Visual-sensory-based quiet room
AbstractThis study investigates strategies for developing visual sensory-based quiet rooms for individuals with autism spectrum disorders to reduce maladaptive behaviours and emotions. Optimizing visual sensory comfort in a quiet room is expected to help a person relieve the maladaptive behaviours and emotions that he/she is experiencing. This laboratory-based case study was conducted through a literature review and case studies in two quiet rooms in a school as the laboratory observation. Both schools provide special education services and an inclusive education school. This study aims to provide a reference for creating spaces for autistic individuals in supporting a more inclusive and sustainable environment. A total of eight respondents (four students from each school), aged between 7-21 years old, were involved in this study. Data for the analysis was obtained by observing the physical conditions of the existing quiet room and assessing the respondents’ behaviour and emotions while they were inside the room. The behaviour and emotion assessments were based on 12 active behaviours and emotions on the Aberrant Behavior Checklist - Irritability (ABC-I) instrument. Meanwhile, lighting simulations were also conducted using the software DIALux evo 8.1 to determine the rooms’ lighting situation. The case studies showed that (1) most of the respondents showed response related to the quiet room’s visual comfort; (2) the respondents in a quiet room with less lighting contrast intensity were more likely to experience a decrease in maladaptive behaviour and emotion; and (3) one of the respondents gave more response in auditory stimulation, which showed that non-visual sensory stimulation should also be put into consideration for a quiet room design. It was concluded that visual stimulation in a quiet room might affect the users’ maladaptive behaviour or emotional change. Therefore, a visual-sensory-based intervention for a quiet room potentially increases its effectiveness.
Ahlquist, S. (2015). Social sensory architectures: Articulating textile hybrid structures for multi-sensory responsiveness and collaborative play. ACADIA 2015 - Computational Ecologies: Design in the Anthropocene: Proceedings of the 35th Annual Conference of the Association for Computer Aided Design in Architecture.
Altenmüller-Lewis, U. (2017). Designing Schools for Students on the Spectrum. The Design Journal, 20(sup1), S2215-S2229.
Barakat, H. A., Bakr , A. F., & El-sayad, Z. (2019). Nature as a Healer for Autistic Children. Environmental Science and Sustainable Development.
Baron-Cohen, S., Ashwin, E., Ashwin, C., Tavassoli, T., & Chakrabarti, B. (2009). Talent in autism: hyper-systemizing, hyper-attention to detail and sensory hypersensitivity. Philosophical Transactions of the Royal Society, 1377-1883. doi:10.1098/rstb.2008.0337
Brinkley, J., Nations, L., Abramson, R. K., Hall, A., Wright, H. H., Gabriels, R., . . . Cuccaron, M. L. (2007). Factor Analysis of the Aberrant Behavior Checklist in Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 1949-1959.
Ekawati, Y., & Wandansari, Y. Y. (2012). Perkembangan Interaksi Sosial Anak Autis di Sekolah Inklusi : Ditinjau dari Perspektif Ibu. Experientia Jurnal Psikologi Indonesia, 1(1). Retrieved from http://journal.wima.ac.id/index.php/EXPERIENTIA/article/view/48/46
Elsabbagh, M., Divan, G., Koh, Y.-J., Kim, Y. S., Kauchali, S., Marcin, C., . . . Fombonne, E. (2012). Global Prevalence of Autism and Other Pervasive Developmental Disorders. Wiley Autism Research, 160-179.
Ghazali, R., Md. Sakip, S. R., & Samsuddin , I. (2018). The Effects of Sensory Design on Autistic Children. Asian Journal of Behavioural Studies, 3(14), 68.
Ghazali, R., Md. Sakip, S. R., & Samsuddin, I. (2018). A Review of Sensory Design Physical Learning Environment for Autism Centre in Malaysia. Environment-Behaviour Proceedings Journal, 3(7).
Haidet, K. K., Tate, J., Divirgilio-Thomas, D., Kolanowski, A., & Happ, M. B. (2009). Methods to Improve Reliability of Video-Recorded Behavioral Data. Research in Nursing & Health, 465–474.
Henry, C. N. (2011, October 19). Designing for Autism: Lighting. (ArchDaily) Retrieved November 29, 2019, from https://www.archdaily.com/177293/designing-for-autism-lighting
Houser, K., Mossman, M., Smet, K., & Whitehead, L. (2016). Tutorial: Color Rendering and Its Applications in Lighting. The journal of the Illuminating Engineering Society of North America, 7-26.
Ismail, R. I., W, N. S., Wiguna, T., & Kaligis, F. (2018). Buku Panduan : Deteksi Dini, Diagnosis dan Tata Laksana Gangguan Spektrum Autisme. Jakarta: Badan Penerbit FKUI.
Kaat, A. J., Lecavaller, L., & Aman, M. G. (2014). Validity of the Aberrant Behavior Checklist in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 44(5), 1103-1116.
Kinnealey, M., Pfeiffer, B., Miller, J., Roan, C., Shoener, R., & Ellner, M. L. (2012). Effect of classroom modification on attention and engagement of students with autism or dyspraxia. American Journal of Occupational Therapy, 66(5), 511-519.
Kranowitz, C. S. (2005). The Out-of-Sync Child: recognizing and coping with sensory integration. New York: The Berkeley Publishing Group.
Lane, A. E., Young, R. L., Baker, A. E., & Angley, M. T. (2010). Sensory Processing Subtypes in Autism: Association with Adaptive Behavior. Journal of Autism Development Disorder, 112-122. DOI 10.1007/s10803-009-0840-2
Lechner, N. (2015). Heating, Cooling, Lighting; Sustainable Design Methods for Architects. New Jersey: John Wiley & Sons, Inc.
Leestma, D. P. (2015). Designing for the spectrum: An educational model for the autistic user. University of Maryland, Faculty of the Graduate School.
Long, E. A. (2010). Classroom Lighting Design for Students with Autism Spectrum Disorder. Kansas State University, Department of Architectural Engineering and Consruction Science College of Engineering.
Mahnke, F. H., & Mahnke, R. H. (1993). Color and Light in Man-made Environments. Canada: John Wiley & Sons.
Mayes, S. D., Cahoun, S. L., Aggarwal, R., Baker, C., Mathapati, S., Molitoris, S., & Mayes, R. D. (2013). Unusual fears in children with autism. Research in Autism Spectrum Disorders, 7(1), 151-158.
McCormick, C., Hepburn, S., Young, G. S., & Rogers, S. J. (2016). Sensory symptoms in children with autism spectrum disorder, other developmental disorders and typical development: A longitudinal study. The SAGE Glossary of the Social and Behavioral Sciences(5), 572-579.
Mostafa, M. (2008). An Architecture for Autism: Concepts of Design Intervention for the autistic user. International Journal of Architectural Research, 2(1), 189-211.
Mostafa, M. (2014). Architecture for autism: Autism aspectss ™ in school design. International Journal of Architectural Research, 8(March 2014), 143-157.
O’Connor, Z. (2011). Colour psychology and colour therapy: Caveat emptor. Color Research and Application, 36(3), 229-234.
Samson, A. C., Hardan, A. Y., Lee, I. A., Phillips, J. M., & Gross, J. J. (2015). Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation. Journal of Autism Development Disorder. doi:10.1007/s10803-015-2388-7
Sánchez, P. A., Vázquez, F. S., & Serrano, L. A. (2011). Autism and the Built Environment. In Autism Spectrum Disorders - From Genes to Environment. InTech.
Shabha, G., & Gaines, K. (2013). A comparative analysis of transatlantic design interventions for therapeutically enhanced learning environments - Texas vs West Midlands. Facilities, 31(13), 634-658.
Shattuck, P. T., Seltzer, M. M., Greenberg, J. S., Orsmond, G. I., Bolt, D., Kring, S., . . . Lord, C. (2006). Change in Autism Symptoms and Maladaptive Behaviors in Adolescents and Adults with an Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 1735-1747. doi:10.1007/s10803-006-0307-7
Szokolay, S. V. (2004). Introduction to Architectural Science : The Basis of Sustainable Design. Oxford: Architectural Press : an imprint of Elsevier.
The Ministry of Women Empowerment and the Child Protection Republic of Indonesia. (2018, April 28). Kementerian Pemberdayaan Perempuan dan Perlindungan Anak RI. Retrieved from Hari Peduli Autisme Sedunia: Kenali Gejalanya, Pahami Keadaannya: https://www.kemenpppa.go.id/index.php/page/read/31/1682/hari-peduli-autisme-sedunia-kenali-gejalanya-pahami-keadaannya
How to Cite
Copyright (c) 2023 Ova Candra Dewi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share or adapt the work with an acknowledgment of the work's authorship and initial publication in this journal. Use of the work for commercial purposes are not allowed.
- Authors are able to publish the journal's published version of the work in other media (e.g., post it to an institutional repository or publish it in a book), as far as they inform the Journal of Accessibility and Design for All of that fact. When publishing their work in other sources, authors must mention the name of the Journal of Accessibility and Design for All, its ISSN, the number and issue in which the article was published and a link to the main page of the Journal of Accessibility and Design for All. Optionally, they can also include a link to the article published in the Journal of Accessibility and Design for All.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as it can lead to productive exchanges, as well as earlier and greater citation of published work.