Architecture of Autism

of Maria A. Valdes

Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Architecture at: The Savannah College of Art & Design Š June 2012, Maria Alicia Valdes The author hereby grants SCAD permission to reproduce and to distribute publicly paper and electronic thesis copies of document in whole or in part in any medium now known or hereafter created.

Author

Dr. Hsu-Jen Huang PROFESSOR of ARCHITECTURE _ COMMITTEE CHAIR

Dr. Andrew Payne PROFESSOR of ARCHITECTURE _ COMMITTEE MEMBER 1

Maranda Porter, MS/P BEHAVIOR CONSULTANT + OUTREACH COORDINATOR _ COMMITTEE MEMBER 2

DATE

DATE

DATE

2012

2012

2012

2012 DATE

of RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMIC MARIA VALDES . M.ARCH THESIS SUMBISSION for the SAVANNAH COLLEGE of ART + DESIGN . 2012

“Dans les champs de l’observation le hasard ne favorise que les esprits préparés.”

Louis Pasteur 1854

of Maria A. Valdes Dr. Hsu-Jen Huang Dr. Andrew Philip Payne Maranda Porter

All images and text [unless otherwise noted] copywrite Š Maria A. Valdes, and may not be reproduced or used in any manner without the artist’s permission.

Schedule

Overview of Thesis Review Guidelines

Winter Quarter 2012

A Master of Architecture thesis proposal is a statement of an arguable position that is put forward as a premise or contention, to be addressed by the proposed design inquiry. Such architectural thesis design is to be of a significance intended for the advancement of the field of architecture.

The thesis proposal will include a specific architectural design objective, with its conceptual basis, and intended supportive research. The analysis and refinement of concepts for the thesis is communicated by written and graphic skills and demonstrated through application in development of the design.

Requirements for the reviews: Architectural principles and proposed goals.

Justification.

Context analysis and regional descriptions.

Site analysis.

Program.

Quantitative program development.

Schematice site and building design.

Spring Quarter 2012 Requirements for the reviews: Design Development.

Design Defense.

Final Defense.

Design Documentation.

Review dates: February 3, 2012

candidate’s ability to define an architectural problem and develop an architectural solution.

The parameters of the thesis proposal should be appropriate in size, complexity, and scope of the project commensurate with design skills for graduate students. The proposed project is seen as an appropriate vehicle for the thesis exploration; a means by which students can verify, support and confirm the arguable position. Approval of proposals for alternatives to the arguable position application is at the discretion of the thesis committee chair.

In that the Master of Architecture thesis is a transition to professional careers, the two-quarter thesis studios focus on development of the

Planning the Thesis

March 9. 2012 April 27, 2012 May 18, 2012

The written component of the architectural design thesis provides documentation of the candidate’s topic, research and analysis, and experiments pertaining to the arguable position in the development of architectural design objectives and strategies. The written component is to be

substantiated in a wide spectrum of primary research sources. It is to be completed at the pace as directed by the Committee Chair. Conclusions for each part of the written component are recommended to summarize the significance of the subject matter to the overall topic.

Throughout this document the term “thesis” is used to describe both the final year of the Master of Architecture degree program as well as an investigative / research approach to the final project.

Foreword As foreword to this thesis, I again recall my initial investigative process and inspiration. I believe architecture has serverely excluded its responsibility to the developmentally disabled populous, and should begin to reclaim its duty as a positive means of environmental treatment. When I remember my parents’ struggle of merely finding proper facitlies and resources for Daniel, I could not help but think of architecture as the problem and the solution.

In 1995, with the nearest thearpy center for children with ASD in the neighboring county of Palm Beach (a 50 mile drive each way), it became apparent quite quickly that in order for Daniel to recieve proper services, something would need to change. The following year, my brother joined three other children (the only diagnosed cases of autism in Martin County at the time) in the first ASD program for the Martin County public school system. Nearly twenty years later, the school district now recognizes 306 students K-12 who fall within the autistic spectrum. With a 7550% increase in 17 years, very little has changed in reference to proper facilities for autism treatment and research in the county. The major centers for advanced treatment techniques still reside at larger universities outside of feasible daily travel, and the school system has become flooded with a myriad of children whose needs for specialized attention are hardly met. Additional services such as one-on-one speech pathology, occupational therapy and physical training are either incohesive to the teaching environment by separation of distance or price of the service desired.

It is with this need in mind, I propose a research and treatment center for children with ASD in Martin County, FL. Similarly, I also plan to challenge the current state of architecture facilitating an autistic individual. Autism’s unique and complex states of manifestion require a specific architectural proposition, if not an entirely new archetype. For this to take place, we

must ulitmately disect the meaning of architecture and its compositional elements in order to configure an answer for this growing need. I believe architecture, when designed holistically, can not only evoke emotion and inspiration, but cause one to behave in ways never thought possible.

Architecture speaks silently and assuredly to every person it comes into contact with. For those with autism, who cannot express these thoughts coherently, it is now the responsiblity of the designer to translate the message.

It is for this reason I have chosen to pursue my thesis to its complete potential. I can only hope that future initiatives of a similar thought will not be far behind. And hopefully in the next twenty years, we shall see a world where individuals with autism are given ample opportunity to receive the services they need without compromise.

Maria A. Valdes B . F . A . in Architecture from the Savannah College of Art & Design 2011 M . Arch Candidate 2012

Background

Inspiration In the early 1990s, I found out what autism was. At three years old, my younger brother Daniel was clinically diagnosed with the disorder. I watched my parents scramble to find early intervention treatment, medical attention and educational programs only to discover that resources were beyond scarce. Faced with a multi-year waitlist for the Lovaas Program at UCLA and a school district who had never before acknowledged the need for a specified ASD program, they did the only thing they could for their son - they found a way. It is my family’s struggle that has been my inspiration.

I don’t fancy myself an expert in the realm of autism, not in the slightest. And my knowledge of the disorder didn’t find me through reading assignments or research papers. Instead, I lived it.

From personal experiences that have shaped my character and passion, I chose to pursue the ideal of architecture as a means to facilitate the treatment of autism for the specific purpose of supplementing an infinite need for proper spatial considerations. The disorder of autism has grown unproportionately within the general limitations

of society. Therefore, architecture has been only reactionary to the problem thus far. It is my desire to change this current method of design and propose a proactive, user-based architecture meant to enhance treatment quality and experience.

Purpose of this Book This book is a product of the Master of Architecture candidate submission for the Savannah College of Art & Design (SCAD). Per final review, this book will act as a catalog of the student’s process and progress throughout the thesis and should provide ample documentation for cohesive thought. From intial investigations to refined architecture, this thesis book will propose to support the argument for a more responsive architecture based upon the autistic child. It is my hope that any reader of this thesis will build upon the knowledge and experiences shared between the architecture and autism awareness communities, and utilize them

in a most beneficial way. As a case study for all future intitives, this project aims to produce an architecture which can be examined, customized and changed based upon the specific situational needs of an individual with autism.

Whether a parent, trained medical professional, or therapist specialized in related areas of research, I do hope that this information will be useful for all who are affected by autism. I believe it is our duty to design for those who cannot otherwise do so themselves. Thank you for taking the time to consider my thesis.

For more about the inspriation behind this thesis, please read my foreword and acknowledgements for further detail.

Table of Contents LIST OF FIGURES ABSTRACT INTRODUCTION and HYPOTHESIS OVERVIEW Summary of thesis proposal, agrument and significance for further investigation

CURRENT AUTISM PREVALENCE and SUPPORTING DATA Statistical data and studies demonstrating the rate of increase for children diagnosed with autism

ABA MODEL and LOVAAS PROGRAM INTRODUCTION Analysis of the ABA Model of teaching and what makes it so effective

THE TACTILE ENVIRONMENT of AUTISM Understanding the argument for a new archetype designed specifically for the autistic child

SITE ANALYSIS and CONTEXTUAL RESEARCH Analysis of the site chosen for the research and treatment center

CONCEPTUAL DESIGN and PROGAMMATIC DATA Ideas governing initial design desicions and identifying programmatic needs

SCHEMATIC DESIGN Continual design process of refining conceptual ideas / Development of a cohesive architecture

DESIGN DEVELOPMENT Finalization of design intiatives and thoughts / Completion of building through construction documentation

FINAL DOCUMENTATION and THOUGHTS Final presentation documents

CONCLUSION ACKNOWLEDGEMENTS WORKS CITED

ARCHITECTURE of AUTISM

List of Figures Images Image 1 : Chapter One Title . www.nextnature.net

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Image 2 : Current Lovaas Treatment Facilities . by author

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Image 3 : Chapter Two Title . www.popularmechanics.com

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Image 4 : Autism Increase Rate Graph . by author

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Image 5 : Current Diagnosis Rate . by author

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Image 6 : Chapter Three Title . www.amazingdata.com

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Image 7 : Chapter Four Title . www.flickr.com

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Image 8 : Tactile Defensiveness . www.flickr.com

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Image 9 : Violent Defense . www.flickr.com

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Image 10 : Chapter Five Title . www.flickr.com

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Image 11 : Anastasia Formation . www.sofia.usgs.gov

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Image 12 : Wind Rose Diagrams_Average . by author

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Image 13 : Wind Rose Diagrams_Gusts . by author

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Image 14 : Chapter Six Title . www.flickr.com

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Image 15 : Metabolist Movement . Yona Friedman

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INDEX + LIST

of

FIGURES

Images Cont.

Image 16 : Area Comparison . by author

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Image 17 : HOPE Center Treatment Method . photos by author

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Image 18 : Spatial Configurations . by author

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Image 19 : Site (Usable Land Area) . by author

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Image 20 : Conceptual Installation . photo and model by author

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Image 21 : Concept as Spine . composite by author

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Image 22 : Building Formulation . by author

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Image 23 : Chapter Seven Title . www.flickr.com

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Image 24 : Modular Unit Origins . by author

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Image 25 : Modular Unit Dimensions . by author

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Image 26 : Units in Parallel . by author

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Image 27 : Units in Opposition . by author

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Image 28 : Understanding of Exterior Skin . by author

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Image 29 : Building Skin Precedent . Jared Vanlandingham

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Image 30 : Origins of Exterior Form . by author

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ARCHITECTURE of AUTISM

List of Figures Images Image 31 : Exploration of Skin . photo and model by author

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Image 32 : Various Skin Faces . by author

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Image 33 : Hexagon Skin Details . by author

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Image 34 : Module Structure and Construction . by author

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Image 35 : Chapter Eight Title . www.flickr.com

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Image 36 : Building Program . by author

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Image 37 : Rolling Aerial View . by author

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Image 38 : Explded Isometric . by author

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Image 39 : Care Area + Computer Lab_Axonometric . by author

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Image 40 : Care Area + Computer Lab_Flat Plan . by author

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Image 41 : Administration_Axonometric . by author

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Image 42 : Administration_Flat Plan . by author

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Image 43 : Younger Child Class_Axonometric . by author

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Image 44 : Younger Child Class_Flat Plan . by author

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Image 45 : Cafeteria + Library_Axonometric . by author

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INDEX + LIST

of

FIGURES

Images Cont.

Image 46 : Cafeteria + Library_Flat Plan . by author

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Image 47 : DT + Physical_Axonometric . by author

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Image 48 : DT + Physical_Flat Plan . by author

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Image 49 : Upper Level_Axonometric . by author

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Image 50 : Upper Level_Flat Plan . by author

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Image 51 : Intermediate Class_Axonometric . by author

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Image 52 : Intermediate Class_Flat Plan . by author

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Image 53 : Advanced Class_Axonometric . by author

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Image 54 : Advanced Class_Flat Plan . by author

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Image 55 : Library Vestibule Rendering . by author

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Image 56 : Sensory Room Rendering . by author

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Image 57 : Exterior Corridor Rendering . by author

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Image 58 : Younger Child Classroom Rendering . by author

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Image 59 : Chapter Nine Title . www.flickr.com

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Image 60 : Final Board One . by author

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ARCHITECTURE of AUTISM

List of Figures Images Image 61 : Final Boards Two . by author

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Charts Chart 1 : Rate of Increase in Autism . by author

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Chart 2 : Financial Support Comparison . by author

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Chart 3 : Rate of Tactile Defensiveness . by author

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Chart 4 : Martin Co. Population Growth . by author

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Chart 5 : HOPE Center Faculty_Student Ratio Graph . by author

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Chart 6 : Martin Co. Diagnosis Rate . by author

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Chart 7 : Educational Context . by author

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Chart 8 : Environmental Conditions . by author

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Chart 9 : Programmatic Graph . by author

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Maps Map 1 : Geological Map of Florida . www.sofia.usgs.gov

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Map 2 : Martin County Soil Conditions . www.mapwise.com

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INDEX + LIST

of

FIGURES

Maps Cont.

Map 3 : Site Location Map . composite by author

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Map 4 : Sea Level Rise . www.noaa.gov

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Map 5 : School Proximity Map . Google Earth

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Map 6 : Certified Behavioral Analyists . composite by author

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Map 7 : Site Location Indicating Area . by author

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ARCHITECTURE of AUTISM

Thesis Abstract

of Maria A. Valdes June 2012 This thesis is aimed at the understanding and integration of the built environment to the epidemic of autism. By concentrating upon architecture’s role within the community as a beacon of fundamental comprehension and change, we can begin to diminish the impact of autism and related disorders by specifying a typology catered to those effected.

I believe it is our duty as designers and architects to assist those who cannot think, speak or do for themselves. As stewards to the physically and mentally disabled, may we find the courage within ourselves to give a voice where there is none and chance for hope when all hope seems lost.

May this aid and abet all efforts to do the same.

It is with this in mind that I continue to search for an alternative answer of a helpful, not hindering, environment in which to teach and treat children diagnosed with autism. As the statistics will show, autism is nothing short of an epidemic in both numbers and problems created. Currently, the amount of people diagnosed as autistic is completely incongruent to the number of specialists, facitilies and services available. This severe schism desires valuable and timely change that can not only benefit but inspire and strengthen over time.

ABSTRACT STATEMENT

IMAGE 1

CHAPTER ONE

and

Examining the foundations of this thesis proposal is crucial for all following elements.

ARCHITECTURE of AUTISM

Introduction to Problem Autism by definition is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities. Given the onset of symptoms is typically identified before the age of three, the severity of impairment in the given domains varies from individual to individual, due to the relatively early age upon which the disease manifests. In terms of prevalence, autism has grown to become a condition of epidemic proportion currently effecting 1 in every 110 children born in the United States, with an accelerated rate of incidence of 1 in 80 for those born in military families.

Despite its endemic nature, autism is a relatively new disease in the eyes of the medical field, only formally indentified by Leo Kanner in the early 1940s. As a result, its lack of a definite, provable cure has left the search for plausible treatment options open to a wide range of acceptance as well as scrutiny within the autistic community. The plethora of current intervention opportunities ranges anywhere from psychological to therapeutic and from educational to biomedical, each with a myriad of variations within its perspective category.

Consequently, the availability of such autism research and treatment resources has remained in gravely low proportion to the exceedingly high demand of population and positive outcomes of their implementation.

According to Howlin in an article from European Child and Adolescent Psychiatry, “It is indubitable that early identification of autism spectrum disorders makes early intervention plans, as well as access to specific and individual specialized treatment services, possible which, according to the experimental evidence, leads to a better prognosis. The earlier treatment is initiated, the better the results of the intervention . . .”

Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.

Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.

In specific regards to the Lovaas Model of Applied Behavioral Analysis (ABA), pioneered by Dr. Ivar Lovaas of UCLA as the most common and successful intervention method for autistic children, only eleven clinicbased treatment centers falling under the Lovaas Institute scope exist in the United States with an additional thirteen related organizations and replication sites nationally and internationally. Of the total twenty-four facilities, none reside within the state of Florida or any other southern state respectively.

With an obvious desire for further behavioral treatment opportunities, there again lies a large fissure between its rate of success to those available for participation with a specific relation to lack of accessible facilities for professionals, parents and children with autism.

What is Autism?

[AW-TIZ-UHM] from Greek ‘AUTOS’ : SELF (n) : a variable developmental disorder that appears by age three and is characterized by impairment of the ability to form normal social relationships, by impairment of the ability to communicate with others, and by stereotyped behavior patterns

CHAPTER ONE

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ONE

LOVAAS TREATMENT FACILITIES FORMAL TREATMENT CENTERS of LOVAAS TEACHING RELATED ORGANIZATIONS NIMH REPLICATION SITES

IMAGE 2

ARCHITECTURE of AUTISM

Purpose of Study In favor of furthering the extent of intense behavioral treatment and research programs, such as the Lovaas Model for ABA, the purpose of this study intends to provide ample opportunities to meet the growing needs of autistic children in the southeastern region of the United States through the analytical application of architecture and the built environment. The project aims to address the major voids in current autism understanding and acceptance while initiating a cohesive dialogue between the general public and the autistic community. Furthermore, the study proposes architecture as a means of perceptive change through which the facility is designed as a responsive organism to the multiplicities of continual autism research and treatment methodology.

In relation to severely limited tactile resources, the scope of autistic behavioral reform also diminishes. Applied Behavior Analysis programs and similar models rely heavily upon rigorous teaching techniques and therapy sessions where children are engaged in a one-on-one learning environment in order to produce long-term results. Following the Lovaas Model for effective behavioral reform, the architecture should not only advance parental and community involvement but facilitate positive and constructive relationships throughout a child’s treatment.

Variables to be considered include but are not limited to the following: (1) changes in autism behavior treatment in relation to methodology and theory, (2) age of the child, (3) prospective treatment period, (4) acceptance and involvement of general public to specific treatment methods, (5) participation of parents, (6) local and state funding, (7) advancements in medical research, (8) availability of aides and trained professionals, (9) increase or decrease of diagnosed autism cases per year, (10) political decrees or legislative mandates effecting treatment autonomy, and (11) effectiveness or rate of patients described as “recovered”.

Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.

Hypothesis: The successful social integration of autistic children will rely heavily upon the inclusion of parental and communal involvement regarding the architectural contingency of proper behavioral reform and treatment resources.

ARCHITECTURE AS PROACTIVE

PSYCHOPHYSICAL + ARCHITECTURAL

PROPOSING A NEW ARCHETYPE

CHAPTER ONE

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TWO

Significance of Study

Assumptions and Limitations

Due to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.

Presently, the primary limitations of the proposal reside within the scope of autistic treatment types and the effectiveness of said treatments within various age groups. Children ages three through seven (or those beginning a steady transition into the public realm of education) are currently touted as those with the highest rate of success for early implementation of behavioral treatment models due to their early developmental stages of basic communication and interaction skills. However, the proposal does not intend to ostracize nor alienate any child or persons of autistic diagnosis based solely on unmet requirements within the broad scope of favorable age.

The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.

Similar limitations as a result of changing autisic demographics include medical professional, specialist and aide availability within the region trained to identify and properly manage autistic behavior. The ratio of adult to child treatment intensity and environment will also become underlying limitation factors of design programming data for the architecture.

Assumptions within the proposal are those based upon the generally accepted axiom that autism is a treatable disease: “ . . . evidence has indicated that behavioral treatment has developed to a point that it can produce substantial improvements in the overall functioning of young children with autism.” (Simeonnson, Olley, and Rosenthal, 1987). While is it assumed that behavioral treatment in autistic children is not only advantageous but highly effective, it is also founded upon the belief that implementation of such treatment will be a fundamentally acceptable means for society to afford developmental opportunities to those who cannot otherwise function within the standard environment for education.

Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.

Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press,

IMAGE 3

CHAPTER TWO

and

The data supporting autism’s unbridled rate of increase demonstrates the need for a specific archetype.

ARCHITECTURE of AUTISM

Facts and Statistics The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.

likely to develop autism than girls. In the United States alone, 1 out of 54 boys are suspected of being on the spectrum, with perhaps more going undiagnosed (CDC).

Autism has seen a 600% increase in the last 30 years Yet recent research has indicated that changes in diagnostic practices may account for at least 25% of the increase in prevalence over time, however much of the increase is still unaccounted for and may be influenced by the environmental factors.

About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.

As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention).

Therefore, it is estimated that 1.5 million Americans may be diagnosed with the disease (noting that of the approximately 4 million babies born every year, 25,000 of them will eventually be identified as autistic).

In relation to its frequency, government statistics suggest the rate of autism is rising at an annual rate of 10 to17 percent (CDC) making it the fastest-growing serious developmental disability in the United States. In fact, it is the most prevalent developmental disorder to date outnumbering those children diagnosed with cancer, juvenile diabetes and pediatric AIDS combined. Recent studies also suggest boys are three times more

Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.

1 : 5000

CHAPTER TWO

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ONE

1 : 250 1 : 2500

1 : 500

1 : 150

1 : 88

IMAGE 4

ARCHITECTURE of AUTISM

CURRENT DIAGNOSIS RATE according to CDC DATA

IMAGE 5

CHAPTER TWO

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TWO

Financial Support

1 : 88

Despite its staggering figures, autism remains one of the least understood and under-funded childhood diseases receiving only 5 percent of research funding in comparison to many less prevalent disorders. Of the total $30.5 billion budget from the National Institutes of Health Funds Allocation in 2011, only $169 million goes directly to autism research representing 0.6 percent of total NIH funding (Autism Speaks Inc.). In comparison to private funding, autism receives only $79 million annually, ranking far behind juvenile diabetes ($156 million), muscular dystrophy ($162 million) and leukemia ($277 million). Yet given its low monetary research revenues, autism has risen to be one of the most costly disorders for affected communities, parents and individuals. Currently, the Autism Society estimates that the lifetime cost of caring for a child with autism ranges from $3.5 million to $5 million, and that the United States is facing almost $90 billion annually in costs for autism (this figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, in addition to related therapeutic services and caregiver costs).

1 : 300

1 : 500

1 : 1,200

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg. com/inflation/.

RATE of INCREASE in AUTISM per YEAR 1 : 100,000

AUTISM

CHART 1 + 2

$ 79 M

JUVENILE DIABETES $ 156 M

M.D.

LEUKEMIA

$ 162 M

$ 277 M

PEDIATRIC AIDS $ 394 M

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CHAPTER THREE

and

The most effective treatment methods known today require proactive environments, not hindrances.

ARCHITECTURE of AUTISM

Behavioral Treatment Model: Lovaas Program Autism’s infamous reputation as an incurable yet effectively treatable disease has remained its primary conundrum within the scope of possible intervention opportunities and treatment options. This void of a verifiable cure has only led to an increasingly large scope of plausible treatment methods ranging from those based in behavioral therapy models to those of medicinal and biomedical interface. Among the most effective and widely acknowledged of established options is the Applied Behavioral Analysis (ABA) model with specific regards to the Lovaas Program.

In the 1960s, Dr. Ivar Lovaas, psychologist at the University of California at Los Angeles (UCLA), developed the ABA treatment program for young children with autism, particularly those aged three through seven, using general principles of behavioral therapy to build the necessary skills lacking for proper social integration, such as language, play, self-help, social, academic, and attention skills. In addition, the program aims to minimize the occurrence of unusual behaviors of children with ASD. The treatment regiment is typically delivered in the child’s home by a team of trained personnel. Between 30 and 40 hours of treatment are provided weekly, which are comprised of roughly 2 or 3 hour sessions. Within each session, short periods of structured time are devoted to the accomplishment of a certain task (3-5 minutes) followed by an equal amount of free play for the child (3-5 minutes). Longer breaks (10-15 minutes) are given at the end of every hour while free play and breaks are used for incidental teaching or practicing learned skills in new environments. Due in large part to the program’s highly intense process, the Lovaas Model of ABA intervention has garnered the reputation as the most successful program for autism and related conditions as well has possessing the most rigorously controlled early intervention research published to date (Lovaas, 1989).

Since the time that Lovaas published his original study on the effectiveness Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.”

Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.

of ABA for the treatment of autism, the field of ABA has grown substantially to include many sub-categorical areas of study. The ABA intervention approach includes certain features that are particularly useful when designing and evaluating similar intervention programs, such as the use of clear objectives that are measured in terms of observable and definable behaviors, specific techniques for achieving those objectives, and ongoing collection of data to assess the effectiveness of the intervention (The Lovaas Institute). The ABA model is particularly sensitive to the function of behavior rather than the form that the behavior takes, and in this way guides the intervention toward meaningful objectives. For example, challenging behaviors, such as aggression, are approached using what is referred to as a functional behavior analytic approach (in which an assessment of the child’s behavioral problems is presented in a comprehensive report designed to outline a customized plan of how to address key issues). Since it is assumed that challenging behaviors are often means of communicating desires and needs, the Lovaas perspective allows for an analysis of the reasons why desirable and undesirable behaviors would be maintained.

Furthermore, the ABA model is sensitive to the issue of motivation and drive, key issues that affect the ability of autistic children to learn.

As a basic premise of the ABA model, it is initially assumed that many children with ASD do not benefit from group learning environments until they have acquired basic language, compliance, attentional, and imitation skills. Thus, teaching is initially done in a highly individualized, one-on one environment with specific treatment goals in mind. Once the child has mastered basic communication, social and attention skills, he or she is gradually introduced to a group learning situation. A member of the treatment team will initially accompany the child to the classroom to facilitate transfer of skills between the two settings with the underlying goal to eventually fade from the child’s need. Slowly, the aide will begin to

CHAPTER THREE

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ONE

“shadow” the child within the classroom setting so as to fully integrate them into the regular school program. The rate at which complete transition will be achieved varies from child to child. Where some may rapidly progress to full independence, others may always require an aide or will continue to benefit from participation in a special education classroom.

What is ABA? Applied Behavior Analysis (ABA) approach teaches social, motor, and verbal behaviors as well as reasoning skills.

ABA uses careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior.

A child’s behavior is reinforced with a reward when he or she performs each of the steps correctly. Undesirable behaviors, or those that interfere with learning and social skills, are watched closely. The goal is to determine what happens to trigger a behavior, and what happens after that behavior that seems to reinforce the behavior. The idea is to remove these triggers and reinforcers from the child’s environment.

POSITIVE INTERACTIONS

REQUESTING

MOTIVATION

SUCCESS

PARENTAL INVOLVEMENT

LANGUAGE + IMITATION

PLAY

ARCHITECTURE of AUTISM

Assumptions and Limitations In terms of measurable success, research has demonstrated that many children, especially those who are high-functioning, begin treatment early, and receive 2 years of ABA treatment, are able to enter and function well in typical first-grade classrooms, without special support. In addition, Lovaas’s study has found that the IQ scores of treated autistic children were far higher than those of untreated autistic children: Some recent evidence has indicated that behavioral treatment has developed to the point that it can produce substantial improvements in the overall functioning of young children with autism (Simeonnson, Olley, & Rosenthal, 1987). Lovaas (1987) provided approximately 40 hours per week of one-on-one behavioral treatment for a period of 2 years or more to an experimental group of 19 children with autism who were under 4 years of age. This intervention also included parent training and mainstreaming into regular preschool environments. When re-evaluated at the mean age of 7 years, subjects in the experimental group had gained an average of 20 IQ points and had made major advances in educational achievement. Nine of the 19 subjects completed first grade in regular (nonspecial education) classes entirely on their own and had IQs that increased to the average range. By contrast, two control groups totaling 40 children, also diagnosed as autistic and comparable to the experimental group at intake, did not fare nearly as well. Only one of the control subjects (2.5%) attained normal levels of intellectual and educational functioning (McEachin, 360).

Yet despite obvious gains, the primary drawback to the treatment is the immense cost and effort of one-on-one care. Since almost none of the children studied by the Lovaas team who had received only 10 hours a week or less of the ABA model achieved the same success as those who had the recommended 40 hours a week of treatment, parents and professionals are reluctant to shorten or condense the program for economy. In regards to

a 1995 case study proposing Lovaas ABA treatment for eligible students within the Martin County, Florida school district, the estimated cost of the program would be $12,300.00 per child per year. This figure is broken down into the adjoining costs of a lead therapist ($400.00 per month for 12 months at the total of $4,800.00) and an additional therapist ($5.00 per hour for 30 hours a week for 50 weeks at the total of $7,500.00).

Accounting for inflation, the cost of the same treatment program today would be approximately $17,400.00 (Friedman, 2011).

DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept. 1995: 1-6.

Simeonnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press, 1987.

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 16 October 2011. http://www.westegg. com/inflation/ .

CHAPTER THREE

and

TWO

Conclusion Regardless of financial hardship or economic instability, parents are more than willing to pursue such treatment options as the Lovaas Model in hopes of garnering their child the best opportunity to succeed and independently survive in society. Consequently, architecture and similar design initiatives have taken a silent position to what is understood as a developmental epidemic. Where architecture could present itself as a plausible means for effective treatment opportunities in the hopes of alleviating societal pressures and demographic necessities for children with autism, it has remained void. Instead, autism treatment is mostly confined to refitted office spaces in shopping plazas or classrooms in collegiate campuses offering the only means for implementation of the desired behavioral model. Instead of existing secondarily to autism research and treatment efforts, architecture should be a congruent variable within its active dialogue and equate itself to the substantial advancement of various treatment methodologies.

IMAGE 7

CHAPTER FOUR

of

For an individual with autism, proper spatial qualities of an environment will prove essential.

ARCHITECTURE of AUTISM

IMAGE 8

CHAPTER FOUR

and

ONE

The Autistic Environment and Tactile Defensiveness Tactile defensiveness is a term familiar to most therapists and professionals who specialize within the behavioral aspects of autism and related disorders. Typically, this condition is described as a hypersensitivity or hyper-responsivity to touch situations that most persons would otherwise find nonthreatening or relatively unnoticeable (Royeen & Lane, 1991). In many cases, individuals who are diagnosed with any set of autism spectrum disorders (ASD) are often predisposed to abnormalities of sensory awareness, such as altered pain tolerance or an increased sensitivity to certain sounds and materials.

Clinical observations of children with developmental disabilities suggest that tactile defensiveness and stereotyped behaviors (i.e. repetitive hand movements, body rocking, unusual object manipulation, and focused interests) can often occur together, limiting the child from functioning properly in any set of circumstantial environments (Baranek, 1997). For example, occupational therapists who work with developmentally disabled children often reflect upon the sources of unusual “self-stimulatory” or “self-inflicted” behaviors, many of which become abrasive responses to environmental sensory stimulation. Even when compared with subjects displaying other forms of developmental disorders, such as Fragile X syndrome, children with ASD show a wide range of sensory problems, including those affecting the sense of taste and smell, with similar results seen in samples of children diagnosed with Asperger syndrome. Based on review of research, first-hand reports, and clinical accounts, between 30% and 100% of children with ASD are believed to have sensory-perceptual abnormalities of some kind (Dawson and Watling, 2000).

RATE of TACTILE DEFENSIVENESS in AUTISM

Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.

Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.

Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.

CHART 3

ARCHITECTURE of AUTISM

Case Study: A Comparison of Sensory Profiles among Children with and without Autism A comparison study conducted by the University of Washington attempts to describe sensory based behaviors by comparing 40 autistic children with 40 children, who exhibit no form of disability, (ages three through six) in the following various sensory profiles: sensory seeking, poor registration, emotionally reactive, sensory sensitivity, low endurance / tone, sedentary, oral sensitivity, fine motor / perceptual, distractibility, and other.

The major finding from this study is that the scores of children with autism were significantly different from those of children without autism on 8 Sensory Profile factors: Sensory Seeking, Emotionally Reactive, Low Endurance/ Tone, Oral Sensitivity, Inattention/Distractibility, Poor Registration, Fine Motor/Perceptual, and Other. This finding is consistent with the literature that describes hypersensitivities and hypersensitivities to sensory stimuli (Poor Registration factor), sensitivities to auditory and visual stimuli (Sensory Sensitivity factor),picky eating habits (Oral Sensitivity factor), poor attention and play skills (Inattention/Distractibility factor), poor coping and variability in emotional responses (Emotional Reactivity factor), hyperactivity (Sensory Seeking factor), and a variety of other abnormal perceptual responses (Other factor) among children with autism or pervasive developmental delays (Watling et al., 2001).

Conclusively, exactly 50% of the autistic children had scores that were lower than any of the children without autism on both the Emotionally Reactive and Other factors (Table 1). In addition, the finding that 85% of the autistic children scored lower than any of the children without autism on at least one factor provides basis for the assumption that children with autism are more likely to be deficient in any given area of sensorial perception.

Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.� The American Journal of Occupational Therapy vol. 55 no. 4, 2001: 416-423.

Table 1 Factor Scores for Children With and Without Autism Factor

Floor a

Ceiling b

Sensory Seeking Autism Typical development

17

85

Emotionally Reactive Autism Typical development

16

80

Low Endurance / Tone Autism Typical development

9

45

Oral Sensitivity Autism Typical development

9

45

Inattention / Distractability Autism Typical development

7

35

Poor Registration Autism Typical development

9

45

Sensory Sensitivity Autism Typical development

4

20

Sedentary Autism Typical development

4

20

Fine Motor Autism Typical development

4

20

Other Autism Typical development

46

230

a

Lowest score possible on subscale

b

M

Median

SD

Low / High

52.6 68.7

51.5 70.5

11.9 9.8

25/73 41/82

45.6 63.7

46.0 63.5

8.7 7.9

23/65 49/76

37.0 43.1

36.5 44.0

6.4 2.9

23/45 31/45

26.3 36.1

27.0 37.5

8.6 6.9

12/44 18/45

20.4 28.2

21.0 29.0

4.2 3.8

11/28 17/35

30.6 40.2

30.0 41.0

4.8 3.4

23/39 30/45

17.7 18.7

19.0 19.0

2.8 1.4

10/20 14/20

13.0 14.3

13.0 15.0

3.2 2.8

5/19 4/9

9.7 12.8

9.0 13.0

3.0 3.4

5/16 5/18

165.7 204.2

166.5 203.0

22.2 12.5

111/213 173/228

Mann Whitney U p < .0001

p < .0001

p < .0001

p < .0001

p < .0001

p < .0001

p < .1962

p < .0490

p < .0001

p < .0001

Highest score possible on subscale

CHAPTER FOUR

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TWO

Manifestations of Defensive Behavior Documented symptoms may vary but usually are manifested as an avoidance-withdrawal response when confronted with specific types of tactile stimulation, such as auditory or olfactory sensory overload. These behaviors often categorize themselves as “stereotyped behaviors” and include related terms such as “self-stimulatory behaviors”, and, less commonly, “twiddles” or “stimming.” Stereotyped behaviors may exist in a multitude of forms (Berkson, Gutermuth, & Baranek, 1995) including those of benign, non-violent intercourse or aggressive, self-injurious and even externally-injurious behavior.

Non-Violent Defense Most typically, self-stimulatory behaviors involve repetitive motor patterns (i.e. body rocking, hand gazing) and unusual object manipulations (i.e. spinning objects, lining up objects). Recently, behaviors such as abnormal focused affections (i.e. an affinity for the letter “s”, red clothing items), rituals (i.e. turning around three times before sitting down), and other behavioral rigidities (i.e. insisting that things maintain a certain order or appearance) do tend to occur and severely limit the child’s ability to fulfill basic life functions. Simple tasks such as bathing, buttoning a jacket or brushing one’s teeth can often be met with high resistance and tantrums that, as a result, account for the child’s inability to convey proper language to communicate emotional or physical sensations.

Less abrasive yet far more precarious is an autistic child’s tendency to flee or wander away. Although it is a less understood characteristic, wandering is perhaps the leading cause of death among autistic children reports CNN, who lists eight autistic children in the United States (ages 3 to 8) having died after wandering in 2010 with an additional two

from February 2011 (Ninh). According to Dr. Max Wiznitzer, pediatric neurologist, “[A] common underlying factor is impulsivity. They may feel stress or sensory overload from a situation and want to leave it; or, they may be attracted to a certain place and try to go there” (Landau).

Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.”

American Journal on Mental Retardation vol. 100, 1995: 137-145.

Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.

Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.

ARCHITECTURE of AUTISM

Violent Defense As an extremely difficult problem to manage and treat, self-injurious behavior is characterized by severe forms of self-injury of a repetitive nature persisting over time, and is generally not responsive to the usual pharmaceutical and behavioral interventions. Examples of such violent reactions include punching / slapping one’s self, biting of lips or appendages, pulling of hair resulting in infection, self-digging of skin, etc. and can often be disfiguring and, in rare cases, life-threatening.

The exact prevalence of this kind of self-mutilating behavior is not known, yet several theories exist for its explanation. The two most popular theories are the pain theory and the addiction theory, both of which center upon chemical substances called opioids being released in the brain. According to the pain theory, brain opioids are significantly elevated in severe selfinjurious behavior resulting in analgesia (Panksepp and Sahley, 1987).

According to the addiction theory, self-injurious behavior induces the production of endorphins resulting in brain addiction; this disturbance of the endorphin system has also been proposed to explain the variance of pain deficits in autism (Willemsen-Swinkels, 1996).

In documented accounts of external violence, defined as any physical aggressive behavior that results in either serious injury or death to others (Raine et al., 1997), causes and mechanisms can be varied to include impulsivity, psychopathy or deficient fear processing. With specific regards to impulsive aggression, the individual responds to the precipitating trigger (such as a change in regiment, environment or any number of trivial stimuli) in an overwhelming manner.

Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.

Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.” American Journal of Psychiatry vol. 154, 1997: 1265-71.

Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol. 168, 1996: 105-109.

CHAPTER FOUR

and

THREE

IMAGE 9

IMAGE 10

CHAPTER FOUR

and

The proposed site is in Palm City, Florida located in Martin County.

All subsequent statistical data will reference these areas.

ARCHITECTURE of AUTISM

GEOLOGICAL MAP of FLORIDA QUATERNARY

TERTIARY

HOLOCENE

PLIOCENE

Qh

Holocene sediments

PLEISTOCENE / HOLOCENE Qal

Alluvium

Qbd Beach ridge and dune Qu

Undifferent Sediments

OLIGOCENE / MIOCENE

Tc

Cypresshead Formation

Tha

Tci

Citronelle Formation

That Hawthorn Group, Arcadia Formation, Tampa Member

Hawthorn Group, Arcadia Formation

Tmc Miccosukee Formation OLIGOCENE

Tic

Intracoastal Formation

Tt

Tamiami Formation

Tro

Residuum on Oligocene sediments

Tjc

Jackson Bluff Formation

Ts

Suwannee Limestone

Tsm Suwannee Limestone - Marianna Limestone MIOCENE / PLIOCENE

PLEISTOCENE

Thcc Hawthorn Group, Coosawhatchie Formation

Qa

Anastasia Formation

Qk

Key Largo Limestone

Qm

Miami Limestone

Qtr

Trail Ridge sands

Thp

Hawthorn Group, Peace River Formation

Thpb Hawthorn Group, Bone Valley Member

EOCENE Tre

Residuum on Eocene sediments

To

Ocala Limestone

Tap

Avon Park Formation

Anastasia Formation Martin County . FL

MIOCENE Trm Residuum on Miocene sediments

TERTIARY / QUATERNARY PLIOCENE / PLEISTOCENE

Tab

Alum Bluff Group

Th

Hawthorn Group

Thc

Hawthorn Group, Coosawhatchie Formation

TQsu Shelly sediments of Plio-Pleistocene

Ths

Hawthorn Group, Statenwille Formation

TQs Undifferent sediments

Tht

Hawthorn Group, Torreya Formation

TQd Dunes

Tch

Chatahoochee Formation

TQuc Reworked Cypresshead sediments

Tsmk St. Marks Formation

MAP 1

38

CHAPTER FIVE

and

ONE

Anastasia Formation Anastasia Formation crops out in a narrow belt along the eastern coast of Florida, from the Anastasia Island (named by E. H. Sellards in 1912) in St. Johns County, opposite to St. Augustine, in the North, to Boca Raton in Palm Beach County in the South, a distance of more than 320 km. Exposures of the Anastasia Formation are found along the ocean, under water on the shelf, on the barrier islands, and in the Intracoastal Waterway. The basal portion of the Anastasia Formation is not exposed at any locality along Floridaâ&#x20AC;&#x2122;s East Coast. Presumably it rest uncomformably on Caloosahatchee marl. South of Boca Raton, the Anastasia Formation grades into Miami Limestone, which has been dated as 130,000 years old.

The Anastasia Formation in Martin and Palm Beach Counties is exposed in several spots and represented by a variably sandy coquinoid limestone.

When first cut, the rock is quite soft, but upon exposure to the atmosphere its surface become case hardened, making possible the development of sea cliffs in many outcrop areas.

IMAGE 11

ARCHITECTURE of AUTISM

Martin County Soil Conditions

SOILS of THE SAND RIDGES and COSTAL ISLANDS

SOILS of THE FLATWOODS

SOILS of THE SLOUGHS and FRESHWATER MARSHES

1

Paola-St. Lucie

4

Woodland-Lawnwood-Basinger

8

Pineda-Riviera

10

Bassinger-Ft. Drum-Valkaria

12

Floridana-Jupiter-Hilolo

2

Palm Beach-Canaveral-Beaches

5

Nettles

9

Pineda-Riviera-Boca

11

Winder-Riviera

13

Chobee-Gator

SOILS of THE LOW RIDGES and KNOLLS

6

Wabasso-Winder

14

Okeelanta-Canova Variant

7

Wabasso-Riviera-Oldsmar

3

Salerno-Jonathan-Hobe

SOILS of THE TIDAL SWAMPS 15

Bessie-Okeelanta Variant-Terra Cera Variant

MAP 2

CHAPTER FIVE

and

TWO

MAP 3

ARCHITECTURE of AUTISM

MAP 4

SEA LEVEL RISE MAP indicating ONE FOOT ELEVATIONS

CHAPTER FIVE

and

THREE

Martin County Flood Zones Aside from having subpar soil conditions, defined as “nearly level, poorly drained soils that have subsoil that is dark colored, weakly cemented, and sandy in the upper part and loamy in the lower part” (Florida Dept. of Agriculture), the 3.6 acres of land for the project is located in the “High Risk” AE flooding zone as designated by FEMA.

of site and in order to maintain the storage capacity of the flood plain, new construction is required to have pilings or columns rather than fill for the elevation of the structure within flood-prone areas. With this in mind, the cohesive design for the treatment center must consider all site and envirnomental requirements.

The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones. An area designated AE presents a 1% annual chance of flooding. This area is more commonly referred to as the base flood area or the 100-year flood plain.

Because flood zone AE is prone to flood, property owners in these zones must buy flood insurance if they live in a community that participates in the National Flood Insurance Program (NFIP).

What is Flooding Zone AE?

Using detailed hydraulic analysis and modeling, FEMA determines the base flood elevation (BFE), which is the predicted flood water elevation above mean sea level. Habitable areas of any new construction must begin above this level. For instance, if a property falls within an AE zone with a BFE of 5 feet, the first habitable floor must be above 5 feet. Habitable means floors with living areas on them.

As for areas designated as X500, they are currently defined as areas of moderate flood hazard, usually the area between the limits of the 100-year and 500-year floods. B Zones are also used to designate base floodplains of lesser hazards, such as areas protected by levees from 100-year flood, or shallow flooding areas with average depths of less than one foot or drainage areas less than 1 square mile. Since these zones pose a very low threat overall, flood insurance is not an immediate requirement for owners and renters although it is available. Similarly, depending upon condition Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).

What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html.

The Federal Emergency Management Agency determines flood risk for the United States, then creates maps to clearly show the geographic areas prone to flood. The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones.

ARCHITECTURE of AUTISM

Martin County . FL Formally created in 1925, Martin County has had a long-standing history of tropical tranquility and prosperity. With its neighboring counties of St. Lucie to the north and Palm Beach to the south, Martin County made a name for itself along the beautiful St. Lucie River by once piggy-backing its commerce trade to the introduction of the Flagler Railroad in the early 20th century.

Since its early settlement, Martin County has grown to become one of the most unique areas in the state of Florida. It has held numerous accolades such as Stuart “Sailfish Capital of the World” (1941) and Jensen Beach “Pineapple Capital of the World” (1895). Today, the county encompasses 752.8 square miles - 26% of which is water from either Lake Okeechobee or the Altantic Ocean.

County Statistics TOTAL POPULATION : TOTAL BIRTHS per 100,000 :

139,795 54.34

TOTAL HOUSEHOLDS :

123,374

TOTAL HOUSEHOLDS with FAMILIES :

101,097

AVG. HOUSEHOLD SIZE :

PERSONS

As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north.

And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.

By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).

It is this underlying statistic that breeds great call for action from architects and designers alike. Should this fact be ignored for too long, the need will eventually outweigh the ability of its own control and lead to an epidemic circumstance of unmet need.

CHAPTER FIVE

1930

and

1940

FOUR

1950

1960

Population Growth since 1930

1970

1980

1990

2000

2005 CHART 4

ARCHITECTURE of AUTISM

HOPE Center Statistics According to the Departmemt of Education and the Martin County School District, current student enrollment (K-12) in public and private schools is 180,010. In comparison to the the number of students diagnosed with ASD (306), the figure staggers at a 1 in 60 students with autism prevelance ratio. This statistic, however, does not account for students who are currently enrolled in home-schooling environments or those that do not attend school entirely.

This figure demonstrates the dire need for a center related directly to the specialization of the autistic child. The chart below signifies the growth of the HOPE Center, the lone charter school for children with autism in the county. In less than one decade, they have seen a 1000% increase in student enrollment in addition to an ever-growing waiting list. With future efforts in place for expansion, the HOPE Center continues to monitor the rapid increase of children diagnosed with autism in the county and aims to satisfy most of these students with proper teaching facilities and specialized learning environments.

CHART 5

faculty 7 : 3 students

20 : 12 29 : 18

55 : 30

CHAPTER FIVE

and

FIVE

CURRENT DIAGNOSIS RATE in MARTIN COUNTY based on STATISTICAL DATA CHART 6

ARCHITECTURE of AUTISM

MAP 5

SCHOOL PROXIMITY MAP

CHAPTER FIVE

and

SIX

Educational Context

Adjacent Resources

Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting pre-kindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.

According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.

Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools.

The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.

Palm City

4

Hobe Sound

3

Ft. Pierce

4

Jensen Beach Stuart

Port St. Lucie

CHART 7

Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.

Effected Student Enrollment Martin County . FL

Pr.K - K

1-8

9 - 12

12+

1 11

16

ARCHITECTURE of AUTISM

MAP 6

CERTIFIED BEHAVIORAL ANALYSTS in AREA

CHAPTER FIVE

and

SEVEN

Environmental Conditions Martin County’s prime position on the east coast of Florida places it in a semi-tropical climate. Summers are very warm and winters are temperate.

Interestingly, the area’s temperature does not vary drastically throughout the year due to its close proximity to the Atlantic Ocean. The area does, however, experience above average rainfall, tornado activity and hurricane activity in comparison with the rest of the United States.

By plotting the exact sun angles and path in relation to the site, we can begin to design with the principles of passive cooling and sun shading in mind while orienting the building to maximize its highest effeciency. The building must take heed for the high amounts of UV exposure, especially direct sunlight. Later explorations into the observable effects of children with ASD functioning in a space with artificial versus natural lighting will be provided as evidence for future design decisions. It is important to always keep in mind prevailing wind intesity and direction in order to fulfill maximum passive heating and cooling strategies.

CHART 8

86°

73° 75° 77° 79° 82° 86° 88° 88° 86° 82° 77° 75° JAN

FEB

MAR

APR

MAY

JUN

JUL

AUG

SEP

OCT

NOV

DEC

1.5

2

1.8

2.5

2.7

4

4.2

4.3

6.7

5.8

2.8

1.7

9

8

7

8

7

RAINFALL (in)

8

9

9

10

10

9

9

SUNSHINE (hrs)

38°

ARCHITECTURE of AUTISM

Wind Rose Diagrams . Average

IMAGE 12

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

CHAPTER FIVE

and

EIGHT

Wind Rose Diagrams . Gusts

IMAGE 13

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

IMAGE 14

CHAPTER SIX

and

A great building must begin with the unmeasurable, must go through measurable means when it is being designed and in the end must be unmeasurable.

Louis Khan 1970

ARCHITECTURE of AUTISM

The Metabolist Movement First presented as a manifesto in the 1960s in Japan, “Metabolism” by definition is a theory of architecture contending that “buildings and cities should be designed and developed in the same continuous way that the material substance of a natural organism is produced.” From the time of Japan’s postwar redevelopment to its recent period of rapid economic growth, the theory gave birth to grand visions of future cities and encouraged the realization of much experimental architecture.

As the most widely known modern architecture theory to have emerged from Japan, likened theories such as those of the “functionalists” and the “structuralists”, have been based upon almost identical principles.

One of the most influential manifestos for the structuralist movement was compiled by Aldo van Eyck in the architectural magazine Forum 7/1959, whose Amsterdam Municipal Orphanage displayed instances of what van Eyck defines as “reciprocity and ambiguity.” He advocates for designs of “labyrnth clarity” through repetition of cubical spaces arranged with irregular precision throughout the plan.

This modular formation of the architecture would simutaneously become the insprations of Yona Friedman’s conceptual theory on urban design. By disecting the very elements of basic urban fabric into maliable modular elements, Friedman began to experiement heavily with the constains of architectural manipulation at macro scale. He proposed super-structures over Paris stating that “functional differentiation of the elements is ensured by altering the relative position of the floor units within the used spaces in the construction. This inter-relation between floor units will conform to the specific conditions (e.g. sunlight, ventilation, traffic dimensioning, etc.) stipulated by the various functions. By rearranging the floor panels at will, the fabric of the city can be modified as as to accomidate different uses.”

Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology.

Ed. Joan Ockman. Rizzoli: New York, 1993.

Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.

Metabolist theory offers a unique glimpse into the juxtaposition between architecture as rigid and fluid. When applied on a smaller scale, the essential standards of design still hold true. The elastic nature of the building, one that can function as a living body through natural expansion, is essential to the conceptual design of the proposed treatment and research facility. Through modular architecture, the ability to expand based upon demographic needs will be provided with ease to the users and program of the building.

CHAPTER SIX

and

ONE

IMAGE 15

ARCHITECTURE of AUTISM

HOPE Center Long-Term Goals The approach of our program is aggressive, we believe and research proves that the earlier a child is given the proper educational tools, the more responsive they will be for continued progress. Successfully add programs for grades 3rd-5th that include community based instruction and inclusion opportunities.

All Hope Center Programs established will foremost maintain and continue to improve our high standards by continuing our current educational structure for our classrooms, related services, and student teacher ratios.

This will be done in accordance to a continued focus on each students individual needs with a goal for their success in our community.

Mission Statement: Our goal is to have a physical location that will accommodate up to fifty children, ranging from age 2 through 5th grade (10 and 11 years old) while meeting the growing need in our community.

MAINTAIN CURRENT PROGRAM

Started year at 30 enrolled students

INCREASE TO TOTAL 34 STUDENTS

Budget adjusted to include cost of additional staff and services

INCREASE TO TOTAL 42 STUDENTS

INCREASE TO TOTAL 48 STUDENTS

Add 3rd-5th grades

Add 3rd-5th grade classrooms

Rent increase to $6000 per month

Budget adjusted to include cost of additional staff and services

Budget adjusted to include cost of additional staff and services

Land payments increase to $26400 per year

Add 1 administration person for older grades

Additional rent and property cost must be evaluated

Continue grant applications and efforts

Continue with 34 students in Pre K2nd grades

Continue with 34 students in PreK-2nd grades

Continue grant and building campaign efforts

Grades 3rd-5th will increase to 14 students

Increase fundraising efforts

Continue grant and building campaign efforts

Current enrollment is 32 students Maintain current budget Maintain current rent at $5000 Continue to apply for grants and fundraising efforts

Start build campaign Increase fundraising efforts Add amendment to contract for 3rd5th grades and FCAT testing requirements

Increase fundraising efforts

LONG TERM PLANNING GOALS

Continue working on funding for 3 year-olds and under 3 year-olds and under will require additional administration 3rd-5th grades will require additional administration After-care services will require additional administration

CHAPTER SIX

and

TWO

Programmatic Proposition When given comparisons between normalfunctioning children in a typical learning enivornments and those that facilitate children with autism, it becomes obvious that the spatial considerations per child must change.

According to present code regulations, an educational use building (N1) for children grades pre-K through 3rd offers roughly 50 sq. ft. per child in a classroom setting. When compared to a child with autism of the same age group, the neccessary square footage per child is 250 ft² - a 450% increase from the average spaces already in place.

Similarly, circulation calculations (which come directly from the net area of the building) alot for 27% in the same settting. However, due to a child with autism’s constant need of adult supervision in conjunction with basic movement disabilities, the circulation proposed will be 38% of the total building area.

Further analysis of what comprises the 250 ft² area dedicated to the autistic child will be provided in the following documentation.

Area Comparison Spatial Requirements for Education Requirements for normal setting PreK - 3 : 49 ft² grades 4 -8 : 39 ft²

Requirements for autistic setting 250 ft² per child 300 ft² per child

Circulation Elementary : 27% Middle : 32%

Circluation Elementary : 38% Middle: 43% 450% increase in square footage needed per child

IMAGE 16

12 ft.

12 ft.

7 ft.

typical area per child in an educational setting

15 ft.

area per child in an autistic educational setting

ARCHITECTURE of AUTISM

Understanding the Environment Below are a sequence of photographs taken at the HOPE Center for Autism in Stuart, FL demonstrating the typical exercise configuration of teacher to student. Typically the instructor will sit between two students and rotate exercises amongst them. For instance, while one student is running through a series of social skills assesments, the other student will either practice waiting quietly or occupy him or herself with the reward presented upon completion of a pervious exercise or group of exercises.

By breaking apart these moments of interaction and reclusion, we can begin to understand what amount of space is shared in comparison to what amount is individualized. And not only in the space within varied by interactions, it is also varied by the placement, depending upon which student is participating in the exercise and which student is resting.

IMAGE 17

Similarly, the space seen below is successful alone, but within the overall classroom layout, it is quite cumbersome and situated poorly. This problem has remained constant throughout all observation studies done thus far. In every case, students are placed too close to walls, windows and doors which impede free movement and occasionally cause anxiety in the student.

CHAPTER SIX

and

THREE

Spatial Configurations When presented with a space such as a “break-out room” or “social work area,” it is quite common to group students into teams where one instructor will work with each student in turns. In this case, each child is accompanied by their particular work materials (i.e. prompts, boards, flash cards, incentives, games) in addition to a designated work space on a table. The two students share not only the instructor but areas of the long table when either in work or rest mode.

12 ft.

It is through various configuration studies that we can find the optimum shared to individual area ratio when given a certain exercise. Below are two experiments into how these space can interact and frame each other. These options also demonstrate the possiblity of a singular plan with options of flexablity within.

22.5 ft.

15 ft. shared space ratio 2:1 with larger group area

OR

IMAGE 18

12 ft.

12 ft.

15 ft.

15 ft.

15 ft.

7.5 ft.

when given a 2-child activity, the spaces should not be viewed as separate from one another / instead it is necessary to understand the shared spaces within

15 ft.

shared space ratio 6:1 individual areas surround group area

ARCHITECTURE of AUTISM

Spatial Program BREAK-OUT ROOM / SPEECH 1 - 2 students

QUIET ROOM 1 student at any given time

General Program Requirements Overall site area: Maximum square footage: 3.6 acres 35,000 ft² / 10,000 ft² per acre Max. height : 3 storyes 105,500 ft² Circulation at 40% 42,000 ft² of max. 105,500 ft² 14,000 ft² per floor Overall length 747.73 ft Overall width 200 ft

SENSORY LAB 5 students / will consist of various activity areas

Area of design 60% 63,300 ft² 21,100 ft² per floor

CENTERS ROOM 4 - 6 students in younger grades / 8 - 12 students in older grades

PLAYGROUND large group setting

AUDITORIUM customized to accomidate large groups

CAFETERIA customized to accomidate large groups

CLASSROOM 4 - 6 students in younger grades / 8 - 12 students in older grades

SOCIAL SKILLS AREA / D.T. 1 - 4 students at one given time

PSYCH / SOCIAL WORK AREA 1 - 2 students

Parking Requirements Zoning description: Ratio: Elementary Education 1 : 1,200 ft² Service Access min. 2 spaces for 20,001 ft² 50,000 ft² Martin Co. 2.5 spaces per classroom or 1 Regulations space per staff / faculty

CHAPTER SIX

and

FOUR

Student Occupancy

Martin Co. Code Requirements 3.69 E Areas which abut residential districts and accomidate active recreation, shall provide a Type 2 â&#x20AC;&#x153;bufferyeardâ&#x20AC;? pursuant to Article 4 Division 15, Landscaping, Buffering and Tree Protection.

3.69 F The educational institution shall have a structure designed to meet state requirements to serve as an emergency evacuation shelter.

Large Gathering Spaces may act as areas of transition points of interest multi-use / adaptability hierarchy opportunity for community necessity of spaces

Basic Unit of Module variable upon uses desired and needed directly proportional to circulation pattern independent

CHART 9 Speech

Quiet Room

Sensory

Centers Play Playground

Auditorium

Cafeteria

Classrooms Social / D.T.

Psych.

ARCHITECTURE of AUTISM

135

ft.

612

.42

ft.

100

250

.61 f

MAP 7 470.2 ft.

SITE LOCATION INDICATING AREA

t.

ft.

100

ft.

CHAPTER SIX

IMAGE 19 North Area facing Martin Highway Site Setbacks (East + West) Triangular Parcel abutting Residential

and

FIVE

Dimensional Analysis Overall code restrictions and constraints will limit the amount of buildable area on site considerably. Its narrow width is exaggerated even further by the 15 ft. setbacks on both the east and west perimeters, shortening the buildable area to 170 ft. The triangular parcel located at the southern end of the site plan will act as a noise buffer to the surrounding residential areas while a portion of land abutting Martin Highway will be dedicated to vehicular traffic, parking and a subsequent noise buffer.

North Area facing Martin Highway: 100 ft. x 200 ft. = 20,000 ft² approx. 0.5 acres buffer to road traffic / allotment for parking and on site vehicular circulation Triangular Parcel abutting Residential: (1/2) x 135 ft. x 450.61 ft. = 30,416.18 ft² approx. 0.7 acres buffer to residential zones / topography may pose problems with soil conditions Site Setbacks (east & west): (2) x 512.42 ft. x 15 ft. = 15,372.6 ft² approx. 0.35 acres Net Building Area on Site: 170 ft. x 512.42 ft. = 87,111.4 ft² approx. 2.0 acres of buildable land Building Program remains at 35,000 ft²

ARCHITECTURE of AUTISM

Conceptual Exploration Suspended from translucent wire, spaces demonstrated by subtle variations of white cubes hang in sequence of comparative height and width. Their light rotations, in reaction to either air currents or floor vibrations, cause the cubes to spin upon their axes - some slowly, others hardly at all.

In my effort to understand the entire scope of architecture within realism, I chose to create an installation piece within my studio work area. The cubes are meant to symbolize space as I see it in my head: linear and pure. Each box represents a separate space in the building program, such

IMAGE 20

as an individual work room, classroom or cafeteria. The spaces hang from a single line indicating the siteâ&#x20AC;&#x2122;s narrow building restraints. As an aid to the design process, the experience comes from oneâ&#x20AC;&#x2122;s circumambulation around and under the installation. Every view should offer a new perspective to the overall form, much as the architecture should provide to its users.

CHAPTER SIX

and

SIX

ARCHITECTURE of AUTISM

Concept as Spine When referencing the inherent linear characteristics of the proposed site along with futher analysis of the afore mentioned artistic concept, overall concensus of site design began to mimic that of vertebrate spinal structure. In the abstracted thought of a series of spaces branching from

IMAGE 21

a main circulation path (understood as a simple spine and rib connection sequence), we can begin to utilize these natural forms and patterns as the basis for future design iterations.

CHAPTER SIX

and

SEVEN

Building Formulation Through a series of informed spatial manipulations, the fundamental ideas of the project have come forth. Due to major site constraints, linear (often axial) pattern studies remain the natural state of design iterations within the project.

The overall site plan references the afore mentioned spine and rib connection sequence that has been distorted and conformed to general programmatic needs of the building. Each module or unit remains uniform in exterior form yet maintains flexibility in plan thereby allowing complete independence in overall planning. Depending upon influx of student enrollment at the center and desired areas of focus, the building form will begin to mold upon programmatic information.

Creation of Spine

Division of Ribs

Realignment

Establishing Focal Points

Shifting Along the Axis

IMAGE 22

IMAGE 23

CHAPTER SEVEN

and

Architecture, is the art you cannot avoid and it carries a burden that the other arts donâ&#x20AC;&#x2122;t - it must reconcile aesthetics and ideas with user functionality . . .

Lange

ARCHITECTURE of AUTISM

Modular Unit The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.

The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, oneâ&#x20AC;&#x2122;s vision is not necessarily obstructed but rather narrowed to a easier area of focus.

By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps. In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.

IMAGE 24

Spitting of the Module

Slanting of Circulation

Introduction of Vestibule

Mirroring Along the Path

CHAPTER SEVEN

and

ONE

Unit Dimensions and Programming Overall square footage: Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft² (2) 8 ft. x 20 ft. = 320 ft²

IMAGE 25

8 ft.

Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft² Individual framing units: 8 ft. x 15 ft. = 120 ft² 8 ft. x 20 ft. = 160 ft²

10 ft.

8 ft.

8 ft.

based on standard framing sizes for ease and efficiency of construction

40 ft.

30 ft.

20 ft.

15 ft.

24 ft.

24 ft.

8 ft.

8 ft.

ARCHITECTURE of AUTISM

Variations to Module Sequence The module units of the building program will provide ample flexibility for users that may be completely unrelated to one anotherâ&#x20AC;&#x2122;s programmatic needs.

As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.

In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.

Units in Parallel Adjacent units in unbroken continuity

Separated units with release point / broken continuity of path

OR

IMAGE 26

CHAPTER SEVEN

and

TWO

Units in Opposition Adjacent units create a focal point via intersecting axes

Separtated units channel pathways toward an inner siphon

OR

IMAGE 27

ARCHITECTURE of AUTISM

Exterior Skin In addition, or rather in conjunction, to a modular building program and form, a secondary skin will be layered to encompass all units in order to create cohesion and continuity. The double skin, designed to embrace individual modules, will aim to create a true building fomulation and collective understanding.

Programmatically, the skin system will be entirely organic in nature, juxtaposing the linear rigidity of the arranged modules. In reference to user needs, the skin will not only add visual interest to students and teachers but evolve into a moment of familiarity. This comfort of its presence (seen throughout the building) will aim to become an act of way-finding for

students and staff. The pattern and detail can be followed throughout the buildingâ&#x20AC;&#x2122;s main circulation paths and experienced either from inside or outside spaces.

Practically, this system will become a second layer of thermal protection for the modules. The skinâ&#x20AC;&#x2122;s materiality will diffuse direct sunlight, leaving a softer, filtered light for interior use. Itâ&#x20AC;&#x2122;s distance of contact from the modules will also allow it to provide passive heating and cooling year long utilizing natural air flow and convection.

3-Dimensional Visualization

section cut showing skin undulation as means for solar protection and passive heating / cooling from units

IMAGE 28

CHAPTER SEVEN

and

THREE

Structural System By using a grid shell structural system comprised of a network of steel lattice frames, the optimum form (catered to the wide variety of programmatic changes within the buildingâ&#x20AC;&#x2122;s lifetime) can be acheived with optimum design aesthetic and physical strength. The steel construction allows for a greater span than concrete or heavy timber by using thinner members within the system.

Cladding can be applied using an array of materials and customizable panels along the surface of the lattice. The grid shellâ&#x20AC;&#x2122;s adherance to parametric dictations provide a unique opportunity for overall form to become openly practical in its relationship between span and height, often indicating programmatic heirarchy.

Truss latice for free-form design of floor plan

IMAGE 28

ARCHITECTURE of AUTISM

Origin of Exterior Form Optimum space usage of path along a singular axis

Primary paths within modular arrangement

Cross-sectional adjacencies indicating predominate corridors

Three-dimensional form generated from site

IMAGE 30

CHAPTER SEVEN

and

FOUR

Explorations of Artistic Intent Simple sheets of vellum served as the basic plane of extraction and manipulation of form. Solids and voids were created by penetrations in the surface paired with the bending internal geometries. This hexagonal exploration blurs the notion of positive and negative space into a cohesive undulating body.

IMAGE 31

ARCHITECTURE of AUTISM

Variations of Planar Shapes Through a series of geometric studies and investigations, the exterior skin took on several beautiful forms (the final gestures seen below). Of these forms it was crucial that whatever panel chosen would soften direct sunlight and act as a successful element of passive solar heating and cooling. By

fractioning the panels’ planar surface and further manipulating the form into a concave / convex form able to disperse light and heat over a larger surface area. It was from these formal studies that the realization of an effective double envelope system was understood.

Parabola . Single Plane Face

Pyramid . 4 Point Face

Hexagon . 6 Point Face

parabolic “scoops” form indicating performance of shape along a deformed plane in spce

square-based pyramids offer a more geometric abstraction to form and can be applied isotropically along a plane

hexagonal points crest at the panel’s mid-section for optimum emphasis of form and light diffusion

IMAGE 32

CHAPTER SEVEN

and

FIVE

Hexagonal Skin

Construction Details

The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.

Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.

Structural Section . Skin

Elevation of Casting + Support

IMAGE 33

“v”-shaped steel casting elements funnel the overall load of the roof into various points on site

Plan of Casting Structure + Column Support the form of the support members ultimately tie back to the roof structure’s simple geometry and grid

Isometric of Steel Casting . Formwork

ARCHITECTURE of AUTISM

Module Structure Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.

Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.

4” x 1” Steel Frame + Shear Wall Pre-Cast Concrete Floor W14 x 14s Steel Beam 12” dia. Concrete Footing

IMAGE 34

CHAPTER SEVEN

and

SIX

IMAGE 35

CHAPTER EIGHT

and

It is therefore indisputable that the limbs of architecture are derived from the limbs of man.

Michelangelo

ARCHITECTURE of AUTISM

Evidence in Support of Design

It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.

If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.

His points address a wide variety of problems encountered and learned through tried and failed attempts and outlines four major mistakes from the initial investigation, two of which relate specifically to environment. He remarks that first serious mistake was to treat children within an institutional (hospital or clinic) environment, which did not associate itself within the child’s common surroundings (home). This unique look at the need for familiarity within an architecture, while only lightly hit upon in the preface of the book, is truly the most important component to the overal design.

The second point of unsuccess was the isolation of the parents from their children’s treatment via programmatic discrepencies. Only recently has an effort been made to ammend the caverness gap between the educational and home environments, especially through the continuous inclusion of parents within the child’s understanding of educator. When the lines between the professions of home and school (living and learning) can be blurred within the treatment of autism, then we may hope to make progressive changes for the betterment of wholistic autism treatment.

Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.

“

“

In order to clearly and successfully defend all design decisions within the project, I felt it necessary to return to Dr. Ivar Lovaas’ theories of effective means of treatment within the educated environment for autistic individuals.

In his extensive publication, The ‘Me’ Book, Lovaas hints upon key issues encompassing the learning environment of developmentally disabled children.

CHAPTER EIGHT and ONE

Building Program

ADMINISTRATION CARE AREA + COMPUTER LAB YOUNGER CHILD CLASSROOM CAFETERIA + LIBRARY DISCRETE TRIAL + THERAPY BATHROOMS INTERMEDIATE CLASSROOM OLDER CHILD CLASSROOM CAFETRIA + AUDITORIUM [TENATIVE PHASE]

IMAGE 36

ARCHITECTURE of AUTISM

IMAGE 37

ROLLING VIEW [AERIAL + ELEVATION]

CHAPTER EIGHT

and

TWO

ARCHITECTURE of AUTISM

Building Envelope The overall building (as can be seen on the following page) is actually a series of intricate layers upon which a holistic system in based. The design from wooden decking to modules to secondary skin all facilitate an autismsensitive environment aimed at providing the most optimum space for tactile deficient clients and their instructors.

By referring to the previous quote from Dr. Lovaas, the primary function and form of the architecture aims to become one of a suedo-neighborhood composed of small units (houses) along a specified pathway. This close assimilation between the home and teaching environments should provide students with optimum gains within their rigorous learning regiment and decrease issues within transitional actions.

Comprehensive Building Envelope ETFE Membrane Skin + Steel Grid Shell

01

Wood Decking

09

Concrete Support Column (3_5 ft. dia.)

02

Concrete Footings (1 ft. dia.)

10

4_Pronged Steel Strut Assembly

03

Pre_Fab Module

04

Bathroom Module [Proposed]

05

Green Roof

06

Entry Vestibule

07

Large Cafeteria + Auditorium [Proposed]

08

CHAPTER EIGHT

and

THREE

IMAGE 38

EXPLODED ISOMETRIC

ARCHITECTURE of AUTISM

Module Placement

IMAGE 39

CHAPTER EIGHT

and

FOUR

Care Area + Computer Lab

PICK-UP + DROP-OFF AREA Side entrance for vehicular pick-up and drop-off so as to maximize spatial efficiency in human traffic

RECEPTION CHECK-IN Child and parent / instructor check-in at reception desk for full accountability and response

CARE AREA [BEFORE + AFTER] For children who require before and/or after school programs in regards to transportation during the day

TEACHING AREA Space provided for child’s continual interaction with the teaching environment

A.D.A BATHROOM Optimum for students who are still too young to be fully potty trained.

Will be phased out in older classrooms.

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

QUIET [RESET] ROOM Main quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”

COMPUTER LAB Flex room capable of providing large groups (public or private) with technological interaction, instruction or lectures

TECHNOLOGY WORK STATIONS Individualized area meant to introduce children to new technologies and interaction interfaces

TRANSITION VESIBULE IMAGE 40

Proper area for the comings and goings of child transitions - into and out of the school

ARCHITECTURE of AUTISM

Module Placement

IMAGE 41

CHAPTER EIGHT

and

FIVE

Administration + Visitor Area

ENTRY VESITUBLE Area of tranistion meant to imply architectural precedent that exists within the overall school plan

RESOURCE STORAGE Sufficient storage space for instructor resources, materials and texts

A.D.A BATHROOM Lavatory area provided for teaching staff as well as visitors

INSTRUCTOR WORK STATIONS Personalized instructor computer stations arranged for collaborative interaction and cohesive work flow

BREAK ROOM Kitchen area for lunch breaks and/or snack storage. Includes a refridgerator, sink, microwave and cabinet space.

PRINCIPAL OFFICE Separate room for school principal and assitant principal

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

CONFERENCE ROOM Area for large meetings between school officials and parents, clients or general public

RECEPTION DESK Check-in recetion required of all guests to the school

WAITING AREA IMAGE 42

Ample seating space for parents and/or public individuals with appointments to meet with instructors

ARCHITECTURE of AUTISM

Module Placement

IMAGE 43

CHAPTER EIGHT

and

SIX

Younger Child Classroom . Pre-K

ENTRY VESTIBULE Proper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

KITCHEN AREA For younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment

SPEECH ROOM Room for one-on-one therapy away from surrounding distractions but not removed from classroom setting

FLEX ROOM For student and/or instructor use where needed for variety of funtions or needs

A.D.A BATHROOM Optimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.

COMPUTER LAB Area for communicative use or reward (iPads or other electronic devices)

IMAGE 44

CLASSROOMS Note that within the main classroom, partition walls may be installed

ARCHITECTURE of AUTISM

Module Placement

IMAGE 45

CHAPTER EIGHT

and

SEVEN

Cafeteria + Library IMAGE 46

ENTRY VESITUBLE Area of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.

CAFETERIA Lunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.

CATERING KITCHEN Kitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting

KITCHEN COLD STORAGE Adequate storage for edible food stuffs

A.D.A. BATHROOM Optimum for students who are still too young to be fully potty trained.

Will be phased out in older classrooms.

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

LIBRARY Small library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.

COMPUTER STATIONS Area for communicative use or reward (iPads or other electronic devices)

READING ROOM Separate room for reading sessions between small groups or individuals

MOVIE ROOM Room for moive screenings separate from main library space

ARCHITECTURE of AUTISM

Module Placement

IMAGE 47

CHAPTER EIGHT

and

EIGHT

Discrete Trial + Physical Therapy [Main Floor] ENTRY VESITUBLE IMAGE 48

Proper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided

PHYSICAL THERAPY Stational play designed to enhance physical activity within students so as to develop neccessary motor skills

TEEACH STATIONS TEEACH stations nearby for easy access to physical play and resources

EXTERIOR ACCESS Wide swing door provides egress to outside playground so as to mesh indoor and outdoor physical activity

A.D.A. BATHROOM Optimum for students who are still too young to be fully potty trained.

Will be phased out in older classrooms.

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

SPEECH ROOMS Room for one-on-one therapy away from surrounding distractions but not removed from classroom setting

STAIRWAY ACCESS Closed egress for upper and lower level changes

SENSORY ROOM Area similar to physical therapy, housing tactile exercises meant to enhance sensory perception

DISCRETE TRIAL ROOM D.T. rooms designed to divide and grow based on user needs, complete with movable paritions

BREAK-OUT ROOM Designed for futher intense behavioral therapy where distractions are greatly reduced

ARCHITECTURE of AUTISM

Module Placement

IMAGE 49

CHAPTER EIGHT

and

NINE

Instructor Work + Roof Garden [Upper Floor] IMAGE 50

STAIRWAY ACCESS Closed egress for upper and lower level changes

MEETING ROOM Instructor collaborative area spacious enough for partial staff morning and afternoon meetings

INSTRUCTOR WORKSTATIONS Personalized instructor computer stations arranged for collaborative interaction and cohesive work flow

BREAK-OUT ROOM Designed for futher intense behavioral therapy where distractions are greatly reduced

STORAGE + MECHANICAL Due to the high demand for training materials and resources required

ROOF TRANSITION VESIBULE Exterior access for roof garden transition. Ample area for prepartation of experience.

ROOF GARDEN Exterior open plane designed for nature interaction and/or vocational training to older adults with autism

ARCHITECTURE of AUTISM

Module Placement

IMAGE 51

CHAPTER EIGHT

and

TEN

Intermediate Child Classroom IMAGE 52

ENTRY VESTIBULE Proper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.

STORAGE Due to the high demand for training materials and resources required

KITCHEN AREA For younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment

SPEECH ROOM Room for one-on-one therapy away from surrounding distractions but not removed from classroom setting

A.D.A BATHROOM Optimum for students who are still too young to be fully potty trained.

Will be phased out in older classrooms.

CLASSROOMS F

Note that within the main classroom, partition walls may be installed

STAIRWAY ACCESS Closed egress for upper and lower level changes

ARCHITECTURE of AUTISM

Module Placement

IMAGE 53

CHAPTER EIGHT

and

ELEVEN

Advanced Child Classroom IMAGE 54

ENTRY VESTIBULE Proper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.

STORAGE Due to the high demand for training materials and resources required

KITCHEN AREA For younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment

SPEECH ROOM Room for one-on-one therapy away from surrounding distractions but not removed from classroom setting

A.D.A BATHROOM Optimum for students who are still too young to be fully potty trained.

Will be phased out in older classrooms.

CLASSROOMS F

Note that within the main classroom, partition walls may be installed

STAIRWAY ACCESS Closed egress for upper and lower level changes

ARCHITECTURE of AUTISM

LIBRARY VESTIBULE

IMAGE 55

CHAPTER EIGHT

IMAGE 56

and

TWELVE

SENSORY ROOM

ARCHITECTURE of AUTISM

EXTERIOR CORRIDOR

IMAGE 57

CHAPTER EIGHT

IMAGE 58

and

THIRTEEN

YOUNGER CHILD CLASSROOM

IMAGE 59

CHAPTER NINE

and

Autism is an extremely variable disorder.

Temple Grandin

ARCHITECTURE of AUTISM

Comprehensive Building Envelope ETFE Membrane Skin + Steel Grid Shell

01

Concrete Support Column (3_5 ft. dia.)

Wood Decking

09

Concrete Footings (1 ft. dia.)

10

4_Pronged Steel Strut Assembly Pre_Fab Module

04

Bathroom Module [Proposed]

05

Green Roof

06

Entry Vestibule Large Cafeteria + Auditorium [Proposed]

08

of 1 : 88 1 : 1,200

RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMIC

Autism has seen a 600% increase in the last 30 years

1 : 500

MARIA VALDES . ARCH 799 GRADUATE ARCHITECTURE STUDIO . THESIS II . PROFESSOR HSU-JEN HUANG . SAVANNAH COLLEGE OF ART + DESIGN . 2012

1 : 300

Facts and Statistics The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.

Significance of Study Due to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.

The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.

As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention). Therefore, it is estimated that 1.5 million Americans may be diagnosed with

1 : 100,000

AUTISM $ 79 M

JUVENILE DIABETES

M.D.

LEUKEMIA

$ 162 M

$ 277 M

$ 156 M

CURRENT DIAGNOSIS RATE according to CDC DATA

IMAGE 60

RATE of INCREASE in AUTISM per YEAR

RATE of TACTILE DEFENSIVENESS in AUTISM

Financial Support vs. Rate of Incidence

PEDIATRIC AIDS $ 394 M

Rate of Increase in Autism from 1975 - Present (2012)

the disease (noting that of the approximately 4 million babies be identified as autistic).

In relation to its frequency, government statistics suggest the rat percent (CDC) making it the fastest-growing serious developm the most prevalent developmental disorder to date outnumberin diabetes and pediatric AIDS combined. Recent studies also sug autism than girls. In the United States alone, 1 out of 54 boys perhaps more going undiagnosed (CDC).

Yet recent research has indicated that changes in diagnostic increase in prevalence over time, however much of the increase by the environmental factors.

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“

Evidence of Design Decision It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.

If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.

“

Dr. Ivar Lovaas 1981

Martin County . FL Palm City

Effected Student Enrollment Martin County . FL

Pr.K - K

1-8

9 - 12

12+

County Statistics

1 : 5000

1 : 2500

1 : 250 1 : 500

1 : 150

1 : 88

As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north. And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.

By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).

Martin County . FL

Educational Context

FAMILY HOUSEHOLD RESIDENCES: TOTAL AREA (SQ. MILES) : born every year, 25,000 of them will eventually

te of autism is rising at an annual rate of 10 to17 ental disability in the United States. In fact, it is g those children diagnosed with cancer, juvenile ggest boys are four times more likely to develop s are suspected of being on the spectrum, with

practices may account for at least 25% of the e is still unaccounted for and may be influenced

TOTAL POPULATION : TOTAL BIRTHS per 100,000 :

82% 752.8 139,795 54.34

TOTAL HOUSEHOLDS :

123,374

TOTAL HOUSEHOLDS with FAMILIES :

101,097

AVG. HOUSEHOLD SIZE :

Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting prekindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.

Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools. The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.

According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.

Jensen Beach

PERSONS

Stuart

1 11

Palm City

4

Hobe Sound

3

ARCHITECTURE of AUTISM

VARIOUS MODULE FLOOR PLANS

OLDER CHILD CLASSROOM Main Floor

DISCRETE TRIAL + THERAPY Main Floor

OLDER CHILD CLASSROOM Upper Floor

DISCRETE TRIAL + THERAPY Upper Floor

Programmatic Plan

EXTERIOR CORRIDOR BETWEEN MODULES

ENTRY VESTIBULE

CLASSROOMS

CAFETERIA

Proper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.

Note that within the main classroom partition walls may be installed

Lunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.

RECEPTION DESK

LIBRARY

PHYSICAL THERAPY

Check-in reception required of all guests to the school, parents and students who enter through the main offices

Small library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.

Stational play designed to enhance physical activity within students so as to develop neccessary motor skills

WAITING AREA

MOVIE ROOM

TEACCH STATIONS

Ample seating space for parents and/or public individuals with appointments to meet with instructors

Room for moive screenings separate from main library space

TEACCH stations nearby for easy access to physical play and resources

CONFERENCE + MEETING ROOM

CATERING KITCHEN

BREAK-OUT ROOM

Area for gatherings between school officials and parents, clients or general public

Kitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting

Designed for futher intense behavioral therapy where distractions are greatly reduced

STORAGE + MECHANICAL

KITCHEN COLD STORAGE

STAIRWAY ACCESS

Due to the high demand for training materials and resources required

Adequate storage for edible food stuffs

Closed egress for upper and lower level changes

A.D.A BATHROOM Optimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.

KITCHEN AREA For younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment

INSTRUCTOR WORK STATIONS Personalized instructor computer stations arranged for collaborative interaction and cohesive work flow

PRINCIPAL OFFICE Separate room for school principal and assitant principal

CARE AREA [BEFORE + AFTER] For children who require before and/or after school programs in regards to transportation during the day

QUIET [RESET] ROOM Main quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”

COMPUTER LAB [LARGE] Flex room capable of providing large groups (public or private) with technological interaction, instruction or lectures

SPEECH ROOM Room for one-on-one therapy away from surrounding distractions but not removed from classroom setting

FLEX ROOM For student and/or instructor use where needed for variety of functions or needs

COMPUTER LAB

IMAGE 61

SENSORY PLAYROOM

LIBRARY MODULE

YOUNGER CHILD CLASSROOM

Area for communicative use or reward (iPads or other electronic devices)

EAST ELEVATION of BUILDING

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TWO

Unit Dimensions and Programming

Overall square footage: Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft² (2) 8 ft. x 20 ft. = 320 ft²

8 ft.

CAFETERIA + LIBRARY

YOUNGER CHILD CLASSROOM

CARE AREA + COMPUTER LAB

Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft²

ADMINISTRATION

Individual framing units: 8 ft. x 15 ft. = 120 ft² 8 ft. x 20 ft. = 160 ft²

10 ft.

8 ft.

8 ft.

based on standard framing sizes for ease and efficiency of construction

40 ft.

20 ft.

15 ft.

24 ft.

24 ft.

8 ft.

8 ft.

Origin of Exterior Form Optimum space usage of path along a singular axis

Primary paths within modular arrangement

Cross-sectional adjacencies indicating predominate corridors

Modular Unit

Programmatic Plan

The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.

Three-dimensional form generated from site

The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, one’s vision is not necessarily obstructed but rather narrowed to a easier area of focus. By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps.

In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.

Variations to Module Sequence The module units of the building program will provide ample flexibility for users that may be completely unrelated to one another’s programmatic needs. As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.

In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.

Hexagonal Skin

Construction Details

The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.

Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.

Units in Parallel Adjacent units in unbroken continuity

Separated units with release point / broken continuity of path

Elevation of Casting + Support

Structural Section . Skin

“v”-shaped steel casting elements funnel the overall load of the roof into various points on site

OR

SENSORY ROOM Area similar to physical therapy housing tactile exercises meant to enhance sensory perception

ENTRY VESTIBULE [Non-CLASSROOM] Area of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.

Units in Opposition

Plan of Casting Structure + Column Support

Adjacent units create a focal point via intersecting axes

Separtated units channel pathways toward an inner siphon

the form of the support members ultimately tie back to the roof structure’s simple geometry and grid

DISCRETE TRIAL ROOM D.T. rooms designed to divide and grow based on user needs, complete with movable paritions

ROOF GARDEN

OR Isometric of Steel Casting . Formwork

Exterior open plane designed for nature interaction and/or vocational training to older adults with autism

ROOF TRANSITION VESIBULE Exterior access for roof garden transition. Ample area for prepartation of experience.

Module Structure Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.

Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.

4” x 1” Steel Frame + Shear Wall Pre-Cast Concrete Floor W14 x 14s Steel Beam 12” dia. Concrete Footing

ARCHITECTURE of AUTISM

Conclusion This thesis is not imaginary nor is it theoretical in nature. This thesis was not born from the desire to create beauty for beauty’s sake nor can it be misconstrued as an architectural folly. Instead, this thesis is concieved within the very real and very serious matter of autism and the unbridled epidemic we are currently facing as a human race.

The architecture proposed within this thesis aims to merge the seemingly fathomless gap between home life and school life for a child with autism.

It also means to cater such an architecture to the tactile deficiencies often found within autistic individuals, through new usages of square footage and the multi-dimensionality of the spaces within.

This idea of a cohesive environment (melded between home and school) is reinforced specifically within building form and functionality, utilizing prefabrication technologies and secondary skin systems as a way to mitigate exposure to overt solar radiation and exterior distractions. For this point of view, each module acts as its own “house” within the “neighborhood” system and allows the child to progress forward according to his own abilities and needs. In this sense, the architecture is flexible and non-site specific which will allow for greater feasibility in a variety of climate and user groups.

As a reflective thought, my desire is to pursue this project whole-heartedly into possible realization. It is my dream that one day, in the near future, there will be an architectural answer to the autistic epidemic.

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ARCHITECTURE of AUTISM

Acknowledgements I would like to thank my committee members, without whose knowledge and guidance this project would be nothing. I would also like to acknowledge my friends, colleagues and peers whose laughter and insight have provided me with such joy throughout these last five years.

I dedicate this thesis to my loving and supportive parents, Sergio and Joanne Valdes. Your wisdom and unconditional love have molded me into the person I am today.

And, of course, this thesis ultimately belongs to my brother, Daniel Valdes, and the many other children like him whose lives are not defined by the paths they cannot travel but by the journeys they dare to embark.

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Works Cited About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.

Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.

Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.

Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.” American Journal on Mental Retardation vol. 100, 1995: 137-145.

Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.

Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.

DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept.

1995: 1-6.

Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.

Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology. Ed. Joan Ockman. Rizzoli: New York, 1993.

Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.

Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg.com/inflation/.

Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.

Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.

Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.

Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.” Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.

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Works Cited Cont.

Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.

Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.

Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.

Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).

Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.”

American Journal of Psychiatry vol. 154, 1997: 1265-71.

Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.

Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press. 1987.

Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.” The American Journal of Occupational Therapy vol.

55 no. 4, 2001: 416-423.

What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol.

168, 1996: 105-109.