ABSTRACT
Children with autism and related conditions, by definition, are often difficult to engage in play, especially interactive play. This is not a trivial aspect of their condition. Play is at the core of childhood development in all its dimensions. Language, social competence, problem solving, motor skills, technology, identity, moral reasoning—all important aspects of learning—are apparent in the self-directed practice evident in various forms of play, from stacking blocks to blasting aliens. At the core of autistic pathology is the absence or deficiency of adaptively relevant play. The LEGO®-based approach has much in common with many play therapy approaches that focus on using whatever elements or approximations of adaptive play are evident and then engage with and expand that core. Fortunately, for many children with autism spectrum disorders (ASD), there is not only an interest and an island of efficacy with regard to constructional play, and especially LEGO play, but also a shared interest.
