Small‐group interventions are often used in schools to support the development of children’s social skills. One such intervention, Lego^®‐Based Therapy (LBT), is increasingly popular internationally in schools. Although LBT has an emerging evidence‐base, there is limited research exploring effective LBT implementation. An in‐depth, exploratory multiple‐case study design was used to explore the process of LBT assimilation in two English mainstream primary schools which were considered to have implemented LBT effectively and reported positive programme outcomes. Data collection was through structured observations and semi‐structured interviews based upon Durlak and DuPre’s (2008) established implementation framework. Transcripts were subjected to Hybrid inductive–deductive thematic analysis was used to identify themes which were triangulated with observation data. The data largely correlated with the Durlak and DuPre (2008) framework, identifying ley themes of: provider characteristics, characteristics of the intervention, organisational capacity and the need for a support system when implementing the intervention. Themes of facilitator factors and participant responsiveness emerged inductively, suggesting that a revised model of implementation is required for LBT. Recommendations include calling for EPs to use models of implementation when working with schools, as a cyclical, iterative process to promote positive outcomes and, therefore, cost‐effectiveness of school investment in interventions. Limitations and future research are discussed.

中文翻译：

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在两家英语主流小学中实施基于乐高®的疗法

在学校中经常使用小组干预来支持儿童社交技能的发展。乐高^®（Lego®）是其中一种基于基础的治疗（LBT）在国际上在学校中越来越受欢迎。尽管LBT具有新兴的证据基础，但对于有效实施LBT的研究很少。一项深入，探索性的多案例研究设计用于探讨两所英语主流小学的LBT同化过程，这些主流学校被认为已有效实施LBT并报告了积极的计划成果。数据收集是基于Durlak和DuPre（2008）建立的实施框架，通过结构化观察和半结构化访谈进行的。笔录经过混合归纳-演绎主题分析，用于确定与观察数据三角化的主题。数据与Durlak和DuPre（2008）框架密切相关，确定了以下主题：提供者的特征，干预的特征，组织能力以及实施干预时对支持系统的需求。归纳性地出现了促进因素和参与者反应性的主题，这表明LBT需要修订的实施模型。建议包括呼吁环保组织在与学校合作时使用实施模式，这是一个周期性的，反复的过程，以促进积极的成果，从而提高学校在干预措施上的投资的成本效益。局限性和未来的研究进行了讨论。建议LBT需要修订的实施模型。建议包括呼吁环保组织在与学校合作时使用实施模式，这是一个周期性的，反复的过程，以促进积极的成果，从而提高学校在干预措施上的投资的成本效益。局限性和未来的研究进行了讨论。建议LBT需要修订的实施模型。建议包括呼吁环保组织在与学校合作时使用实施模式，这是一个周期性的，反复的过程，以促进积极的成果，从而提高学校在干预措施上的投资的成本效益。局限性和未来的研究进行了讨论。