Acoustic environment in classrooms for children with autism spectrum disorders: case studies in China

Abstract

Previous studies have established that children with autism spectrum disorder (ASD) display distinct patterns in auditory signal processing compared to typically developing children. However, the acoustic environment of classrooms for children with ASD has not received sufficient attention. This study focuses on Tianjin as a case study to understand the current situation of the classroom acoustics for children with ASD. Acoustic condition investigations were conducted in nine schools, with acoustic measurements taken in 18 classrooms. In addition, semi-structured interviews were conducted with 15 teachers to assess the quality of classroom acoustics. The investigation and measurement revealed that there are multiple identifiable sound sources in the classrooms, and the sound pressure level values differed greatly between classrooms. This can be attributed to the lack of proper functional zoning and room layout within schools, as well as the inadequate sound insulation in the classrooms. The interview indicated that the current acoustic environment has a negatively impact on the attention, emotion, behavior, and training of children with ASD. In summary, the current classrooms for children with ASD do not create a favorable acoustic environment.