Catudio, 2024
Classroom Design Concepts that Address Hyper-Hyposensitive
Sensory Issues of Students with Autism Spectrum Disorder
Jenine Precious Catudio
E-mail: jcatudio74@gmail.com
KEYWORDS autism spectrum disorder, sensory processing, special education, classroom, hyposensitive, hypersensitive
Abstract
Frustration of students with Autism Spectrum Disorder to the environment as it relates to sensory processes
often results in negative behaviors such as screaming, eloping, spitting, knocking off chairs, hitting/biting oneself,
etc. As a result, teaching new skills can be challenging. An environment that addresses sensory processing issues
will help children on the autism spectrum to have an optimum learning experience. This article reviews and analyzes
existing design principles for students with ASD. The concepts reviewed were; a.) hyper-hyposensitive sensory
processing issues, and b.)key concepts of the existing sensory design principles. Findings from this study revealed
that some concepts are similar to each other. It also revealed that some instructional and intervention procedures
used by special education teachers, such as visual supports were integrated into the classroom design. In addition,
the classroom design principles show support in the execution of evidence-based practices currently used for
students with ASD. The result of this analysis will benefit both special education and general education teachers in
designing their classrooms.
Introduction:
.It cannot be argued that the environment
contributes greatly to how an individual acquires
knowledge or skills necessary to strive in life. The
conduciveness to learning is always considered when
creating a learning environment. Numerous studies
conducted in general education classrooms revealed
that there is a direct correlation between the physical
environment and learning.(Kurniawan J. et. al, 2018)
For example, poor ventilation will increase
incidences of pupils sleeping in class (Chepkonga M.
2017) and classrooms with high level of noise due to
being closer to the school entrance and playground
affected the teaching and learning process. (Rathod
M., Chakradeo U., 2016)
When teachers are first assigned to their
classrooms, they have no control over the architecture
of their classrooms. Hence, they work on what is
given to them (setting up the classroom by moving
the furniture, adding carpets, and other visual cues,
etc.) Because Autism Spectrum Disorder is a
complex disorder, designing a classroom for students
with ASD can be overwhelming. Compared to his
neurotypical peers, a child on the autism spectrum
has more trouble making sense of the things around
him, thus affecting his abilities to learn. Sensory
processing issues were a key feature to the earliest
clinical autism diagnosis. (Kanner, 1943)
Studies suggested that the sensory
processing difficulties may actually cause the known
core features of autism such as language delay (as
related to auditory processing), and difficulty with
reading emotion from faces (visual processing)
(Marco, et.al.,2011)It is also believed that there is a
relationship between sensory dysfunction and
negative behaviors which coincide with the inability
to interact appropriately in the education system.
(Smith, et. al, 2005).
Sensory integration, a technique used to
decrease aggressive, high anxiety, agitated behaviors
and increase focus and engagement for students that
are lacking in sensory input (Thompson, 2011), can
be considered when designing a classroom for
students with ASD.
This
study
focused
on
intensity
(hypo-hyperactive) sensory processing issues of
students with ASD. Analysis and synthesis of the
existing design principles are the core of this study.
Aims of the study:
The study on which this article was based
attempted to answer two research questions:What are
the existing principles of design that address sensory
needs of students with ASD? How can classroom
teachers design the physical classroom to meet
sensory needs of students with ASD?
Definition of Terms
Autism Spectrum Disorder (ASD) Under the
Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (DSM-5)an ASD diagnosis
will require a person to exhibit three deficits in social
communication and at least two symptoms in the
category of restricted range of activities/repetitive
behaviors. Within the second category, a new
symptom was included” hyper- or hypo-reactivity to
sensory input or unusual interests in sensory aspects
of the environment. (American Psychiatric
Association, 2013, DSM, 5th ed.).
Hypersensitive refers to the condition in which the
brain has difficulty processing a stimulus that it
becomes
overbearing for a hypersensitive
person.They may feel that the stimulus is too much to
tolerate. For example, a child who hears the school
bell every 50 minutes may scream at the same time
throughout the day. This is because the child may
hear the school bell louder than typical peers and
screaming becomes a coping mechanism to block out
the stimulus. Children with hypersensitivity may also
get afraid to go to the bathroom because of their
perception of the toilet flush or hand dryer to be
louder than they actually are. As a result,
potty-training can be taxing for them.
Hyposensitive is where processing a stimulus is
underdeveloped. Based on the Dunn model of
sensory processing whereby children can be
distinguished on hyper- and hyposensitivity to
sensory input and can be profiled as a ‘sensory
seeker’ or a ‘sensory avoider’ (Dunn, 1997).
Sensory Processing refers to the mechanism by
which the central nervous system receives input from
the senses and integrates this information to generate
an appropriate behavioral response (Dunn, 1997).
Methodology:
This study article intends to determine ways
to set up the physical classroom of children with
ASD using a critical textual analysis, and the
personal experiences of the author. Most studies on
classroom designs focus on the architecture of the
building. This study will explore the existing design
theories for students with ASD, and attempt to
synthesize these principles for classroom teachers to
utilize and apply. This study explored 8 different
researches, mostly focusing on architectural designs
for users with ASD. To understand how sensory
processing works, a review of literature on the
subject was included in this study.
How Sensory Processing Works
The brain is a sensory processing machine
until a child reaches 7-years old (Ayres, 2005). Our
sensory processing is constantly working on
interpreting and organizing the stimuli in the
environment. That is how we survive our everyday
lives. Among the distinguished sensory senses we use
are: vision, hearing, olfaction (sense of smell),
gustation,
(sense
of
taste),
tactile
(touch),vestibular(orientation
in
space),
and
proprioceptive system (muscle-joint awareness).
Sensory processing comprises input,
organization and output. Our actions are basically
responses to every stimulus in the environment.
Sensory input is the neurological process from
receptors inside and on the surface of the body. The
brain then organizes and interprets the sensations.
The motor output part of the process decides on what
the body wants to do.For example, you are cooking.
Suppose you want to know whether the food tastes
just right. You taste half a tablespoon of the food
(input). You realize that the food lacks flavor
(organization and interpretation). And so you decide
to add a little bit of salt (output). You taste it again
and make decisions on whether you need to make
further adjustments. Our perception is dependent on
how our bodies present stimulus to the brain. After
our bodies come in contact with a stimulus, the
process of perception begins. Once the incoming
information has passed through the special areas in
the brain, the sensory perceptions are joined with
appropriate cognitive associations and are bound to
general type of memory (Bogdashina, 2004) .
Sensory Perception Process in Children with ASD
Sensory Processing Disorder is estimated to
be between 5% to 15% of the general population, but
is most common to individuals with ASD, and
Attention Deficit Hyperactivity Disorder (ADHD)
Currently, Sensory Processing Disorder (SPD) is not
recognized as a distinct clinical diagnosis. However,
the early known concept of SPD/Sensory Integration
defines it as “the neurological process that organizes
one’s own body and from the environment and makes
it impossible to use the body effectively with the
environment.” (Ayres, 1972). Individuals with
sensory processing disorders (SPD) find it difficult to
register and modulate sensory information and to
organize sensory input to execute successful adaptive
responses to situational demands (Humphry, 2002).
Over 96% of children with ASD report
hyper and hypo-sensitivities in multiple domains.
2
Similar to the wide-range of spectrum severity found
for communication and social deficits, sensory
behavioral differences also range from mild to severe,
and these behavioral differences can endure through
adulthood (Marco et. al, 2011).Studies show that
most children with autism have sensory difficulties,
while hearing, sight and touch are usually the most
affected (Biel et. al., 2009).To begin to understand
how we sense and perceive the world, we must know
how sensory mechanisms are constructed to convey
sensations i.e. experiences caused by stimuli in the
environment. (Bogdashina, 2004)
For individuals with ASD, the physical
medium through which the sense is perceived, such
as the eyes or ears, is functioning properly. However,
the process of perception is different and does not
work in a fashion similar to neurotypical individuals
so the environment that is perceived is different.
(Leestma, 2015)
Unlike their neurotypical peers, individuals
across the spectrum may experience distress from a
particular stimulus which results in aggressive and
self-injurious behavior. (Marco, 2011)
Principles of Classroom Design. Sensory design is a
design practice aiming at activating our senses
through a systematic increase of sensory richness in
order for the experiences to feel more immersive,
thus being regarded as more holistic and meaningful.
(Huuli, 2018). Previous studies that have considered
sensory processing issues to designing the physical
environment of students with ASD were summarized
below.
Barrett et. al. (2015). This study was conducted in
127 schools in the United Kingdom and intended to
answer the impact of classroom design to students’
learning. It confirms the utility of the naturalness,
individuality and stimulation model as a vehicle to
organize and study the full range of sensory impacts
experienced by an individual occupying a given
space.
Naturalness.The Naturalness principle
relates to the environmental parameters that
are required for physical comfort. These are
light, sound, temperature, air quality and
‘links to nature’.In particular there are
specific requirements needed for children’s
learning environments. Lights, acoustics,
and temperature are within this criterion. For
example, noise levels affect understanding
speech, and studies have shown better
academic performance when temperature
was reduced slightly and ventilation rates
were increased.
Individualization.The Individualisation
principle relates to how well the classroom
meets the needs of a particular group of
children. It includes
Ownership or how personalized the
classroom is, Flexibility or how the
classroom can be arranged based on the
needs of the students, Connection or how
each activity area is clearly marked to
improve the utilization of space and
performance metric.
Stimulation. The appropriate level of color
and complexity help with student focus and
attention. Complexity is a measure of how
the different elements in the room combine
to create a visually coherent and structured,
or a random and chaotic environment.
Gaines & Curry (2011)
Gaines conducted a systematic review of the effects
of the use of color in inclusive classrooms and how
they relate to students’ behavior, attention, and
achievement. Her study discussed how certain colors
can be overstimulating or understimulating, which
are equally disadvantageous to teaching and learning.
Her analysis, which can be applied to all classrooms,
including those classrooms with or without students
with disabilities. Although teachers have little control
over wall, floor, and ceiling colors in the classroom,
teachers may:
1. Use a warm neutral color scheme of tan or
sand as a foundation of classroom design
2. A medium hue or same color range should
be used for the walls that students are
focusing on when they are looking up from
their work
3. Soft colors such as green and blue may be
used in the classroom, and strong primary
colors should avoided
4. Discovering a child’s preferred colors may
be beneficial
5. Personal preferences of the child may be
applied through their own study carrels,
colored reading lenses, and colored paper
3
6.
Using different colored tape for boundaries
or to serve as a means to locate charts (e.g. a
teacher might direct students to look at the
green poster) will benefit students with or
without disabilities
Richer & Nicoll (1971) The goal of this research
conducted in 1971, was to create a playroom for
children with ASD, an example of environmental
manipulation that can lead to the change in behavior.
This study aimed to increase social approaches and
interactions and reduce the child's frustration and
arousal.This study made considerations to the needs
of students with ASD. The premise of the study is
that students on the autism spectrum must be
expected to grow slowly from what he can do, from
how he can interact with others, to more normal
behavior; rather than assuming that if we put him in a
"normal" or "home-like" physical environment
(whatever that is) he will adapt, if he is left in for
long enough.
1.
2.
Reduction of frustration and arousal. The
room was subdivided into connected parts to
avoid overstimulation. A “retreat box”- a
dark area a child may shut himself in to cut
down stimulation. Sliding and climbing
areas were provided. Engaging in these
activities prevent children with ASD from
being over aroused resulting in more
interactions with others. Since stereotypical
behaviors were common in ASD, toys that
provide repetitive feedback were also made
available to reduce arousal.Structures were
ensured safe and fixed-down to avoid noise
that could increase arousal.
Reductions of flight behaviors.Since all
structure was robust and safe, this lessened
adult intervention or continually stopping
the movement of children with ASD making
play sessions positive and therapeutic.
Children with ASD were given two separate
areas where their need for close tactile
contact, and rough and tumble play can be
met. In some areas, physical boundaries
forced social interaction.
Magda Mostafa(2014)Sensory Design Theory was
specifically developed for individuals with ASD by
architect Magda Mostafa. It aims to explore the
manipulation of the environment by altering the
space where individuals with ASD feel secure and
comfortable, and the level of concentration and focus
rise, making learning more efficient. In a series of
studies, Mostafa developed design principles called
the ASPECTSS ™ Index. These principles were used
to design the Advance School for Autism in Egypt.
Acoustics
This criterion proposes that the acoustical
environment be controlled to minimize
background noise, echo and reverberation
within spaces used by individuals with ASD.
Studies revealed that reducing noise caused
an increase in attention span and a decrease
in response time and self-stimulatory
behaviors. Also provisions should be made
for different levels of acoustical control in
various rooms, so students can “graduate”
from one level of acoustical control to the
next,slowly moving towards a typical
environment in order to avoid the
“greenhouse” effect. (Mostafa, 2008)
SPatial Sequencing
Because individuals with ASD thrive in
predictability and routine, spatial sequencing
requires that areas be organized and in
logical order, based on the typical scheduled
use of such spaces. Spaces should flow
seamlessly as possible from one activity to
the next through one-way circulation
whenever possible, with minimal disruption
and distraction.
Escape Space
`
This area intends to provide breaks to
students with ASD who may be
overstimulated. Such spaces may include a
small partitioned area or crawl space in a
quiet section of a room. This space serves as
a neutral sensory environment with minimal
stimulation that can offer a necessary
sensory input for the student with ASD.
Compartmentalization
The philosophy behind this criterion is to
define and limit the sensory environment of
each activity, organizing a classroom or even
4
an entire building into compartments. There
should be a clearly defined function and
consequent sensory quality for each area.
Furniture and floor coverings can be used to
divide areas. This will provide sensory cues
as to what is expected of the individuals
with ASD in each space, with minimal
ambiguity.
Transition Zones
Transition zones help individuals with ASD
recalibrate their senses as they move from
one level of stimulus to the next. These
zones can be in a variety of forms and may
be anything from a distinct node that
indicates a shift in circulation to a form of
sensory room that allows individuals with
ASD to recalibrate their sensory stimulation
level before transitioning from an area of
high-stimulus to one of low-stimulus.
Sensory Zoning
This criterion proposes that when designing
for individuals with ASD,spaces should be
organized according to sensory quality
rather than functional zoning. Grouping
spaces according to their allowable stimulus
level, spaces are organized into zones of
“high-stimulus” and “low stimulus”. The
former could include areas requiring high
alertness and physical activity such as
physical therapy and gross motor skill
building spaces. The latter could include
spaces for speech therapy, computer skills
and libraries. Transition zones are used to
shift from one zone to the next.
Safety
A point never to be overlooked when
designing learning environments, safety is
even more of a concern for children with
autism who may have an altered sense of
their environment.
Leestma (2015)
Leestma’s architectural research created principles of
design based on analysis of literature, precedent
studies, and interviews.
Distractibility refers to the stimuli students with ASD
within the environment, and a way to control the
various
stimuli.Lighting,
acoustics,
and
colors/patterns are in this category. Carpets are
recommended to reduce impact of foot traffic and
noise. Fluorescent lights should be avoided.
Adjustable light is preferred due to different activities
requiring different amounts of lights. Natural light
relaxes students, promotes better academic
performance, permits better concentration, and
reduces hyperactivity. However, views from outside
should be controllable to reduce distractibility. Wall
surfaces should be kept simple, and complex
geometric patterns should be avoided.Cheerful
colors, whether subtle or bold depending on the user,
eliminate the users’ and visitors’ impression of
institutionalism and create a better learning
environment. Cooler colors such as grays,blues, and
purples have a calming effect on students.Different
colors should be used to differentiate areas.
Spatial Organization refers to how the spaces of the
building are organized in relation to each other.
Escape spaces, adaptability, predictability, and
transitions fall in this category. Spaces should be
organized according to sensory quality. Transition
spaces
should
activate
all
senses-sight,sound,smell,taste. Zones of high and low
stimulus should be clearly organized.Zones of
transition should be used to delineate movement from
one area to the next.Spaces should have identifiable
markers such as colors and patterns. There should be
spaces for students to escape when they are feeling
overwhelmed. Escape spaces should be customized
based on students needs (high or low stimulus)
Tectonics & Materiality refers to how the building
was physically put together and the materials
involved in building. Durability and safety are in this
category. Soft surfaces such as carpets and rubbers
can reduce injuries.Locks on doors and windows
prevent students from accidents.Materials should be
toxin-free.Materials in the classroom should be
durable and easy to clean.
Findings from another architectural study
aimed at adapting the space of the existing room to
the specific needs of children with autism spectrum
learning in them revealed that the most important
modification include appropriate zoning of space,
which alleviates the discomfort caused by working in
5
a
group
with
too
many
participants.
(Uherek-Bradecka, 2020) Dividing the space (walls
and floors) by color, texture, and material will allow
children to navigate the classroom with more
organization. Keeping classroom items in an enclosed
cabinet will lessen visual stimulation leading to
sensory overload.
Other studies yielded similar results.
Providing physical structure and maximizing visual
structure serve as visual cues to students with ASD.
Clear arrangement of spaces can help students with
ASD comprehend their surroundings better. (Khare &
Mullick 2009)
Calm,order, and simplicity was a core
principle in a study conducted by Humphreys (2008).
Reducing visual stimulation allows teachers to create
stimulation based on the specific needs of students
with ASD.
The importance of a quiet room or escape
space was mentioned in most of the studies. Because
students with ASD can be easily overstimulated, a
space where they are allowed to shut down should be
made available in the classroom. To avoid an
overstimulation, colors used in the classroom should
be welcoming. The use of muted and cooler colors in
the classroom have a calming effect on students
(Beaver, 2006).
Table 1 shows the synthesis matrix of
existing principles of designs in relation to sensory
processing issues: hyper-hyposensitivity.
Table 1. Hyper-Hyposensitive Sensory Issues and Key Concepts of Classroom Designs
Sensory Processing Issues
Key Concepts
Source
Hypersensitive
Vision
Utilize visual cues for instruction; indicate
step-by-step in completing task
Khare & Mullick, 2009
Subdividing the classrooms specific to its
use. Use of visual cues to indicate the
partitions of areas in the classroom (example
using furniture, carpets, or borders to
separate areas)
Barrett, 2015
Mostafa 2008
Uherek-Bradecka, 2020
Khare & Mullick, 2009
Leestma,2015
Keeping the classroom simple by keeping
materials away from sight and keeping the
classroom
organized
help
prevent
Khare & Mullick, 2009
Uherek-Bradecka, 2020
Leestma, 2015
6
overstimulation.
Keeping the visual stimulation simple and
avoiding unnecessary details allow teachers
to give stimulation according to students’
individual needs. Colors to be used in the
classroom must be neutral and coherent to
avoid overstimulation and understimulation
Gaines & Curry, 2011
Humphreys, 2008
Beaver, 2006
Uherek-Bradecka, 2020
Barrett, 2015
Lighting should be adjusted if necessary (use
of dimmers or window treatments/shades can
help with sensory overload)Fluorescent
lights that flicker should be avoided.
Beaver, 2006
Leestma, 2015
Learning a student’s preference for colors
may be beneficial for individualization
Gaines & Curry, 2011
Barrett, 2015
Leestma, 2015
Hearing & Vision
An escape space, quiet room,or a retreat box
where an individual with ASD can shut
himself down from overstimulation can be
beneficial
Mostafa, 2008
Beaver,2006
Richer & Nicoll, 1971
Khare & Mullick, 2009
Leestma, 2015
Hearing
Reducing noise levels in the classroom will
increase attention span, and decrease
response time and self-stimulatory behaviors.
Acoustic need to be considered, which
means avoiding materials that will reflect the
most sound
.
Mostafa, 2008
Humphreys,2008
Beaver,2006
Barrett, 2015
Leestma,2015
Acoustical control in various areas in the
classroom will help students “graduate” from
one level of acoustics to the next
Mostafa, 2008
7
Hyposensitive
Proprioceptive/Vestibular
Tactile
Designate high stimulus and low stimulus
areas (Sensory zoning). Provide areas
specifically for sliding, climbing, or rough &
tumble play where lesser adult intervention is
required
Richer & Nicoll, 1971
Mostafa, 2008
Leestma,2015
There is a need for supervision without
interfering with the student’s activities.
Humphreys, 2008
Richer & Nicoll, 1971
Having toys/fidgets available in the
classroom provide stimulation and can help
with reducing arousal
Richer & Nicoll, 1971
Designate an area where close tactile contact
can be provided (ex. Sensory diet)
Richer & Nicoll, 1971
Ensure that the classroom is safe; furniture
and fixtures in the classroom are intact,
safety hazards must be removed. Maximize
safety to minimize risks of accidents.
Mostafa, 2008
Khare & Mullick, 2009
Richer & Nicoll, 1971
Beaver, 2006
Leestma,2015
Discussion
Table 1 is categorized to three parts;
Sensory Processing Issues, Key Concepts, and
Source.
Sensory
Processing
Issues
were
subcategorized to Hypersensitive and Hyposensitive.
Hypersensitive included vision and hearing, and
Hyposensitive included proprioceptive, vestibular,
and tactile. The synthesis included 5 architectural
studies on the physical environment of students with
ASD, 1 study on environmental manipulation of the
playroom of children with ASD, 1 study on inclusive
classrooms, and 1 study was conducted in regular
schools where there are students with ASD.
The synthesis matrix showed a lot of
concepts that were similar to each other. Most of
these studies agreed that subdividing the classroom
based on its specific use, keeping the visual input in
the environment simple, with neutral color scheme
and coherence, providing an escape space, reducing
noise levels, and ensuring safety in the classroom are
key factors to an optimum learning environment for
individuals with ASD. Some of the key concepts
were not unique, but were specific in nature. For
example, having toys/fidgets available were not
mentioned in other studies specifically, but mentions
providing an allowable stimulus in a specific area
depending on the students’ needs. There are also
conflicting mentions about lighting. One study
emphasized the importance of natural lighting, but
students with ASD may be sensitive to light,so
dimmers/window treatments may be necessary.
Conclusion
The analysis confirms that the environment
affects the learning of students with ASD. With the
modification of the physical classroom, and the
considerations of the sensory processing and needs of
8
students with ASD, an optimum classroom is
feasible. Although classroom teachers have no
control over the architecture of the classroom, as
most studies in this analysis were based on, setting up
the classroom with the application of the existing
classroom design models with sensory considerations
is still possible. The key concepts in this study were
synthesized with classroom teachers and their
students with ASD in mind. From a special education
classroom teacher point of view, a lot of the concepts
are familiar, and overlaps with evidence-based
practices that are being used as strategies for teaching
students with ASD. For example, visual supports are
being used to teach new skills and/or eliminate
negative behavior. The key concepts support the
current evidence-based practice for students with
ASD. For example, “exercise” can be done in the
designated high-stimulus area in the classroom, or
that “Discrete Trial Training”, a teaching technique
that comes from “Applied Behavior Analysis” can be
done in one of the designated areas where there is
partition, reduced noise, and less visual stimulation.
Reducing background noise is also currently
a widely-accepted accommodation for students with
ASD who are mainstreaming to a general education
classroom. And the use of an “escape room” is being
utilized as a “break area” in most special education
classrooms, and some general education classrooms.
Subdividing the classrooms into specific areas for
independent work, small/large group, movement area,
play area, and the like are also common in a special
education classroom. However, this was designed as
such to prevent negative behaviors, but less on
sensory needs considerations.
Recommendations
Special education teachers often analyze the
behavior of students through Functional Behavioral
Analysis, and “sensory” is often a reason for atypical
and negative behavior. A student with ASD who hits
another student excessively all throughout the day
can have a sensory function. If the student with ASD
is being provided with the sensory input that he/she
needs in his/her learning environment, the hitting
behavior may decrease and may be replaced with a
more acceptable behavior. This study will not only
benefit special education teachers, but general
education teachers as well. More and more, we are
seeing an increase in ASD in general education
classrooms, and special education classrooms can no
longer accommodate them. Applying the same
sensory design principles in all classrooms may be
beneficial not only to students with ASD, but to
students in the general education classroom as well.
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