ThesisAmanda Savitzky

“Its like we planned a trip to Italy, but when we got off the plane we were in Holland...

At first it felt like a strange place. It wasn’t what we expected, but once we had a look around we came to see how beautiful it was.”

Lily Savitzky

Growing up my brother Steven always got special attention. As he gets older,

sometimes other people look at him funny because they can tell that he is not like

everyone else.

Left to right: Me, Steven, Diana, Lily, Bob

Today he is 19 and I am 22.

We are both about to

experience great changes

in the next few years as

we enter adulthood.

In time, we will both move out of our parent's home.

We will find something meaningful to do with our

days. We will seek out joy and happiness. We will

both find independence.

At 18 months, Steven was

diagnosed with Autism

Spectrum Disorder.

I was 4 years old.

“...Disability is an art, its an ingenious way to live”

-Neil Marcus

What are the challenges that

individuals with Autism Spectrum

Disorder face after they

transition into adulthood?

How can design enhance

wellbeing and independence?

I first sought to better understand Autism Spectrum Disorder, and its

effects on individuals. I became aware of how the condition differs

so greatly from person to person.

“If you know one person with Autism...you know one person with Autism.”

Bob Savitzky

Autism

Spectrum

Disorder

(ASD)

The condition falls along a

spectrum. Individuals with the same

diagnosis may share the same

characteristics but in different

degrees from mild to severe.

Each person with ASD is affected

in his or her own individual

way. Though some have similar

symptoms, no two cases are alike.

Researchers are not certain of

the causes of ASD. Likely, it is a

combination of complex genetic

and environmental contributors.

Features of ASD become apparent

between 6 months and 2 years and

are present for life.

A lifelong, complex condition that affects

both how an individual perceives the

world and interacts with the world.

Between 1 in 80 / 1 in 240 have ASD, with an

average of 1 in 110 children in the United States.

ASDs are reported to occur in all racial, ethnic,

and socioeconomic groups, and 4 to 5 times

more likely to occur in boys than in girls.

Studies have shown that about one third of

parents of children with an ASD noticed a

problem before their child's first birthday, and

80% saw problems by 24 months.

Recent studies have estimated that the lifetime

cost to care for an individual with an ASD is

$3.2 million.

3 Types of ASD Diagnostic Criteria

Everyone living with ASD shares difficulty in these three areas that

are considered for classification:Autisic DisorderIs sometimes known as "classic" Autism and is what most people think of when hearing the

word "autism." Individuals with autistic disorder usually have significant language delays,

social and communication challenges, and unusual behaviors and interests.

*My brother Steven fits this criteria

Asperger SyndromePeople with Asperger syndrome usually have some milder symptoms of autistic disorder. They

might have social challenges and unusual behaviors and interests. However, they typically do

not have problems with language or intellectual disability

PDD-NOSPDD-NOS or Pervasive Developmental Disorder-Not otherwise specified are found in

individuals who meet some of the criteria for autistic disorder or Asperger syndrome, but not

all. Individuals with PDD-NOS usually have fewer and milder symptoms and may cause only

social and communication challenges.

Social Functioning Communication Repetitive Behaviors

Individuals with ASD have impaired

social skills. This includes trouble

holding conversations, appearing

aloof, and difficulties discerning

social rules and subtle social cues.

Some individuals with ASD are

"non-verbal" and have limited or

no ability to talk. Others have

difficulty interpreting common

body gestures, facial gestures and

tone of voice.

Engagement in repetitive behaviors

or rituals like pacing, hand

flapping, rocking and persistent

preoccupation with certain subjects

and objects.

These behaviors often have

pleasurable or comforting outcomes

for individuals with ASD because

they may function as coping

mechanisms for anxiety.

A diversity of characteristics

are associated with ASD and

will vary from person to person.

Many will exhibit some, but not

all of the following:

Sensory abnormalities

Need for personal space

Fixation on certain objects or interests

Dislike of physical contact

Poor awareness of danger

Poor coordination and Balance

Reluctance to changes in routine

Trouble planning and following sequences

Difficulty with fine or gross motor skills

Difficulty with perspective taking and empathy

Disinterest in social activities

Special interests and sometimes high levels of

ability in math, music, arts and technology

Attention to detail and difficulty with abstract thought

Enhanced abilities like photographic memory, perfect

pitch or numerical calculations

Individuals with ASD are often referred to as "on the spectrum"

People who do not have ASD are sometimes referred to as "neurologically typical" (NT).

Because of the significant differences in sensory, perceptive and cognitive processes, many feel that individuals

with ASD should be viewed as different and not disabled.

ASD affects not only the individual, but the lives of the entire family.

Family is very involved in the decision making of an individual with ASD for the entire lifespan, which has

dramatically changed from the past system of government institutional care.

There is a very strong ASD

community that is composed

of individuals with ASD,

family, medical professionals,

school professionals, lawyers,

advocates, and other specialists.

The symbol of ASD is a jigsaw puzzle often

appearing in red, yellow and two shades of blue. It

represents the quest to solve the puzzle of Autism.

I delved deeply into understanding the roots of the condition that

cause the behavioral and social problems of ASD and came to

understand that there exists a whole reality for each individual with

ASD that is different than the one we live in.

“We seem reluctant to accept that there are many different ways to see the same thing, and each of them might be correct if seen from the right perspective.”

Olga Bogdashina

Individuals with ASD have different

sensory, perceptive, and cognitive

systems than the rest of the

population.

All the features are there, the

pathways are just wired differently.

Andrew Brand

“The way people with Autism perceive the world is on the edge of our typical experience.”

How do we recreate the environment in our mind?

OlfactionSense of smell originating

in the nose. Detects

chemicals in the air.

GustationTaste of items that

contact taste buds on

tongue, mouth and throat.

Taste is closely related

to smell.

VisionRecreates image of

environment from light

that enters the eyes.

HapticDetects, pressure, touch

and temperature of skin.

HearingDetects vibrations of the

air due of sound waves in

the ear.

ProprioceptiveInforms of position and

posture of the body from

the stretching of muscles

and limbs.

BalanceFluid in the inner ear

detects movement and

position of the body.

7 different

Bodily Senses:

Sensation and perception are two interrelated mental processes

that allow us to experience, interact with and navigate the world

around us.

Our sensory system collects information from the environment and

relays it to the brain in raw form. The brain takes this information

and translates it into a form that is meaningful and usable. By

compiling this process from all the senses, we form the world that

we see and feel.

Light from the environment

hits the eye and is relayed by

the optic nerve through the

visual pathway of the brain.

The brain relays the

information through visual,

cognitive, spatial and

memory areas of the brain

to associate the concept

of tree.

Alternate Realities?Through sensation and perception we

create an interpretation of the physical

world around us not a direct translation.

Individuals with autism have

different sensory system so

the world is perceived into a

whole different reality. Rubins Vase Illusion

The colored and white part of the image switch back

and forth from appearing as a cup or two faces due to

the perceptual process that interprets foreground and

background.

An Issue of Filtering...One of the functions of the brain is to act

as a filter of information that is entering

our senses from the outside world.

That way we are only left with a small

and special selection of the most useful

information.

"The ability to attend selectively to meaningful stimuli while ignoring

irrelevent ines is essential to 'normal' cognitive functioning"

Lane and Pearson 1982

An example is the cocktail party effect. Although you are aware that

everyone else around you is talking, you only hear the conversation you

are attending to.

Effects on ASDA common characteristic of ASD is sensory

overload. Individuals with ASD do not have

the same protective, sensory filters.

Some researchers have theorized the "intense world syndrome." All

features of Autism (social interaction impairments, communication and

language problems, cognitive functioning, repetitive behaviors etc.) are

rooted in sensory overload experienced by individuals with autism.

Repetitive behaviors like rocking and flapping are coping mechanisms

that attempt to bring order and predictability to their environment.

Some fluorescent light bulbs have such a high degree of flicker that some

people on the spectrum feel like they're standing in the middle of a disco

night club.

I consulted with experts in the field of autism to understand how best

people with autism learn and what are the greatest challenges in

adjusting to adulthood and independence.

Quest for independence

"Every child who has autism and special needs has the right to a life of freedom and independence with dignity and respect, but also to be able to given the opportunity to succeed and reach their full potential"

Amalia Starr

Adulthood poses many new

challenges for individuals with ASD.

How can the transition to more

independence and new living

conditions be supported by design?

“It would be great if a resident can choose what he wants to wear and if its appropriate for the weather, but we have to determine what to prioritize: being able to pick the clothes or being able to put on the clothes.”

Brad Richards

Professionals' InsightsNatalie Russo is a psychology professor from Syracuse University. Natalie's research

specializes in Autism and the sensory problems associated with the disorder. She explained how sensory

disorders persist through the entire lifespan and the effective strategies to combat them.

In a lecture by Rama Gherrawo, the Assistant Director of the Helen Hamlyn research center on Age and Ability at the Royal College of Art in London I learned the benefits of inclusive design and

strategies on how to conduct projects that follow it's principles.

Percy Hooper is a professor of Industrial Design at North Carolina State University. Last

year he led his studio class through an 8 week project working with residents at a group home for adults with

ASD in NC. Also, NCSU its own center on Universal Design founded the head of the Industrial Design program.

Brad Richards is the director of a group home for 6 male adults with ASD in St. James

NY. From this I gained greater understanding of the challenges in adult life for individuals with ASD, their

relationships to their new environment and their relationships to care professionals. Keeping residents safe

and having them gain as much independence in their daily activities were the two most highly prioritized goals.

"Always have programs in place for reaching goals."

"Look for ways to make it more acceptable socially and expand the scope to see if

it can work in other user groups."

"Sensory problems have lasting effects from childhood through the lifespan in people with autism."

"Aim for the edges, not the target."

"The 'rule of one' is enough to justify a design decision."

"Set up systems that prevent failure."

"Structure, routine and scheduling are very effective tools."

"People with autism are mostly visually inclined. Use this strength."

ABA or Applied Behavior Analysis is a popular behavior therapy

for ASD. Some popular techniques are:

Social Stories

Peer Modeling

Using VisualsMany with ASD are visual learners

and follow visual directions better

than written or verbal

Video ModelingVideos modeling behavioral goals

Positive ReinforcementTo increase morale and motivation

while decrease frustration and

discouragement

Narrative images about an

upcoming social situations

Involving same age peers in

social activities

ReinforcersOften edibles or short breaks

doing a favored activity given

as a reward for a behavior

PromptingVisual, verbal and gestural hints to

encourage a certain behavior

Taking DataTo create a history and

record progress

Token BoardsVisual representations of

goal reaching.

Setting GoalsBoth big and small, and long term

and short term

TEACCH or Treatment and Education of Autistic and Related

Communication Handicapped Children emphasizes consistency and

routine of spatial sequencing and compartmentalization of tasks

into the same formats.

Assumes that people with autism are predominately visual

Does not work on behaviors directly, but on underlying reasons,

Utilizes predictability, sequenced activities and organized physical environments.

Task Analysis is the process of taking

an activity and breaking it down into

each individual step one must take to

complete it.

When learning new things, people with autism have

difficulty foreseeing what to do next and rely on

these activity schedules to help teach them.

These visual directions are

a form of task analysis.

I went home to observe the interactions between my brother, my

parents and his therapists with learning daily life skills.

I determined that the kitchen will be my source of inspiration for

increasing independence. Cooking is an important life skill but the

kitchen can be overwhelming sensory environment.

Quest for independence

Sights, sounds, smells, tastes and textures.

The kitchen can often feel like sensory overload for people with ASD.

Independence in kitchen skills is

an important life skill.

How can tasks and the environment

be modified to make learning

kitchen skills more easy?

Growth and Development-Rewarding and encouraging progress

-Learning tool or system

-Foster competence

-Addresses motivation

Predictability-Reinforces routines

-Utilizes spatial sequencing

-Facilitates organization

-Controlling the Environment

-Compartmentalization of details into larger themes

Realistic for user group-Easily integrated into existing spaces

-Safe to use

-Durable/long lifespan

-Considers needs of those who will teach

Sensory Sensitivities-Utilizes visual communication

-Considers motor skills difficulties

-Uses ergonomic tactile, touch points

Des

ign C

rite

ria

I went home and observed the interactions

between my brother, his therapist and my

mom when learning how to use the kitchen.

Inspiration

Visual Organization

Color

Shape and Silhouette

LinearOrder

Cooking always involves a learning process. People with autism work hand in hand

with family members or teachers in learning cooking skills.

DirectionA set of tools to enable easier learning and retention

of prep skills in the kitchen for people with autism

and to enable improved teaching of new skill sets by

family members and teachers.

To improve the task of measuring and organizing ingredients by using color and

shape cues to make it more intuitive.

Create a method of breaking down a recipe into each individual task that

must be taken to complete it, including those normally unstated (ex. wash the

tomatoes, take butter from fridge.)

When you have autism, cooking prep work can be

overwhelming and the kitchen environment can feel

like sensory overload.

the match measuring cups, prep bowls and app are a

platform for building kitchen prep routines that this

process easier to follow and easier to learn

When individuals with autism can

anticipate using the Match system, they

are more confident and receptive to

learning new recipes and skills.

matchCooking prep tools for people with autism

Measuring cups are more ergonomic and

intuitive to use utilizing shape and color

cuing as well as tactile feedback from

embedded magnets

Sketch Models

First Iteration

Prep bowl borrows the process of mise

en place of french cooking to prompt

the measuring of all ingredients before

cooking begins.

Recipes as they normally exist are

not broken down far enough for

individuals with autism.

The match app is a platform for

instructors to translate them into a

more understandable form for people

with autism.

The app breaks down recipes into

8 activities and promotes inclusion

of steps, (like finding things in the

cabinet) that are normally unstated.

Info Measure Prep Cook Clean ReplaceGather

Search SettingsMy Recipes Add

EQUIPMENT INGREDIENTSSpatula

ADD EQUIPMENT

ADD INGREDIENT

Mixing Bowl

1 cup measuring cup

1/2 cup measuring cup

Whisk

Tablespoon

Flour

Sugar

Eggs (1)

Milk

ADD INGREDIENT

Sugar

Photo

1/2 cup

Photo

Info Measure Prep Cook Clean ReplaceGather

Search SettingsMy Recipes Add

EQUIPMENT INGREDIENTSSpatula

ADD EQUIPMENT

ADD INGREDIENT

Mixing Bowl

1 cup measuring cup

1/2 cup measuring cup

Whisk

Tablespoon

Flour

Sugar

Eggs

Milk

2 cup

1/2 cup

1

3/4 cup

Pictures and video can be added to

each line of direction. Once recipes are

translated, they become interactive slide

shows for individual with autism to look

through and follow.

Find sugar in cabinet

Pancakes

Gather Ingredients2/6

The kitchen has met its match

Thank you!

Amanda Savitzkyasavitzky@gmail.com