Abstract
Emerging research in Evidence-Based Design for interiors such as classrooms has begun considering the unique sensory needs of users with autism spectrum disorders. The current study observes the impact of the acoustic environment on repetitive speech and motor movement in children with autism. An observational study was conducted in four school classrooms to observe changes in behavior associated with changes in the decibel levels in the room. Forty-two children diagnosed with high-functioning autism between the ages of six and nine years old were observed in classroom settings. Variant decibel levels in the classrooms and variance in the frequency of repetitive behaviors were measured to determine the strength and direction of the correlations between the two. Results were analyzed using Noldus Observer XT software, and confirmed the hypothesized relationship. The finding that repetitive behavior is correlated with the acoustical condition of the environment should be considered in the design of classrooms for children with autism, for the benefit of user comfort and educational performance.
Highlights
As knowledge of autism spectrum disorders (ASD) develops alongside the Evidence-Based-Design (EBD) movement, the design of built environments that meet the unique needs of users with autism can become more precise
Over responsiveness to external sensory stimuli predicts anxiety, while under- and over-responsiveness with anxiety and intolerance of uncertainty are found to reliably predict increases in repetitive motor behaviors and insistence on sameness (Wigham, et al, 2015). These findings suggest that the physiological and psychological effects of noise are pronounced for individuals with autism
The present study shows that a relationship between noise levels and repetitive behaviors is reliably present (Colman, Frankel, Edward, & Freeman, 1976; Wigham, et al, 2015)
Summary
As knowledge of autism spectrum disorders (ASD) develops alongside the Evidence-Based-Design (EBD) movement, the design of built environments that meet the unique needs of users with autism can become more precise. Autism is a neurodevelopmental disorder characterized by alterations in verbal and social skills, often accompanied by self-stimulatory behaviors and restrictive and repetitive motor movements and interests (American Psychiatric Association, 2013; Limbers, Heffer, & Varni, 2009; Varni, et al, 2012). Repetitive behaviors are identified as behaviors that have no observable goal, but that are repetitiously done (Fenton & Penney, 1985). The behaviors are observed in intellectually disabled individuals, individuals with psychosis, and individuals with autism, Fenton and Penney (1985) found the lighting in the built environment increased repetitive behavior in children with autism, but not repetitive behavior in children with intellectual disabilities. Engaging in repetitive behaviors in response to environmental stimuli is a characteristic assumed to be unique to individuals with autism
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
