
Practise solutions. When children agree a solution, have them rehearse it until they can do it [source: protocol §8.1].
Positive, simple, factual language. Say what to do, not what not to do. Explain other children's points of view [source: manual].
Specific, frequent praise for interaction. Praise named collaborative acts, and praise the social behaviour more than the model itself [source: manual].
Strengths and interests first. Choose sets with the children and build on what they like [source: manual; Absolutely Education interview].
Predictable structure. Same room, same order, a visual timetable, clear warnings before transitions [source: manual].
Rules owned by the group. Children write the rules and remind each other of them. The adult stays consistent and friendly [source: manual].
Recognition comes from peers. Children, not the facilitator, award levels, which turns recognition into a social act [source: manual].
Group consensus. Decisions about roles, swaps and even time out are made by the group using fair methods [source: manual].
[Brick-by-Brick] Playfulness first. Fun is the priority, not compliance [source: Play Included blog].
[Brick-by-Brick] Child agency. Children lead on what they build and who they build with. Adults step back and do not intervene in every exchange [source: Play Included blog; programme page].
[Brick-by-Brick] Flexible roles. Groups of three, fixed jobs and one person holding the instructions are not required. Rigid use makes sessions "boring, slow and frustrating" [source: Play Included blog].
[Brick-by-Brick] Neurodiversity-affirming. The aim is belonging and a space where children "can be themselves", not making them seem less autistic. Do not target eye contact or other neurotypical norms. That last point is [synthesis]: the public pages do not address eye contact or masking [source: FAQ; blog].
Facilitator competence. Repeated practice of the non-directive techniques is part of training, and supervision supports fidelity [source: manual; protocol §7.10].
Welfare over the task. The model, the set and the fidelity checklist always come second to the child's safety and wellbeing [synthesis].

4. Intervention inventory

Unless tagged otherwise, items come from the I-SOCIALISE delivery manual (Wright, Gomez de la Cuesta, Varley and LeGoff, 2017) and the trial protocol. Example language is illustrative throughout.

4.1 Selection and group composition

Purpose: form a group that can collaborate and enjoy it.
Steps:
1. Look for children who enjoy LEGO, can communicate and follow simple instructions, and have enough hand dexterity.
2. Group children at a similar developmental level who can communicate with each other. Group by age. Mixed genders are recommended.
3. Fill spare places with children who have other social-communication needs, or with typically developing peers. This needs parental permission and the child's own willingness.
4. Manual cautions:
  - Children with high frustration, frequent tantrums or aggression, or significant attention problems may not suit the group.
  - Children who dislike LEGO should not be placed.
  - Children who are non-verbal or have severe language delay may need preparation first.
5. [Brick-by-Brick]: clubs are open to anyone who enjoys LEGO and would benefit, from pre-school age upward [source: programme page; FAQ].
Example language (illustrative): "There's a building club on Tuesdays where you make LEGO models with two others. Would you like to try it? You can say no."
Watch for:
- A child who is agreeing only to please adults.
- Big gaps in reading level between children, because the Engineer role needs reading or picture interpretation.
- Working: the child chooses to come back each week [synthesis].

4.2 Preparing parents and carers; consent and assent

Purpose: informed participation and a link between home and club.
Steps:
1. Before session 1, give parents written information on dates, venue, structure, rules, roles, levels and rewards [source: manual].
2. Get parental consent, including for peers who fill spare places [source: protocol §8.4].
3. Get the child's assent with information suited to their age and communication. The trial sought assent "where possible" [source: protocol §7.3].
4. Get separate consent for any photos or video [source: protocol §7.3].
5. In clinical (not research) practice:
  - Record who holds parental responsibility.
  - Explain the limits of confidentiality, including that safeguarding concerns will be shared.
  - Treat a child's ongoing reluctance as withdrawal of assent, even when the parent consents [synthesis].
Example language (illustrative): "What happens in club stays mostly private. But if I'm worried someone isn't safe, I'll need to tell someone whose job is to help."
Watch for:
- Parents expecting the club to "fix" autistic traits. Reframe the aims as enjoyment, friendship and belonging [synthesis based on the Brick-by-Brick framing].

4.3 Room, sets and materials preparation

Purpose: remove avoidable frustration and keep the session moving.
Steps:
1. Choose sets with the children, matched to their age and interests.
2. Build each set yourself beforehand.
3. Pre-sort pieces into trays or boxes.
4. Keep set bricks separate from freestyle bricks. Order replacement pieces for anything lost.
5. Gauge set size from the manual's benchmark: a 10-year-old may build about 600 pieces in 60 minutes; a developmental age of 4 may need about 150 minutes for the same.
6. Display the rules poster, role cards, reward chart and visual timetable.
7. [Brick-by-Brick]: have plenty of sets and well-organised loose bricks, with options for different interests [source: Play Included blog].
8. Use large bricks for very young children or children who mouth objects [source: FAQ; synthesis].
Example language (illustrative) [synthesis]: "Today's set is already sorted into trays. Engineer, here are the instructions; Supplier, the pieces are in these boxes."
Watch for:
- A set that is too hard or too easy for the group. The right level shows as sustained engagement without frequent meltdowns [synthesis].

4.4 Welcome and session opening

Purpose: predictability and a social start.
Steps:
1. Greet each child by name.
2. Go through the visual timetable.
3. Restate the club rules, as is done at every session [source: protocol §2.1].
4. Describe today's activity.
5. Agree the starting roles.
6. Keep this short and avoid free play at this point.
Example language (illustrative): "Welcome back, builders. Today: finish the fire station, freestyle, then tidy-up. Who remembers one of our rules?"
Watch for:
- A child arriving dysregulated. Offer the quiet corner first [synthesis].

4.5 Co-creating club rules

Purpose: shared, group-owned expectations.
Steps:
1. In session 1, help the group draft its own rules.
2. Phrase every rule positively.
3. Display the rules on a noticeboard.
4. The manual's example rules cover these themes:
  - building together;
  - fixing, or asking for help with, things that break;
  - asking before using other people's things;
  - indoor voices;
  - kindness and no upsetting words;
  - bricks out of mouths;
  - tidying up.
5. Restate the rules each session. Encourage peers to remind each other.
Example language (illustrative): "What would help everyone enjoy club? … How could we say 'don't grab' as something to do instead?"
Watch for:
- Rules imposed by the adult rather than made with the children.
- Working: children cite the rules to each other unprompted.

4.6 Collaborative set build in roles (Engineer, Supplier, Builder)

Purpose: the core task, building communication, joint attention, turn-taking and perspective-taking.
Steps:
1. Engineer: holds the instructions. Names each piece (colour, shape, size), says where it goes, and uses pictures and pointing. Does not hand over or build.
2. Supplier: listens, finds the requested pieces, and passes them to the Builder one at a time.
3. Builder: assembles the model using only the Engineer's description.
4. Build for at least about 20 minutes.
5. The facilitator watches and prompts. Fill a role yourself only if a child is absent.
6. [Brick-by-Brick]: start in pairs or with an adult if a child needs it. Relax the rule that only one person sees the instructions when it causes frustration rather than useful challenge [source: Play Included blog].
Example language (illustrative): to the Engineer, "How could you describe it so Sam knows which one?" To the group, "The Builder looks unsure. What could help?"
Watch for:
- Children grabbing the instructions, or the Builder taking pieces directly.
- Long silences.
- Working: more spontaneous, specific descriptions, and children checking each other's understanding.

4.7 Role rotation and group decisions

Purpose: flexibility, fairness and negotiation.
Steps:
1. The group decides when to swap roles: after a set number of steps, or when a timer sounds [source: manual; protocol §8.1].
2. When there is a disagreement, ask the children to come up with a fair method, such as rock-paper-scissors or taking turns. Prompt only if needed.
Example language (illustrative): "Two people want to be Engineer. How can we decide fairly?"
Watch for:
- The same child always ending up with the preferred role.
- Working: swaps happen without adult prompting.

4.8 Problem highlighting and child-generated solutions

Purpose: the main social-learning mechanism.
Steps:
1. When a social problem arises (a mismatch, a conflict, a missed cue), name that it exists, "as and when it occurs" [source: protocol §8.1].
2. Ask the children what the problem is and how to solve it.
3. Prompt with hints only if they are stuck.
4. Have them carry out and rehearse the agreed solution.
5. Explain other children's perspectives where needed.
Example language (illustrative): "Hmm, I think there's a problem. Jo asked for a blue piece and got a red one. What happened? What could you try?"
Watch for:
- Over-prompting: answering for the group.
- Shaming language.
- Working: children start to spot and solve problems themselves. The manual's optional self-rating tracks prompting of child-generated solutions and practice of strategies.

4.9 Peer-first help seeking

Purpose: move the source of help from the adult to the peers.
Steps:
1. When a child asks you for help, redirect the question to the group before answering.
Example language (illustrative): "Good question. Who in the team could help with that?"
Watch for:
- A child becoming distressed because help is delayed. Help directly if distress is rising [synthesis].

4.10 Specific praise and LEGO Points

Purpose: reinforce collaboration and make recognition social.
Steps:
1. Praise specific positive interactions, often, with a focus on strengths.
2. Optionally, award LEGO Points for positive behaviour and collaboration. Track them on a chart or in a jar, and optionally trade them for prizes.
3. The manual suggests that points may later become motivating socially on their own.
Example language (illustrative): "Ali, you waited and then described that piece really clearly. That's great teamwork."
Watch for:
- Points turning into competition or anxiety.
- [Brick-by-Brick]: points are not mentioned in the public Brick-by-Brick material. If a group is motivated by play itself, consider dropping external rewards [uncertain/synthesis].

4.11 Peer-awarded levels and certificates

Purpose: goals that build in social complexity, with recognition given by peers.
Steps:
1. Explain the levels and their criteria early. The levels are:
  - Helper: sorting, checking that sets are complete, tidying. Given early.
  - Builder: building sets of 100+ pieces and having done all three roles.
  - Creator: designing and building a freestyle model with a partner, to criteria the group recognises.
  - Master: leading a project of 300+ pieces, giving out tasks and engaging every member.
  - Genius: writing a story or script and leading a multi-model or film project.
2. Peers, not the facilitator, propose and agree each award.
3. Present personalised printed certificates.
Example language (illustrative): "Does the group think Mia has shown what a Creator does? What did you see her do?"
Watch for:
- A child left behind while others level up. Set individual stepping stones [synthesis].
- Working: children nominate each other with specific reasons.

4.12 Freestyle building

Purpose: shared imagination, negotiation and planning without a set script.
Steps:
1. Start freestyle only after the week's set is complete and the group is ready.
2. Begin in pairs (one Engineer, one combined Supplier and Builder).
3. Then move to less structured collaboration.
4. Use project ideas such as vehicles, a castle, or a city that grows week by week. Invite the children's own ideas.
5. The facilitator may model roles, prompt problem-solving, revisit earlier agreements, and gently correct unfairness or a child who dominates.
6. Movement around the room is normal.
7. [Brick-by-Brick]: children design from their own imagination with more choice about what they build and who with. Adults step back [source: Play Included blog].
Example language (illustrative): "You two both want a spaceship but different kinds. How could your designs work together?"
Watch for:
- Parallel building with no contact, which is acceptable at first. Prompt a peer invitation.
- Working: joint plans, compromises and shared storytelling about the model.

4.13 Check-in conversation (advanced groups)

Purpose: extend the social exchange beyond the bricks.
Steps:
1. After about 5–7 sessions, add a check-in of about 15–20 minutes. Members talk about what has happened since the last session.
2. The facilitator supports turn-taking and listening. Correct unfairness gently.
Example language (illustrative): "Anyone want to share something from their week? Who has a question for Leo about that?"
Watch for:
- Pressure to disclose, or a forced eye-contact or conversation rule. Allow passing and talk while building [synthesis consistent with the Brick-by-Brick framing].
- Disclosures of harm. Follow the safeguarding steps in 5.10.

4.14 Advanced and extension projects

Purpose: teamwork, leadership and narrative skills for experienced groups.
Steps:
1. Offer large-scale models, stop-motion animation, coding or robotics, and story or script projects (the Genius level).
2. Roles grow to fit: director, camera operator, programmer. These role names are [synthesis].
Example language (illustrative) [synthesis]: "You've built a lot of sets together. Would the group like to make a film with your models? Who wants to be director this week?"
Watch for:
- Rising complexity that shuts some members out.
- Screen time crowding out face-to-face play [synthesis].
Source: Play Included blog; programme page; Absolutely Education interview; manual (Genius level).

4.15 Missing-piece "search party"

Purpose: turn a common frustration into a joint problem to solve.
Steps:
1. Send the group on a search party.
2. If the piece isn't found, consider a piece of the same size in another colour.
3. If nothing works, the group decides how to carry on.
Example language (illustrative): "We're missing a 2×4 grey. Search party! … Not found. What could we use instead?"
Watch for:
- A child who cannot tolerate colour substitution. Acknowledge the feeling and let them choose, rather than forcing it [synthesis].

4.16 Clean-up and farewells

Purpose: a predictable transition and shared care of the materials.
Steps:
1. Give 2–3 warnings, starting 5–10 minutes before clean-up.
2. Start clean-up about 15 minutes before the end. Pieces left on the floor are said to go to "the vacuum".
3. Store work in progress.
4. Say goodbye by name and preview next week.
Example language (illustrative): "Five minutes until tidy-up. Then the vacuum gets anything on the floor!"
Watch for:
- Distress at leaving a model unfinished. Photograph it or store it safely [synthesis].

4.17 Session planning, evaluation and self-reflection (fidelity)

Purpose: keep delivery true to the model and keep learning from it.
Steps:
1. Write a session plan with activities and targets.
2. After each session, complete an evaluation: what happened, what went well, what was hard, next steps.
3. Use the optional self-rating, scoring yourself 0–5 on three things: praising social interaction, prompting child-generated solutions, and prompting practice of strategies.
4. Fill in a fidelity checklist. The trial's target was an average of 80% adherence.
5. Get supervision. The trial used monthly calls with a trainer [source: protocol §7.10].
Example language (illustrative) [synthesis]: (to yourself, after the session) "Did I praise their interaction, or just the build? Did I hand them the solution or prompt them to find it?"
Watch for:
- A drift into directive teaching.
- A drift into unstructured play with no facilitation.

4.18 Parent and carer feedback and home play

Purpose: share successes and support generalisation.
Steps:
1. At pick-up, share specific positive feedback.
2. Suggest short home play routines.
3. Invite parents to special events or show them photos of the models.
4. Politely decline requests for siblings or parents to join sessions, and offer ideas for home play instead.
5. Play Included does not train parents but provides free home activities [source: FAQ].
Example language (illustrative): "Today Sara asked Tom for help instead of building alone. You could try a two-person build at home where one describes and one builds."
Watch for:
- Home practice turning into drilling. Keep it playful [synthesis].

4.19 Planned ending

Purpose: a positive ending without abandonment.
Steps:
1. Count down the remaining sessions as the end approaches.
2. Hold a final celebration with certificates.
3. Discuss other clubs and activities.
4. The manual advises against open invitations for past members to come back as helpers, to protect the next group's dynamics.
Example language (illustrative) [synthesis]: "We have three more club sessions. In the last one we'll celebrate everything you've built, and talk about where you can keep building with friends."
Watch for:
- Grief or regression near the end. Plan where social contact will continue [synthesis].

4.20 Age and needs adaptations

Purpose: fit the method to development and communication.
Steps:
1. For young children:
  - Use DUPLO or large bricks, smaller sets and shorter building blocks.
  - Start with an adult partner or in pairs [source: FAQ; Play Included blog].
2. For children with limited speech or reading:
  - Prepare with picture-based instructions.
  - Allow pointing and showing the instructions [source: manual mentions pictures and pointing]. Augmentative and alternative communication (AAC) use is [synthesis].
3. For teenagers and young adults, use advanced projects and give more ownership [source: programme page].
4. Cultural adaptations were needed in the Mexico and Kenya pilots. Their details are not published in the sources [uncertain].
Example language (illustrative) [synthesis]: "You can point to the picture to show the Builder which piece comes next. You don't need to say it."
Watch for:
- The language demands of the Engineer role outstripping a child's ability [source: FAQ].

5. Handling problems

5.1 A child builds alone or withdraws. Ask peers to invite the child back. Accept some time off-task: the manual notes that group focus beyond about 20 minutes is a lot to ask [source: manual]. If withdrawal persists, check privately whether the child still wants to come, and whether the roles, set or group mix are the problem [synthesis].

5.2 Rule-breaking or challenging behaviour.

Remind the child of the group's rule.
Ask the group how to respond.
Use positive approaches first.
Use time out only by group consensus [source: manual].

For aggression, follow the setting's behaviour and physical-intervention policy and end the session if safety requires it [synthesis]. The trial recorded aggression, property damage, verbal abuse and running away as expected adverse events [source: protocol §9].

5.3 One child dominates, or power is unequal.

Use role rotation rules and fair methods chosen by the group (see 4.7).
During check-in or freestyle, gently correct unfairness and shift who leads [source: manual].
If the group is persistently unbalanced, rebalance its make-up between terms [synthesis].

5.4 Frustration, overwhelm and meltdown.

Signs: a set that is too hard, missing pieces, noise, a rigid role.
Offer the quiet corner or bean bag, lower the demand and reduce noise [source: manual on room set-up; response is synthesis].
[Brick-by-Brick]: loosen rigid role rules that make sessions "boring, slow and frustrating" [source: Play Included blog].
Never require a distressed child to stay at the table. Let them rejoin on their own terms [synthesis].

5.5 Refusal, non-attendance and loss of interest.

Children who dislike LEGO are not suited to the group [source: manual].
Treat refusal as withdrawal of assent, and check what is driving it: anxiety, peers, timing (for example, losing break time), or boredom [synthesis].
Refresh motivation by letting children choose sets and projects [source: manual; Brick-by-Brick].

5.6 Missing or broken pieces. Run a search party, then a substitution, then a group decision (see 4.15). The "fix it or ask for help" rule covers broken models [source: manual].

5.7 Requests for siblings or parents to join. Decline politely and offer home play ideas [source: manual].

5.8 Language and reading demands too high.

Prepare first with picture instructions, use pairs, or let the adult partner the child [source: manual; FAQ].
Children who are non-verbal or have severe language delay may need preparation before joining [source: manual].

5.9 Mouthing and choking risk.

"No LEGO in the mouth" is a standard rule, and choking or swallowing is an expected adverse event [source: protocol §9.1; manual].
For young children, or any child who mouths objects:
- use DUPLO or large bricks;
- keep small parts out of reach;
- supervise all the time;
- make sure staff know the setting's first-aid and choking procedure [synthesis].
Record and report any incident under the setting's procedures [synthesis; the trial required adverse events to be logged after every session].

5.10 Safeguarding, disclosures and mandatory reporting [synthesis unless tagged].

Play Included says clubs should run inside organisations that already have safeguarding and complaints policies [source: FAQ].
Before starting, know:
- your setting's designated safeguarding lead;
- your local referral route;
- your jurisdiction's statutory duties. Duties vary. In the UK, staff follow statutory safeguarding guidance and local procedures. In US states, many professionals are mandated reporters to child protective services. Check the law where you practise [uncertain on specifics; not covered by the sources].
If a child discloses harm, or a peer interaction raises concern:
1. Listen calmly and do not investigate or ask leading questions.
2. Do not promise secrecy.
3. Record the child's own words, with date and time.
4. Report the same day through the safeguarding route.
Models and play content are not evidence of abuse. Do not interpret them as such.
Do not take or share photos without consent [source: protocol §7.3 for filming consent].
Avoid lone working with a child in a closed room, and follow your setting's policy on supervision and physical contact.

5.11 Deficit-framed referrals and masking.

[Brick-by-Brick] frames the aims as belonging, friendship, confidence and wellbeing, moving away from a deficit model [source: Play Included blog; FAQ].
If a referrer or parent wants autistic traits suppressed, reframe the goals together [synthesis].
Watch for children masking: performing "good social skills" while distressed. Signs include exhaustion after sessions or shutdowns at home. Make sure the club is a place where they "can be themselves" [source: FAQ quote; the rest is synthesis].

5.12 Ruptures with the facilitator.

A rupture can follow a perceived unfair decision, a broken model, or an adult who over-directs.
Name it, repair it simply, and return the decision to the group where you can (for example, "I decided that too fast. Can the team decide?") [synthesis].

5.13 Fidelity drift and poor-quality delivery.

Play Included acknowledges that quality varies between settings and training providers [source: NEN; FAQ].
Use the self-rating, session evaluations and supervision (4.17), and refresh your training if prompting has become directive [source: manual; protocol].

5.14 Co-occurring mental-health difficulties.

A Brick Club is not a treatment for anxiety, depression, self-harm or trauma. Assess these separately and treat or refer them alongside the club [synthesis].
Watch for bullying between members and for rejection in the playground carried into the club [synthesis].

Sources

Sources: