Lego

Using legos...

- Sparks creativity
- Provides processing time
- Supports regulation

Implementation

Overview

- Students are given legos to build
- Specific builds may be determined and used for reflection
- Lack of specifics may also be utilized to allow for creative decision making
- Students are given a set amount of time to complete these builds
- This time may be determined by the adult or agreed upon with student input
- Students then discuss what they built and if in connection with regulation or processing then reflection as well.

Core Components

- Set guidelines are determined including amount of time, when it is appropriate, specifics during the build, the structure of the conversations after timer sounds.

Proactive Implementation

- Proactively implementing legos in the classroom requires establishing expectations of how, when, and where the legos will be used. Working with the class on these expectations and discussion things such as setting a timer for use, what clean up looks like, and understanding that there is no continuation of builds can support you in the long run.

Responsive Implementation

- Responsively implementing legos in the classroom may stem from a need for additional authentic collaborations or space for regulation to occur. The legos should be introduced and expectations should be shared with students on their use.

Bucket fits

Connection

If the need is connection then students may bring partners or small groups to use the leogs.

Skills Training

If the need is skill building students may collaborate on specific build challenges. Working together to make something.

Awareness

If the need is awareness then students may be signaled or prompted to use the legos. Combining with intermittent incentives and giving the rational for why it was earned can elevate awareness.

Emotional Regulation

If the need is regulation. then students may use the legos as a regulation technique. Students may also build scenes to process or explain their emotions instead of talking, drawing, or writing.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.