Background: LEGO (R) therapy uses children's natural interest in play to help motivate behavioural change and may be an effective teaching tool to increase social competency and communication skills. Although the literature is growing it has not been synthesized. Objectives: To review the literature on the role of LEGO (R) therapy on social skills and inclusion among children and youth with Autism Spectrum Disorder (ASD). Methods: A scoping review was conducted, involving comprehensive searches of international databases. Eligible articles included: (a) youth aged 19 or younger, with ASD; (b) empirical research on LEGO (R) therapy interventions; (c) published from 1996 to 2016 in a peer-reviewed journal, conference proceedings, or dissertation. Results: Of the 6964 studies identified, 15 articles involving 293 participants, aged 5-16 (mean age 8.7 years), across five countries met the inclusion criteria. Although the outcomes of the LEGO (R) therapy varied across the studies, 14 studies reported at least one improvement in social and communication skills (e.g., building friendships, improved social interactions and social competence), ASD-specific behaviors, belonging, family relationships, coping, and reductions in playing alone. Conclusions: Although LEGO (R) therapy shows promise as an intervention for children and youth with ASD, more rigorously designed studies are needed to fully understand its impact. (C) 2016 Elsevier Inc. All rights reserved.