American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorder. Washington, DC: American Psychiatric Association.
Andras, M. (2012). The value of LEGO® therapy in promoting social interaction in primary aged children with autism. Good Autism Practice, 13(2): 17-24.
Boyne, S. E. (2014). An evaluation of the ‘LEGO® therapy intervention used to support children with social communication difficulties in their mainstream classroom. Doctoral dissertation. University of Nottingham.
Bulmer, L. and Smith, H. (2011). The use of Lego serious play in the engineering design classroom. Available at:http://library.queensu.ca/ojs/index.php/pc.
Costa, S. C. C., Soares, F., Santos, C., Pereira, A. P and Moreira, M. F. (2016). Lego robots and autism spectrum disorders: a potential partnership? Revista de Estudios e Investigación en Psicología y Educación, 3(1): 50-59.
Esbjørn, B. H., Normann, N., Christiansen, B. M., Reinholdt-Dunne, M. L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.
Gilliam, J. E. (1995). Gilliam Autism Rating Scale: Examiner's Manual: Pro-ed.
Hallahan, D. P., Kauffman, J. M. and Pullen, P. C. (2015). Exceptional learners: an introduction to special education (13th Ed). Published by Pearson Education, Inc.
Huskens, B., Palmen, A., Van Der Werff, M., Lourens, T. and Barakova, E. (2015). Improving collaborative play between children with autism spectrum disorders and their siblings: The effectiveness of a robot-mediated intervention based on lego therapy. Journal of Autism and Developmental Disorders, 45, 3746-3755.
Kirk, S., Gallagher, G. and Coleman, M. R. (2015). Educating Exceptional Children (14th Ed). Cengage Learning, Printed in the United States of America.
LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of Autism and Developmental Disorders, 34(5): 557-571.
LeGoff, D. B., De La Cuesta, G. G., Krauss, G. W. and Baron-Cohen, S. (2014). LEGO®-based therapy: How to build social competence through LEGO®- based clubs for children with autism and related conditions. Jessica Kingsley Publishers.
Lindsay, S., Hounsell, K. G. and Cassiani, C. A. (2017). Scoping review of the role of LEGO® therapy for improving inclusion and social skills among children and youth with autism. Disability and Health Journal, 10(2): 173-182.
Mccusker, S. (2014). Lego serious play: Thinking about teaching and learning. International Journal of Knowledge, Innovation and Entrepreneurship, 2(1): 27-37.
Owens, G., Granader, Y., Humphrey, A. and Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of autism and developmental disorders, 38(10): 1944-1957.
Peckett, H., MacCallum, F. and Knibbs, J. (2016). Maternal experience of Lego therapy in families with children with autism spectrum conditions: What is the impact on family relationships? Autism, 20(7): 879-887.
Yanhui, P. (2010). Lego games help young children with autism develop social skills, International Journal of Education, 2(2): 1-9.
