Designing For Adults With Developmental Disabilities | Interior Design Capstone | Audra Hoefelmeyer

here to form the future

a therapy center for adults with developmental disabilities

liberty hill, texas

Audra Hoefelmeyer | ID 4388 Capstone

RESEARCH TOPIC & SIGNIFICANCE

Designing for Adults with Developmental Disabilities

Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, & usually last throughout a person’s lifetime (Centers for Disease Control and Prevention, 2022).

This community of people deserve to have a space that caters towards their specific needs, provides support, offers independence, community, and an inclusive environment.

RESEARCH QUESTIONS

Designing for Adults with Developmental Disabilities

What design considerations of a therapy office may create an inclusive and supportive environment for adults (21-60) with developmental disabilities?

How can elements of design such as color, space, and texture work alongside principles of design such as repetition and movement to achieve this design objective?

CLIENT NARRATIVE

CLIENT NARRATIVE

This groundbreaking therapy center offers the opportunity for community and support for adults with developmental disabilities. Moreover, this undeserved population desires access to appropriate therapies for personal growth. For instance, occupational, physical, music, recreational, and massage therapies offer exceptional benefits for this population. The need for suitable built environments for these therapies to take place is essential because this population’s physical and perceptual conditions are great.

ADULTS WITH DEVELOPMENTAL DISABILITIES

At birth, Emily was diagnosed with Cornelia de Lange Syndrome (CdLS), a rare genetic disorder that can cause developmental delays and gastrointestinal and behavioral issues. Furthermore, CdLS is not a “one size fits all” condition. As an adult, Emily receives recreational therapy to connect her with the community and massage therapy to aid with stress. She currently receives these services at her home but is anticipating a therapy center for adults with developmental disabilities to be built in her area. She cannot wait to receive music therapy at this center in the future. Lastly, Emily is excited about the opportunity to be a part of a community.

CAREGIVER

As Emily’s mother and primary caregiver, Kim has been searching for new therapies and activities for her daughter to be a part of her entire life. She recently discovered a therapy center for adults with developmental disabilities will be built in their area. Kim quickly reached out to the director to coordinate a spot for Emily in the center’s music therapy department. She is excited not only for her daughter but for the other adults with developmental disabilities in the area because they previously had only access to a handful of resources.

THERAPIST

Miranda is excited about her new position as a Certified Music Therapist at a therapy center for adults with developmental disabilities. This groundbreaking facility offers community and support for a diverse population. She cannot wait to have a dedicated music therapy room that can house both individual and group therapy. Miranda is also excited to serve a new clientele and to work closely with the other therapists to see growth in their clients.

RESEARCH SUMMARIES

RESEARCH

METHODS

INTERVIEWS

PRECEDENT STUDY

Title: Design For All Needs Design Empathy

Publication Type: Journal

Reference: Paron, A. (2020). Design for All Needs Design Empathy. Journal of Interior Design,45(4), 3–9.

Design Issue: The purpose of this study is to better understand how individuals with neurodiversity see and navigate the built environment. A second purpose is to explore ways design empathy could assist interior designers in designing spaces for a diverse population.

Methods: The author, AJ Paron is an interior designer who has professional and personal experience with individuals with neurodiversity. Paron’s observations on this subject come from both her professional experiences as well as her personal interactions with her son with Autism and the environments that he has encountered. Furthermore, the article discusses notable spaces that individuals with neurodiversity interact with through their perspective and their caregivers.

Findings: AJ Paron suggest that most complex design problems can be addressed through design empathy. This concept is comprised of four elements: human behavior, design principles, empathy, and sensory integration. When tackling each of these elements in a design solution a designer addresses the user’s needs. This includes creating spaces for a diverse population such as individuals with neurodiversity and their caregivers.

Research Summary 2

Title: Architecture for Autism: Built Environment Performance in Accordance to the Autism ASPECTSS Design Index

Publication Type: Peer-Reviewed Journal Article

Reference:

Mostafa, M. (2015). Architecture For Autism: Built Environment Performance in Accordance to the Autism ASPECTSS Design Index. Design Principles & Practices:AnInternationalJournal:AnnualReview,8, 55-71.

Design Issue: The objective of this journal was to utilize the Autism ASPECTSS Design Index as an assessment tool for the existing built environment. The Autism ASPECTSS Design Index considers seven areas of design.These criteria include acoustics, spatial sequencing, escape spaces, compartmentalization, transition spaces, sensory zoning, and safety. The research was then pooled together to better understand how to design educational facilities for autistic users.

Methods: This journal collected surveys from designers, users, and critics of five schools that were designed for autistic users. Each survey was comprised of twelve questions that concentrated on the seven areas of design within a classroom and institute setting. Additionally, the performance of the overall building was also accounted for in this survey. Furthermore, the survey measured each area’s performance on a ranking system of one to five with five being ideal.

Findings: Overall, the survey found that the most common design issues focused on “the use of transitions; the use of subdued colors; partitioning of space; the reduction of distractions; the use of natural lighting, ventilation and materials; access to outdoor play spaces; controlled acoustics; adjustability; organization; and independence” (Mostafa, 2015, 68). These findings confirmed the relevance of the Autism ASPECTSS Design Index as a method to assess the built environment for autistic users. This survey also highlighted other design issues that could be expanded upon for future assessment. These topics include student-centered design; subdued colors; natural lighting, ventilation, material selection; and access to outdoor play spaces.

Title: Digital Technology Use in Art Therapy with Adults with Developmental Disabilities

Publication Type: Peer-Reviewed Journal Article

Reference:

Carlton, N. R., Darewych, O.H., & Farrugie, K.W. (2015). Digital Technology Use in Art Therapy with Adults with Developmental Disabilities. Journal on DevelopmentalDisabilities,21(2), 95-102.

Design Issue:The purpose of this journal was to explore how digital technology could be used in art therapy with adults with developmental disabilities. This new art medium and clinical intervention tool could support individuals with developmental disabilities by providing them with a new form of communication. Furthermore, this technology provides a more cost-effective and accessible clinical intervention tool for this population. This technology also offers new opportunities for the built environment as it is easily accessible.

Methods: This journal article dissected a study that explored the use of digital technology as an art medium for adults with developmental disabilities. It used qualitative research to capture the individual’s experience and phenomenological research to examine the participant’s lived experience, perspectives, reflections, and feelings through observation. This study recruited eight individuals with a variety of disabilities and levels of communication. The article also noted that each individual had previous knowledge of computers or touch devices but did not have any experience with creating digital art. Participants attended five one-hour individual art therapy sessions led by a graduate-level art therapy student. Each session was led in a quiet environment. Additionally, each session was tailored to the participant’s cognitive and physical ability and split into three segments that included a warm-up, art-based intervention, and closure activity. Topics were introduced to the participant at each session. Furthermore, at the beginning and end of each session, there was a feeling chart that the participants filled out. Participants used either a “Lenovo Yoga 13.3-inch Windows 8 Convertible Ultrabook and a Samsung 7-inch Galaxy Tab 3 Android touch tablet” to create their art (Carlton, Darewych & Farrugie, 2015, 95). Additionally, there were six different image-making applications were also used to create art.

Findings: This study found that adults with developmental disabilities enjoyed creating digital art within a therapeutic setting. Participants enjoyed a “simple and mess-free digital canvas, independence, interplay of digital art and music, computer skills and cognitive development, voice and vision, and digital directives” (Carlton, Darewych & Farrugie, 2015, 95). The benefit of digital technology in art therapy is that it is portable and can be taken to different settings if desired.

Research Summary 4

Title: Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center

Publication Type: Journal

Reference:

Clouse, J. R., Rice, F.A., & Wood-Nartker, J. (2020). Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center. HERD:Health Environments Research & Design Journal. 13(3), 215-229.

Design Issue: The purpose of this article was to bridge the gap in design for individuals with emotional, cognitive, developmental, and mental needs.The authors discussed the importance of ADA guidelines for those physically disabled as well as principles of universal design to support inclusive environments. The authors also recommend that designers implement as many of the ASPECTSS criteria as possible to facilitate positive behavior in users with autism. Overall, the article advocated for designers to provide flexible solutions that could support individuals with emotional, cognitive, developmental, and mental needs.

Methods: This study focused on the design of a vocational center that would teach life skills to individuals with mid or high-functioning autism. The design was developed for an IDEC completion to demonstrate the impact that design can have on autistic users. The journal article used the floor plan to explain how ADA and ASPECTSS guidelines can work together to create an impactful design.

Findings: The authors found a lack of guidelines that support the emotional, cognitive, developmental, and mental needs of the autistic population. They then established the distinctions between ADA and ASPECTSS guidelines to provide a working example for other designers and architects.

Title: Architecture for Children With Autism Spectrum Disorder and Their Therapist

Publication Type: Peer-Reviewed Journal

Reference:

Garza, C.M., & Norouzi, N. (2021). Architecture for Children With Autism Spectrum Disorder and Their Therapists.HERD:HealthEnvironmentsResearch &DesignJournal,14(4), 147-156.

Design Issue: This journal article aimed to understand how children with autism spectrum disorder and their therapists occupy a treatment room. The researchers also sought to develop a design framework that could be utilized when designing similar spaces in the future.

Methods: This journal article collected data from two surveys and a literature review to better understand the needs of the individuals occupying the space. The first survey provided imagery of therapy rooms with minimum, moderate, and maximum stimulation to better understand the patient's and therapist's perspectives. Participants in this survey could select which level of simulation they preferred. The researchers then reviewed the data to identify potential design modifications in treatment rooms. The second survey asked therapists and teachers for their opinion on how to improve treatment rooms. The responses from this survey concentrated more on therapy methodology than the design of the space. This required the researchers to identified theories that could expand on the how this information could be interpreted. Lastly, the literature review sought to understand the existing knowledge of the humanenvironment relationship.

Findings: After collecting surveys, reading literature reviews, and analyzing general theories, researchers were able to conclude that a child's level of participation and a therapist's proficiency is dependent on the design of the therapeutic space. The first survey found that "45% of participants chose moderate stimuli, 31% chose minimal stimuli, and over 80% emphasized flexibility and adaptability of the space to care for agency and individuality of each patient" (Garza & Norouzi, 2021, 152). The second survey received similar responses, such as "everyone's needs are different" (Garza & Norouzi, 2021, 152). Lastly, the literature review suggested that few reports considered individuals with disabilities and the therapist's perspective of a treatment room. Researchers then used grounded theory to understand their findings to create recommendations for inclusive therapeutic spaces. Researchers recommended four areas of focus for design excellence: perception and quality of space, safety and security, sensory input, and spatial design. These areas of excellence promote functional, safe, and flexible spaces that can adapt to the child's needs.

Research Summary 6

Title: An Architecture for Autism: Concepts of Design Intervention for the Autistic User

Publication Type: Journal

Reference: Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user. InternationalJournalofArchitectural Research,2(1), 189-211.

Design Issue: This article advocated for inclusive environments that support special needs individuals. The author noted that there is a high incidence of individuals on the autistic spectrum, yet few architectural design guidelines can adequately support the population.

Methods: The journal article was divided into two phases.The first phase asked caregivers of autistic children to fill out a questionnaire that could potentially coordinate autistic behavior with architectural elements. The second phase tested the findings in phase one in an educational environment for an entire academic year. Testing environments were developed for a control group and a treatment group. The control group environment did not receive any special adaptions. The treatment group environment had a series of adaptations in acoustics, spatial sequencing, and compartmentalization that were altered to observe the autistic user's reactions. Behavioral mapping was also a method used to monitor the user's behavior in phase two.

Findings: The questionnaire in phase one acknowledged that acoustics and spatial sequencing impact an autistic user's behavior the most. In phase two, the treatment group saw an increase in attention span, response time, and behavior, whereas the control group did not experience the same outcome. The author concluded that architects and designers should focus on acoustical and spatial sequencing when designing spaces for this population.

Research Summary 7

Title: Person-centered play therapy for adults with developmental disabilities

Publication Type: Journal

Reference: Cochran, J.L., Cochran, N. H., & Demanchick, S. P. (2003). Personcentered play therapy for adults with developmental disabilities. International JournalofPlayTherapy,12(1), 47-65.

Design Issue: Many adults with developmental disabilities “function cognitively, emotionally, and socially, between the ages of 3 and 13 years (Cochran, Cochran, & Demanchick, 50).” Often this population struggles to communicate with those around them, which could result in behavioral and emotional difficulties. This journal article explored how adults with developmental disabilities could benefit from an adapted form of Child-Center Play Therapy called Person-Centered Play Therapy. This therapy intends to provide adults with developmental disabilities with the opportunity for emotional expression and growth.

Methods: Researchers sought to investigate the method and results of two case studies employing Person-Centered Play Therapy (PCPT), an adapted model of Child-Center Play Therapy (CCPT) with adults with developmental disabilities. Treatment was based on the CCPT model and sought to allow the person to experience “optimal free expression, self-direction, and self-regulation (Cochran, Cochran, & Demanchick, 51).” A certified supervisor of CCPT by NIRE oversaw the treatment process to ensure quality. Additionally, the therapist was responsible for creating an emotionally supportive therapeutic atmosphere that supported play. In total, each participant met for 23 sessions, with each session lasting 40 minutes. Data was based on “qualities of client changes observed in session, quantified observations of client changes outside sessions, and qualities of change observed outside sessions (Cochran, Cochran, & Demanchick, 51).” The authors used their best judgment when understanding the qualities of change in sessions. Furthermore, the quantified observations made by caregivers rated target behaviors on a scale of one to five twice a month and through an interview process with the authors.

Findings: As the study progressed, noticeable changes were observed in the participants as they could experience self-regulation and develop confidence and self-expression. In the beginning sessions, each individual demonstrated distrust in the therapist and the opportunity to play; however, over time, the individuals demonstrated less anxious behaviors and looked forward to their sessions. Furthermore, individuals had noticeably improved communication skills and made independent choices during their sessions. Additionally, caregivers saw positive behavior changes outside of therapy, such as willingness to engage in activities, initiating activities independently, and healthier reactions when faced with change. The authors recommended configuring a larger sample to verify that Person-Centered Play Therapy (PCPT) with adults with developmental disabilities is effective.

Research Summary 8

Title: A designer’s approach: how can autistic adults with learning disabilities be involved in the design process?

Publication Type: Journal

Reference: Gaudion, K., Hall, A., Myerson, J., & Pellicano, L. (2015). A designer’s approach: how can autistic adults with learning disabilities be involved in the design process? CoDesign , 11(1), 49-69.

Design Issue: This journal article aimed to explore how adults with autism experience their environments with the hope that this knowledge could inform the design of interior spaces.

Methods: This study sought to include adults living with autism in the design process by recognizing their experiences in distinctive environments. The research explored the individual’s “triad of strength,” which included their sensory preferences, social interest, and different action capabilities. This knowledge of the individual’s strengths helped the designer communicate with the individual and adapt affordances for each environment. The study also incorporated the support staff/family to assist with communication.

Three studies were performed to explore the individual’s interaction and reaction to various environments. The study asked participants about their feelings towards a garden, everyday objects, and interior spaces for three stages. The first stage encouraged individuals to explore their sensory preferences. This stage allowed the designer to gather information about the participant’s likes and dislikes. The designer then mirrored the individuals’ interests to better understands how the individual approached their environment. The second stage was developed to validate the initial observations from the first stage. Individuals expressed their feelings about the illustration of the garden, everyday objects, and interiors, revealing the participant’s sensory preferences. Meanwhile, the last stage considered the family member’s and support staff’s opinions and observations.

Findings: This study prioritized the designer’s empathic understanding and considered the “triad of strength” to better understand the user’s perception. This study provided space for the autistic participants to be involved in the design process focusing on a people-centered design. It should also be noted that although the levels of participation varied throughout the design process researchers saw a significant impact on the process and design outcome. In conclusion, this study sought to educate neurotypical designers on the experiences of individuals with autism.

Research Summary 9

Title: Considerations of the built environment for autistic individuals: A review of the literature

Publication Type: Journal

Reference: Black, M. H., Bölte, S., Churchill, L., D’Arcy, E., Dalgleish, J., Gibson, J., & Girdler, S., Jones, A., McGarry, S., Nash, I., Tse, T. Y. (2022). Considerations of the built environment for autistic individuals: A review of the literature. Autism, 26(8), 1904–1915.

Design Issue: This journal article recognizes that architects and designers are slowly but surely designing built environments that can accommodate neurodiverse populations. Moreover, this article considered the gap between the application of accessible design and inclusive design.

Methods: This study explored relevant literature and held stakeholder consultations to understand the user’s experiences better. The literature review followed Arksey and O’Mally’s methodological framework to search electronic databases, select relevant articles, chart the data, validate the quality of information, and summarize the findings. After summarizing the results, the researchers sought autistic adults, their caregivers, and design professionals to validate the findings.

Findings: The feedback from the stakeholders confirmed that the conclusions of the literature review were accurate and did not have any conflicting opinions. However, the stakeholders did mention that some findings would be harder to implement and could be impractical depending on the overall space requirements. Another note from the stakeholders also stressed that flexibility should be a priority.

Research Summary 10

Title: CREATING AND TESTING A SENSORY WELL-BEING HUB FOR ADOLESCENTS WITH DEVELOPMENTAL DISABILITIES

Publication Type: Journal

Reference:Adams, L., Essary, J., Hoelting, M., Nanda, U., & Park, G. (2020). Creating and Testing a Sensory Well-Being Hub for Adolescents with Developmental Disabilities. JournalofInteriorDesign,45(1), 13-32.

Design Issue: Individuals with developmental disabilities have unique sensory needs that are not often considered in the design of the built environment. This study sought to create a “sensory well-being hub” in a Chicago public high school that could provide sensory affordances. This space attempted to create affordances for a range of individuals.

Methods: Before designing the sensory hub, the designers reviewed prevailing knowledge on sensory environments and conducted interviews with researchers, educators, and parents to better understand their perspectives. The designers then considered ten scenarios and created simulations to recognize how the hub could be used. Additional consideration from other specialists was sought and approval was received by the RRB & IRB. The sensory hub was installed during a break and research began taking place soon after. Environmental sensors and cameras were installed to monitor traffic and create behavior maps. Focus groups and user profiles were also developed understand each user’s experience. Lastly, a trained researcher conducted behavior mapping for a week.

Findings: The study found that users visited the sensory hub for preventive and therapeutic visits. Moreover, the hub was primarily used for respite and not necessarily for engagement. Research finding also suggested that passive touch, active touch, and active touch via movement was most utilized in the hub. Additional research noted that users sought out the sensory cocoon for reduced sound as well as the sound wall for auditory stimuli. Lastly educators and staff should receive training and guidelines to ensure that the design is being used appropriately and to its best ability.

Terri Paradice

CTRS, TRS/TXC, ADC: Recreation Therapist/Coordinator

Michelle Pearson

Associate Chair, Associate Professor, Interior Design & Program Director At Texas Tech University

Co-Authored “Designing for Autism Spectrum Disorders”

EXPERT INTERVIEWEES

Grace Gomez

MT-BC, NMT Music Therapist, Board Certified Therapy Services Director

Terri Paradice [Digital Image]. (2022). https://www.linkedin.com/in/terri-paradice-61178814/.

Michelle Pearson [Digital Image]. (2022). https://www.depts.ttu.edu/hs/dod/pearson.php.

Grace Gomez [Digital Image]. (2022). https://highpointvillage.org/our-staff/.

celebrate their abilities

Develop an environment that fosters inclusion, provides support and assist clientele as they work towards their individuals goals.

RESEARCH SUMMARIES & EXPERT INTERVIEWS

RESEARCH SYNTHESIS

sensory zoning compartmentalization

Placing similar sensory stimulation levels together.

lighting

This technique attempts to minimize the effects of an environment on autistic users when they are trying to focus on an activity. Compartmentalization is described as “the organization of spaces in a series of monofunctional compartments, allowing for single activities and smaller numbers of users.” Utilize enclosed walls and partitions. Carefully place furniture within the space.

Adams, L., Essary, J., Hoelting, M., Nanda, U., & Park, G. (2020). Creating and Testing a Sensory Well-Being Hub for Adolescents with Developmental Disabilities. Journal of Interior Design, 45(1), 13-32. Black, M. H., Bölte, S., Churchill, L., D’Arcy, E., Dalgleish, J., Gibson, J., & Girdler, S., Jones, A., McGarry, S., Nash, I., Tse, T. Y. (2022). Considerations of the built environment for autistic individuals: A review of the literature. Autism, 26(8), 1904–1915. Carlton, N. R., Darewych, O.H., & Farrugie, K.W. (2015). Digital Technology Use in Art Therapy with Adults with Developmental Disabilities. Journal on Developmental Disabilities, 21(2), 95-102.

Clouse, J. R., Rice, F.A., & Wood-Nartker, J. (2020). Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center. HERD: Health Environments Research & Design Journal. 13(3), 215-229.

Cochran, J.L., Cochran, N. H., & Demanchick, S. P. (2003). Person-centered play therapy for adults with developmental disabilities. International Journal of Play Therapy, 12(1), 47-65.

Garza, C.M., & Norouzi, N. (2021). Architecture for Children With Autism Spectrum Disorder and Their Therapists. HERD: Health Environments Research & Design Journal, 14(4), 147-156.

Gaudion, K., Hall, A., Myerson, J., & Pellicano, L. (2015). A designer’s approach: how can autistic adults with learning disabilities be involved in the design process? CoDesign, 11(1), 49-69.

Gomez, Grace. (2022, October 7). Expert Interview [In-Person].

Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user. International Journal of Architectural Research, 2(1), 189-211.

Mostafa, M. (2015). Architecture For Autism: Built Environment Performance in Accordance to the Autism ASPECTSS Design Index. Design Principles & Practices: An International Journal:Annual Review, 8, 55-71.

Paradice, Terri. (2022, September 23). Expert Interview [Phone].

Paron, A. (2020). Design for All Needs Design Empathy. Journal of Interior Design, 45(4), 3–9.

Pearson, Michelle. (2022, October 5). Expert Interview [Email, In-Person, Analyzing Research].

spatial sequencing

Incorporate both natural and artificial lighting within the spaces that can easily be adjusted. Consider the placement of windows and skylights as well as an appropriate window covering. Additionally, consider implementing dimmers and multiple switches.

Transition spaces should be seamless and follow the user’s daily schedule. Organize spaces according to the level of stimulation an activity provides. Subdivide rooms for comfort and focus.

safety transition space

Higher ceilings are best for active, high-energy areas whereas lower ceilings can create an atmosphere of comfort and calmness. Additionally a minimum of a 9’ ceiling should be used to prevent damage or harm. Furthermore, industrial grade drywall should be applied 6’ above finished floor to minimize damage. Create clear boundaries and provide space for security systems.

lighting acoustics

Incorporate both natural and artificial lighting within the spaces that can easily be adjusted. Consider the placement of windows and skylights as well as an appropriate window covering. Additionally, consider implementing dimmers and multiple switches.

color, pattern & finishes

“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” (Mostafa, 2015, 58). Consider using half walls and curved walls can aid way-finding and enhance circulation. Also reduce the number of sharp corners and consider using beveled walls.

Consider using natural, low saturation colors such as green and blue, simple patterns, and finishes to avoid creating an overstimulating environment. Specify natural textures and materials such as cork, cotton, and porcelain to calm the senses as well as materials and equipment that can easily be cleaned and maintained. Use contrasting colors for color coding and avoid high shine or polished materials while maintaining balance of smooth and rough textures.

It is important to reduce any internal and external noise sources without completely soundproofing a space. Utilize cavity walls, soundproofing and sound absorbent materials, spatial configuration to reduce echoes, and isolate and avoid building systems and fixtures that emit sound.

encourage healthy choices prospect & refuge theory gestalt theory functionality

Develop areas that promotes healthy exercise for both the mind and body.

Allows individuals to survey or preview their environments before entering.

escape spaces

Consider how individuals interact with the built environment and how the arrangement of spaces can support the activities being held.

These spaces are “small, defined and discrete sensory neutral environments” that are easily accessible to the user (Mostafa, 2015, 58).

Furniture layouts and built in features can help define a space and help the user feel grounded. Additionally, consider storage solutions that can minimize the clutter to prevent distraction.

HIGH

POINT VILLAGE | CULTIVATE THERAPIES

PRECEDENT STUDY

“High Point Village, located in Lubbock, Texas is a faith-based 501(c)(3) non-profit organization developed for the purpose of providing an enrichment facility and residential living community for individuals with special needs.”

Architectural + Interior Criteria Precedent Study Application To Capstone Project

Site & Orientation

Locate in a rule area on the outskirts of town. There were structures on the north side of the land but limited on the S, E, & W. Trees blocked view of structure from the road. Driveway and south parking lot was lined with trees.

Consider utilizing an open plot of land that could offer opportunities for views or future expansions. How could the local vegetation guide the user through the site?

Entrance

Upon arrival there is a gated entrance for security. Front entrance was marked by an awning as well as a corner glass windows & door. Visitors were required to request entry and provide identification.

What if the facility was gated/fenced to provided additionally security. Designated awning for drop off + pick up. How could the reception be inviting and secure? Should visitors check in first and then go to a separate waiting space?

Structure

Repetitive to Unique

The structure is a rectangular shape. A simple, one-story structure

Comprised of metal roofing & siding panels

Small amounts of rock around the base of the building and columns.

Elements were consistent throughout the exterior & interior. (Important Note: many materials were donated)

Neutral colors such as white and taupe where visible in many materials.

Small unique touches (such as the accent paint or furnishings) in the therapy spaces were added by therapist who works out of the space.

One-story structure

Could use local materials such as metal siding & stone to integrate the structure into the landscape.

Consider how exterior materials can coordinate with interior materials.

Consider how spaces will be tweaked by the primary occupants.

Circulation

Upon entry, there was a small entry with another set of double doors that led to the reception. The reception area was a quaint area with room for the reception desk and two side chairs. From the reception there were two hallways. One led to offices and work rooms and the other led to the therapy rooms.

Lack of wayfinding

Some rooms had access to an outside view while others did not.

Views

Materials & Details

There was a fenced in outdoor area that was not a part of the study.

Most spaces remained neutral with accents of color (Ex: some of the therapy spaces had a blue accent wall) Carpet was regularly used in the therapy spaces apart from one space that had tile flooring.

Plantation shutters were the primary window coverings. Storage: white cabinetry, additionally storage cabinets were utilized, storage closets

Develop pockets of areas to support every user. (Ex: the staff needs their own dedicated area) Use wayfinding techniques (signage, images, colors, floor changes, etc.) to guide users through the space.

Attempt to incorporate views of nature in space. Create user flexibility by incorporating shades to block the view or light if desired.

Consider how accents of color can be utilized as a wayfinding technique. (Ex: blue coordinates with music or purple coordinates with massage) Possibly use motorized shades to easily control natural light.

Place emphasis on closed storage.

SITE JUSTIFICATION

This 4.76-acre property is located in the flourishing town of Liberty Hill, Texas. This land is the perfect sight for a therapy center for adults with developmental disabilities because its location can serve both rural areas and the surrounding larger cities. For example, within a thirty-minute drive from the site one can easily make it to Burnet,Texas or to the Austin City Limits. Meanwhile, the neighboring plots of land are currently uninhabited but are expected to occupy commercial and residential development in the near future. Not too far down the road is an existing neighborhood, church, and utility company. Overall, the site is in a great location that can embrace nature while being highly accessible. The design should consider how future growth will impact the area and attempt to accommodate for noise pollution, safety, weather, and the natural topography of the site.

• 4.76-acre property

• Epicenter of tri-city growth, Leander, Liberty Hill, and Georgetown.

• 45,000 proposed residential homes within 5 miles, including 518 unit built to rent property.

• State Highway 29 and 183A and Phase 2 of Seward Junction SE Road project will double the size of current intersection.

BUILDING SUMMARY

OCCUPANCY TYPE

- Business Group B

- Assembly Group A-3

VERSION OF THE IBC ADOPTED BY JURISDICTION

-The city of Liberty Hill has adopted the 2006 IBC

SPRINKLERS

- No

3 Exits

Additional Common Recommendations:

- Minimum Corridor Width – 44 In.

- Maximum Corridor Projections – 4”

- For Corridors Longer Than 200’ Long – 1 60” Turning Space Every 200’

- For Corridor Intersection Or Changing Direction – 60” Min. At Intersection Or Change Of Direction

- For 2 Wheelchairs To Pass: 60” Min.

- Dead-End Corridors Do Not Exceed 20 Ft. In Length

PLUMBING

Table 2902.1 Minimum Number of Required Plumbing Fixtures

5 Water Closets

4 Lavatories

2 Drinking Fountains

1 Service Sinks

Group B:

Interior Wall & Celling Finish (In Accordance With ASTM E84 Or UL723)

Non-Sprinklered Building:

- Interior Exit Stairway And Ramps Exit Passageway

- Class A = Flame Spread Index 0-25; Smoke Developed Index 0-450

-Corridors And Enclosure For Exit Access Stairway And Ramps | Rooms And Enclosed Spaces

- Class B = Flame Spread Index 26-75; Smoke Developed Index 0-450 Interior Wall & Celling Finish

Group A-3:

Interior Wall & Celling Finish (In Accordance With ASTM E84 Or UL723)

Non-Sprinklered Building:

- Interior Exit Stairway And Ramps Exit Passageway

- Class A = Flame Spread Index 0-25; Smoke Developed Index 0-450

- Corridors And Enclosure For Exit Access Stairway And Ramps | Rooms And Enclosed Spaces

-Class A = Flame Spread Index 0-25; Smoke Developed Index 0-450

PROBLEM STATEMENT

Form, a Therapy Center for Adults with Developmental Disabilities focused on developing a space that accommodated this population’s needs, while providing support, offering independence, community, and an inclusive environment. By incorporating research and focusing on the therapies that would be held within the space the concept of zoning developed within the design. The first zone grouped low stimulation therapies together while the second zone grouped high stimulation therapies together. Meanwhile, the third zone grouped support areas for the therapist and aids. The final zone provided space for caregivers to wait. Overall, each zone strove to create an accessible and inclusive environment that placed emphasis on the users.

PROCESS DRAWINGS

CONCEPT

The intent of this design was to create an accessible & inclusive environment for adults with developmental disabilities. Inspired by mother nature's most natural elements, this design embraced abstract forms and placed emphasize the beauty of being unique. This center strove to create an immersive and user-friendly environment that placed emphasis on the user's abilities rather than their disabilities. Through design empathy, design principles, and sensory integration the built environment adapted to the users' needs. Furthermore, nature's stunning color palette provided the foundation of the design and provided visual cues that alert the user to the space's purpose. Additionally, nature's curves gently guided users through the space. Spatial sequencing, compartmentalization, and transition spaces further supported this concept. All in all, this design placed people at the forefront of the design.

INSPIRATION

DESIGN CONSIDERATIONS

Design Considerations

Designing spaces for a special populations with diverse needs and requirements can be challenging for designers.

(Paron, 2020)

To address complex design problems with design empathy.

Design Principles – Using Contrast, Rhythm, Unity, and Balance.

Empathy – Utilize both personal and professional experience to make design decisions. Sensory Integration – Small areas throughout the design that can provide for or limit sensory overload.

Adults with developmental disabilities often struggle to understand what the appropriate behavior is for specific settings.

(Mostafa, 2015)

To develop visual cues that pair with the task or activity at hand.

Transition Spaces - Utilizing half walls and curved walls can aid way-finding and enhance circulation. Also reduce the number of sharp corners and consider using beveled walls. Compartmentalization - Utilize enclosed walls and partitions. Carefully place furniture within the space.

Spatial Sequencing - Organize spaces according to the level of stimulation an activity provides. Subdivide rooms for comfort and focus.

Adults with developmental disabilities have unique needs in regards to the level of stimulation their prefer.

(Garza & Norouzi, 2021; Mostafa, 2008)

To place emphasis on flexible and adaptable design features that can support a variety of stimulation levels.

Flexible Furniture & Arrangements

Levels of Stimulation (minimum, moderate and maximum) could be adjusted through the use of lighting, color, etc.

Focus on acoustics and spatial sequencing

There is a gap between the application of accessible design and inclusive design in society. Individuals with developmental disabilities need environments that are safe and secure.

(Clouse, Rice, & WoodNartker, 2020)

To bridge the gap in accessible and inclusive design through a user friendly design.

Seamlessly incorporate accessible and inclusive design by developing user friendly spaces.

(Black, Bolte, Churchill, D’Arcy, Dalgleish, Gibson, Girdler, Jones, McGarry, Nash, & Tse, 2022; Clouse, Rice, & Wood-Nartker, 2020)

To develop safe and secure environments for the users.

Higher ceilings are best for active, high-energy areas whereas lower ceilings can create an atmosphere of comfort and calmness. Additionally a minimum of a 9’ ceiling should be used to prevent damage or harm.

Furthermore, industrial grade drywall should be applied 6’ above finished floor to minimize damage.

Create clear boundaries and provide space for security systems.

GENERAL FINISHES & FURNITURE SELECTION

Steelcase Turnstone Campfire Lounge Steelcase Coalese Massaud Lounge Chair

Steelcase Coalesse Montara650 Chair

Steelcase Coalesse Potero415 Table

PLAM PLAM LVT

TERRAZZO

TERRAZZO

PAINT

RENDERED FLOOR PLAN

Sensory Zoning & Spatial Sequencing - Similar sensory stimulation were placed together. Each side of the plan supports either high or low stimulation activities.

Transition Space - Curved corners were used to avoid abrupt changes in stimulation and guide users throughout the space.

Compartmentalization - The organization of space supports the user’s ability to focus on a single task or activity at hand.

Safety - A receptionist is able to allow individuals into the waiting space and monitor individuals activities within the space.

Prospect & Refuge Theory - Individuals can preview the space before entering through the set of glass walls in the reception & waiting area.

Color Association - Each activity/therapy has a specific color. This helps individuals understand the appropriate behaviors and expectations within each space.

Barrier Free & Accessibility -

ADA application in restrooms

Sizable corridors

Soft, rounded corners gently guided users through the space and provide a level of safety. Flexible furniture was incorporated to create an inclusive environment. Each space was given more square footage to account for the diverse needs of this population. The majority of doors within the space have sidelights to allow individuals to preview their environment.

Acoustical Control Strategies -

& WAITING AREA FLOOR PLAN | NOT TO SCALE

MUSIC THERAPY INDIVIDUAL MUSIC THERAPY RECEPTION

INDIVIDUAL RECREATIONAL THERAPY

RR RR

GROUP RECREATIONAL THERAPY

GROUP MUSIC THERAPY

CONFERENCE ROOM

BREAK ROOM WOMENS

SMALL GROUP MOVEMENT THERAPY

DIMENSIONED PLAN | NTS

RCP Remarks

Painted

Seating niches provide small “escape spaces” that can support the users sensory integration experience.

Physical boundaries are defined by the secure entrance as well as the glass partitions that create a boundary into the transition space.

The space allows individuals to survey or preview their environments before entering (Prospect & Refuge Theory).

RECEPTION & WAITING AREA

Laminate Laminate Terrazzo Terrazzo Paint

This space is a multipurpose space that can provide space for arts and crafts, games, baking, and act as a landing zone for activities that might be more community driven. Additionally, it was important to consider how individuals would interact with the built environment and how the arrangement of furniture can support the activities being held (Gestalt Theory).

Furthermore, considering the diverse activities that could be held within the space a special focus was placed on the acoustical proprieties. Over the main seating area circular acoustical panels were added to absorb the noise and further develop the idea of an intimate space. Acoustical ceiling panels further support this idea.

Additionally, this design is able to support various activities in an organized manner that provides independence for the users while maintaining a functional plan for therapist and aids. (Compartmentalization).

Lastly, a custom sensory wall built to recognize and provide a sensory experience.

SMALL GROUP RECREATIONAL THERAPY

Small Group Music - Calm Room

1/8" = 1'-0"

This space required more flexibility in terms of furniture layouts because the users might play instruments or get up and dance. Additionally, various seating options such as the stackable chairs, stools, and the learning stairs provide users with the opportunity to choose what works best for them.

Closed storage solutions such as the large closet and cabinetry minimize clutter and prevent distractions.

Additionally, within this space is an “escape space” that provides users the opportunity to regain sensory control.

The space has a number of acoustical proprieties such as the acoustical ceiling tile and acoustical panels to support the users.

Lastly, multiple sources of lighting provide the users with the opportunity to customize their experience.

SMALL GROUP MUSIC THERAPY

The niches create small “escape spaces” for users.

The furniture is flexible and can be rearrange to meet the needs of the users.

A custom acoustical panel wall further encourages the sense of privacy while incorporating the naturalistic design.

SMALL GROUP COUNSELING THERAPY

Since this space is active, high-energy area taller ceilings were utilized. A small “escape space” or seating provides users with a space to rest. The floor patten provides guidance and creates boundaries for the users.

SMALL GROUP MOVEMENT THERAPY

BIBLIOGRAPHY

Adams, L., Essary, J., Hoelting, M., Nanda, U., & Park, G. (2020). Creating and Testing a Sensory Well-Being Hub for Adolescents with Developmental Disabilities. Journal of Interior Design, 45(1), 13-32.

Black, M. H., Bölte, S., Churchill, L., D’Arcy, E., Dalgleish, J., Gibson, J., & Girdler, S., Jones, A., McGarry, S., Nash, I., Tse, T. Y. (2022). Considerations of the built environment for autistic individuals: A review of the literature. Autism, 26(8), 1904–1915.

Carlton, N. R., Darewych, O.H., & Farrugie, K.W. (2015). Digital Technology Use in Art Therapy with Adults with Developmental Disabilities. Journal on Developmental Disabilities, 21(2), 95-102.

Clouse, J. R., Rice, F.A., & Wood-Nartker, J. (2020). Designing Beyond the Americans With Disabilities Act (ADA): Creating an Autism-Friendly Vocational Center. HERD: Health Environments Research & Design Journal. 13(3), 215-229.

Cochran, J.L., Cochran, N. H., & Demanchick, S. P. (2003). Person-centered play therapy for adults with developmental disabilities. International Journal of Play Therapy, 12(1), 47-65.

Garza, C.M., & Norouzi, N. (2021). Architecture for Children With Autism Spectrum Disorder and Their Therapists. HERD: Health Environments Research & Design Journal, 14(4), 147-156.

Gaudion, K., Hall, A., Myerson, J., & Pellicano, L. (2015). A designer’s approach: how can autistic adults with learning disabilities be involved in the design process? CoDesign, 11(1), 49-69.

Gomez, Grace. (2022, October 7). Expert Interview [In-Person].

Mostafa, M. (2008). An architecture for autism: Concepts of design intervention for the autistic user. International Journal of Architectural Research, 2(1), 189-211.

Mostafa, M. (2015). Architecture For Autism: Built Environment Performance in Accordance to the Autism ASPECTSS Design Index. Design Principles & Practices: An International Journal:Annual Review, 8, 55-71.

Paradice, Terri. (2022, September 23). Expert Interview [Phone].

Paron, A. (2020). Design for All Needs Design Empathy. Journal of Interior Design, 45(4), 3–9.

Pearson, Michelle. (2022, October 5). Expert Interview [Email, In-Person, Analyzing Research].