Design Handbook for Autism

Design Handbook For Autism

Andrea Alvarez

Design Handbook for Autism Architecture for Autism Prof.

Piergianna Mazzocca

“My consolation, my safe retreat in the world, was a brown armchair in the corner. I could just fit in behind it. With my face close to the back of it, I would stare into the upholstery so that I could see every tiny little bit of it. I became absorbed in the brown material, in its threads, in the minute “holes between the threads. […] There was no energy to be found there, but there was rest, a way of keeping my mouth shut and holding on to a little of the energy that had otherwise been spent in trying to understand what was incomprehensible, how everything hung together.”

—Gerald, 1996

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Table of Contents

1 Introduction 2 Approaches 3 Accessible Design 4 Literature Review 5 Guidelines 6 Spatial History of Autism 7 Bibliography

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6

“Refuge”

Image by the Author

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Spatial Perception in Individuals with ASD

Individuals with Autism Spectrum Disorder are part of an increasing population that is usually overlooked in design. About 1 in 54 children have been identified with autism spectrum disorder (ASD) according to estimates from CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network. The needs of those with ASD are excluded entirely from all building codes and design guidelines, despite being recognized as a lifelong disability that affects major activities during the lifespan of those who have it.

The Americans with Disabilities Act (ADA) mandates clear and specific building standards to create accessible spaces for people with physical impairments. Current construction legislation has failed to address the needs of people with mental or developmental disabilities and their relationship to space. The ADA Guidelines define as accessible only those structures that comply with the guidelines provided in the document, yet most diagrams and guidelines reference either wheelchair accommodation, with a lower percentage dedicated to visual and auditory design guidelines. Words such as “mental disability”, “cognitive”, “sensory” or “autism” are missing from the text. The non-recognition of the extent to which space affects individuals with autism is, in fact, a form of discrimination.

The reason why accessibility legislation does not include considerations for ASD is probably due to the broad-range spectrum of symptoms that make it hard to establish rigorous guidelines for

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design. However, with the rise in autism diagnosis, designers-and legislation- in the United States need to expand the idea of accessibility.

Architects are responsible for creating environments that accommodate the needs of all types of individuals. The needs of those who have a developmental disability should not be exempt from such accommodation. Individuals with ASD often respond to incoming sensory information from the surrounding environment in ways that neuro-typical individuals find strange and sometimes inappropriate. Typically, people receive information about a space-based on all

sensory input is disregarded. This can result in sensory seeking behaviors in which people generate their own sensory experiences either for pleasure or to block undesirable stimuli. On the other hand, hypertensive cases are often overwhelmed by the inability to discern or filter out unnecessary information from their surrounding environment. Furthermore, individuals on the spectrum have a hard time using multiple senses at the same time, as described by an ASD individual: “Some people have a mind like a flashlight, with an area of high focus, and a larger area of partial awareness; my mind is more like a laser pointer, that

has been done to the matter of relating individuals with ASD with their surroundings to facilitate its apprehension and appropriation of space. However, during the last few decades, there have been two distinct approaches: the sensory accommodating and the neurotypical approach. The first refers to theories that support the modification of spaces to aid concentration and development of individuals with ASD. Authors such as Mostafa, Richer, and Nicoll, Khare, and Mullick have developed design-oriented guidelines for buildings specific for people with ASD. On the other hand, authors like Christopher Henry, suggest

of their senses collectively. This ability is called sensory integration and it is essential to achieve a coherent perception of a situation, and consequently, to decide how to act. If we part from the fact that people interact with architecture through their senses, then individuals that exhibit sensory problems perceive architecture in a completely different way, and their abnormal behaviors are a result of their efforts to cope with negative sensory input from their environment. The generalized ignorance about how much responsibility architects have in recognizing the differences between ASD perception and neurotypical perception of space borderlines in negligence to a rising portion of the population.

Typically, individuals with ASD are either hypo-sensitive or hypersensitive to the input that travels through their senses. Hypo-sensitivity presents itself as under responsiveness, meaning

highlights only a single small dot”.

The term space then acquires a whole new layer of complexity in the ways that affect people on the spectrum. The physical space offers some grip, not only metaphorically, but also in the literal sense of the word: it is visible and tangible, one can perceive it. Physical space simply is and gives a sense of certainty unlike the transient information and the concepts of life that are not directly perceptible, such as the inner self of human beings. People diagnosed with ASD often seek some form of anchorage in their surroundings, as space is stable, it becomes of great importance to people with ASD, because of its predictability, whereas other people are ever-changing and unpredictable.

Autism is still not fully understood by the scientific community. The recommendations for its treatment change rapidly as new findings appear concerning its cause and prognosis. Scarce research

the neuro-typical approach, which is based on therapy and conditioning to teach individuals with ASD how to cope with stimuli from their surroundings. Both approaches have been proven positive in different situations and for different degrees of severity on the spectrum.

Despite the controversy surrounding the degree to which is beneficial to alter spaces in response to ASD, the fact is that architecture and interior spaces can be modified to positively influence the behavior of individuals with ASD. Design is also important for teachers, therapists, and parents of children with ASD to enable more successful interactions. If the environment is overstimulating for a child with ASD, then a parent, caregiver, or therapist will struggle to achieve their goals. Designing spaces for individuals with ASD can be a way to improve quality of life, foster independence, and ensure safety.

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Emerging Trends in ASD Design

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Autism is a complex neurobiological disorder that is characterized by difficulties in social interactions, difficulties with verbal communication, and repetitive and rigid behaviors.

Researchers now believe that it is many diseases with multiple distinct causes.

People with autism constitute a wide population group, that requires attention and services from society.

The disciplinary field of Architecture should move in this direction, too. Within a few decades, architects and urban planners have become aware of the need to design without the so-called ‘architectural barriers’ which limit access

developed intermediate approaches such as inclusionary design theory and enabling design that seek to take advantage of selected points from the two main positions.

In the 70s, architects and interior designers started researching the effects of the environment on people with ASD and discovered that certain social behaviors were more likely to occurs in the absence of certain distracting spatial characteristics. The primary problem for people with ASD is understanding, coping, and responding to the sensory input. The built environment provides the large majority

and mobility for people with physical disabilities. However, within this concept of barrier, there has been no place for those elements that limit the use of our environment for individuals with cognitive or mental disabilities. The literature on built environments and their relation to people with ASD and their needs is scarce, despite the enormous amount of research on autism that has been carried out in recent years. Among the existent literature, there are two seemingly opposite approaches to the design of spaces for people with ASD. On one hand, there is the sensory sensitive approach, which proposes strategic manipulation of the built environment to incentivize behaviors; and conversely, there is the Neurotypical design approach which argues against the curation of environments for people with ASD, because it is counterproductive for their development.

Alternatively, some authors have

of sensory input—light, acoustics, textures, colors, spatial configurations, ventilation, etc. By manipulating the design of the environment we can manipulate that all-so-important sensory input. This theory builds is the foundation for the sensory sensitive approach, which stipulates that favorably altering the sensory environment can be conducive to positive and constructive autistic behavior. The Sensory Design Theory was developed by Magda Mostafa after being given the project of designing the first education center for autism in Egypt. According to Mostafa, “Sensory design theory presents a flexible and adaptable tool which acts as a catalyst for architectural design criteria development for architectural environments based on their sensory qualities, and in response to autistic sensory needs.” The sensory sensitive approach suggests that architecture has tremendous power to help individuals

with autism to gain independence, just as a poor design can hinder their independence, appropriate architecture can help regain it.

On the other hand, the neuro-typical approach proposes that introducing individuals with ASD to a neurotypical setting is the best way to aid in their development. Interactions with neuro-typical peers and placement in classrooms with unregulated stimulus would translate into better preparation for typical life scenarios. The neurotypical approach suggests that instead of controlling the stimulus in an area and designing not to overload the

that this area needs further research, it’s hard to advocate for the neuro-typical approach because as a society we have a responsibility towards individuals with disabilities, and if individuals with autism have sensory processing disabilities how can we force them to put up with spatial and design decisions that we architect make blindly?. Later in his career, Henry proposed the Enabling Design Approach, in which he proposes not having restrictive environments, instead, ‘enabling’ environments in which “make individuals more able not less disabled”. Henry admits to not knowing the solution to the debate,

By integrating autistic students into an environment where they can interact with other students they can develop their social skills. Inclusion exposes all children to diversity. Such diversity is naturally encountered in the real world.

The current trend in autism education is integrating the autistic child into the neuro-typical classes, but since autism is a spectrum, inclusion classrooms might be appropriate for individuals that are high functioning but could impair learnings for some of the most severely affecting. The problem facing the autistic students today is that the classrooms they are subject to are not conducive

senses of the students, the approach creates a real-life environment. The main argument in support of this perspective is that individuals with autism generally have very poor generalization skills, so the fact that they learned to accomplish certain behaviors in a curated environment doesn’t mean that there can translate those behaviors into meaningful information applicable to other scenarios. Additionally, some researchers question the universality of sensory dysfunction in autistic individuals, so designing for sensory sensitivities is pointless. Christopher Henry, a British architect that has studied and evaluated facilities for ASD since 2005, criticizes Mostafa pointing that her research is methodically flawed, and the results are misleading. Henry believes that to produce accurate design guidelines a research effort must be made to test how the environment affects behavior. Even when it’s true

because of the lack of evidence, and but he encourages a change in mindset for architects dealing with autism.

Other authors like Khare and Mullick, both architects, developed what they refer to as Universal Design Theory, which supports the creation of facilities that do not specifically address the needs of individuals with significant cognitive impairments but aims for ‘healthy’ design practices that are beneficial for everyone, including people with ASD. An inclusive space (in this case a classroom) is described as one in which hosting both general education students and students with disabilities.

Inclusion provides special needs children with the necessary services and supports within a general education classroom. Fully inclusive classrooms are an ideal location for social interaction between autistic individuals and their neuro-typical peers.

to their learning needs. To be given a “free and appropriate education” in the “least restrictive environment” the current classroom and school for students with autism need to be redesigned.

The sensory sensitive and ‘neurotypical’ approach have supporting arguments to claim the other is detrimental to individuals with autism.

They both support the creation of environments that help people with ASD adapt to real-life scenarios. The key is to find a way to implement both theories.

Environments need to design to mitigate the stimuli in certain situations where it would be harmful to the students and at the same time allow those with autism to experience the real world. Until future studies can answer the following questions comparing the two we will be left squabbling over many logical arguments that might prove superfluous.

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Problematizing Accessible Design

The American with Disabilities Act is a piece of legislation that protects individuals with disabilities in the United States. The ADA guarantees equal opportunity to all citizens with physical and mental disabilities, which are defines as any impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.

(ADA,2010) . Although ADA was not enacted solely for the protection of those with physical disabilities, mental disabilities are much less addressed in this piece of legislation. The ADA fails to recognize the struggles of those with a mental illness, due to its failure to recognize the reality of how mental disabilities work. Since 2010, the ADA Standards for accessible design have been a requirement for public buildings (accessibility of housing is covered by the Fair Housing Act) and it requires that even when space cannot accommodate for physical impairments due to structural impracticability*, all buildings are still required to be accessible for other types of disabilities, citing vision, hearing and mental impairments.

After this section, almost all the figures and articles go to great detail into accommodation for wheelchairs.   Already at a policy level, there is a double standard in which mental disabilities receive far less attention than physical disabilities, which almost inevitably translates into a very narrow concept of what accessibility means.

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To talk about the accessibility of a building usually refers to the mean by which someone in a wheelchair can get into and use the building. Why is there no mention of how someone with a mental disability—say autism—can get into and use the building? Why is there no reference to the way architecture can impair a person with autism to function, in the same way, that an inappropriate architecture can impair someone in a wheelchair to navigate and use spaces?

To put things into perspective, there are approximately 3.3 million Americans in wheelchairs, and 2.2% of the adult population in the US falls into the

range in sensitivity also means that each individual needs different qualities in their surroundings. Authors from a variety of backgrounds have attempted to establish guidelines, similar to ADA, for people with autism, but due to the very nature of the disability- plus the new finding that occurs as we know more about autism- make it hard to achieve the same level of precision.

Some guidelines for autism-accessible design even read as absolute, when in fact, the nature of autism tells us that when something might be helpful for one end of the spectrum it might actually negatively affect the opposite end.

in this study) and translate them into a series of diagrams. The abstraction of spatial ideas into drawings will become a tool for architects to visually understand how to address the daunting task of truly accessible design. The diagrams for autism-friendly design may not be explicit as ADA figures, in terms of dimensions and ratios, but will serve as a reference for the application and spread of awareness of spatial consequences for people with mental disability.

This study will attempt to find commonalities between authors, understand their reasoning behind

spectrum of autism – approximately 7.2 million people. Despite the overwhelming numbers, the reality is that we don’t yet know enough about how the environment affects people with mental disabilities, in this case, autism, to be addressed in legislation.

For something to be accessible people need to be able to complete the task they are trying to achieve without encountering a barrier or issue, and what’s missing from policy, is that not all barriers can mean a lot of things to a lot of people. The figures in the ADA Design for Accessibility Guidelines are specific because it is possible to measure and address physical disabilities. Mental disabilities—such as autism—is a spectrum of ways in which space can affect individuals, and not enough evidence-based research has been made to reach definitive conclusions.

Creating responsive buildings for people with ASD is difficult. Its broad

The most accepted theories of autism indicate that modulating features of the physical environment—spatial configuration, acoustics, lighting, temperature, air quality, furnishings, and finishes—can help all occupants focus on their objectives and avoid coping behaviors. Authors such as Mostafa, Khare, Beaver, Humphreys have compiled a series of recommendations for spaces for ASD individuals, most of which have yet still to pass the rigor of psychological testing. However, as architects, we have a responsibility to understand how our decisions will affect people with disabilities, and the best way to do this is through the use of abstractions of the real world— drawings—to generate ideas for space.

The next step forward is to compile the measures that have been proven successful throughout the experience of different teachers, therapists, and parents (compiled by the authors cited

their recommendations, and reference the examples that they cite. Most importantly, this research will attempt to generate drawings that can begin to cohesively translate design guidelines into physical forms. Many times is not clear why an author makes a certain recommendation or why they think should be applied, or what kind of autistic person is it meant for. The study will relate each guideline to the different authors that have proposed it and each guideline will be associated with the psychological studies and theories behind them. This way, architects will not be asked to follow a series of prescriptive rules, but rather think critically about the people they are trying to serve, and have starting points for a collaborative process between architect, and the agents that are going to use the space- patients, parents, teachers, doctors, therapists, etc. Architecture cannot be of help by

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itself: interventions that only address design will be of limited value because the physical environment is intertwined with the social environment (Sanchez et al, 2011). Architecture should respond to all of these agents in a way that results in the most beneficial outcome for the development of individuals with ASD. It is not surprising that there is still a lot to do in terms of achieving truly accessible environments, but as this study will show, everyone benefits from the features that make a facility accessible for autism with unregulated stimulus would translate into better preparation for typical life scenarios. The

design guidelines a research effort must be made to test how the environment affects behavior. Even when it’s true that this area needs further research, it’s hard to advocate for the neuro-typical approach because as a society we have a responsibility towards individuals with disabilities, and if individuals with autism have sensory processing disabilities how can we force them to put up with spatial and design decisions that we architect make blindly?. Later in his career, Henry proposed the Enabling Design Approach, in which he proposes not having restrictive environments, instead, ‘enabling’ environments in

social interaction between autistic individuals and their neuro-typical peers.

By integrating autistic students into an environment where they can interact with other students they can develop their social skills. Inclusion exposes all children to diversity. Such diversity is naturally encountered in the real world.

The current trend in autism education is integrating the autistic child into the neuro-typical classes, but since autism is a spectrum, inclusion classrooms might be appropriate for individuals that are high functioning but could impair learnings for some of the most severely affecting. The problem facing the autistic

neuro-typical approach suggests that instead of controlling the stimulus in an area and designing not to overload the senses of the students, the approach creates a real-life environment. The main argument in support of this perspective is that individuals with autism generally have very poor generalization skills, so the fact that they learned to accomplish certain behaviors in a curated environment doesn’t mean that there can translate those behaviors into meaningful information applicable to other scenarios. Additionally, some researchers question the universality of sensory dysfunction in autistic individuals, so designing for sensory sensitivities is pointless. Christopher Henry, a British architect that has studied and evaluated facilities for ASD since 2005, criticizes Mostafa pointing that her research is methodically flawed, and the results are misleading. Henry believes that to produce accurate

which “make individuals more able not less disabled”. Henry admits to not knowing the solution to the debate, because of the lack of evidence, and but he encourages a change in mindset for architects dealing with autism.

Other authors like Khare and Mullick, both architects, developed what they refer to as Universal Design Theory, which supports the creation of facilities that do not specifically address the needs of individuals with significant cognitive impairments but aims for ‘healthy’ design practices that are beneficial for everyone, including people with ASD. An inclusive space (in this case a classroom) is described as one in which hosting both general education students and students with disabilities. Inclusion provides special needs children with the necessary services and supports within a general education classroom. Fully inclusive classrooms are an ideal location for

students today is that the classrooms they are subject to are not conducive to their learning needs. To be given a “free and appropriate education” in the “least restrictive environment” the current classroom and school for students with autism need to be redesigned.

The sensory sensitive and ‘neurotypical’ approach have supporting arguments to claim the other is detrimental to individuals with autism.

They both support the creation of environments that help people with ASD adapt to real-life scenarios. The key is to find a way to implement both theories.

Environments need to design to mitigate the stimuli in certain situations where it would be harmful to the students and at the same time allow those with autism to experience the real world. Until future studies can answer the following questions comparing the two we will be left squabbling over many logical arguments that might prove superfluous.

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References

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1 “Data & Statistics on Autism Spectrum Disorder,” March 25, 2020. https://www.cdc.gov/ncbddd/autism/ data.html.

2 “Search ADA.gov.” Introduction to the ADA. Accessed September 6, 2020. https://www.ada.gov/ada_intro.htm.

3 ADA Standards for Accessible Design, 2010. Washington, DC: GPO, 2010.

4 Admin. “Autism and Architecture: ABC Kuwait Blog.” Applied Behavior Center Kuwait. admin, June 14, 2020.

autism: A qualitative analysis. Journal of Intellectual and Developmental Disability, 28(2), 112–121.

9. “Designing for the Spectrum: An Educational Model for the ...” Accessed September 6, 2020. https://drum.lib. umd.edu/bitstream/handle/1903/16824/ Leestma_umd_0117N_16340. pdf;sequence=1.

10 “ADA Standards for Accessible Design, 2010. Washington, DC: GPO, 2010.

11 “Search ADA.gov.” Introduction to

https://abckuwait.com/autism-friendlyarchitecture/.

the ADA. Accessed September 6, 2020. https://www.ada.gov/ada_intro.htm.

5 Admin. “Autism and Architecture: ABC Kuwait Blog.” Applied Behavior Center Kuwait. admin, June 14, 2020. https://abckuwait.com/autism-friendlyarchitecture/.

12 Broutman, Eric. “Feel Free To Discriminate Against the Mentally Ill: How the ADA Fails Those With Psychiatric Disorders.” New York Law Journal, May 7, 2020. https://www.law. com/newyorklawjournal/2020/05/07/ feel-free-to-discriminate-against-thementally-ill-how-the-ada-fails-thosewith-psychiatric-disorders/?slretu rn=20200901231917.

6 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

7 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

8 Jones, R. S. P., Quigney, C., & Huws, J. C. (2003). First-hand accounts of sensory perceptual experiences in

13 “Disability Impacts All of Us Infographic.” Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, September 16, 2020. https://www. cdc.gov/ncbddd/disabilityandhealth/ infographic-disability-impacts-all.html.

14 Salman, Saba. “What Would a Truly Disabled-Accessible City Look like?”

The Guardian. Guardian News and Media, February 14, 2018. https://www. theguardian.com/cities/2018/feb/14/ what-disability-accessible-city-look-like.

15 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

16 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

17 Sánchez Pilar Arnaiz, Vázquez Francisco Segado, and Laureano Albaladejo Serrano. “Autism and the Built Environment.” IntechOpen.

IntechOpen, September 6, 2011. https://www.intechopen.com/books/ autism-spectrum-disorders-from-genesto-environment/autism-and-the-builtenvironment.

18 Shell, Stuart. “Why Buildings for Autistic People Are Better for Everyone,” n.d. .

19 Leestma, D. (1970, January 01). Designing for the spectrum An Educational Model for the Autistic User: Semantic Scholar. Retrieved October 05, 2020, from https://www.semanticscholar. org/paper/Designing-for-the-spectrumAn-Educational-Model-for-Leestma/0 d218f7255f5c9a765a5223e5aa087a bc9722288

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Literature Review

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Many authors have dedicated studies about the sensory effects of architecture in individuals with ASD. This booklet summarizes conlusions drawn from the scares existent literature (available online) and translates it into diagrams.

In this section we will review some of the author’s background and position on the subject matter.

Jonh Richer & Stephen Nicoll Rachna Khare and Abir Mullick Simon Humpreys Christopher Beaver Christopher Henry Sherry Ahrentzen and Kimberly Steele Clare L. Vogel Ian Scott Stuart Shell David Paul Leestma Pilar Arnaiz Sánchez , Francisco Segado Vázquez and Laureano Albaladejo Serrano Keith Mcallister and Barry Maguire Stijn Baumers and Ann Heylighen Ulrike Altenmüller-Lewis Catrin Tufvesson Æ Joel Tufvesson

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Disclaimer

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The design guidelines are, in no way, hard instructions to follow in order to combat autism. This study seeks to compile a series of design suggestions developed over time by different authors. Most of these guidelines are good design practices that have not been actually tested to proof their benefits towards people with ASD. New discoveries regarding Autism happen every day, and such, these guidelines are a fluid document subject to change as new research gets conducted.

Even when the specific effects of the following guidelines have not been tested, we can anticipate positive effects by relating them to specific psychological theories that currently dominate scientific research on Autism.

It is paramount that these guidelines are not interpreted as a cure. The role of architecture is to be suitable for agents __such as therapists, teachers, doctors, parents__ to be able to interact with people with ASD in a way that yields beneficial results in their development.

“People with ASD are like salt-water fish who are forced to live in fresh water. We are fine if you just put us into the right environment. When the person with AS and the environment match, the problem goes away and we even thrive. When they don’t match, we seem disabled” From “The Essential Difference” by Simon BaronCohen,200

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Guidelines

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1

Acoustics and Noise Treatment 16 Flexibility

2

Natural Lighting

17

De cluttering

3

Artificial Lighting

18

Appropriate Technology

4

Layout Sequencing

19

ABA Accommodation

5

Wayfinding

20

Minimizing Detail

6

Proxemics Space

21

Muted Colors

7

Compartmentalization

22

Air quality

8

Sensory Zoning

23

Thermal Comfort

9

Escape Space

24

Adjoined WC

10

Transition Spaces

25

Monitoring

11

Sensory Room

26

Outdoor Spaces

12

Provide Small Spaces

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Window Considerations

13

Individual Workspaces

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Natural Ventilation

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Soft Stimuli

29

Neighborhood

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Maximize Safety

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Participatory Design

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How To Read This Booklet Booklet Anatomy

Name of Guideline

Scale

Acoustics & Noise Treatment

S M L

Room Building Site

S M

Other names: noise controls, mechanical sounds Acoustical treatment is by far the most mentioned strategy among the existent literature.

Type of Research

Data collected from various authors and methodologies suggests that acoustic triggers are responsible for the majority of tantrums and stimming behaviors. Autobiographies surveys, interviews point to a need for acoustical minimization, specially for struc-

Data-Driven

ture-borne sounds and transmission between rooms. Internally sourced noises such as appliances or mechanical ventilation should be minimized as technologically feasible.

Outside noises remain less of a concern.

Program of Focus Educational and Residential

Type of Research Program of Focus

Downloads

Downloads

Links

Links

https://www.pinterest.com/ pin/32721534769900328/?nic_ v2=1a6ZcB2qs https://www.pinterest.com/ pin/32721534769900328/?nic_ v2=1a6ZcB2qs

Diagram

https://www.pinterest.com/ pin/32721534769900328/?nic_ v2=1a6ZcB2qs

Lexicon Questions

What the Authors Think

Hearing — One of the main five senses, by which sound waves are perceived by th organ of hearing-the earin vertebrate animals. The process of sound perception is called audition.

Environmental noise — It encompasses different aspects: Pitch which refer to the subjective impression of how high or low a sound is. Loudness, which is the subjective impression of the intensity of a sound reverberation, which is the amount of time a sound stays in the space before it dissipates.

Richer & Nicoll (1973)—Early on in their study they suggest that ASD individuals have a “larger social space” that needs to be designed for.

Autism Theory Questions

Humphreys(2005)—Defines it as the personal space that surrounds the body, and in the case of ASD, this space is greater, more sensitive, and often infringed.

Auditory hypersensitivity—Auditory processing difficulties is the most prevalent sensory trigger for individuals on the spectrum. Individuals with auditory hypersensitivity will get easily distracted by background noise, have unpredictable reactions to sound, or respond physically if they perceive sounds as a threat.

Sensory integration theory—Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Khare &Mullick (2006)—They claim that a generous space standard might help them deal with Literature Review social stimulus more comfortably.

Related Guidelines

Beaver (2009)—Promotes circulation spaces, no corridors in which people are not forced to be too close together for comfort.

Transition spaces – If placed in the vicinity of a room, the transition spaces may help acoustically isolate rooms.

Sensory rooms—Sensory rooms should be acoustically treated to prevent neighboring sounds to enter and provide enough controls to gradually introduce different kinds of auditory input.

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Lexicon Questions Authors Thoughts

Autism Theories

Related Guidelines

Shell (2016)—Suggests an increment of 20% more floor area for task areas, to get assistance, and to feel comfortable with surrounding.

Page Number

Descriptions The different parts that compose these guideline cards are meant to provide the necessary resources to make a critical assessment during the design phase of projects. Also, resources are provided to get more information about the measures.

Name

Strategy to be implemented.

Scale Scope of strategy. S (small) addresses the scale of a room, M(medium) refers to strategies for building and L (large) addresses context.

Type of Research Methodology of research can be: Empirical evidence (observational,interviews,data collection etc.)

Supported by Testing (at least one author has tested the proposed guideline)

Program of Focus

Type of facility that the strategy is applicable in.

Links

Real-life example of strategy.

Diagram

Two-dimensional representation of strategy for space.

Lexicon Questions

Associated terminology that sustains the strategy.

Autism Theories

Associated psychological theories that sustain the strategy. Applicability guides to be discussed with professionals.

Related Guidelines

Potentially conflicting guidelines to address in design phase.

Author’s Thoughts

Different authors opinions in a particular strategy. Contributions made by different people related to the design.

Downloads

Specifically-dimensioned resources for design. Duplicable CAD blocks.

Page Number

Locator in this booklet

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Acoustics & Noise Treatment

S M

Other names: noise controls, mechanical sounds Acoustical treatment is by far the most mentioned strategy among the existent literature.

Data collected from various authors and methodologies suggests that acoustic triggers are responsible for the majority of tantrums and stimming behaviors. Autobiographies surveys, interviews point to a need for acoustical minimization, specially for structure-borne sounds and transmission between rooms. Internally sourced noises such as appliances or mechanical ventilation should be minimized as technologically feasible.

Outside noises remain less of a concern.

Type of Research Data-Driven

Program of Focus Educational and Residential

Downloads

Links Example of non- distracting ceiling acoustic treatment by Builtec Example of non distracting wall acoustic treatment

Example of sound-proof curtains

Example of quiet refrigerator

Lexicon Questions

What the Authors Think

Hearing — One of the main five senses, by which sound waves are perceived by th organ of hearing-the earin vertebrate animals. The process of sound perception is called audition.

Environmental noise — It encompasses different aspects: Pitch which refer to the subjective impression of how high or low a sound is. Loudness, which is the subjective impression of the intensity of a sound reverberation, which is the amount of time a sound stays in the space before it dissipates.

Richer & Nicoll (1973)—Early on in their study they suggest that ASD individuals have a “larger social space” that needs to be designed for.

Autism Theory Questions

Humphreys(2005)—Defines it as the personal space that surrounds the body, and in the case of ASD, this space is greater, more sensitive, and often infringed.

Auditory hypersensitivity—Auditory processing difficulties is the most prevalent sensory trigger for individuals on the spectrum. Individuals with auditory hypersensitivity will get easily distracted by background noise, have unpredictable reactions to sound, or respond physically if they perceive sounds as a threat.

Sensory integration theory—Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Khare &Mullick (2006)—They claim that a generous space standard might help them deal with Literature Review social stimulus more comfortably.

Related Guidelines

Beaver (2009)—Promotes circulation spaces, no corridors in which people are not forced to be too close together for comfort.

Transition spaces – If placed in the vicinity of a room, the transition spaces may help acoustically isolate rooms.

Sensory rooms—Sensory rooms should be acoustically treated to prevent neighboring sounds to enter and provide enough controls to gradually introduce different kinds of auditory input.

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Shell (2016)—Suggests an increment of 20% more floor area for task areas, to get assistance, and to feel comfortable with surrounding.

Blocking Noise Architectural acoustics have three components: source, path and receiver. We can only modify the first two as part of design. Noise control for Autism friendly spaces begins by minimizing noise in the source, for example with appliances and HVAC systems. Ultra-quiet options are now available in the market. Additionally, rooms containing appliances such as washer, dryer, dishwasher should be acoustically isolated as much as possible, for example placing storage creates an air cavity that separates noise sources from the rest of the space.

Ductless HVAC is ideal, but if implemented, it should be properly insulated and not exposed.

Mount on sturdy, level surfaces to minimize vibrations Use additional insulation in laundry room walls to help contain noise (e.g. surround by storage)

Enhancing desirable sounds To purify sound is important to reduce reverberation by avoiding reflective surfaces and coatings (paint). Instead, try to cover surfaces with fibrous materials.

Compound Barriers: Walls with air cavities help reduce structure-borne sound Sound-absorbing hanging panels are generally better than insulation Panel Resonators may be used in spaces where music is used as therapy Fibrous/porous curtain materials help with noise absorption as well.

Glazing with cavities and laminations for windows into other areas, maybe for 1:1 sessions.

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Natural Light

M L

Other names: lighting, windows The goal for natural light inside autism-friendly spaces is to achieve evenness and clarity through the space. Usually combined with artificial lighting, natural light can minimize glare and soften shadows produced by targeted lighting. Natural light is also variable during the day, and is this dynamism that makes it desirable as part of maintaining a connection to the outside and keeping track of time and routine.

Type of Research Supported by testing

Program of Focus Educational and Residential

Downloads

Links Example of Diffused Natural Lighting Article: How Light can Help Autistic Children Sensory Lighting Do’s & Don’ts for Children with Autism Designing for Autism: Lighting

Lexicon Questions

What the Authors Think

Vision — Refers to the ability to see features of objects we look at, and begins with light rays bouncing off the surface of object. These reflected light rays enter the eye and are transformed into electrical signals, which later leave the eye through the optic nerve and travel to the visual area of the brain. Brain cells then decode the signals into images that provide us with sight.

Clerestory windows — Windows above eye level, which admit light, fresh air, or both.

Mostafa (2008) - She suggests windows with above eye-level sills to allow indirect sunlight in without visual distractions. Also, optimally these windows are north facing to avoid glare and direct light.

Autism Theory Questions

Tuffvesson (2008) - His studies reveal that direct daylight on the child’s work place were regarded to have a negative influence.

Visual hypersensitivity — People on the spectrum might be disturbed by bright lighting, avoid sunlight, be distracted by hard shadows.

Visual hyposensitivity— People on the spectrum may be unable to locate people when they move, be unaware of their presence. They have a hard time distinguishing figure-ground relationships.

Related Guidelines Artificial lighting—In conjunction with natural lighting, they should provide a sense of evenness in the space that allows for the successful completion of tasks.

Window design—Natural light is not the only purpose for windows. There are concerns with, operability, safety, and controllability that also play a part in window design and placement.

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Baumers & Heylighen (2010) - They were able to match terms like “soft lighting” to autobiographies written by people on the spectrum, thus proving its importance.

Altenmüller-Lewis (2017) - They explain that even when daylight was for many years discouraged by the National Autistic Society in UK, there are proven benefits for individuals with ASD and caretakers.

Aperture Strategies The admission of natural light into spaces happens through windows. For individuals with ASD its important that the light that is finally perceived has been diffused along it’s path through several mechanism: shades, diffusers etc. There should be no uncontrolled apertures.

Clerestory windows have sill above eye level Light monitors allow for top lighting that is not as direct as skylights North-facing windows with splayed edge - let ambient lighting into spaces, while avoiding direct sunlight.

East or West-facing windows generally produce hard shadows and patterns which is not desirable Do not use reective materials on the ground that may cause glare

Case Study - Netley Primary School The Netley Primary School in London masterfully introduces light into classrooms through a series of filters than soften and diffuse the rays of light. The design introduces light on both sides, achieving evenness thought the space.

Angled top lighting windows Curved diffuser in which light bounces to multiple directions inside the room.

Light painting diffuses light Side lighting glazing doors

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Artificial Light Other names: lighting, task lighting Artificial light has generally two components: general lighting and task lighting. General lighting should be as evenly distributed and diffused as possible. It is not recommended to design visible light sources, usually some typo of lampshade or diffuser should be in place.

On the other hand, task lighting can convey specific sensory qualities that can reinforce concentration for activities. Color temperature has been widely studied, and its appropriate application is part of the sensory quality integration we seek for spaces for people with ASD.

S M Type of Research Supported by testing

Program of Focus Educational and Residential

Downloads

Links Sleep disorders in the Autism Spectrum and artificial lighting: Explained Placement of Artificial Task Lighting Autism Spectrum Disorder Lighting Design Concerns and considerations

Lexicon Questions

What the Authors Think

Glare — Glare is the loss of visual performance or discomfort produced by an intensity of light in the visual field greater than the intensity of light to which the eyes are adapted. Glare can be direct (light emitted above 45º from the vertical) or reflected (light emitted between 0º & 45º from vertical) General lighting — Also called ambient lighting, provides uniform illumination of a space Task lighting — Lighting directed to an specific surface that provide illumination for visual tasks.

Beaver (2010) - Fluorescent lighting should not be used, and light sources should be hidden.

Colored lighting could be used to provide the same space with different sensory qualities.

Autism Theory Questions Sleep disorders in Autism — Even when scares, research linking sleep disorders with autism is growing.

Artificial lighting has been proven successful in strengthening the natural circadian rhythm of the body.

Sensory overload — Occurs when an overwhelming sensory experience prevents people on the spectrum from dealing with their environment, could be triggered by undesirable lighting conditions such as glare, reflection, or flickering from fluorescent lighting.

Related Guidelines Natural Lighting — In conjunction with artificial lighting, they should provide a sense of evenness in the space that allows for the successful completion of tasks.

Sensory zoning — Artificial dimmable lights located strategically can help reinforce the sensory qualities of a particular area.

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McAllister(2010) - In his interviews, staff favored variable lighting rather than the constancy, dimmable lighting, and separate lighting circuits.

Ahrentzeen and Steele (2010) - Avoid high heat tungsten and halogen light bulbs, and favor motion activated lighting Shell (2016) - Providing dimming, with a goal of 500 lux of horizontal surface. Blue and green tones of lighting are desirable.

Altenmüller-Lewis (2017) - Should be equipped with dimming controls to allow for adjustments or designed as indirect light source to create a glowing interior.

Light Fixtures Characteristics Hiding artificial light sources while achieving evenness luminance levels in perhaps the most important objective. Rooms should have overhead, recessed lighting as well as task lighting.

Recessed Downlights Cove Lighting is indirect and bounces off light-colored walls to achieve evenness.

Multiple outlets allow for flexibility and portable lighting

Task lighting for activities that require concentration on a horizontal surface Dimmable Lighting Controls allow for most adaptability

Reflecting Glare - Offending Zone The offending zone is the area behind user that the user would see if the screen were a mirror. The key to eliminating reflected glare is eliminating glare sources and high contrast in the offending zone.

The offending zone is the area behind user that the user would see if the screen were a mirror.

It’s important to place apertures for daylight in a non conflicting way with artificial lighting, so tasks can be accomplished without distractions.

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Layout Sequencing Other names: order, clear geography, spatial sequencing

M L

This guideline is based on the idea that individuals with autism have affinity for predictability Type of Research Supported by testing and routine The spacial configuration requires that areas be organized in a logical order, based on the typical scheduled use of such spaces. Spaces should flow as seamlessly as Program of Focus possible from one activity to the next through one-way circulation whenever possible, with Educational and Residential minimal disruption and distraction. Curved walls are recommended to avoid sudden changes in direction as these provide anchorage for individuals with ASD. Downloads

Links GA Architects NORSACA Respite Center Layout Sunfield’s Rowan and Oak House / Courtesy of GA Architects Christopher Beaver’s Designing for Autism Talk on Youtube The Autism ASPECTSS™ Design Index

Lexicon Questions

What the Authors Think

Proprioception — The sense of proprioception provides the brain information about the location or movement of the body in space. Along with the visual system and vestibular system they sense movement and imbalance in the body Vestibular sense — Located in the inner ear, he vestibular organs are fluid-filled and have hair cells that respond to movement of the head and gravitational forces.

Vogel (2008) - Vogel refers to Lynch’s principles of The image of the city, advocating for landmarks to help structure the layout.

Autism Theory Questions Theory of Executive Function — Are mental processes to achieve and objective: concentration, planning etc.

People with ASD lack control over executive functions, therefore mobilizing from one room to other following an objective may be a challenge.

Proprioceptive/Vestibular difficulties — A hypo reactive behavior might translate into movement seeking behavior that doesn’t relate to a specific objective of traveling from one point to the next, therefore, one way circulation is desirable

Related Guidelines Visual cues/Wayfinding — Sometimes, a one way circulation is not possible, then visual aids, color coding paths, etc. can become a complementary measure to help navigate a structure.

Proxemics space — For the same reasons a clear one directional layout is desirable, people on the spectrum need extra space to move around the building and find their way.

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Humphreys (2005) - He states the principle of calm, order and simplicity. Emphasizes the need for a constant reference point through the building to help orient.

Beaver (2010) - He advocates for curved walls, which can help navigate through the building offering seamless changes in direction. Emphasizes that there should be no long corridors because it increases running opportunities.

Mostafa (2010) - Spatial sequencing refers to locating spaces in a logical order of activities thought the day. This capitalizes on the affinity that people with ASD have for routine and predictability.

One-way circulation within a room The sequencing of activities and functions from inside the classroom to the building as a whole, involves developing designs emphasizing order, sequence and routine.

Activities could be arranged to follow a sort of ‘one-way’ circulation arrangement, according to the daily schedule. Different activities could be clearly visually and spatially defined. Universal or multi functional spaces, such as ‘open-plan’ classrooms, should be avoided to reduce sensory confusion.

Routine and sequence of rooms Children with ASD grow up to be adults with ASD, with similar struggles. In an effort to maximize comfort and independence, living spaces should also be arranged to capitalize on routine. The potential to establish routines, assists in keeping arousal levels low and minimizing resident stress.

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Wayfinding and Visual Cues

S M

Other names: signage, color coding Strategies that capitalize on the affinity that individuals with ASD have for routine and predictability should be put in place to navigate spaces. Visual clues such as color coding and texture changes along the space can engage more than one sense (not just visual) to help people find their way inside a building. Wayfinding is closely related to Lynch’s elements of legibility from “The image of the city”. in which he talks about landmarks, paths, edges, nodes and districts. Even when referring to the urban scale, the same principles are applicable to buildings.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads

Links Example of wayfinding strategy in School What is PECS? Pictures Exchange Communication Systems The image of the City by Kevin Lynch An example of using colors and patterns to enhance wayfinding

Lexicon Questions Wayfinding — The process of navigating the environment and finding a desired point of destination.

Sightlines — are a line of oversight which is of vital importance in architecture for autism. Clear sightlines can be reinforced with visual paths, changes in texture or color to help navigation.

Picture exchange communication (PEC) — People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication.

Autism Theory Questions Theory of Executive Function — Are mental processes to achieve and objective: concentration, planning etc.

People with ASD lack control over executive functions, therefore mobilizing from one room to other following an objective may be a challenge.

Proprioceptive/Vestibular difficulties — A hypo reactive behavior might translate into movement seeking behavior that doesn’t relate to a specific objective of traveling from one point to the next, therefore, one-way circulation is desirable

Related Guidelines Minimizing color palette — One visual aid could be coloring coding paths for students to follow, but this must not be a source of over stimulation. Should be consistent with the overall calming atmosphere that is desirable.

Layout sequencing — Visual cues don’t have to be add ons. They can be conceived as part if the design and reinforce the sequencing of spaces.

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What the Authors Think Khare and Mullick (2008) - They claim that by incorporating more visual structure to the environment people with ASD have a better chance of achieving independence.

Vogel (2008) - He supports offering visual clues in order to minimize the unknown, therefore making the overall space experience less threatening.

Ahrentzeen and Steele (2010) - They focused on residential settings, favoring visual clues that help residents with their daily activities.

Shell (2016) - To reinforce the spatial configuration, Shell encourages deploying a wayfinding strategy using colors and landmarks.

Baumers & Heylighen (2010) - They were able to recognize concerns about wayfinding and disorientation in autobiographies from people with ASD, thus suggesting the need for active strategies to aid in locating spaces and activities.

Using Pictograms Signage is an important part of way finding and navigation. Conventionally dependent primarily upon the written word, signage is a challenge for communication-disordered individuals like those with autism. Utilize visual instructions and schedules to assist in teaching and therapy.

Incorporate visual signs into the home environments to assist with safe use of features such as appliances, electrical outlets, windows, doors, and on the like.

Relying on color and texture Visual aids such as color and pattern are employed in circulation areas to assist way finding. This is done discreetly to avoid visual over-stimulation.

The use of a circular node or junction, in the form of a cylindrical tower, between the two main circulation axes, should create such a transition zone between the two sensory zones.

It is suggested, as well, that this space, being visually and spatially distinguishable from the remainder of the forms used in the project, will aid the student in independent navigation by creating a visual cue to the change in sensory zone

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Proxemics Space Proxemics space Other Names: Circulation Spaces

S M

Other names: circulation spaces

Individuals with ASD have particular proxemic needs, meaning they may need more space for socialwith relationships, and this has toproxemic be taken needs, into account in thethey design Individuals ASD have particular meaning may need more space for classrooms, social relationships, and this has to be etc. taken account in the process—including corridors, halls, dining-rooms, To into facilitate design social process –including classrooms, corridors, halls, dining-rooms, successful interactions, it will be necessary to provide spaces to allow and etc. evenIn order to facilitate successful social interactions, it will be necessary to provide favor those interactions, bearing mind that individualsbut withbearing ASD may spaces to allow andbut even favorinthose interactions, in present mind that peculiar proxemics, ample spaces. individuals with thus ASDneeding may present peculiar proxemics, thus needing ample spaces.

S M Category Type of Research EmpiricalType Data of research

Data-driven

Program of Focus

Program of focus Educational and Residential Educational and Residential

Downloads Links

https://www.pinterest.com/ pin/32721534769900328/?nic_ v2=1a6ZcB2qs Links Downloads What is Proxemics? - Definition and Examples The Hidden Dimension - Edward Hall Proxemics Space and Anxiety Factors that affect proxemic space

Lexicon Questions Lexicon questions

WhatLiterature the Authors Think Review

Proxemics - Proxemics is the study ofrelationships–and, the spatial relationships –and, thus, of laid– the amount of Proxemics—Proxemics is the study of the spatial thus, of the amount of space spaceindividuals laid– between in and different kinds of social and personal situations. between in differentindividuals kinds of social personal situations.

Vestibular Integration - Vestibular sense is involved in body position and movement of the Vestibular Integration—Vestibular sense is involved in body position and movement of the head. It comes head. It comes from the vestibular system in our inner ear and is activated when there is a from the vestibular system in our inner ear and is activated when there is a change in gravity or when our head change in gravity or when our head moves. Along with the proprioceptive sense, it helps moves. with the proprioceptive sense, it helps with coordination. with Along coordination.

Autism Theory questions Tactile hypersensitivity - After accentuated hearing, hyper-sensitive touch is the most prevalent sensory characteristic observed in people with sensory dysfunction. Most hypersensitive individuals are touch defensive (don’t like beingtouch touched), andprevalent avoid activities Tactile Hypersensitivity—After accentuated hearing, hyper-sensitive is the most sensory with different textured clay dysfunction. or paint. Most hypersensitive individuals are touch defensive characteristic observed inmaterials people withlike sensory Tactile hyposensitivity Individuals don’t seemtextured to notice otherlikepeople’s touch and often are (don’t like being touched), and -avoid activities with different materials clay or paint. at risk because they have a don’t highseem paintotolerance theytouch don’tand notice they run into Tactile Hypo-sensitivity—Individuals notice otherand people’s often when are at risk because walls or fall. they have a high pain tolerance and they don’t notice when they run into walls or fall.

Related guidelines

Autism Theory Questions

Clear layout - Proxemics space is often felt more in circulation spaces, therefore, the way

Related Guidelines that the building is laid out has to accommodate for bigger spaces to go from one room to the order, without feeling disperse.

Clear Layout–Proxemics space is often felt more in circulation spaces, therefore, the way that the building is Individualized workstations - Studies show that people with ASD concentrate better when laidthey out has accommodate forat bigger spaces to go from one roomThis to thedoesn’t order, without aretoby themselves times of completing tasks. meanfeeling that disperse. individual Individualized Workstations—Studies show though. that people with ASD concentrate better when they are by setting should be the only setting themselves times of completing What doat the authors think?tasks. This doesn’t mean that individual setting should be the only setting though.

Richer & Nicoll (1973)- Early on in their study they suggest that ASD individuals have a “larger social space” that needs to be designed for.

Humphreys(2005)-He Humphreys(2005) -He defines it as the personal space that surrounds the body, and in the case of ASD this space is greater, more sensitive and often infringed.

Khare &Mullick (2006)-They (2006)-They claim that a generous space standard might help them deal with

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social stimulus more comfortably.

Beaver (2009) - He promotes circulation spaces, no corridors in which people are not forced to be too closed together for comfort.

Shell (2016) - He suggests an increment of 20% more floor area for task areas, to get assistance and to feel comfortable with surrounding.

Richer, J. M. & Nicoll, S. (1971). A playroom

Richer &for Nicoll (1973)—Early their study autistic children, andon its in companion therapy they suggest that ASD individuals have a “larger project, British Journal of Mental Subnorsocial space” needs to be designed for. malitythat 17(33): 132–143.

Humphreys, S. (2008). Architecture and

Humphreys(2005)—Defi nes it as the personal autism.

URL: http://www.auctores.be/auctores_bespace that surrounds the body, and in the case standen/UDDA%2003102008%20S%20 of ASD, this space is greater, more sensitive, and Humph reys.pdf often infringed.

Mostafa, M. (2008). An an architecture for

autism: Concepts of design intervention Khare &Mullick (2006)—They claim that a genfor the autistic user, International of Archierous space standard might helpJournal them deal with tectural Research 2(1): 189–211. social stimulus more comfortably.

Khare, R. & Mullick, A. (2008). Educational spaces for children with autism: design

Beaver (2009)—Promotes circulation development process, CIB W 084spaces, no Building and corridors Proceedings, in which people are Comfortable not forced to be too Liveable close together for comfort.

Environment for All, Atlanta, USA, pp.

66–75.

Shell (2016)—Suggests anA.increment of 20% Khare, R. & Mullick, (2009). Incorporating behavioral designing more floorthearea for taskdimension areas, toinget assistance, inclusive learning environment for autism, and to feel comfortable withofsurrounding.

International Journal Architectural Research 3(3): 45–64.

Beaver, C. (2003). Breaking the mould, Communication 37(3): 40.

Beaver, C. (2006). Designing environments for children and adults with ASD, Cape Town.

Beaver, C. (2010). Autism-friendly environments, The autism file (34): 82–85.

Generous Space Standards Simon Humpreys defines proxemics as “the branch of knowledge which deals with the amount of space that people feel it necessary to set between themselves. Proximity is the condition of being near or close. This personal space surrounds the body. Most people guard this space to some degree. With autism this personal space can be greater and more sensitive”.

Individuals with ASD often have involuntary movements that could result in injury if there is not enough space between people and objects.

Intimate zone (<-2’) Personal zone (2’-4’) Social zone (4’-12’) Public zone (>12’)

Enough Space to help Since infringing on personal space can disrupt a learning session, planning layout in a way that assumes therapists or teacher will have to approach, without infringing personal space will facilitate successful interactions.

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Compartmentalization

S M

Other names: subdivision, activity pockets This guideline proposes the organization of spaces in a series of single-use compartments, allowing for smaller activities and a reduced numbers of users. An architectural opposite of the open-plan space, this approach tries to reduce the sensory and social input an ASD Individual has to deal with to the minimum required to carry out their activity. There are degrees of compartmentalization, ranging from complete enclosure with partitions to minimalistic definition using color and texture to define compartments.

Type of Research Supported by Testing

Program of Focus Educational

Downloads

Links Example of compartmentalization with half walls in a classroom setting Example of a reading space withing a bigger space separated by bookshelf Magda Mostafa’s Compartmentalized Classroom schematic design Photographs of Compartmentalized classroom

Lexicon Questions Sensory overload — An overwhelming sensory experience that occurs when an individual with ASD is trying to process too much sensory information. Sensory overload often results in coping mechanism -like repetitive behaviors- to regain control over the environment.

Hypersensitive — Individuals with ASD that are over reactive to stimuli perceived through the five senses.

Hypersensitive individuals are more easily overwhelmed by their environment and are slower to adjust to it.

Autism Theory Questions Prospect and Refuge Theory — According to Appleton, humans subconsciously desire to be able to see into a room before they enter and also desire areas to hide inside that room.

Gestalt perception — Gestalt perception is the inability to filter foreground and background information, so everything is perceived as a ”whole” rather than a combination of different items. By dividing into compartments we limit peripheral vision distractions, dealing only with foreground (the activity task).

Related Guidelines Individual workstations — In order to deal with issues of visual foreground and background distinctions, it might be desirable to have the workstations visually isolated from others (at least partially) to increment concentration.

Visual cues and sensory zoning — Visual aids should be implement to identify each compartment. Each compartment should have appropriate sensory complements to it, in terms of lighting, colors, materials etc.

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What the Authors Think Richer & Nicoll (1973)- They refer to the design of the room as a “subdivision into connected parts” Humphreys(2005)- He refers to it as the need for containment, so individuals can retreat to ‘their own world’ Mostafa(2008)- She encourages to define and limit the sensory environment of each activity, single activity in the consequent sensory quality Khare &Mullick (2006) - They encourage providing a physical structure, “boundaries to segment the environment so that each activity is clearly associated with a space” Vogel (2010) - refers to creating activity pockets.

Altenmüller-Lewis (2017) - They emphasize that is vitally important that functions are visually and spatially separate and organize.

Low degree of compartmentalization In this example, definition of compartments is clear yet visual relationships between compartments are still in place. Short-height placed strategically can create two different spaces. Similarly, medium-height screens (maybe see-trough) can also delineate space in a way that is flexible and adaptable.

High degree of compartmentalization Sometimes, higher degrees of enclosure can be utilized to further limit sensory input.

This has much to do with individual needs.

Compartmentalization to this degree can still be flexible by using light furniture on rollers that are higher than eye level.

Some more permanent compartmentalization strategies include wall partitions and dropped ceiling height. The level of enclosure can provide tactile stimulation via tight spaces and containment for the hypo-tactile to create visual focus in cases of visual interference.

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S M

Sensory Zoning Other names: Theme zoning Sensory zoning proposes reinforcing identity of spaces by engaging multiple senses at once and grouping into zones of “high-stimulus” and “low stimulus”. Physical therapy and gross motor skill building activities require high alertness, and areas for said activities should be accompanied by color, patterns, lighting elements that support it.

Similarly, spaces for speech therapy, computer skills and libraries require a high level of concentration and architecture should facilitate this.

Type of Research Supported by Testing

Program of Focus Educational

Downloads Transition High stimulus Area

Low stimulus Area

Links Example of sensory zoned building plan Article on Theme Zoning Layout of the Northern School for Autism Source: Hede Architects

Lexicon Questions Haptic Perception — Haptic perception is a term used in psychology to describe a holistic way of understanding three-dimensional space. This system of environmental perception goes far beyond visual spatial perception and refers to a more complex experience integrating senses such as touch, positional awareness, balance, sound, movement, curiosity and the memory of previous experiences. This combination of sensibilities has been referred to as simultaneous perception. By engaging all senses we can reinforce the determination of spaces in multiple levels of perception.

Autism Theory Questions Theory of Executive Function — are mental processes to achieve and objective: concentration, planning etc.

People with ASD lack control over executive functions, therefore changing tasks following an objective may be a challenge.

Sensory integration theory — Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Related Guidelines Compartmentalization — Visual aids should be implement to identify each compartment. Each compartment should have appropriate sensory complements to it, in terms of lighting, colors, materials etc.

Artificial lighting — Color temperature in artificial lighting can significantly reinforce the sensory qualities of spaces. The levels of luminance and the color rendering index also contribute to creating separated sensory experiences.

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What the Authors Think Humphreys (2005)-Architecture therefore needs to address each sense on an equal basis as people with autism respond with different senses to make sense of their world and environment Mostafa(2008)- high-stimulus functions like music, art, crafts and psycho-motor therapy, requiring a high level of alertness can be grouped together, while low-stimulus functions like speech therapy, requiring a high level of focus, can be grouped together.

Ahrentzen & Steele (2010) - Such zoning in the home might entail certain colors to communicate to residents the character or function of various zones and spaces.

Vogel (2010) - Provide users with environmental information through smell, sight, sound and touch. By offering multiple sensory cues, designers can come closer to insuring all users understand their design.

Low Stimulus Zones Low stimulus zones refer to areas where a high concentration is needed to perform a task. In an educational setting, areas such as speech therapy, one to one instruction and general classrooms, requiring a high level of focus, can be grouped together, preferably far from high traffic service areas like kitchen.

In a residential setting, bedrooms should be further away from common areas, connected by transition spaces.

High Stimulus Zones The example shows a music room, since high level concentration is not required, some acoustical panels with texture along the wall can be utilize to signal the brain a high stimulus activity the room is for. Similarly, dynamic chairs can also make the room different from the rest, becomes a visual cue. Sensory atmospheric coherence through design may help to reduce this distraction, therefore, matching level of stimuli with corresponding playful architectural elements can reinforce the space.

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Escape space

S M

Other names: quite rooms, retreat boxes The goal escape spaces is to provide an alternative for individuals with ASD from the over stimulation found in their environment. Empirical research has shown the positive effect of such spaces, particularly in learning environments. Such spaces may include a small partitioned area or crawl space in a quiet section of a room, or throughout a building in the form of quiet corners. These spaces should provide a neutral sensory environment with minimal stimulation that can be customized by the user to provide the necessary sensory input.

Type of Research Observational

Program of Focus Educational and Residential

Downloads

Links Myrtle Beach airport opens Quiet Room for children with autism Low-cost and creative quiet room solution How to Create a Quick and Easy Sensory Ten

Lexicon Questions

What the Authors Think

Sensory overload - An overwhelming sensory experience that occurs when an individual with ASD is trying to process too much sensory information. Sensory overload often results in coping mechanism -like repetitive behaviors- to regain control over the environment.

Hypersensitive - Individuals with ASD that are over reactive to stimuli perceived through the five senses.

Hypersensitive individuals are more easily overwhelmed by their environment and are slower to adjust to it.

Richer & Nicoll (1973)- The firsts to use the term retreat box for a dark small space for de-stimulation.

Autism Theory Questions Gestalt Theory - The whole is greater than the sum of parts. It employs a visual perception of putting components together.

Prospect and refuge Theory- Prospect refers to the ability to survey the environment or have an unimpeded view before entering. Refuge is the ability to hide if necessary.

Related Guidelines Spatial configuration - The overall organization should not become any less clear by adding retreat spaces.

The retreat spaces can be either temporary like tents, or part of the design of classrooms and corridors.

Mix of close scale and open scale - Escape spaces are a kind of small space that can occur within a small classroom or a large classroom, depending on who will be using them.

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Humphreys(2005)- He refers to it as the need for containment, so individuals can retreat to ‘their own world’ Mostafa(2008)- Calls it escape space, and serves as an alternative for moments when stimuli is too much.

Khare &Mullick (2006)-They call them withdrawl spaces or corners. They believe retreat can also be ‘built’ by the student’s who need it.

Beaver (2009) - He points out the need of quite rooms as well as `sensory rooms.

A tent A tent is an economical and effective solution to be implemented at home. They are dedicated spaces used for calming and potentially organizing various types of sensory input. The best ideas for location of the tent come from the specific inputs that we wish to avoid: loud noises, bright lights etc.

The main characteristic is that these spaces are small. A large space can be visually distracting, while a cave like environment invokes a sense of peace and calm as it shuts everything out.

Quiet room at Airport Designed with very curated elements the Myrtle Beach Airport quiet room provides a safe space for individuals with ASD to decompress. There are cubbies and seating and a glass door discreetly labeled quiet room.

The room makes Myrtle Beach International one of only two airports in the country to support families with children on the autism spectrum disorder and with other disabilities by offering them a room of their own.

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S M

Transition Spaces Other names: Thresholds, circulation spaces Given that individuals with ASD have a hard time changing tasks, fluid and clear transitions are necessary. Transition spaces or thresholds can be formed through modifying ceiling heights or introducing level changes, switching floor coverings or creating landmarks to indicate separate functional areas These transitional spaces help adjust senses as they move from one level of stimulus to the next.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads Transition High stimulus Area

Low stimulus Area

Links Transition Space in School by LTL Architects Transition Space in School by Aitken Turnbull Architecture Visual Marker to indicate entrance to transition space (separates hallway from classrooms)

Lexicon Questions

What the Authors Think

Transition — the process or a period of changing from one state or condition to another.

Recalibrate — means to calibrate again, meaning: to adjust precisely for a particular function. Sensory recalibration needs to occur in advance to the next stimulus level.

Thresholds — in Architecture means a point of entry, in psycology means “the point at which a stimulus is of sufficient intensity to begin to produce an effect”

Richer & Nicoll (1973) — They refer to it as “the walkway” and implies a level change and threshold situation.

Autism Theory Questions Theory of Executive Function — are mental processes to achieve and objective: concentration, planning etc.

People with ASD lack control over executive functions, therefore mobilizing from one room to other following an objective may be a challenge.

Prospect and refuge theory — According to Appleton, humans subconsciously desire to be able to see into a room before they enter and also desire areas to hide inside that room

Related Guidelines Spatial sequencing — allows for the sensory shift from one activity to another, or one sensory level to another, and helps avoid abrupt changes in function and stimulation.

Muted color palette — Transition spaces should be specially calming as they are trying to counteract the anxiety of the unknown next location.

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Humphreys(2005) — He suggests transition spaces as cloak rooms mainly because they acoustically isolate rooms.

Mostafa(2008) — She claims that such spaces “help the user recalibrate their senses as they move from one level of stimulus to the next” Vogel (2008) - She emphasizes that transitions “, providing important environment information from a safe, defensive position.”

Ahrentzeen and Steele (2010) - They stress that by minimizing the unknown people in residential common spaces will feel more comfortable if they can assess it before entering.

A niche A transition space in the for of a niche is an open-edge strategy that provides enough sense of containment to encourage a change in direction. This diagram was inspired by a similar strategy implemented by LTL Architects in the Helen R. Walton Childrenâ&#x20AC;&#x2122;s Enrichment Center, in Arkansas Neutral Tone base wall

Soft artificial lighting to highlight different plane

Door with window at adult eye level Previewing window at child eye level Bench for a pause before entering the space

Circulation Space as Transition Circulation Space can become a transition if there is some â&#x20AC;&#x2DC;anchorageâ&#x20AC;&#x2122; element that binds all spaces together. This anchorage element is represented in the diagram in the form of a half wall that connects to a courtyard. Other It is desirable that transition spaces are as smooth as possible in creating paths to different areas. Having a curved wall inherently provokes movement instead of stationary use, with ample space for play and walk.

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Sensory Rooms

S

Other names: Snoezelen Rooms Sensory Rooms allow for individuals to have control over the sensory input (e.g lighting,music etc) they want to be exposed to, as they adjust to the larger environments. hey provide a sense of security and decrease stress and anxiety for both children and adults with ASD. Snoezelen Rooms (Dutch for “sniff” and “doze”) are an established sensory room model that can be referenced, but sensory rooms can also be customized depending on individual sensitivities in home settings.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads

Links Example of a Sensory Wall in a classroom Example of DIY Sensory room at home Architecture for Autism Could Be a Breakthrough for Kids With ASD by BY Zach Mortice Light Tube Effects on Sensory Rooms Components of a Sensory Room

Lexicon Questions

What the Authors Think

Snoezelen Rooms - (Dutch for “sniff” and “doze”) are an established sensory room model that can be referenced.

Sensory seeking behaviors - The attempt to create predictable and repetitive sensory input to block unwanted stimuli or generate pleasure when under stimulated.

Richer & Nicoll (1973)- They propose the “stimulus wall”, which is meant to “providing simple, sometimes repetitive, unchallenging yet absorbing feedback”

Autism Theory Questions

Khare &Mullick (2006)- Providing sensory integration rooms will help integrate their senses, calm them down and develop tolerance.

Sensory integration theory - Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Environmental Preference Theory - This theory is based on the idea that people prefer scenes that are engaging and involving rather than simple and boring. The four principles are complexity, coherence, legibility and mystery.

Beaver (2009) - All facilities for ASD individuals should have a sensory room capable of modulating lighting to create an atmosphere of wellbeing.

Related Guidelines Quite spaces - It is possible to have the same room perform both functions if designed carefully for a variety of control mechanism in terms of lighting and sounds.

Artificial lighting/Access to appropriate technologies - These rooms achieve best results when in combination with good controllable lighting and technology that supports generating different kinds and degrees of stimuli.

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Baumers & Heylighen (2010) - They matched the sensory room guideline with statements in an autobiography: Landschip’s daily portion of painting gives him the necessary sensory input and, therefore, could be considered as his personal version of a sensory room.

Sensory Room A therapeutic space with a variety of equipment that provides students with special needs with personalized sensory input—helps these children calm and focus themselves so they can be better prepared for learning.

Bubble Tubes- offer vibration stimuli, visual and auditory Mirrored wall Aquarium Tank Snoezelen Corner - A sensory corner a comfortable area where a person can sit or recline and get up close to, and interact with sensory products.

Lava Lamp Water Bed - The bed adapts to the body shape giving warmth, comfort and muffed noise Padding on the walls and floors of a sensory room allows the user to safely and independently

Lights Create Space The diagram on the left is inspired in sensoryPLAYSCAPE, is a tent-like pavilion made of tensile fabric stretched over rods to create an immersive environment. Designed by Sean Ahlquist, the pavilion is responsive to touch, sounds are triggered by lighting, and 2D imagery is projected onto the fabric’s surface, as if on a screen.

Please reference the links for more information about this project

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Provide small spaces

S M

Other names: 1:1 spaces, tutoring spaces The classrooms are smaller than would typically be the case, accommodating a maximum of up to six children. They also incorporate a ‘one-to-one’ space for individual or small group tuition. These are visually connected to the classroom through partial divisions or glazed panels. In this way a child can receive individual tuition without feeling removed from the social structure of the group. Similarly, spaces to separate yourself while in circulation spaces can bring comfort as they act like transition spaces.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads

Links One of the Kids, a nature-inspired campus for children who have autism St James Child Development Center Play Structure Spaces for 1:1 interactions can facilitate communication Aitken Turnbull Architecture individual tuition

Lexicon Questions

What the Authors Think

One-on-one — involving a direct encounter between one person and another. More recently, the meaning of this phrase has changed to refer to the provision of one computer for every student.

Tutoring — The purpose of tutoring is to help students help themselves, or to assist or guide them to the point at which they become an independent learner. Inclusive classrooms support the 1:1 spaces to assist people with ASD in catching up or calming tantrums.

Richer & Nicoll (1973) — They refer to these as spaces within an activity house, which due to proximity promotes social behavior

Autism Theory Questions Prospect and Refuge Theory — According to Appleton, humans subconsciously desire to be able to see into a room before they enter and also desire areas to hide inside that room Tactile defensiveness — Condition in which the tactile system is immature or working improperly. According to Temple Grandin, this results in individuals seeking deep pressure sensations. Escapes can provide that sense of “hugging the body” to create stimuli.

Related Guidelines Quiet rooms — Quiet rooms can also be used as 1:1 session spaces where a caregiver can go to help calm tantrums or to have tutoring sessions.

Proxemics space — Even when small spaces necessary, keeping in mind that ASD individuals have a more sensitive personal space can help define the dimensions of said spaces.

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Mostafa (2008) — to reduce external visual and acoustical distraction for the hyper auditory and hyper-visual, to provide tactile stimulation via tight spaces and containment for the hypotactile, and to create visual focus in cases of visual interference Vogel (2008) — she suggests high perching areas for previewing (child balconies) as well as low enclosed spots (child caves) Baumers & Heylighen (2010) — They validated the need for enclosure through different autobiographic accounts.

Shell (2016) — Incorporate smaller, adaptable spaces that are acoustically private

Preview and Enclosure For a physical space to be non-threatening the layout should feel welcoming and foster encounters, communication, and relationships.

Settings should provide restful, restorative places and offer a sense of security. Provide high perching spots (child balconies) and low, enclosed spaces (child caves) above and at floor level, shallow enough so a teacher can monitor children. Consider providing larger spaces for older children so groups can gather.

Small spaces for children and adults This example shows a 1:1 space with a partial division form the central classroom. This example from an educational setting is easily translatable to an adult facility: the small-central relationship is the same.

A common area should include active and quiet spaces within one contiguous larger space: people with autism often do not prefer to be alone, seeking instead proximity to others rather than active engagement. Window seats and nooks offer opportunities to participate from the periphery.

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Individual Workspaces

S

Other names: workstations Individual workstations allow for enhanced concentration, as well as a sense of controllability and security. By limiting the amount of visual and movement-related input while doing individual work, studies have shown successful completion of tasks.

This principle is applicable in classrooms, homes, and even work places as individuals transition to independent living facilities.

Type of Research Empirical Evidence

Program of Focus Educational

Downloads

Links Ten ways to create an autism-friendly work environment, by Viola Sommer Autism Workstation, by Pure Delusion An Office Designed for Workers with Autism,

by Susan Dominus

Lexicon Questions

What the Authors Think

Workstation — Workstations are individual desks dedicated to pupil working.

Built-in Furniture — Built-in furniture refers to fixed or mounted architectural elements that provide the same or similar function as regular movable furniture.

Privacy Screens — or a room divider, is a semi-permanent partition that allows for a space to be split up in separate areas.

Vogel (2008) — For Vogel, individual workstations need to be designed for privacy, which enhances the feeling of safeness, reduces anxiety, and allows for successful completion of activities

Autism Theory Questions

Scott (2009) — The classrooms are structured around the individual with each child having their own structured workstation along the two side walls of the space.

Theory of Executive Function — Are mental processes to achieve and objective: concentration, planning etc.

People with ASD lack control over executive functions, therefore mobilizing from one room to other following an objective may be a challenge.

Gestalt Perception — some individuals may get too distracted by what’s happening in the background, not on their desk, by placing screens we limit the depth of field that people need to “handle” while working.

Related Guidelines De-cluttering— By providing storage in each individual workstation, individuals can place their works in a safe place they can claim as own, as well as keeping a de-cluttered space.

Proxemics space — Even when small spaces necessary, keeping in mind that ASD individuals have a more sensitive personal space can help define the dimensions of said spaces.

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McAllister & Maguire (2010) — they have side and back screens. Need direct and immediate access to open storage shelves where their work baskets will be positioned. Storage can often act as a barrier between the workstations and the rest of the classroom Tufvesson & Tufvesson (2009) — Individual work, a seating place that could be regarded as the child’s own place is positive.

Design of ASD Specific Workstations Some tasks require special attention during the day. Individualized workstations allow for the completion of said tasks with minimal distraction. Sometimes a therapist or teacher will also need such a space for an ‘intense learning’ time.

Opaque screen to limit visual range Easy to clean surface (MDF,plastic coating etc)

Fasteners to wall and flf loor

Closed storage for works and supplies Anti- noise rubber legs for chairs

Location of Workstations Preferably, individual workstations should face a well lit wall. It is recommended to use additional task lighting to avoid hard shadows.

The stations are separated by storage for supplies or rewards. After individual tasks are over, the student may join group activities in the main space. It is recommended that individual work stations and the main space are color coded differently, so students can begin to associate color with a change of class dynamic.

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Soft Stimuli

S

Other names: smooth textures, crash pads, pillows Soft stimuli is an umbrella strategy that encompasses everything form padded walls and furniture to smooth textures in curtains and carpet choices. In general, softer materials have better effects on people with ASD because they provide safe sensory input while providing other benefits such as acoustical enhancement. Important considerations regarding health should not be overlooked: allergens and chemicals in the fabrics.

Type of Research Supported by Testing

Program of Focus Educational and Residential

Downloads

Links DIY Crash Pad, by Dyan Robson Sensory Crash Pad, by Integrated Learning Strategies Sensory Crash Pad Activities, by Integrated Learning Strategies

Lexicon Questions

What the Authors Think

Crashing pad — Is a foam-filled, sturdy pillow used as a therapy tool for improving vestibular and proprioceptive senses. The crash pad provides a designated zone for crashing or jumping to satisfy any sensory seekers.

Sensory seeking behaviors — The attempt to create predictable and repetitive sensory input to block unwanted stimuli or generate pleasure when under stimulated.

Richer & Nicoll (1973) — soft seats and pad children may lie, curl up, sit with adults and other children. These sorts of very simple interactions, and what may arise from them, may be achieved in comfort and ease

Autism Theory Questions Sensory integration theory - Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Tactile defensiveness — Condition in which the tactile system is immature or working improperly. According to Temple Grandin, this results in individuals seeking deep pressure sensations. Escapes can provide that sense of “hugging the body” to create stimuli

Vogel (2008) — Use elements that are soft and can provide sensory input, such as beanbag chairs, stuffed couches, carpeting, swings, clay, and water. Soft surfaces can reduce the potential for injury; though beware of chemicals, odors and off-gassing in surfaces such as foam or carpeting.

Related Guidelines

Mostafa(2008) — smooth textures can provide sensory input s for hypo-tactile individuals

Maximize Safety — Safetiness can be preventive by providing opportunities for controlled sensory seeking behaviors, using cushions, crash pads etc.

Sensory Rooms — Padding on the walls and floors of a sensory room allows the user to safely and independently explore their environment without the need to worry about sharp corners and hard surfaces.

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Tufvesson & Tufvesson (2009) — Loose interior furnishings such as curtains and a pillow seat were regarded as having a positive influence on the children

Different Soft Elements In gneneral, parents and therapists regard as positive having multiple sources of soft stimuli both at home and schools. Stuffed animals, weighted blankets, rubber padding for floors are all safe sensory sources to explore. In addition, crash pads and ball pits are therapeutic.

(1) Ball Pit - Playing in a ball pit allows children to strengthen their muscles. Throwing and rolling the balls supports their fine motor development. Ball pits are also a great activity for sensory play. Moving through the balls, provides an experience that feels calming. The ball pit also offers the children with opportunities for social interaction (2) Crash Pad - The crash pad provides a designated zone for crashing or jumping to satisfy any sensory seekers.

Soft Stimuli in Adulthood The affinity that some individuals have for soft and smooth surfaces can potentially be an activity that they carry out into adulthood. This example depicts a woman working on pottery in a workshop setting.

Such activities may create a sense of independence by capitalizing on an activity that they find enjoyable.

This drawing uses pottery as an example but this guideline should be tailored to each individualâ&#x20AC;&#x2122;s preference.

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Maximize Safety

S M L

Other names: quite rooms, retreat boxes Individuals with ASD often exhibit involuntary behaviors that can put them at risk if the physical environment is not designed for safety. A robust physical environment is desirable. Appropriate levels of risk can be incorporated into spaces while eliminating likely hazards. Maximizing safety involves not only the risks that we can see, such as furnishings, but also less obvious potential problems like air quality and levels toxicity.

Anchoring furniture, hading of pipes, effective insulation strategies etc. are all of vital importance to allow for independence within safe spaces.

Type of Research Data-driven

Program of Focus Educational

Downloads

Links Rounded Corner Furniture Example Anchored Furniture Non-slip Tile Flooring

Lexicon Questions

What the Authors Think

Safety — The condition of being protected from or unlikely to cause danger, risk, or injury.

Self-Injury — Common types of self-injurious behaviors are head banging, hair pulling, arm biting, eye poking, and skin scratching. Almost 28% of 8-year-old children with ASD had evidence of self-injurious behaviors documented in their health and/or education records.

Richer and Nicoll (1971) — They encourage robust, safe and fixed down furniture.

Autism Theory Questions Hyposensitivity — Visual and tactile hypo sensitivities can contribute to disorientation and unawareness about one’s body. Self-injury is a common characteristic in autism and spaces should be designed to avoid being used in harmful ways as a result of sensory seeking behaviors, or just by accident.

Vestibular Dysfunction — People with vestibular dysfunction have difficulties integrating space. Gravity, balance, and movement information, due to being under sensitive to movement, extra sensitive to movement or a combination of both. These usually translates into clumsy or bizarre behaviors towards movement.

Related Guidelines Flexibility — Some authors advocate for fixed down furniture in order to prioritize safety, but this could be in conflict with the desire for flexible spaces specially in educational settings.

Provide Storage — Storage should be built in whenever possible, but in case that it’s a piece of furniture it should A) not have sharp corners B) not be able to climb on C) fixed to a wall with fasteners.

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Khare and Mullick(2008) — They reference concerns regarding escape, sharp edges, non-toxic materials etc.

Mostafa (2008) — She refers to fittings to protect from hot water and to avoid sharp edges.

Scott(2008) — He references the need for good lines of observation to avoid accidental injury.

Vogel (2008) — He suggests no open stairways, no unscreened windows.

McAllister (2007) — He refers to avoiding sharp edges and climbing opportunities.

Equip Potentially Dangerous Areas Architectural acoustics have three components: source, path and receiver. We can only modify the first two as part of design. Noise control for Autism friendly spaces begins by minimizing noise in the source, for example with appliances and HVAC systems. Ultra-quiet options are now available in the market. Additionally, rooms containing appliances such as washer, dryer,

Induction Cook top Front Controls (not reaching-avoid injury) Cool touch small appliances Easy to clean durable surface/ Not patterned

Non-slip tile Exaggerated Rounded edges

Small Changes go a long way The scene to your left probably does not feel too specific right? It shouldnâ&#x20AC;&#x2122;t be. In reality, people with ASD can feel and be safe in environments like this one with a few considerations: (1) Notice the compartmentalization strategy.

The furniture that is diving is not full height, not they are opaque. These allow for uninterrupted sightlines that allow caregivers to monitor residents.

(2) Notice the edges in the table, furniture etc.

Furniture selection with rounded edges reduces costs in corner-proofing and reduces clutter (3) Closed stairways

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Flexibility

S M

Other names: adaptable spaces, adjustable spaces Flexibility allows for easy change of environments according to individual therapeutic needs. Furnishings, spatial arrangements and lighting solutions are good places to start since they can contribute to a design that aids in adapting programs to changes in people’s needs. Rolling shelving units and furniture pieces that are easy to move and can serve multiple purposes are helpful. Look for shelving units that can act as storage spaces, blackboards, and screen partitions.

Type of Research Interviews-surveys

Program of Focus Educational and Residential

Downloads

Links Flexible Furniture in Home Setting, by Studio Ben Allen Flexible “Zero Space”, by Igarashi Design Studio Rolling Wall Partition, by Bay Area Custom Furniture

Lexicon Questions

What the Authors Think

Rigid Behaviors — Refers to an obstinate inability to change habits and the inability to modify concepts and attitudes once developed. Inflexible behaviors in people with autism spectrum disorder (ASD) broadly obstruct social communication.

Functional Fixedness — Cognitive bias that limits a person to use an object only in the way it is traditionally used. Flexible spaces can contribute to expose ASD individuals to a series of different situations, and develop strategies to cope.

Richer and Nicoll (1971) — They proposed having light follies (building blocks) used to reconfigure space for different purposes and foster imaginative play.

Autism Theory Questions Environmental Preference Theory — This theory assumes that people will like scenes that stimulate their urge for information processing and are successful in processing. People would prefer scenes that are understandable and make sense, those that are engaging and involving. Flexibility should be geared towards creating environments that engage students.

Theory of Executive Function — Executive functions are mental processes to achieve and objective: concentration, planning etc. People with ASD lack control over executive functions, therefore task switching becomes a challenge. This impairment is the origin for repetitive behaviors.

Related Guidelines Maximize safety — Some authors advocate for fixed down furniture in order to prioritize safety, but this could be in conflict with the desire for flexible spaces specially in educational settings.

Compartmentalization — Flexibility could translate into creating large open spaces that can be used for different purposes. However, being strategic about this is vital because open spaces may cause adverse behaviors in people with ASD. Ideally, a flexible strategy by which spaces can be subdivided is desirable.

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Khare and Mullick(2008) — They refer to spaces that are flexible enough to accommodate for different activities and therapy types.

Mostafa (2008) — She advocates for generating spaces for the hyposensitive, because it’s easier to introduce stimuli than to remove stimuli.

Henry (2011) — He questions the benefits of flexibility for people with ASD. Individuals with autism often exhibit a strong aversion to change, therefore, if the environment is too flexible an individual might live in constant fear.

Shell (2016) — He refers to “Provide flexibility of use for each space, allowing reconfiguration by users”

Foam Follies Very commonly during therapy children are encouraged to use cushioned building blocks to create their own spaces and compartments.

This allows for opportunities of social interaction while providing a calming sensory experience. It stimulates the task oriented part of the brain,as well as allowing for imaginative play.

Building block are sizable and the better architecture (and storage) accommodates for this tool the better.

Rolling Storage Furniture can have multiple functions within a space. The example on the left can is a multifunctional rolling storage cabinet that can: (1) Be a room divider (2) Storage supplies and rewards (3) Become an activity table For safety reasons, its important that flexible furniture have securing mechanism so it can remain in place while is not in use.

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De-cluttering

S M

Other names: closed-storage Visual clutter can trigger sensory overload very easily. Since Individuals with ASD have a hard time filtering background information, spaces should be as legible as possible.

Eliminating unnecessary visual information (e.g. posters, books, inadequate signage etc) is paramount for individuals with ASD to function, yet, easy access to different materials is necessary. Storage space (and its design characteristics) is the primary strategy for decluttered spaces while maintaining access to teaching materials.

Type of Research Empirical Data

Program of Focus Educational and Residential

Downloads

Links Sensory Overload Retreat, by Wonderful DIY Convertible Toy Storage, by The Makerista Workspace Storage Ideas, by Sayeh Pezenshki 10 Benefits of Built-in Storage by Forbes

Lexicon Questions

What the Authors Think

Closed Storage — Closed Storage people prefer things stored the opposite way. They don’t like to look at all of their stuff because to them, it appears cluttery. So they like to put things inside drawers and cabinets. They like things in matching boxes with lids on them lined up on a shelf.

Visual Clutter — Visual clutter happens when our eye cannot rest, when it’s constantly scanning, moving and taking in everything in our surroundings.

Khare & Mullick (2006) — They refer to decluttered spaces as a way to maximize comprehension, since clutter creates confusion and rises stress levels.

Autism Theory Questions Sensory Overload — An overwhelming sensory experience that occurs when an individual with ASD is trying to process too much sensory information. Sensory overload often results in coping mechanism -like repetitive behaviors- to regain control over the environment.

Visually Hypersensitive — Individuals with ASD that are over reactive to stimuli perceived through their eyes, affecting concentration and their ability to complete tasks.

Ahrentzeen and Steele (2010)— They suggest providing ample storage should be provided to create clutter-free, less stimulating environments.

Storage should be available in shared spaces as well as individual rooms.

Related Guidelines

Vogel (2008) — De clutter is part of her nondistracting strategy. Eliminating nonessential visual materials such as posters and disorderly signage. Inadequate storage space makes a room look chaotic and cluttered.

Therapy Accommodation and Flexibility — Autism specific therapies often require bulky equipment, which shouldn’t be always visible. De cluttering involves having easily accessible size appropriate storage for teaching materials that might be needed.

Minimize Materiality Palette — Using certain materials and colors we can reinforce clarity and legibility of space. Avoiding intricate patterns or heavy grains we contribute to filtering unnecessary stimuli.

Baumers and Heylighen (2009)— Some autobiographers indeed feel the need to put everything out of sight, whereas others enjoy displaying their special collections.

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Fragmented Perception and Clutter Fragmented perception occurs when too much input needs to be processed at the same time, people with autism may not be able to break down the whole picture into meaningful units.

An individual might process part of a scene or sentence and completely ignore the other parts.

In a cluttered classroom this can mean that an individual is unable to focus on other people or on a task at hand because they see them in the same ‘layer’ as the background information.

Fragmented Perception and Order Reducing the amount of ‘layers’ that an individual needs to process from a given scene can be immensely helpful to have meaningful social interactions and concentration. In this example lines of information are reduced through closed storage.

Nobody likes clutter, but for someone with ASD might be impossible to ignore.

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Auxiliary Technologies

S M

Other names: assistive technologies Appropriate use of technology involves implementing any piece of technology that helps individuals with ASD fulfill their objectives, which rage from completing a school-age task, to maintaining a healthy independent lifestyle as an adult. As new technologies emerge, this guideline is a fluid recommendation to designers to use technology to create actively restorative environments (as deemed appropriate by experts). Careful consideration must be given to computer-aid systems, virtual readily, robotic assistive technologies etc.

Type of Research Supported by Testing

Program of Focus Educational & Residential

Downloads

Links Assistive Technology for Academics, by Matthew Lynch VR Implementation, by UC Davis MIND Institute VR Social Skills Traning, by Albert Rizzo

Lexicon Questions

What the Authors Think

Assistive Technologies— Assistive technology is any device, software, or equipment that helps people work around their challenges. For individuals with ASD, assistive technologies include devices to help them with their sensory processing deficits and social communication.

Architectural Robotics — intelligent and adaptable built environments (featuring embedded robotic components) that sense, plan, and act. Architectural robotics and smart devices can become life transforming tools for people with ASD.

Scott(2008) — Scott’s work is dated by the time the present work was made, but some of his points still remain. He pushes for the integration of technology and design in a way that becomes therapeutic for children.

Autism Theory Questions Theory of Mind — Thought to explain some of the difficulties with social interactions among individuals with ASD. Proposed by Baron-Cohen in 1985, the theory claims that individuals with ASD are incapable of assigning mental states (emotions, thoughts etc.) to other people. In order words, they can’t understand others state of mind. Initiating interactions with robots might be used as a tool for transition to successful interactions with humans.

Related Guidelines Therapy Accommodation — Robotic advances are attempting to promote social behaviors using robots. This equipment requires a certain degree of architectural flexibility and accommodation, so both can work together for the benefit of the user. Another example can help people with ASD communicate and interact with others. using PECS, which uses picture symbols to teach communication skills.

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McAllister (2007) — He stresses that computers can be a reward for visually oriented children, but they should not be easily visible, they are a tool for teachers to use when appropriate.

Ahrentzeen and Steele (2010) — They have technology recommendations for independent living, such as talking smoke detectors, security fences, intercoms with visual display, wearable call buttons, task prompting systems for daily independent living tasks etc.

Bekele Et Al. (2013) — They developed assistive robotic architecture to foster joint attention and social interaction

Adaptive Robot-Mediated Intervention Architecture ARIA is a robot-mediated tool developed by a group of researchers in the University of Nashville, that aims to allow practice of social orientation skills such as joint attention (JA) skills in a dynamic closed-loop manner for young children with ASD. Please see the links for more information about this new technology.

Virtual Reality to combat Mind blindness According to the Theory of Mind, individuals with ASD have a hard time reading emotions in facial expressions. With the use of virtual reality some therapists now are beginning to create mechanism to help identify emotions that â&#x20AC;&#x2DC;pop on the visorâ&#x20AC;&#x2122; as they perform social cues associated with said emotions.

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Therapy Accommodation

S M

Other names: ABA, occupational therapy, speech therapy This guideline applies to all stages of development, from school to housing and workplaces. Implies equipping spaces with anything necessary to support therapy services, which can be human or robotic. According to the reviewed literature, teachers and therapists necessarily need to adjust spaces to individual needs, and accommodation means making these changes as smooth and easy as possible for them. Easy access to storage, technology and resources is necessary in order to adjust spaces to individual needs.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads

Links Therapy Conditioned Room, by AAS Tampa Learning Center Space, by InBloom Autism Services Outfitting a Home, by Kaya Laterman

Lexicon Questions

What the Authors Think

TEACCH — Treatment and Education of Autistic and related communication Handicapped Children. Is a service, training and research program for individual all ages and skill levels with autism spectrum disorder.

ABA — Applied Behavior Analysis (ABA) is a therapy that seeks to understand how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.

PECS — The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures.

Mostafa (2008) — talks about having specialized therapy spaces: for speech and language therapy, psychomotor therapy, occupational therapy, physiotherapy, hydrotherapy, artistic therapy etc. and how they should be acoustically isolated between each other’s and organized by level of stimuli.

Autism Theory Questions Central Coherence Theory — individuals with ASD have an impairment in conferring coherence to a wide range of stimuli. Individuals with ASD lack the ability to integrate information coming from the outside, and even when it’s stored, the information wouldn’t get meaning and therefore inapplicable to other contexts.

Related Guidelines De-clutter and Storage — In every classroom, the staff should have enough storage, because there is the huge range of non-standard equipment used by the pupils. This can include bulky equipment used in occupational therapy sessions or in individual lesson plans.

Auxiliary Technologies — Architectural robotics equipment requires a certain degree of architectural flexibility and accommodation. Another example can help people with ASD communicate and interact with others using PECS, which uses picture symbols to teach communication skills.

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Scott(2008) — Clearly classrooms need to be capable of being adapted to the different approaches, without compromising the need for order and clarity. Some understanding of the nature of the different approaches on the part of the designer would be an advantage to allow them to innovate in terms of the best way this can be achieved.

Leetsma (2015) — Emphasizes the difference in square footage between NT schools and autism centers, due to additional program requirements like the different therapy rooms

ABA and Ocupational Therapy Every therapy room is different and customizable, but some elements seem to be of common use: (1) Bean Bag - soft stimuli (2)Child Table - for completing tasks (3) Office Chair - for the therapist, and also can be used for vestibular movement (4) Gym Ball or Trampoline - bouncing has great calming effects to begin therapy (5) PECS Book- some non verbal children will need to make use of picture to communicate (6)Storage - All materials and rewards need to be hidden

Psychomotor Therapy Psychomotor therapy is based on a holistic view of the human being. This view is drawn from the unity of body and mind. The notion integrates the cognitive, emotional, and physical aspects and the capacity of being and acting in a psychosocial context Physical activity in all its forms and corporeality are the central themes. Although physical activities have somatic effects (on morphological, muscular, cardiopulmonary, metabolic, and motor levels), psycomotor therapy is still mainly considered to be a psychological treatment. The relation between patient and psycomotor therapist is a central aspect.

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Minimal Material Details

S

Other names: minimizing details Strategic use of materials can help reinforce character of spaces by compartmentalization of space, transition spaces and sensory zoning. However, the most appropriate materials will be those that reinforce clarity and legibility of design rather than obscure them. In general, spaces for people with ASD must have clear, minimalistic elements that avoid unnecessary detail. Material selection is probably the most important part of this, which need to be balanced with cleanliness, durability and healthiness as well.

Type of Research Empirical Data

Program of Focus Educational and Residential

Downloads

Links Bedroom Wall Decoration, by DeAngeline Minimalist Windows and Shades, by Tyson Williams Sensory Friendly Playroom, by Julia Fain

Lexicon Questions

What the Authors Think

Fragmented Perception — When too much information needs to be processed at the same time, people with autism may not be able to break down the whole picture into meaningful units, this is referred to as fragmented perception.

Visually Hypersensitive — An individual with visual hypersensitivity is likely to be bothered by intricate patterns, or textures. They can become too immersed in the lines and unable to filter out this background.

Humphreys (2005) — Complexity in the detail of a building can cause visual distractions. Using a limited pallet of materials and reduce hard edges.

Autism Theory Questions Weak Central Coherence Theory — One of the theories that seeks to explain autistic individual’s unusual attention for detail. Refers to a bias towards local or piecemeal information rather than global or configurationally processing.

Theory of affordances — Gibson identified visual texture or textural gradient as a sufficient condition for visual perception. In short, Gibson was the first to realize that we use various cues to segment the visual scene into figure and background, and that textures play a role in this differentiation.

Related Guidelines Muted Color Palette — Use material choices to create color contrasts where it is helpful. For example, indicate light switches, electrical outlets, and other pertinent features.

Indoor Air Quality — Minimal material palette focuses on avoiding visual distractions by carefully choosing materials, but much more important are material health-related characteristics. Balance both.

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Beaver(2008) — In his lecture he references having limited textures to make calming spaces Ahrentzen and Steele (2010) — They stress preventing chronic exposure to indoor air pollutants by selecting durable, nontoxic building materials and finishes.

Shell(2016) — He focuses on the health aspect of materials, alerting that certain materials such as fire retardants and flooring have been associated with causing ASD. McAllister (2007) — Reduce granular information both in terms of reduction in detail and palette of materials. ASD sufferers can get absorbed in minutia.

Using Materials to enhance Depth Building materials have inherent qualities that can be harnessed to help individuals with ASD make sense of space.

The world in three dimensions is sometimes incomprehensible, either due to too much sensory input or lack there of. Specially for hyposensitive individuals, assigning a material texture (preferably natural) to different layers of depth could become a visual hint to understand (a) there is activity or (b) helps change task.

Using Materials to signal movement Similarly, Using a texture to indicate movement could signal the brain that is time to switch rooms and change activities.

The example represented is inspired by Runa Workshopâ&#x20AC;&#x2122;s Biophilic Campus in Austin TX. A wonderful example of cost-effectiveness, design excellence and work ethics.

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Calming Color Palette

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Other names: muted colors, blue/green hue Color, as an aesthetic quality intrinsic to materials in construction, can and should be used as a tool to reinforce spaces and sensory qualities. There have been a few studies regarding color and individuals with ASD, and all of them agree that color is a powerful tool to promote calming environments, and help individuals reach a level of comfort necessary for task completion and social interactions without distractions. Also, color is not an static quality of space, since lighting can be used to modify the perceived hues of color in walls, ceilings and flooring.

Type of Research Supported by Testing

Program of Focus Educational and Residential

Downloads

Links Color Design for Living Spaces, by Madison House Autism Foundation Colored Bedroom Design, by Enduratex Muted Color Livingroom, by Marissa Walczak GAA Autism-Friendly Color Palette

Lexicon Questions

What the Authors Think

Color psychology — Study of hues as a determinant of human behavior. Color influences perceptions that are not obvious, such as the taste of food. Colors have qualities that can cause certain emotions in people.

Color Physiology — The effects of color have been known to affect changes in blood pressure, eye strain, and brain development. Individuals with ASD have “distorted color discrimination abilities” but it hasn’t been determined how exactly this differs from NT individuals.

Vogel (2008) — He describes using color as a tool for creating clear paths, determined spaces, as well as a strategy for avoiding an institutional atmosphere.

Autism Theory Questions

Beaver (2010) — Beaver opposes white stark walls, on the contrary he advocates for smart use of color according to research on the matter: “to create warm but not over-stimulating environments”

Distorted Perception — Sometimes individuals with ASD have a hard time reading depth in space, Letma describes Distorted perception is when senses get distorted or misinterpreted such as seeing a small shop as smaller than it actually is, poor awareness of ones one body, double vision, or seeing everything in two dimension.

Gestalt Perception Theory — Individuals with ASD have a hard time interpreting scenes as a whole rather than into disconnected parts. A view with a lot of elements in the distance might be too confusing to process and distract from the activities occurring inside the building.

Related Guidelines Transition Spaces — Color can be visually stimulating and it should be introduced gradually in classroom settings, whereas transitional areas are supposed to be calming spaces to recalibrate senses.

Sensory Zoning — Along with lighting, color is perhaps the most powerful tool to set different zones according to the activities planed to take place, ranging from high stimulus (oranges, red) to low stimulus (blue, grays)

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Ahrentzeen and Steele (2010) — They advocate for soft colors but encourage using contrast (tonal value vs. bright color) to indicate light switches, electrical outlets, and other pertinent features.

Altenmüller-Lewis (2017) — Neutral and calming colours and the use of natural materials are best suited for autism-friendly learning environments.

Color coding Furniture ARIA is a robot-mediated tool developed by a group of researchers in the University of Nashville, that aims to allow practice of social orientation skills such as joint attention (JA) skills in a dynamic closed-loop manner for young children with ASD. Please see the links for more information about this new technology.

Color coding for wayfinding According to the Theory of Mind, individuals with ASD have a hard time reading emotions in facial expressions. With the use of virtual reality some therapists now are beginning to create mechanism to help identify emotions that ‘pop on the visor’ as they perform social cues associated with said emotions.

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Air Quality Other names: indoor air quality There is not yet evidence on ventilation for individuals with ASD. Air quality research may be generalizable to individuals with ASD. A study with 24 subjects correlated cognitive functioning with increased air quality. Specifically, CO2, volatile organic compounds and ventilation rate explained over 80% of the observed increase in human performance (Allen et at., 2016). Following the protocol of the Allen et al. study, a best practice for autism-friendly architecture is to providing 40 cubic feet per minute of fresh air per person.

Type of Research Empirical Data Collection

Program of Focus Educational

Downloads

Links Improve Indoor Air Quality, by Beth Hunter How to Improve Indoor Air Quality, by AARP Air Purifiers Help Fight Autism, by IQ Air

Airborne Particles

Pathogens

Carbon Monoxide

Indoor Formaldehyde

Lexicon Questions

What the Authors Think

Volatile organic compounds (VOCs) — Are human-made chemicals that are used and produced in the manufacture of paints, pharmaceuticals, and refrigerants. Organic chemicals are widely used as ingredients in household products, all of which can release organic compounds while you are using them, and, to some degree, when they are stored.

Sick Building Syndrome (SBS) — Sick building syndrome (SBS) is a common worldwide health concern, where people in a building suffer from symptoms of illness or become infected with chronic disease from the building in which they work or reside.

Shell (2016) — Shell goes into detail in measures to maintain good levels of air quality. He specifies providing 30 cubic feet per minute (cfm) of ventilation air to each occupant, monitoring outdoor ozone and PM2.5, especially in urban settings, provide UVGI and activated carbon filters. Use MERV-13 filters, isolating contaminant sources, such as copy machines, avoiding air fresheners, toxic cleaners, and fragrant hygiene products, provide separated spaces for food preparation and consumption.

Autism Theory Questions Autism and Respiratory Problems — Because of a malfunction of the limbic system a person with ASD is trapped in emotional upper chest breathing. For a NT person, the return to relaxed diaphragm breathing afterwards helps to put this information in a broader context, enabling us to think rationally about it. This can be accentuated by poor air quality and can hinder overall health.

Related Guidelines Natural Ventilation — Cross ventilation could help renewing the air of spaces without relying on mechanical equipment that could produce undesirable noises.

Maximize Safety — Air pollution can be created from a number of indoor sources, including cleaning products, office equipment and humid environments. Copy rooms can contribute to the production of ozone, which is linked to asthma and other respiratory diseases. Its vital that all contaminant sources are isolated and exhausted without entering other areas.

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Quality Air Renewal Mechanisms Use silent, ducted exhaust fans in bathroom and kitchen such as Ultra Silent NuTone ventilation fans this new technology.

Adequate ventilation reduces unwanted smells that can negatively affect individuals with hyperreactive (extremely sensitive) sensory processing.

Ultra Silent NuTone ventilation Bosch kitchen ventilation systems feature whisper quiet volume

High quality air ďŹ lters Choose quiet systems to minimize ambient noise: HVAC, ventilation, appliance.

Ductless HVAC systems are ideal, but if using conventional, make sure to insulate conventional HVAC system with internal acoustical duct board which ismore effective at sound mitigation than wrapping sheet metal ducts with batt insulation

High-efficiency particulate air (HEPA), also known as high-efficiency particulate absorbing and high-efficiency particulate arrestance,is an efficiency standard of air filter.

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Thermal Comfort Other names: noise controls, mechanical sounds Code regulation defines thermal comfort as “ Condition of mind which expresses satisfaction with the thermal environment and is assessed by subjective evaluation.” Meaning comfort is subjective to how each person perceives it. Having control over thermal comfort inherently increases satisfaction. Thermal Comfort Variables — There are 6 primary thermal comfort variables: environmental variables include (1) dry bulb temperature (2) median radiant temperature (3) relative humidity (4) air motion, and personal variables (5) clothing insulation and (6) metabolic rate.

Type of Research Empirical Evidence

Program of Focus Educational and Residential

Downloads

Links Ductless Mini-Split Systems Provide Personalized Comfort, by Rick Muscoplat

65°

60°

65°

70°

HVAC Systems Optimize Comfort for Those With Special Needs, by Nicole Krawcke The Quietest Types of Cooling Systems, by Brennan’s HVAC Comfort Calculator

Lexicon Questions

What the Authors Think

Thermoregulation — Relationship between our sensation, the stimuli we receive from the environment and the way the brain interprets it. Skin senses changes in temperature (not value) Localized discomfort— Override comfort even under thermal neutrality: radiant asymmetry, drafts, contact with cold/hot floors, vertical temperature differences, and sensitive parts of the body like chest, fingerprints, nose etc.

Beaver (2007) — He advices against bulky heating equipment such as low surface temperature radiators. Sources of heating or cooling need to be out of reach, virtually invisible and take no floor space.

Autism Theory Questions

Ahrentzen and Steele (2010) — They encourage the use of silent, ductless HVAC. Also installing dual-glazed windows for increased energy efficiency, temperature control, and minimization of condensation.

Thermal Distance in Autism— Thermal distance plays a major role in how most people experience crowding.

Individuals with autism may be hypersensitive or hypo-sensitive to temperature and therefore will need opportunities to adjust their thermostats and or have the ability to close off or let in outside air Tactile Hyposensitivity — Individuals with hyposensitivity to touch might not feel extreme temperatures.

Conversely the hypersensitive might react poorly to changes in temperature.

Related Guidelines Natural Ventilation — Controlled air motion can increase comfort, but this would also depend on individual sensitivities. Might help reduce smells for the hyperolfactory, and also provide stimuli for hypotactile.

Window considerations — The window consideration guideline emphasizes safety of windows, but a certain degree o controllability might provide comfort and even foster independence. Balancing these needs is key.

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Shell(2016) — . Because there is no evidence relating thermal comfort to ASD, generalizations are necessary. Strategies for improving comfort include varying temperature set points for different spaces, providing ceiling fans, providing operable windows, and giving occupants control of these amenities.

Individual controls and localized sources ARIA is a robot-mediated tool developed by a group of researchers in the University of Nashville, that aims to allow practice of social orientation skills such as joint attention (JA) skills in a dynamic closed-loop manner for young children with ASD. Please see the links for more information about

Non-Disturbing HVAC Considerations According to the Theory of Mind, individuals with ASD have a hard time reading emotions in facial expressions. With the use of virtual reality some therapists now are beginning to create mechanism to help identify emotions that â&#x20AC;&#x2DC;pop on the visorâ&#x20AC;&#x2122; as they perform social cues

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Bathroom Considerations

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Other names: toilet provisions, adjoined washroom Bathroom consideration encompasses everything from positioning within the building to quality of bathroom spaces. First, is desirable to shorten distance between activity rooms and bathrooms as much as possible. Secondly, bathroom space should be enough for caregivers to change and help with hygiene. Lastly, and perhaps most important are the safety considerations surrounding bathroom activities. Temperature sensors and other smart bathroom technologies are encouraged.

Type of Research Empirical Data (interviews)

Program of Focus Educational and Residential

Downloads

Links ADA Bathrooms, by Harbor City Supply Height Adjustable Baths, by Abacus Making A Special Needs Friendly Bathroom,

by Friendship Circle

Lexicon Questions

What the Authors Think

Accessible residential bathrooms — designed for wheelchair users in residential zones that provide enough clear floor space for a wheelchair to turn. Consult local building codes for accessibility requirements. Overall bathroom sizes will vary based on the actual dimensions of bathroom fixtures. We are trying to expand this definition to include other disability considerations, not just physical impairments.

Bathroom Design Considerations — The factors to consider when planning a restroom include: standards and requirements, privacy, accessibility, maintenance, layout, ventilation, and acoustics. All of these factors work together to ensure safety and comfort for the user when in these public facilities. Restroom design can be taken further by implementing color, music, and ideal lighting conditions

Beaver (2007) — No exposed piping. Every sanitary fitting secured to the floor or wall.

Consider what distance is appropriate between classrooms and toilets. Ideally two classrooms share 1 shower/wc area.

Autism Theory Questions High Stimulus Areas — Service areas, such as bathrooms, kitchens, and laundry rooms are highly stimulating and should be grouped and acoustically isolated.

Related Guidelines Visual Cues— Pictorial communication is widely used in kitchens and bathrooms. Additionally, social technologies like Social Mirror developed in Georgia Tech can help with daily hygiene activities.

Maximize Safety — Non Slip surfaces, grab bars and concealed piping systems are some strategies to take into consideration while designing accessible bathrooms for people with ASD.

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Ahrentzen and Steele(2010) — Nonslip tile flooring. Ample room for staff to assist. Sinks should be hung for accessibility. Grab bars. At least one bathroom per living unit.

McAllister et al. (2010) — Each classroom should have direct access to its own toilets. Can be accesses from the classroom or cloakroom.

Must have adequate areas for changing. Usually 2 toilets and 2 wash hand basins are enough per classroom.

Mostafa(2008) — Refers to bathrooms as high stimulus areas and should be far away from low stimulus areas like speech therapy rooms.

Children’s Classroom shared WC ARIA is a robot-mediated tool developed by a group of researchers in the University of Nashville, that aims to allow practice of social orientation skills such as joint attention (JA) skills in a dynamic closed-loop manner for young children with ASD. Please see the links for more information about

Residential Bathroom According to the Theory of Mind, individuals with ASD have a hard time reading emotions in facial expressions. With the use of virtual reality some therapists now are beginning to create mechanism to help identify emotions that ‘pop on the visor’ as they perform social cues

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Monitoring

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Other names: observation, supervision Monitoring encompasses everything from direct and unobstructed observation, to remote monitoring systems in the form of cameras, motion sensors, communication systems etc. Monitoring systems can be passive, meaning that communication works only one way, or they can be active, meaning that caregivers can communicate with people if they ask for help, maybe even through remote assistance.

Type of Research Observational

Program of Focus Educational

Downloads

Links Tracking Devices to Find a Lost Child with Autism, by Lauren Lewis Safety Products, by Brooklyn Autism Center Smart Tech Ideas for Parents with Kids on the Spectrum, by Autism Parenting Magazine

Lexicon Questions

What the Authors Think

Sightlines — are a line of oversight which is of vital importance in architecture for autism. Clear sightlines between people with ASD and caregivers allow for maximized safety.

Behavioral Data Collection — Data collection allows for feedback to be generated and from there, ways that space can be improved for people with ASD individual needs. For family members and for the user this might become very significant as it allows for safe independence.

Khare and Mullick(2008) — Provide opportunities for supervision for safety and collecting behavioral data. Provide space and equipments for supervision and monitoring.

Autism Theory Questions Autism Elopement— It’s common for children who have autism spectrum disorder (ASD) to run or wander away from caregivers or secure locations. This is called elopement. Elopement is common in children with autism and can be a traumatic situation for a child and caregivers.

Self Determination — Refers to a combination of skills, knowledge, and beliefs that enable someone to engage in goal-directed, self regulated autonomous behavior. Individuals with ASD struggle with this which results in wandering or strange behaviors that need to be monitored in order to avoid injuries.

Related Guidelines Auxiliary Technologies — A good example is Georgia Tech’s Social Mirror that allows for family members to monitor daily activities such as clothing selection, hygiene in a two way communication real time.

Maximize Safety — Monitoring children and adults with asd (to different extents of course) can aid with safety while still allowing for independent development and behaviors.

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Humphreys (2005) — Easy observation of people with ASD, but it is important that is discrete, not feel as if they are being watched all the time. If we provide uncluttered internal and external spaces this will assist observation. If there are known secure boundaries that cannot be seen but are known this allows the children with autism to escape from view Ahrentzen and Steele(2010) — They address this in their Technology chapter. They encourage sensors to monitor without feeling invasive.

For example, bed occupancy sensors alert caregivers to resident activity and possible accidents

The Social Mirror

Hi Sam! You look great this morning. Remember to change to long pants for your interview. Love- Sis

The Social Mirror is a monitoring tool developed in Georgia Tech that helps transition into adulthood. According to the developers: â&#x20AC;&#x153; an interactive mirror connected to an online social network that allows the young adult to seek advice from a trusted and responsive network of family, friends and professionals. Focus group discussions reveal the potential for SocialMirror to increase motivation to learn everyday life skills for young adults with autism and foster collaboration with a distributed care networkâ&#x20AC;?

Please see the links for more information about this new technology.

Two Way Monitoring Systems Provide monitoring systems that can assist remotely with certain activities. The important aspect of monitoring in children is that they can achieve independence in a safe environment.

Monitoring systems are mostly required in bedroom, kitchen areas and outdoor areas.

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Outdoor Spaces

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Other names: exterior rooms, containment Outdoor spaces for people with ASD are broken up in compartments, like outdoor rooms. Think about playgrounds, which are commonly large, open spaces with high stimulus activities and brightly colored play equipment. For children with ASD the bombardment of sensory information can be extremely distressing. Additionally, outdoor spaces are an opportunity to release energy through repetitive movements, like swings, and refinement of motor skills. Perhaps most important, specially for children, exterior spaces are ideal for promoting interactions.

Type of Research Empirical Data Collection

Program of Focus Educational and Residential

Downloads

Links Sensory Garden Magneten, by MASU Planning Building a Sensory Garden, by Christina Hughey Sensory Gardens and Autism, by Autism Parenting Magazine

Lexicon Questions Courtyard — A courtyard or court is a circumscribed area, often surrounded by a building or complex, that is open to the sky. It provides a sense of enclosure while still enjoying outside activities.

Sensory Garden — A sensory garden is a garden that has a collection of plants that are appealing to one or more of the five senses; sight, smell, sound, taste, and touch. Sensory gardens should be accessible for all people to enjoy, disabled and non-disabled. Sensory gardens are typically geared towards young children, but are enjoyed by people of all ages.

Autism Theory Questions Neurological Nourishment — Kellert, Heerwagen and Mador argue that humans have an emotional relationship with nature elements and that by being in environments that reflect the intrinsic characteristics of nature, people function better psychologically, physiologically and cognitively.

Therapeutic Environments — Smyth (2005) states that healing properties are associated with the environment. Recent decades have seen an increasing interest in the healing and therapeutic potential of nature and the potential of green care interventions for the benefit of mental health.

Related Guidelines Windows — Since views shouldn’t be distracting, landscape strategies should be put in place to limit the depth of view for task areas (areas where high levels of concentration is necessary). Outdoor spaces are meant to complement interior activities.

Community Living — Outdoor spaces should be designed for containment and compartmentalization in order to provide a calm environment appropriate for social interaction.

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What the Authors Think Humphreys(2005) — He stresses that containment is the most important aspect to gardens, because of safety reasons.

Beaver (2009) — He advocates for sensory gardens, places where individuals can be exposed to textures, smells etc.

Scott (2008) — He emphasizes that is important for each room to have access to outside areas like internal coutyards. Could be used as a reward mechanism.

Ahrentzeen and Steele (2010) — They advocate for secured areas that offer the opportunity to socialize.

Shell (2016) — Shell supports usable landscapes and views to nature from the interior of the building.

Children with ASD outdoor spaces Create containment and previewing opportunities within a central space. For example, we know that today it is the standard approach to integrate neurotypical children with ASD children. NT children might have no problem playing in a big open space, but for ASD individuals this may cause tremendous anxiety.

It is possible to accommodate their needs by creating containment pockets that still allow them to be part of the social dynamic of the group.

Sensory Garden A sensory garden, for example, may contain features accessible to the disabled individual such as: scented and edible plants, sculptures and sculpted handrails, water features designed to make sound and play over the hands, textured touch-pads, magnifying-glass screens, braille and audio induction loop descriptions.

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Window Considerations

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Other names: openings to exterior, fenestration, envelope Windows are perhaps the most complex design consideration in this study. In my opinion, further study is necessary to begin to grasp how to balance all considerations.

Being the point of connection to the exterior, windows are literally stimulating gateways that need to be precisely calibrated to balance: acoustical performance of outside noise, exterior views perception, wind flow, natural light, safety and controllability for comfort. More times than not, all those considerations can be in conflict and is an ethical responsibility of designers to carefully consider all variables before making decisions.

Type of Research Empirical Data Collection

Program of Focus Educational

Downloads

Links Qishan Garden, by July Cooperative Company Design for Austism, by Fast Company Indoor Garden Design, by Designtrends

Lexicon Questions

What the Authors Think

Clerestory windows — Windows above eye level, which admit light, fresh air, or both.

Frosted glass — is produced by the sandblasting or acid etching of clear sheet glass. This creates a pitted surface on one side of the glass pane and has the effect of rendering the glass translucent by scattering the light which passes through, thus blurring images while still transmitting light.

Tuffvesson (2009) — The respondents also felt that children with autism would benefit from not having a view during learning, which is confirmed by the perceived negative influence of windows placed on several walls.

Autism Theory Questions Distorted Perception — Sometimes individuals with ASD have a hard time reading depth in space, Leetma describes Distorted perception is when senses get distorted or misinterpreted such as seeing a small shop as smaller than it actually is, poor awareness of ones one body, double vision, or seeing everything in two dimension.

Gestalt Perception Theory — Individuals with ASD have a hard time interpreting scenes as a whole rather than into disconnected parts. A view with a lot of elements in the distance might be too confusing to process and distract from the activities occurring inside the building

Related Guidelines Maximize safety — Some authors are concerned with the safety risks of having operable windows. Some suggestions include positioning higher than reach level, and positioning blinds inside of double glazing.

Outdoor spaces — Since views shouldn’t be distracting, landscape strategies should be put in place to limit the depth of view for task areas (areas where high levels of concentration is necessary).

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Shell (2016) — Shell is more concerned about the acoustical nature of windows: “For sites near busy streets and/or flight paths, provide OITC-32 windows” McAllister (2013) — The distractions of viewsout were best dealt by having blinds or curtains in the classroom. What was clear was that if low level curtains or blinds were closed, staff in classrooms with high-level clerestory glazing really appreciated having a visual connection to the exterior and the natural daylight that brought.

First Impression of a space A window can become a previewing opportunity before entering the main space. Notice that from the interior-out there is a solid wall blocking any potentially distracting views.

A window moment Windows are an opportunity to bring together some of the guidelines studied. Can be a small space to find refuge, can be storage, can become a sort of quiet space with the sounds of the wind etc.

With that in mind, then comes the technical aspect: heat gain, orientation, controllability vs safety, visual clutter with blinds etc.

The design of an appropriate window for ASD is a design exercise in on itself.

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Natural Ventilation

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Other names: cross ventilation, stack ventilation, air renewal Wind moving past a building will create different areas of high and low pressure. The windward side of the building is an area of high pressure while the leeward side & roof are low pressure. Strategically placing different sizes and types of openings in the high and low-pressure areas cause air to move through the building at an increased rate and in the desired direction.

Type of Research Empirical Data Collection

Program of Focus Educational

Downloads

Links Solar Power Chimney, byHow to Build Chimney Effect, by Matheus Pereira Natural Ventilation Strategies, by Window Master Importance of Cross Ventilation, by Circular & Sustainable Earth

Lexicon Questions Cross Ventilation — Is a natural method of cooling. The system relies on wind to force cool exterior air into the building through an inlet (like a wall louver, a gable, or an open window) while outlet forces warm interior air outside (through a roof vent or higher window opening).

Solar chimney — A way of improving the natural ventilation of buildings by using convection of air heated by passive solar energy. A simple description of a solar chimney is that of a vertical shaft utilizing solar energy to enhance the natural stack ventilation through a building.

Autism Theory Questions Sensory integration theory — Is a neurobiological process that refers to the detection, assimilation, organization and use of sensory information to allow an individual to interact effectively with their environment.

Sensitivity conflicts — This happens when individuals have conflicting sensory needs. For example, an individual may be hypersensitive to sound and hyposensitive to touch. In theory for the first he would need a quiet environment acoustically isolated, which is hard to achieve with an opened window and sounds from the outside. On the other hand, he could benefit from the tactile stimulation from the breeze touching their skin.

Related Guidelines Windows Guidelines — It’s important to find a balance between the comfort that results from being able to have control over the space (in this case with a window) and safety concerns regarding the lack of awareness displayed by some individuals with ASD. Outdoor spaces — Sometimes exterior elements can be specifically positioned to aid in driving winds inside the openings of the building.

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What the Authors Think Mostafa(2008) — She claims that cross ventilation could be beneficial since this reduces smells and odors for the hyper-olfactory.

Shell (2016) — He encourages providing ceiling fans and operable windows. Allow seasonal float for temperatures in transient and collaborative spaces.

Beaver (2009) — He recommends low level windows for air to enter the room and high level windows for air to exit and do a complete sweep of the room.

Cross Ventilation Cross ventilation in this example happens between opposite corners of adjacent walls.

Usually this disposition of windows is not as efficient for several reasons: (1) windows located at the same height (2) Dead wind space in the corner, where there is no natural bouncing of winds.

Cross ventilation works better with difference in height and not adjacent walls for full air renewal.

However, consider tactile sensibilities when deciding about natural ventilation

Stack Ventilation Similar principles than the previous example except for the exhaust being located at in the ceiling in the form of louvers. The difference in pressure will make the air move faster.

Natural Ventilation is an operable strategy, if people in the space feel uncomfortable by temperature or air motion.

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Neighborhood

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Other names: walkability, community participation A pedestrian friendly neighborhood allows for integration to community fabric and services as a step towards inclusion of individuals with ASD in society. Engaging and relying in community will allow individuals to have a sense of belonging and better quality of life.

A walkable neighborhood will: (1) have a center, street or public space (2) have enough people for businesses to flourish and for public transit to run frequently (3) plenty of public places to gather and play (4) Pedestrian design (5) Amenities such as schools and workplaces close enough to walk.

Type of Research Data-Driven

Program of Focus Educational and Residential

Downloads

Links Out in the Community, by Autism Speaks Autism and Community Support, by Autism Works Community Connections Sessions, By AANE

Lexicon Questions Independence through Interdependence — One’s general state of wellbeing is assured only if one is comfortable in the interdependent, interconnected world.

Independent living — A multi-unit housing development that may provide supportive services such as meals,housekeeping,social activities and transportation.

Interdependent — takes the stance that we are mutually responsible for each other, and its essential that we share a common set of principles with others.

Autism Theory Questions Theory of mind — Refers to the ability of an individual to recognize mental states in others, including deciphering beliefs, desires, intentions, imagination, and emotion. Living in a community that builds a support system around this can help people overcome social difficulties.

Societal costs of Autism — According to research from Harvard School of Public Health and Abt Associates, lifetime per capita incremental societal cost of autism is $3.2 million [20]. This include direct medical costs to the individual, direct non-medical costs, and indirect costs. There is a chance that by involving ASD population with their communities they can increase their productivity and have a better quality of life.

Related Guidelines Participatory design — Not only the team of experts that is knowledgeable about the condition, but potentially involving in design people from the community in which the project is to be placed, especially if it’s a housing project, can help educate and raise awareness and inclusion.

Outdoor spaces — Outdoor spaces, besides being therapeutic environments, are opportunities for socialization in a controlled setting, which can help individuals with ASD overcome social difficulties.

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What the Authors Think Ahrentzeen and Steele (2010) — They explain that selecting the right neighborhood and site is critical, access to amenities and transportation, potential job opportunities to integrate in the community.

Baumers & Heylighen (2010) — Dumortier and Willey’s autobiographies seem to sustain the need for a calm way to move around the neighborhood that doesn’t imply driving or traffic, because they find this produces high anxiety levels.

Altenmüller-Lewis (2017) — Inclusion and respect in society gains importance with rising numbers of children diagnosed with ASD. The necessity to provide community-linked services to support families and individuals but also to afford the opportunity for student interaction with society should be considered

Walkable Neighborhood According to multiple autobiographies, many individuals with ASD do not drive.

Trying to include residential settings for people with ASD within a walkable neighborhood not only increases health but also quality of life. By ding this, every day they would be surrounded by a network of familiar people and opportunities for interaction.

Community Integration Residential settings for adults with ASD may include workshop activities that can create opportunities to integrate with the local community. Additionally, this may provide routine and work habits as they move towards independent living.

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Participatory Design

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Other names: feedback, parent participation Much is left to study in regard of how space affects people with ASD. Monitoring people’s development and comfort can inform how to make changes for improving quality of life. Since research in this aspect is still scarce for the discipline of architecture we rely on experts like doctors, therapists, psychologists, parents and patients themselves to gather as much data as possible to make the best design decisions. Each individual is unique and the best outcomes come from devising strategies with the support team, not from following blindly recipes for success.

Type of Research Empirical-research

Program of Focus Educational and Residential

Downloads

Links Framing Participatory Design, by Slideshare Participatory Design, by Laura Malinverni Autistic Individuals Have Helped Direct Cognitopia, by Cognitopia

Lexicon Questions

What the Authors Think

Empirical Research Data Collection — empirical research is a type of research methodology that makes use of verifiable evidence in order to arrive at research outcomes. In other words, this type of research relies solely on evidence obtained through observation or scientific data collection methods.

Survey/ Questionnaire — A survey is a method of data gathering that is typically employed by researchers to gather large sets of data from a specific number of respondents with regards to a research subject.

Beaver (2010) — He refers to it as feedbackhe writes about how advice and involvement has resulted in immediate improvement in the behavior of individuals with ASD.

Autism Theory Questions

Scott (2008) — He considers a requirement for the end-user to be actively involved in the brief building and design process.

The Environmental Assessment (EA) — Khare’s EA evaluation is a set of design parameters derived from the environmental design parameters for autism, and their presence is expected to improve educational performance. Using this scale, parameters are judged by consensus amongst the experts to be beneficial for children with and without autism.

Classroom Design Kit — McAllister’s methodology consisted in creating a set of parts that teachers would use to create their ideal ASD friendly environment.

Related Guidelines Provide 1:1 spaces — The need for constant feedback between experts and designers continues even during the useful life of the building, not just the design phase. It’s important to count on spaces where this feedback can happen within the new facility, not for designers, but also among parents, therapists etc.

Community Involvement — Not only the team of experts that is knowledgeable about the condition, but potentially involving in design people from the community in which the project is to be placed, especially if it’s a housing project, can help educate and raise awareness and inclusion.

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Shell (2016) — He encourages involving occupants in early design decisions (site, massing, entry, parking).

Discussions with Team: Parents, Doctors, Therapists, Teachers,Psycologists ARIA is a robot-mediated tool developed by a group of researchers in the University of Nashville, that aims to allow practice of social orientation skills such as joint attention (JA) skills in a dynamic closed-loop manner for young children with ASD. Please see the links for more information about

Design that listens According to the Theory of Mind, individuals with ASD have a hard time reading emotions in facial expressions. With the use of virtual reality some therapists now are beginning to create mechanism to help identify emotions that â&#x20AC;&#x2DC;pop on the visorâ&#x20AC;&#x2122; as they perform social cues

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Spatial History of Autism

1820 Poorhouses People who lived in poverty, whether it was due to being widowed, orphaned, alcoholic, or because of physical or mental disabilities, often were put into poorhouses , or almshouses.

Wealthier parents tended to keep their children with disabilities at home.

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1850 Early schools Experimental school in South Boston for youth with intellectual deficiencies that emphasize the importance of family and community.

Schools to prepare children with disabilities to live with the rest of society. Usually training was not enough, usually ended up in poorhouses or jails.

1875 Institutions While the number of training schools increased, the commitment to training did not. The schools quickly became asylums, providing custodial care for an increasing number of individuals with developmental disabilities.

Even though some people believed that the early training schools were successful, education as a goal was sacrificed for the greater concern of housing a quickly growing number of persons of all ages with all levels of disability

Deviant

Inmates

Feebled-minded

The documented history of the autistic diagnosis

This period was marked by the emergence of special education.

As teachers in public schools became aware of the increasing numbers of students with learning disabilities who were labeled “backward” or “feebleminded,” they called for special classes and teachers to educate them.

1960 Mental Illness In the 1960s, the architecture of the buildings reflected the medical model with separate lounges, showers, and toilets for staff. Residents were grouped together in large, sterile rooms. Floors were made of heavy tile for easy cleaning. Bathrooms contained toilets without stalls for the convenience of cleaning and monitoring residents. The term “developmental disability” was created to refer to “a disability attributable to mental retardation, cerebral palsy, epilepsy, or another neurological condition,” and used for planning purposes and funding allocations.

Developmental disorder

Autism

Disability

Mentally retarded

1940 Special needs

2000 Inclusiveness Despite the horror stories of public institutions and the awareness that individuals with disabilities have a higher quality of life in the community, institutions are still supported by some groups. The concept of independent living is opposite that of the institutions, and a movement away from dependency on parents and professionals.

Essentially, independent living means the opportunity to make decisions that affect one’s life, being able to pursue activities of one’s own choosing.

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Bibliography

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2 “Search ADA.gov.” Introduction to the ADA. Accessed September 6, 2020. https://www.ada.gov/ada_intro.htm.

3 ADA Standards for Accessible Design, 2010. Washington, DC: GPO, 2010.

4 Admin. “Autism and Architecture: ABC Kuwait Blog.” Applied Behavior Center Kuwait. admin, June 14, 2020.

autism: A qualitative analysis. Journal of Intellectual and Developmental Disability, 28(2), 112–121.

9. “Designing for the Spectrum: An Educational Model for the ...” Accessed September 6, 2020. https://drum.lib. umd.edu/bitstream/handle/1903/16824/ Leestma_umd_0117N_16340. pdf;sequence=1.

10 “ADA Standards for Accessible Design, 2010. Washington, DC: GPO, 2010.

11 “Search ADA.gov.” Introduction to

https://abckuwait.com/autism-friendlyarchitecture/.

the ADA. Accessed September 6, 2020. https://www.ada.gov/ada_intro.htm.

5 Admin. “Autism and Architecture: ABC Kuwait Blog.” Applied Behavior Center Kuwait. admin, June 14, 2020. https://abckuwait.com/autism-friendlyarchitecture/.

12 Broutman, Eric. “Feel Free To Discriminate Against the Mentally Ill: How the ADA Fails Those With Psychiatric Disorders.” New York Law Journal, May 7, 2020. https://www.law. com/newyorklawjournal/2020/05/07/ feel-free-to-discriminate-against-thementally-ill-how-the-ada-fails-thosewith-psychiatric-disorders/?slretu rn=20200901231917.

6 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

7 Gaines, Kristi. “Introduction to Autism Spectrum Disorders.” Essay.

In Designing for Autism Spectrum Disorders, 3–10. New York: Routledge, 2016.

8 Jones, R. S. P., Quigney, C., & Huws, J. C. (2003). First-hand accounts of sensory perceptual experiences in

13 “Disability Impacts All of Us Infographic.” Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, September 16, 2020. https://www. cdc.gov/ncbddd/disabilityandhealth/ infographic-disability-impacts-all.html.

14 Salman, Saba. “What Would a Truly Disabled-Accessible City Look like?”

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