The Autism Society Event and Education Recordings Archive

     Creating educational environments for all learners provides a series of complex challenges since each student has different ways of thinking and learning. Environmental psychologists and educational researchers recognize that the built environment has a profound effect on learning and behavior (Shabha, 2006; Lackney, 2003; Dunn, Griggs, Olson, Beasley, Gorman, 1995). Considerations for the design of educational environments must go beyond aesthetic value and provide for the needs of the students. The challenge of providing learner-centered environments is further complicated by the increase in the number of students with Autistic Spectrum Disorders (ASD). Federal law requires that students with all disabilities including ASD be educated in the general education classroom to the fullest extent possible (U.S. Department of Education).

Review of Literature

     The majority of children with ASD have hypersensitivities with heightened senses (Freed & Parsons, 1997; Grandin, T.,1995; Hatch-Rasmussen, 1995). These sensitivities come to the forefront when designing environments that impact learning. Rapid shifting of attention between two different stimuli is difficult and may cause abnormal sensory processing. This may result in the demonstration of unusual behaviors.  The sensory systems of individuals with ASD may become overloaded since they have difficulty filtering stimuli from the environment causing them to retreat into self and not respond to teacher or classmates (Freed & Parsons, 1997; Grandin, T.,1995; Hatch-Rasmussen, 1995). Additionally, a dysfunction in these areas may result in distractibility, speech/language delays and academic under-achievement.  For this study, Sensory Integration Theory provided the framework.

     Physical structure and visual supports provide spatial organization for all students including those with ASD and should be considered in any educational environment where the child interacts. For this population, the physical structure minimizes visual and auditory distractions (Mesibove & Howley, 2003).

     Light is an important component in the design of interior spaces as it allows the various elements to be seen (Fielding, 2000; Lyons, 2003). Natural light relaxes students, permits better concentration, and reduces hyperactivity in children. (Dunn and Dunn, 1993; Beya, Dunn, & Greb, 2002). Daylighting has been shown to improve academic performance (Fielding, 2006).  A detailed study on the relationship between lighting and performance involving thousands of students concluded that students in classrooms with more daylight progressed more quickly in math and reading than students in classrooms with less daylighting (Lyons, 2003).  

     Studies and literature in the area of color preferences for students with developmental disabilities are varied. Imhof  (2004), Zentall (1989), and  Kennedy (2005) contend through their individual research that color stimulation in the learning environments improves attention and motor processes resulting in better academic performance. However, Clay (2004), Stokes (2003), and Myler, Fantacone, & Merritt. (2003) claim that a subdued color scheme in warm neutral colors is necessary to prevent overstimulation.

     Many students with ASD experience audio processing difficulties and sensory integrative dysfunction regarding hearing.  A lack of empirical evidence is available regarding the effects of noise on students with ASD. However, even modest noise levels, typical of those found in many residential areas in North America, can cause delays in cognitive development in young children according to Lercher, Evans, and Meis (2003). This study examined the relationship between ambient noise, memory, and attention.  The researchers concluded that cognitive development is adversely affected at this moderate noise level. 

Research Objective

     The objective of this study was to assess the impact of the sensory environment on the behavior of students with ASD. The review of literature indicates that visual and auditory stimuli are the basis of most behavioral reactions. Therefore, this study examined sensory triggers in the classroom and auxiliary spaces such as gymnasiums, restrooms, and cafeterias. The research objectives addressed by this study included:

Question 1:  Does the design of the visual environment affect the behavior of students with ASD?

Question 2:  What visual design features of the built environment trigger undesirable behavior?

Question 3:  What visual design features of the built environment help to decrease undesirable behavior?

Question 4:  Does the design of the auditory environment affect the behavior of students with ASD?

Question 5:  What auditory design features of the built environment trigger undesirable behavior?

Question 6:  What auditory design features of the built environment help to decrease undesirable behavior?

Methodology

     The instrument used in this study was designed to identify sensory parameters in the learning environment that negatively affect the behavior of students with ASD.  A mixed method approach to inquiry using sequential procedures was utilized for this study. The review of literature revealed a lack of research concerning the effects of the sensory environment on individuals with ASD; therefore, a pilot study (focus group) was utilized for the first phase of this research project.  The information gained was used to develop the survey instrument for phase two of the study.

    A focus group interview of eleven individuals with experience in working with children with ASD was conducted to facilitate in answering the research questions. Questions were asked to gather data about the schools, teaching settings, and behavioral reactions.  Data analysis of this focus group followed the procedures outlined by a systematic analysis process. 

     Special education teachers who had worked with a student with autism within the previous five years were the target group for phase 2 of the study.  SurveyMonkey was used to administer the survey. A total of 604 individuals responded to the study. Responses from participants without teaching certificates and those who had not worked with a child with autism in the past five years were eliminated from the study. A total of 546 participants remained. Simple statistical processes were used to analyze the data using descriptive statistics (e.g., frequency distributions) from the Statistical Package for the Social Sciences (SPSS) since the study was exploratory in nature

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Findings

    The focus group participants were asked about the main visual triggers they have observed in the classroom causing sensory hypersensitivity and stereotypic behavior in children with ASD and aspects of the visual environment having a positive impact on behavior.  Four main themes emerged: (1) classroom congestion, (2) space organization, (3) lighting, and (4) color.

     The questionnaire addressed (1) sensory triggers in the classroom causing sensory hypersensitivity and stereotypic behavior in children and (2) sensory aspects that positively influence behavior.

           The importance of visual and physical organization cannot be overemphasized when designing learning environments for students with ASD. According to the focus group, a thematic, visually rich environment is beneficial for students with ASD as long as it is organized. Based on the results from the focus and survey groups, a cluttered and a highly decorated classroom may lead to undesirable behavior.

     According to the focus group and survey group, space should be well-defined. The focus group reported that an open concept space is difficult for students with ASD as they will desire to roam or run within the area. The TEACCH approach (Mesibov, et.al., 2004) and claims by Stokes (2003) emphasize the need for organization of the physical environment. These assertions are backed-up by the current study since undefined space was the second most common visual trigger selected by the survey group. Screens, bookcases, and other dividers may be used to segment the classroom. Colored tape or carpet squares may also be used to mark various areas within the room. In addition, individual study carrels may be provided to shield a student from distractions.

     Break-out areas or auxiliary spaces are desirable features of classrooms according to the focus group members and respondents to the open-ended questions in the survey. This space may be a small room connected to the classroom, a portion of the room divided with furnishings such as bookcases, or even a teepee. The area may have soft furnishings such as a sofa or bean bag chairs. Students with ASD benefit from having an adjoining area to go into when they begin to feel overwhelmed by the stimuli in the classroom. The space may also serve as a quiet work area for students.

    The focus group and survey group both reported that intensity of light, source of light, luminance, and presence of windows were all found to trigger sensory hypersensitivity and stereotypic behavior. Source of light was found to have the greatest effect of the three; however, windows were also seen as a source of distraction for students with ASD. The teachers of both the focus group and survey group reported various ways of decreasing the brightness of light such as flexibility in switching, removing half of the overhead fluorescent lights or turning on only half. In addition, turning off all fluorescent lighting and using only natural light from windows was mentioned as ways to reduce intensity of light.

     Color and pattern were found to serve as visual triggers for students with ASD but to a lesser extent than factors contributing to space organization and lighting. Certain colors and/or color contrast were each selected by 15% of the teachers in the survey group as having a negative effect on behavior for students with ASD. Patterned fabrics were selected by 13.1% of the teachers.

     The use of color in learning environments showed the greatest amount of disparity of findings of all sensory parameters reviewed in this study. The results of this study show that color is important in designing functional learning spaces; although, a specific formula for color within the learning environment was not determined The results from this study show that color may be a visual trigger for some students with ASD. Others reported that color may serve to reduce undesirable behavior. Discovering a child’s color preferences and using those colors may be beneficial. However, when the empirical evidence is reviewed as a whole, it reveals that in order to facilitate learning, balance is needed in color application for all classrooms. An over-stimulating use of color may be as detrimental as under-stimulating color applications.

Conclusion

          This study provides ground breaking information regarding the application of visual and auditory design elements in the learning environment for students with ASD as very few empirical studies have addressed the issue. In addition, the large sample provides a more accurate estimation of the optimal design features.  The results of this study show that the design of the visual learning environment through space organization, lighting, and color has an effect on behavior of students with ASD. Some students are more sensitive to the learning environment than others. An appropriately designed built environment will help to reduce undesirable behavior which will contribute to learning.

     The majority of the present literature concludes that visual stimuli results in undesirable or stereotypic behavior for students with ASD. This study contradicted this approach to classroom design and determined that in order to facilitate learning; balance is needed in all visual elements of design for classrooms. An under-stimulating use of visual stimuli may be as detrimental as over-stimulating use of visual stimuli. The environment should be visually rich in order to stimulate learning and improve behavior for students with ASD.

     The design of all areas within a school building needs to be considered in reducing stereotypic or self-stimulatory behavior in students with ASD. Aside from the classroom, the major areas considered to be potential sensory problem areas are the dining room/cafeteria and gym.  Large open areas without boundaries and hard surfaces contribute to sensory problems. Recognizing sensory triggers within the built environment is an important step in alleviating undesirable behavior.

     The proper application of design components, materials, and finishes in classrooms has become more important due to the move toward inclusion in the public schools of the United States. Every general education classroom is potentially inclusive. Furthermore, participants in this study stated that all students (not only students with ASD) benefit from the improvement in lighting, color, and space organization. As the special education and general education systems merge, the need to understand the effect of the sensory environment on the behavior of students with ASD applies to design professionals, administrators, and educators.