Therapeutically Enhanced School Design for Students

with Autism Spectrum Disorders: A Comparative

Study of USA and UK

Ghasson Shabha BSc (Arch) MSc, PhD (Arch), MBIFM, PG Cert Ed

School of Property, Construction and Planning (PCP)

Faculty of Technology, Engineering and the Environment (TEE)

Birmingham City University

Kristi Gaines, Ph.D (Environmental Design), IIDA

Assistant Professor

Texas Tech University

Outline

Effective Learning Environments

What is Autism?

Purpose of the Study

Methodology

Conclusions

Effective Learning

Environments

The Design of the Built Environment

The built environment has a profound effect

on learning and behavior (Shabha, 2006; Lackney, 2003;

Dunn, Griggs, Olson, Beasley, Gorman, 1995).

The design of educational environments

must go beyond aesthetic value.

Challenges

Inclusion

Classroom design varies greatly

Very little research exists concerning the physical learning environment for students with autism

What is Autism?

Autism is a developmental disability that affects the normal functioning of the brain.

Students with autism typically display strengths in visual processing and deficits in auditory processing.

Individuals with autism display difficulty in social interaction, communication skills, and have a small range of activities and interests.

Autism is a “spectrum disorder”, meaning two students with the same diagnosis can display varying degrees of capability and severity of deficits.

Autism US Statistics

1 in 110 births

1 to 1.5 million Americans

Fastest-growing developmental disability

10 - 17 % annual growth

$90 billion annual cost

90% of costs are in adult services

Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention

In 10 years, the annual cost will be $200-400 billion

Autism Society of America

Autism UK Statistics

1 in 100 births.

Over 500,000 people in the UK have autism.

Only 15% of adults with autism in the UK are in full-time paid employment.

Nearly two-thirds of adults with autism in England do not have enough support to meet their needs.

While autism is incurable, the right support at the right time can make an enormous difference to peoples lives

The National Autistic Society

Sensory Issues Associated with Autism

Dysfunctional/Impaired Sensory Systems

(e.g. over or under reactive)

Hyposensitivity or Hypersensitivity to

environmental stimuli

Sensory processing

Sensory jumbling and mixing

Individuals with environmental

hyposensitivities or hypersensitivities

may exhibit stereotypical or

self-stimulatory behavior in order to

block out or activate the sensory

stimuli

Stereotypic (Self-stimulatory) behavior patterns

Sense Stereotypic behaviors__________________________________________________________________

Visual Staring at light, repetitive blinking, moving

fingers in front of eyes, hand flapping

Auditory Tapping ears, snapping fingers, making vocal sounds

Tactile Rubbing the skin with one’s hand or with another object, scratching

Taste Placing body parts or objects in one’s mouth, licking objects

Smell Smelling objects, sniffing people

________________________________________________________________________Note. From An assessment of the impact of the sensory environment on individuals’ behaviour in special needs schools by Ghasson Shabha

2006, page 33.

Purpose of the Study

Worldwide, the number of children diagnosed with autism spectrum disorders continues to increase. The question arises of how to provide for the educational needs of these students.

The objective of this study was to assess the impact of the sensory environment on the behavior of students with autism spectrum disorders.

Research Questions

1. Does the design of the visual environment affect the behavior of students with ASD?

2. What visual design features of the built environment trigger undesirable behavior?

3. What visual design features of the built environment help to decrease undesirable behavior?

4. Does the design of the auditory environment affect the behavior of students with ASD?

5. What auditory design features of the built environment trigger undesirable behavior?

6. What auditory design features of the built environment help to decrease undesirable behavior?

Methodology

Methodology US

Qualitative approach using a focus group to develop a questionnaire.

Quantitative approach using a questionnaire directed at special education teachers in Texas.

Methodology UK

Pilot questionnaire.

Quantitative approach using a questionnaire directed at teachers and carers of individuals with autism in special needs schools.

The teachers were not

asked for names of

students.

Data Analysis

Focus group - the procedures outlined by

systematic analysis process

Survey Group - Descriptive statistics using

SPSS

Results

Environmental Triggers

Visual Triggers

Auditory Triggers

The Visual Environment

Light • Color • Space organization

Negative Visual Triggers (Focus Group)

Visual Clutter *

Disorganized space *

Fluorescent lighting

Glare

Brightness of light

Flicker of lights

Open concept space *

Built-in furniture *

Linear classroom arrangement *

Windows*

Odd color combinations

Red or orange with some students

Positive Visual Influences(Focus Group)

Visually rich classroom

Thematic elements

Smaller well-defined space

Moveable furniture

Desks arranged in groups

Defined work space

Break-out space

Incandescent lighting

Lamps

Flexibility in control of lighting

Natural colors

General Visual Triggers

UK US

Source of light (e.g. fluorescent light flickering, 96 % 44%

direct sunlight)

Intensity of light (brightness) 82 % 39%

Luminance (e.g. reflection, shine, fluorescent glare) 87 % 20%

Shining floors or walls due to glossy paint finish 12 % 10%

Color and/or color contrast. 6 % 15%

No. of sample (UK) = 93 US=546

Detailed Visual Triggers

UK US

Patterned clothing and furnishing fabrics. 27 % 13.1%

Patterned wall paper. 28 % 5.5%

Color contrast of the main surfaces

(floors, walls, ceilings and doors) and secondary 5 % 6.6%

surfaces (skirting, architraves and furniture).

Stripes on radiators, grills and gratings and lighting 36 % 3.1%

diffusers.

Visual changes and distraction (e.g. Surrounding 11 % 67%

movement, body language of other individual).

No. of sample (UK) = 93 US=546

Ways to Alleviate Visual Triggers(Survey Group)

Method Frequency Percent

Keeping the classroom tidy and orderly 371 75.3

Cutting down on moving stimuli and 287 58.2

keeping the surrounding movement

to the minimum

Providing adequate natural light 257 52.1

Cutting down on all sources of 246 49.9

unnecessary visual information

including non-essential body language

Keeping objects within the 224 45.4

classroom observable and accessible

Cutting down on color contrast 90 18.3

without altering the definition of object

created by light and shadow

Space Organization

Note. From Accessing the Curriculum for Pupils with Autistic Spectrum Disorders. by G. Mesibove & M. Howley.

Light

Note. From http://www.lbl.gob/Microworlds/ALSTool/EMSpec/EMSpec2.html.

Color

Visual Design Recommendations for Students with ASD

Design Feature Description/Recommendations

______________________________________________________________________________

Lighting Daylighting or full spectrum lighting is preferred

Cover the bottom part of windows with an item such as a bulletin board to reduce distractions yet allow natural light

Eliminate or reduce the number of fluorescent light sources

Cover fluorescent lighting with blue lenses or paper

Use incandescent table or floor lamps as primary or supplementary sources of light

Avoid flashing lights

Color Natural colors such as blue and green

Discover the student’s favorite color and use it in the environment and for instruction

Use different colors of tape on the floor to identify different areas of the space

Use color coding and visual cues

Space Organization Boundary markers such as screens, tape, and furniture arrangement

Break-out space or attached auxiliary space

Reduce clutter

Keep items hidden that are a source of distraction (e.g. toys)

Study carrels

Do not alter room set-up

Other considerations Reduce visual changes and distractions

Close classroom door during passing periods

Avoid ceiling fans

The Auditory

Learning Environment

Average Noise Levels of Everyday Sounds

30dB = whisper

60 dB = conversation, dishwasher

90 dB = alarm clock

100 dB = snowmobile, chainsaw

120 dB = jet plane takeoff

140 dB = firearms, air raid siren

Sustained noise above 90 db(A) can damage hearing permanentlyNote. From Why Should We Care About Noise in Classrooms and Child Care Settings by Manlove et. al., 2001, page 57.

Auditory Triggers (Focus Group)

Noise from lighting, air conditioning, streets

Noise from other students

Noise effects due to materials and finishes

Echoing in cafeterias and gymnasiums

Unexpected sounds (e.g. fire drill, loud

speaker)

Plumbing noise

Positive Auditory Influences(Focus Group)

MP3 players

Head phones

Carpeted floors

Wind chime

Low, calm voice

Acoustic and Auditory TriggersUK US

Unduly harsh and lengthy echoes caused by large 77% 20%

un-curtained window areas and hard floors and ceiling

in larger areas.

Higher pitch sound (e.g. drilling and hammering sound, 23% 64%

vacuum cleaner, fire alarm siren).

Low pitch sound from the main road traffic (Diesel Engine). 37 % 12%

Low pitch sound from extractors and PC fans. 42 % 16%

Background noise from adjacent rooms and corridors. 15% 39%

Higher background noise levels from group activity (e.g. discussion, 22 % 51%

practical sessions, etc).

Sudden unexpected sound (e.g. banging, cracking sound). 16 % 71%

Noise from flickering fluorescent light. 28 % 18%

Plumbing Noise (flushing water cistern, cold water pressure surge) NA 10%

No. of sample (UK)= 84 (US)= 546

Sources of Sound Creating a Calming Effect on the Children (Survey Group)

Trigger Frequency Percent

Music (e.g. classical, instrumental, 201 39.6

soft, fun kid music,

computer music, student’s

individual preference, oldies, lullabies)

Calm voice (e.g. reading aloud 48 9.4

a poem, long vowel

sounds chanted by

students, counting)

Nature sounds 29 5.7

(e.g. music, rain, ocean, birds)

Other (e.g. headphones, low 11 2.2

humming sound, fan, quiet room)

Auditory Design Recommendations for Students with ASD

Design Feature Description/recommendations

Music Soft music, classical, instrument, familiar music,

computer music, music therapy, children’s music, white noise

Nature sounds Music or other sources with the sound of the ocean, rain, or birds

Water feature such as a fountain

Spatial Provide an attached quiet room or space

Reduce large open areas

Technology Headphones: Use with music or computer

Headphones: Use to block out sounds

Video screens and equipment

Reduce volume level on sound systems

Building materials Reduce hard surface finishes where possible

Use wall and ceiling insulating materials to keep background noise out of the classroom and keep interior noise within the classroom

Conclusions

Sensory stimuli has an effect on

the behavior of students with

ASD.

However, the most problematic

triggers differed in the two

studies.

Why the differences?

Sample size: 546 in US and 93 in UK.

Learning environments may differ in design

between the UK and US.

The design of public schools in US and

special needs schools in UK may vary.

Climate and sunlight differences.

Outcomes, Practical Benefits and Implications

Provides a measuring framework by which some sensory

attributes can be assessed objectively.

Provides further insight and in-depth understanding about

the features of a therapeutically enhanced learning

environment.

Maximizes the level of control on the design and

construction of school buildings by further reducing the

undesirable sensory stimuli.

. Classroom Arrangement for Students with ASD

Key____________________________________________________________

A A student with ASD should sit near the teacher’s desk.

B Daylighting or full spectrum lighting is preferred.

C Cover the bottom part of windows with an item such as a bulletin board to reduce

distractions yet allow natural light.

D Provide window blinds to control light

E Use incandescent table or floor lamps as primary or supplementary sources of light.

F Flexible switching should be available for overhead lighting.

G Use natural colors such as blue and green.

H Discover the student’s favorite color and use it in the environment for instruction.

I Use boundary markers such as screens, tape, and furniture arrangement.

J Provide an informal seating arrangement.

K Provide a break-out space or attached auxiliary space.

L Keep items hidden that are a source of distraction (e.g. toys).

M Provide study carrels.

N Close classroom door during passing periods.

O Provide independent work stations.

P Teacher’s Desk.

Q White board/chalk board.

R Lockers.

S Display area for student work.

T Provide some soft furnishings such as beanbag chairs.

________________________________________________________________________