A Research Proposal on the Spatial Design Circulation from the Behavioural Aspects of People with Autism

Spectrum Disorder

By:Allayza R. Almodiente

BS Architecture

Mapúa Institute of Technology, 2015

A Practicum Report Submitted to the School of Architecture, Industrial Design, and the Built Environment in Partial Fulfillment of the Requirement for the Degree

Bachelor of Science in Architecture ProgramBS Architecture

Mapúa Institute of TechnologyJune 2015

ACKNOWLEDGEMENT

The researcher would like to give her utmost gratitude to Architect Ma. Socorro Gacutan,

as her Research study adviser whose encouragement, counsel and support from the initial to the

final part of the study enabled her to develop an understanding of the subject.

To the parents, coaches, and teachers of Independent Living Learning Centre Inc. for

giving their insights and outlook for this research.

This study would not also be possible without the help of their dean, Arch. Gloria B.

Teodoro for giving her permissions and assistance to conduct this research.

To my parents, who provided her overflowing moral and financial support. Her

classmates who gave her joy and became inspiration to continue this research.

Lastly, the researcher would like to thank the Almighty Lord for giving her the courage

wisdom and knowledge all throughout the study.

TABLE OF CONTENTS

TITLE PAGE

ACKNOWLEDGEMENT

TABLE OF CONTENTS

Chapter 1: INTRODUCTION

Statement of the Problem

Assumption

Importance of the Study

Scope and Limitation

Delimitation

Theoretical Framework

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDIES

Chapter 3: RESEARCH DESIGN AND PROCEDURE

Research Methods

Research Instrument

Research Locale

Population Universe

Sampling Procedure

BIBLIOGRAPHY

APPENDIX A

Chapter I

INTRODUCTION

Autism is a spectrum disorder with a wide degree of closely-related disorders with a

shared core of symptoms. People with autism spectrum have unique abilities in skills, empathy,

communication, and flexible behaviour. These symptoms vary tremendously from person to

person. Meaning people may have the same diagnosis but may very different when it comes to

their behaviours and abilities.

The Autism Spectrum Disorder (ASD) belongs to a category of five childhood-onset

conditions known as pervasive developmental disorders (PDD). However, when most people talk

about the autism spectrum disorders, they are referring to the three most common PDDs; Autism,

Asperger's Syndrome and Pervasive Developmental Disorder not otherwise specified (PDD-

NOS). Childhood disintegrative disorder and Rett Syndrome are the other pervasive

developmental disorders. Because both are extremely rare genetic diseases, but considered to be

separate medical conditions that don't truly belong on the autism spectrum.

Diagnosing ASD can be difficult since there is no medical test to diagnose the disorders.

Medical practitioners look at the child’s behaviour to development to make a diagnosis. ASD can

sometimes be detected at 18 months or younger. However, many special individuals do not

receive a final diagnosis until much older. This delay means that children with ASD might not

get the early help they need.

Currently, there is no cure of Autism Spectrum Disorder but research shows that it can

improve the person’s development with early intervention treatment services. These services

include therapy that could help build up the basics such as walking, talking, and interacting

skills.

As these individuals develop their skills yet, they struggle to function in terms of

behaviour, movement, and interaction with the environment and spaces they are associated with.

Spatial considerations and architectural design guidelines are essential in creating the

environment to accommodate the needs of these special people.

STATEMENT OF THE PROBLEM

The purpose of this study is to create a spatial design intentionally for the use of people with

Autism Spectrum Disorder. More specifically, it sought to answer the following questions:

1. What are the predominant factors that deter people with ASD in a spatial circulation?

2. What is the impact of the architectural design considerations to the behaviour of the autistic

users?

3. What possible space planning could be effective to the transition of these individuals from of

one space to another?

ASSUMPTIONS

Creating the spatial designs would benefit the development of coordination and skills of these

individuals both physically and mentally. These designed spaces would prevent these

individuals’ uneasiness and confusion in transitioning from one place to another.

THEORETICAL FRAMEWORK

People with ASD in their workplace have their own activities and routines in their own spaces.

The diagram above shows the essential considerations in planning spatial designs.

IMPORTANCE OF THE STUDY

The significance of this study is to develop and provide spatial designs that could help these

special individuals lessen the struggle of functioning, transitioning from one activity to another.

Also to enhance their skills and coordination through the spaces created intended for them.

Functional spatial design

considerations

Population of people with ASD

COLOR PSYCHOLOGY

VisualManagement

LearningNatural LightDistraction

SAFETYComfort

AccessibiltySpecial Needs

INNOVATIONMaterialsFurniture

Ergonomics

ENVIRONMENTLightingSound

AtmosphereGeneral Layout

Performance and Behavior

LIMITATION OF THE STUDY

This study is limited only to the architectural aspects particularly the spaces that would benefit

people with Autism Spectrum Disorder in functioning and transitioning from a different

environment.

DELIMITATION OF THE STUDY

This study will discontinue on the medical conditions of these special individuals or any of their

personal matters.

DEFINITION OF TERMS

Autism Spectrum Disorder –is a condition that affects social interaction, communication,

interests and behaviour.

Asperger's Syndrome –an autism spectrum disorder (ASD) considered to be on the “high

functioning” end of the spectrum.

Childhood Disintegrative Disorder –also known as Heller's syndrome. A very rare condition in

which children develop normally until at least two years of age, but then demonstrate a severe

loss of social, communication and other skills.

Pervasive Developmental Disorder –a group of condition that involve delays in the

development of many basic skills.

Rett Syndrome –a neurodevelopmenal disorder that affects girls almost exclusively. It is

characterized by normal early growth and development followed by a slowing of development,

loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth,

problems with walking, seizures, and intellectual disability.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Autism Spectrum Disorder is a developmental condition which affects individuals in

areas mainly in communication, social interaction, and behavior or activities. Individuals with

ASD interact differently towards to other and struggle to function most of time unless provided

with treatment. Autistic people are usually associated with sensory aspects, they may be under or

over-sensitive to the five senses.

ASD often causes individuals to struggle to understand and relate to other people and to their

environment and this can often result in extreme behaviour, which can be seen as tantrums in

children or rudeness in adults. Research suggests that it is the only way they have to indicate how

they are feeling anxiously.

Autistic people tend to have different abilities, perception, and coordination thus making

it different to cope with the spaces and environment around them. Designers and architects

consider that they somehow be responsible in creating spaces that would benefit these

individuals in understanding their places in the environment. Different opinions vary in

designing the spaces. Some would keep it small to provide more ‘intimately proportioned

learning environment’, while others believe that sufficient space will reduce anxieties

surrounding for these types of people.

Currently, there are only few residential and schools that are specifically design to meet the

needs of the growing ASD population. According to Cathy Purple Cherry, AIA, LEED AP,

leader in the design of environments for children and adults with special needs, there are key

environmental factors to be considered in designing for the autistic population. “As a Special

Needs, Architect, I look at the current challenges faced by ASD adults in today’s group home

setting and how specific design strategies can be used to support adults with autism toward

independence and social success.” (Cherry, 2015)

Architect Cherry stated in Madison House Autism Foundation that there are several key

environmental factors to be considered in designing for the autistic population. Wide clearance

for crossing spaces is needed for their personal and social space circulation. Keeping social

spaces separate from private spaces that may reflect to their perception and behavior. Material

selection also matters in designing spaces since it is important to know the characteristic of

materials used such as the level of toxicity and durability that may harm the users. Also, issues

regarding the acoustics and auditory settings to keep sound levels and noise from creating

distraction. Colors, patterns, and tactile issues may have an effect to their mental thinking.

Lastly, outdoor spaces, security, and independence issues for providing opportunities in skill

building and social contact.

Recent research has indicated that autism is growing at almost epidemic proportions (Hill

& Frith, 2003) and (Fombonne, 2005). Despite its overwhelming incidence, autism is by and

large ignored by the architectural community, excluded from building codes and guidelines, even

those developed specifically for special needs individuals. In reference to this exclusion, Brown

of the International Code Council stated “I know of no building or accessibility code that

incorporates requirements specifically to address children with autism. However, accessibility in

general is addressed in the codes developed by the International Code Council.” Brown, L.,

(2003), CBO Codes & Standards Development, Technical Staff1

The United Nations mandate on the Global Program on Disability also fails to outline

specific building standards for autism. Although not legally binding, the Standard Rules on the

Equalization of Opportunities for Persons with Disabilities, resolution 48/96 annex of

20/12/1993, presents governments with a moral commitment to provide equal opportunities for

persons with disabilities. This covers many issues, including employment, recreation, religion,

education and accessibility to public services. The issue of accessibility is of primary concern to

architects. No specific references are made in the mandate regarding individuals with

developmental disorders or even autism, but the term “consideration” is applied with regards to

“other communication disorders” (UN Global Program on Disability, 1993). This has since been

reviewed and it has been pointed out that individuals with developmental and psycho-social

disorders, of which autism is one, have been overlooked (Al Thani, 2004). Various building

codes of practice have also excluded specific requirements for designing for autism. Among

these are three documents published by the Department of Education and Employment in the UK

(Architects and Building Branch, Department of Education and Employment (1), (2), (3)). The

first two documents “Access for Disabled People to School Buildings” and “Designing for Pupils

with Special Educational Needs- Special Schools”, make no reference to specific guidelines

when designing for autistic users, while “Inclusive School Design- Accommodating Pupils with

Special Educational Needs and Disabilities in Mainstream Schools” mentions autism in a very

limited sense with generic reference to acoustics for special needs. These documents do,

however, provide comprehensive guidelines for dealing with other special needs and learning

difficulties.

The key to such modification is the process of perception. Looking at the typical

perception as the understanding of, and relevant response to, the sensory input from the

surrounding environment, such as the architectural design, can better understand the role of

architecture in autistic behaviour. Most interventions for autistic individuals, predominantly

medical, therapeutic and educational, deal with the sensory malfunction itself and the

development of strategies and skills for the autistic individual to use when coping with these

malfunctions. It is the contention of this research that autistic behaviour can be influenced

favourably by altering the sensory environment, i.e. the stimulatory input, resulting from the

physical architectural surroundings (colour, texture, ventilation, sense of closure, orientation,

acoustics etc.) before, rather than after the sensory malfunction occurs. Perhaps by altering this

sensory input in a manner designed to accommodate specific autistic needs, behaviour may be

improved, or at least a more conducive environment created, for more efficient skill

development.

New Struan –A Center for AutismAitken Turnbull Architecture

New Struan is an independent school run by the Scottish Society for Autism. The building also

functions nationally as an Autism Center surrounding other functions including an autism

advisory service, a centre for education and training in autism, an education outreach service and

a research, diagnosis and assessment center. The plan of the building is an upside down ‘T’

shape, with the ‘front of house’ activities or public realm of the Scottish Society for Autism

contained in the horizontal section of the ‘T’, which runs east to west. The classrooms are

integrated with the atrium space by threshold spaces which are personalized and allow the

children to understand the environmental and spatial change from the atrium space to the

classroom. Finishes and furniture are designed to be hard wearing, with water-based paints and

sealants to reduce the building’s toxicity. Under-floor heating is used to negate direct heat

sources. The building does not utilize auditory signals.

Netley Primary ASD UnitBy: Haverstock Associates

Netley ASD Unit is a specialized facility for autism built within the existing grounds of Netley

Primary School in London. The unit accommodates two teaching spaces and a multi-purpose

therapy room in addition to a staff office, toilets and storage areas, in a single storey design. The

building also accommodates an adult education unit. The site issues were extremely tight with

the architects settling on an ‘L-shaped’ plan, which retains exclusive private courtyard space for

the unit, backed up against an existing corner of the main school building. The positioning of

some of the structural materials which could be operated by the children was seen by the

teaching staff as presenting a security risk. Staff also said they would like to have greater control

over levels of day-lighting.

Whitton Gateway ASD Unit, Whitton School,Percy Road, Twickenham, London

Whitton Gateway ASD Unit is a specialist facility for secondary children on the autism

spectrum. The unit is situated within the grounds of the existing campus of a school and also

extends as a school community facility. Whitton is a large school with many buildings in its

grounds and the site given to the architects was extremely tight in relation to the brief. The unit is

in a corner of the school grounds very remote from the entrance so the architects created a

separate access which allows the children to be dropped off discretely at the door, rather than

being taken through the busy playground in the morning and evening. The building in a sense

turns its back on the existing school and is intended to be inward looking, private and discrete,

with a desire by the architects to create some secluded green space for the children of the unit.

The separate access is doubly important as the school governors wished the building to serve as a

community facility outside of school hours. The notion of community was developed by the

architects from the idea that the circulation space of the unit would not be just a corridor but

would be the main social space and ‘heart’ of the building.

Chapter III

RESEARCH DESIGN AND PROCEDURE

Research Method:

Descriptive method will be using as the medium for gathering data. This type of method

will facilitate in describing, explaining, and interpreting the information needed for the study.

This will cover information needed such as the guidelines for the spatial circulation, effective

space planning and other considerations. This will also be used to gather first hand information

such as conducting interviews and answering questionnaires given. All data collected will be

used in applied for the implementation of the research.

Research instrument:

The researcher will implement different types of approach. First approach will be

interviewing people with direct and close relationship with people with ASD. Second will be a

series of observations conducted to determine the movement of the respondents. Through

observing their behavior and patterns in a specific space circulation, this will agree on in the

planning needed for the spaces to be allocated and designed. Through this, series of analysis will

be given to be used for creating guidelines in designing spaces. Last will be a series of

questionnaires will also be given to the people preferably those who are aiding the respondents to

have additional insights and opinions. There will also be conduction of interviews to give more

reasonable and relevant information for the said research. (See Appendix A for survey questions)

The research is to address the potential designs that would be suitable and will seek

comfort for people with ASD. This is to create guidelines in planning for space circulation that

would benefit future designs solely for the use of these disabled persons

The purpose of the study is intended to find out a much better approach of designing a

space circulation. This is to provide easiness of passage and provide good flow of movement to

people with ASD. Also, this would also improve their physical and mental skills and capabilities.

Research Locale:

The study will be conducted at Independent Living Learning Centre Inc,

a special education school dedicated to children with ASD, located in

Mandaluyong city branch in Metro Manila. This place will be a primary basis

to gather the needed data in a much ample number of respondents.

Population Universe and Subjects of the Study:

The defined population will be the people with ASD in the said

institution. Also, other respondents will be the direct and close contact with

the people with ASD to give first-hand information regarding the study.

Figure 1. Location of Independent Living Learning Centre Inc in Buenviaje St., corner Sikap St., Mandaluyong city, Manila

Sampling Procedure

The sampling procedure will be using is Cluster sampling. One

classroom of ten (10) high-leveled respondents will be selected in

Independent Living Learning Centre Inc. to give observable information.

Statistical Treatment:

Frequency and Percentage Distribution: P= fn

×100

Where:

P = Percentage

f= Frequency

n = Total number of Respondents

For questions answerable using ratings (i.e. Strongly Agree, Minimally Agree…)

weighted mean and the standard deviation will be used: X=Σ fxn

Where:

F = Frequency of each respondents

x = Class Mark

n = Total number of observation in the sample S=√ Σ( y−z )2

N−1

Where:

S = Standard Deviation

y = Individual Scores

z = Mean

N = Number of Respondents

BIBLIOGRAPHY

Autism Speaks, (2013). Asperger Syndrome. Retrieved May 19, 2013, from Autism Speaks:

http://www.autismspeaks.org/what-autism/asperger-syndrome

Autism Speaks, (2013). What is Autism. Retrieved May 18, 2013, from Autism Speaks:

http://www.autismspeaks.org/what-autism

Department for Education and Employment (2003), Schools for the future: Designs for learning communities London

Fombonne, E. (2012). Autism in adult life. Canadian Journal of Psychiatry, 57(5), 273-274.

Magda Mostafa, (2008). An Architecture For Autism: Concepts Of Design Intervention For The Autistic User

The National Autistic Society. (2013). Autism and Asperger Syndrome: An Introduction. Retrieved May 19, 2013, from The National Autistic Society: http://www.autism.org.uk/about-autism/autism-and-asperger-syndromean-introduction.aspx.

Tortorello, M. (2013). The Architecture of Autism. The New York Times. Retrieved

www.archdaily.com/179359/designing-for-autism-spatial-considerations/

http://archnet.org/library/documents/one-document.jsp?document_id=10331

http://www.autismspeaks.org/what-autism/asperger-syndrome

http://bildarchitecture.com/architecture-for-autism-spectrum-disorders-spatial-considerations/

APPENDIX A

PERSONS WITH ASD SURVEY QUESTIONAIRE

NAME________________________________________ DATE: ______________________

*person with ASD

1. Relation to the user*

❒Parent ❒Training Coach ❒Private Nurse ❒Aid

2. When relaxing at home, what type of lighting do they use?

❒Overhead lighting ❒Floor or desk lamp ❒Natural light ❒Combination of the first three

3. Does the user use echolalia (repeating words without regard for meaning)?

❒Never ❒ Sometimes ❒Frequently

4. Do changes in routine or transitions to new activities affect your child’s behavior?

❒Never ❒Sometimes ❒Frequently

If yes, what types of classroom accommodations can make to help the user adapt to change and transitions? ______________________________________________________________________________

5. Does the user have any sensory needs that should be aware of?

❒Yes ❒No

If yes, what type of sensitivity does the user have?

❒Visual ❒ Auditory ❒ Smells ❒Touch ❒Taste

❒Other (please describe): _________________________________________

6. What behaviors related to autism spectrum disorder most likely to see at school/home? __________________________________________________________________________________________________________________________________________________________________________

Other environment (ex. Mall, parks, social places)?

____________________________________________________________________________________________________________________________________________________________

7. Are there triggers for these behaviours?

❒ Sensory Sensitivity ❒Change In Schedule or Routine ❒ Social Attention ❒Crowded places

Other (please describe): ______________________________________________________________________________