About the presenter:Education and Experience

Mrs. Rachel Plybon-Beach is a native of West Virginia.

A graduate from the University of Charleston’s

Carleton Varney School of Art & Design.

She has 23 years experience in the industry.

Her work includes; hospitality, office, residential, industrial,

retail, education and healthcare projects

culminating in being a part of the design team for

the 27,000 square foot West Virginia State Museum

located in Charleston, WV at The Culture Center.

About the presenter:Relationships Married and the mother of twin boys, Rachel has experienced firsthand the need to address sensory issues within the home environment and work environment. Her one son was diagnosed with severe asthma before turning one (1) and the other with POD-NOS at age three (3).

Rachel herself has auditory processing disorder that was

addressed in grade school.

As an educator at Pierpont Community & Technical College,

Instructor Beach teaches interior design and is the

program coordinator for the interior design segment

of the Applied Design Program presently in the School of

Human Services.

About the presenter: Sensory DesignOver the last five (5) years Rachel has become aware of the growing trend of the emphasis placed on the sensory experience within the interior environment. The topic received a strong response at the 2014 annual West Virginia Association of Family & Consumer Sciences Professional Development Weekend as an offered session.

Her first sensory design workshop was a pilot in the fall of 2014 at WVU-P in Parkersburg, WV. Although attendance turnout was a challenge, the audience showed 100% appreciation for the presentation of information and solutions.

The workshops are being developed for educators, therapists, designers

and parents.

Please feel free to connect

with Rachel Plybon-Beach in

Social Media or contact:

Cards are in the back

• SCHOOL

Students

Teachers

Faculty

Staff

Visitors

http://www.autism-society.org/about-autism/facts-and-statistics.html

http://www.cdc.gov/ncbddd/autism/data.html

About 1 in 68 children has been identified with autism spectrum disorder (ASD) according to estimates from CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network.

ASD is reported to occur in all racial, ethnic, and socioeconomic groups.

ASD is almost 5 times more common among boys (1 in 42) than among girls (1 in 189)

About 1 in 6 children in the United States had a developmental disability in 2006-2008, ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism.

http://www.sensoryconnectionprogram.com/senses.php

http://www.autism.org.uk/15691 (TEXT Notes)

http://www.sensory-processing-disorder.com/adult-SPD-checklist.html

The Basic Design Process

The Basic Design Process

The Basic Design Process

The Basic Design Process

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The principle measures each element

In relationship to the environment…(for example)

• Space…the importance of negative space for movement and balance

to the positive space

• Light & Color…the psychology of color and power of light

• Line…can create motion and direction

• Texture…creates depth and provides tactile surfaces to use for

stimulation or comfort

• HARMONIOUS COMPOSITION IS THE GOAL

The Basic Design Process

• Composition is the VISUAL GOAL

http://messagenote.com/tag/before-and-after/page/2

The Basic Design Process

Why is COMPOSITION so important?

Sensory Processing DisorderParent Resources The Gift Of Understanding! http://www.sensory-processing-disorder.com/parent-resources.html

Our visual space. How does each line of vision create a flow and transition from one plane to another keeping unity with the composition. Use variety to provide visual cues to communicate different messages. Travel path…Destination…

What changed?

Minimize reflectanceLower contrastCreate soft focal spots

www.tewesdesign.com 413 × 340 Search by imageCOPYRIGHT © 2010 TEWES DESIGN. ALL RIGHTS RESERVED

What changed?

Low budget – rearrangement

Traffic path defined behind sofaUnified seating areaGroupings of wall accessoriesLine of vision to the mediaLight fixture moved and shade changed

Coffee tables are not a necessity(Safety for children)

Window treatments help noise controlMoved seating away from the window

http://www.blulabelbungalow.com/2013/08/before-and-after-vinings-living-room.html

How can we help people with Auditory Processing Disorder?Parents can use the specific strategies below to help avoid breakdowns in auditory processing:

Seat child away from visual, auditory, and motor distractions, such as fans, heaters, windows, doors, and pencil sharpeners.

Allow him to move to a quiet area when doing silent reading and independent work.

Give concrete, interesting examples, demonstrations, and written or pictorial information when presenting new concepts orally.

Use child’s strengths to convey information (e.g., if your child is a good reader, give reminders in writing; use · closed captioning during TV or video programs.)

http://www.innovative-therapies.com/auditory-processing-disorder/#7howcan

Compare Classrooms

• Next three (3) slides demonstrate three (3) different classroom organization and decoration

• Can you identify the function of the space?

• Is the travel path clearly defined?

• Would you be able to pay attention in class?

Problem Behavior In The Classroom:Dealing With Children And Sensory Processing Disorders At School

http://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html

http://franklininteriors.com/industries/k-12-education/

Problem Behavior In The Classroom:Dealing With Children And Sensory Processing Disorders At School

Problem Behavior In The Classroom:

http://www.hertzfurniture.com/school-matters/infographic-classroom-design-effects-student-learning

http://www.edudemic.com/classroom-design-infographic/

Problem Behavior In The Classroom:Dealing With Children And Sensory Processing Disorders At School

http://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html

Problem Behavior In The Classroom:Dealing With Children And Sensory Processing Disorders At School

How can we help people with Auditory Processing Disorder?

Doesn’t cost money

Teachers can use the specific strategies below to help avoid breakdowns in auditory processing:

Seat child away from visual, auditory, and motor distractions, such as fans, heaters, windows, doors, and pencil sharpeners.

Make sure light is on the speaker’s face, not his.

Allow child to move to a quiet area when doing silent reading and independent work.

Create visual directions as well as verbal instruction“A check list”

http://www.innovative-therapies.com/auditory-processing-disorder/#7howcan

How can we help people with Visual Tools?

SIGNAGE

Traffic Path/Pattern

Lighting

ADA Compliance

Problem Behavior In The Classroom:

Visual Identifiers in the classroom

Theory of bringing comfort to students by providing a constant Visual identifier in their school leaders/teachers/faculty and staff

Uniformity of our educators, faculty and staff in our schools Pre-K thru 4th gradeRemember Mr. Rogers? Every beginning episode, what did he do?

http://www.greatschools.org/find-a-school/defining-your-ideal/121-school-uniforms.gs

http://www.catalogs.com/info/bestof/top-10-jobs-with-uniforms

https://www.google.com/#q=psychological+benefits+of+seeing+someone+in+uniform

Problem Behavior In The Classroom:Dealing With Children And Sensory Processing Disorders At School

http://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.htm

http://franklininteriors.com/wp-content/uploads/2014/06/LearningCurve_HelpingStudentsFocus1.pdf

http://franklininteriors.com/wp-content/uploads/2014/06/smartspaces.pdf

http://www.hertzfurniture.com/school-matters/infographic-classroom-design-effects-student-learning

http://www.hertzfurniture.com/school-matters/environment-matters

http://www.hertzfurniture.com/buying-guide/healthy-environment/environmental-factors.html

http://www.pinterest.com/rachelpbeach/pierpont-sensory-design/

Theory on the benefits of visual identifiers in dress

http://www.greatschools.org/find-a-school/defining-your-ideal/121-school-uniforms.gs

http://www.catalogs.com/info/bestof/top-10-jobs-with-uniforms

https://www.google.com/#q=psychological+benefits+of+seeing+someone+in+uniform

http://www.pinterest.com/rachelpbeach/pierpont-sensory-design/http://www.autism-society.org/about-autism/facts-and-statistics.html

http://www.sensoryconnectionprogram.com/senses.php

http://lmessbauer.com/content/why-should-multi-sensory-environment-be-white-colorhttp://lmessbauer.com/content/considering-multi-sensory-environmenthttp://lmessbauer.com/content/definitions-passive-active-interactive

http://www.sensorystudies.org/of-related-interest/http://www.nationalautismresourcesblog.com/2010/08/18/tips-for-setting-up-a-classroom-for-a-child-with-autism/

http://www.autism.org.uk/15691

http://colorschemedesigner.com/

Let your design make perfect sense