9110 Evidence-Based Landscape Design: Sensory Play Gardens' Value for Children with Developmental Disorders

Thursday, July 14, 2016: 2:15 PM-3:30 PM

Studio 10 (New Orleans Marriott)

More than just play, children with developmental disorders benefit from strategically designed sensory playgrounds and sensory gardens. This study evaluated the outcomes of outdoor play using a multiple baseline research design. The lessons are applicable to future sensory gardens and play areas for schools, early childhood and therapeutic play environments.

More than just play, children with developmental disorders benefit from strategically designed sensory playgrounds and gardens. This study evaluated the outcomes of outdoor play using a multiple baseline research design. The lessons are applicable to future sensory gardens and play areas for schools, early childhood environments and therapeutic play spaces.

A new behavioral coding system developed in collaboration with Dr. Stephen Camarata at Vanderbilt University will be presented as a mechanism for capturing outcomes related to social participation, self-regulation and self-esteem.

More often today therapists and care givers look to cross-disciplinary, evidence-based research to support their decisions in play environment planning and design as well as behavioral outcomes that will result in successful experiences for children and families that will come and enjoy the play garden.

A well-planned sensory-rich playground and garden will allow children with developmental disorders to develop the strong sensory and motor systems that are so vital for their futures. This ground breaking research examines the outcomes attained by children, therapists and families experiencing the play space as a natural setting for rich, multi-sensory dynamic occupational therapy interactions.

As a post-occupancy study this research contributes to the evidence-based practice of designing sensory play spaces and gardens to elicit the positive treatment outcomes as attained in a clinical treatment setting.

Allowing every child to experience the joy and thrill of sensory-motor play transforms play environments into amazing spaces where children can develop their bodies, brains and self-esteem, laying the groundwork for healthy, fulfilling lives.

Learning Objectives:

1. Overview research on outcomes of treating developmental disorders in the context of a sensory garden/playground.

2. Identify elements of landscape design that facilitate self-regulation and social participation for all children and contribute to a quality experience in sensory playgrounds/gardens.

3. Discuss research findings from this project, which go beyond playground design, and have implications for schools, early childhood and therapeutic play environments.

Learning Objectives:

Identify elements of landscape design that facilitate self-regulation and social participation for all children and contribute to quality of life in sensory playgrounds/gardens.
Relate research on working with children who have developmental disorders in the context of a sensory garden/playground.

Track: Lifespan 2 - School Age

Content Area: Current Research

Presenters:

John McConkey, MBA, CPSI
Landscape Structures

John McConkey serves as Research Manager at Landscape Structures. He brings over 15 years of experience in the healthcare field, and offers a unique perspective on inclusion, health and children’s play on the playground. Since 2002, John has researched societal trends to help create new and innovative playground design solutions.

Ingrid M. Kanics, MOT, OTR/L
Kanics Inclusive Design Services, LLC

As an Occupational Therapist I help communities create places where all children can play together. As Therapy Director at Hattie Larlham, Mantua, OH, I oversaw therapy and recreation programs for children of varying abilities. I present at state and national conferences on the topics play, sensory integration and Universal Design.

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