Measurements of classroom acoustic conditions in which young neurodiverse persons learn in São Paulo and Nebraska

Abstract

Autism is a set of complex neurobehavioral conditions that involve, among other characteristics, hypo/hypersensitive responses to any sensory input, usually referred to as sensory processing disorder. The most common sensory difference associated with autistic individuals is an over or under response to visuals, touch, smells, tastes, balance, and sounds when compared to neurotypical individuals. Among these, auditory sensitivity has a significant influence. Research studies to date have revealed that autistic individuals are highly susceptible to surrounding sounds, and show that certain noises, such as loud sounds, classroom bells, sirens, the radio or the TV, and traffic noise, may induce uncomfortable and distracting behavior. In this study, we investigated the acoustic environment of classrooms/facilities designed for a more inclusive education. A number of room acoustic descriptors, such as reverberation time (RT), speech clarity (C50), speech transmission index (STI), sound levels, and auditory strength (S/N ratio) were measured in this regard. The experimental measurements were performed in several rooms and facilities focusing on autistic individuals in Campinas, São Paulo, in Brazil and in Omaha, Nebraska, in the United States.