Therapeutically Enhanced School Design for Students with Autism Spectrum Disorders (ASD): EDRA 42, Chicago, Illinois

1. 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

2. Outline
 Effective Learning Environments
 What is Autism?
 Purpose of the Study
 Methodology
 Conclusions

3. Effective Learning
Environments

4. 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.

5. Challenges
 Inclusion
 Classroom design varies greatly
 Very little research exists concerning the physical
learning environment for students with autism

6. What is Autism?

7.  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.

8. 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

9. 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

11. 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

12. Individuals with environmental
hyposensitivities or hypersensitivities
may exhibit stereotypical or
self-stimulatory behavior in order to
block out or activate the sensory
stimuli

14. 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.

15. 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.

16. 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?

17. Methodology

18. Methodology US
 Qualitative approach using a focus group to
develop a questionnaire.
 Quantitative approach using a
questionnaire directed at special education
teachers in Texas.

19. Methodology UK
 Pilot questionnaire.
 Quantitative approach using a
questionnaire directed at teachers and
carers of individuals with autism in special
needs schools.

20. The teachers were not
asked for names of
students.

21. Data Analysis
 Focus group - the procedures outlined by
systematic analysis process
 Survey Group - Descriptive statistics using
SPSS

22. Results

23. Environmental Triggers
 Visual Triggers
 Auditory Triggers

24. The Visual Environment
Light • Color • Space organization

27. 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

28. 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

29. 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

30. 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

31. 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

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

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

34. Color

35. 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

36. The Auditory
Learning Environment

37. 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 permanently
Note. From Why Should We Care About Noise in Classrooms and Child Care Settings by
Manlove et. al., 2001, page 57.

38. 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

39. Positive Auditory Influences
(Focus Group)
 MP3 players
 Head phones
 Carpeted floors
 Wind chime
 Low, calm voice

40. Acoustic and Auditory Triggers
UK 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

41. 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)

42. 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

43. Conclusions
 Sensory stimuli has an effect on
the behavior of students with
ASD.
 However, the most problematic
triggers differed in the two
studies.

44. 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.

45. 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.

46. . Classroom Arrangement for Students with ASD

47. 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.
________________________________________________________________________