Spring 2017 EDRA Connections

MAY 2017

01 02

contents

In this issue

he quest to understand the interactions between people and the physical environments around them has always yielded profound results. Since 1969, educators, scholars and practitioners have continuously joined hands on the EDRA platform to strengthen and deepen this understanding so that we can design better buildings and landscapes that enhance and enrich the lives of people. More recently, EDRA scholarship has become a strong beacon providing a guiding light to architects, interior designers, urban designers and landscape architects to create spaces and places for better health and well-being of their users. In addition to designing more responsive and effective healthcare environments, EDRA scholars have energetically been conducting research and gathering evidence on how everyday spaces can influence the health and wellbeing of everyone, including children and elderly populations.

Current research reveals to us how specific design details, rather than just the large-scale spatial layouts, can play very significant roles in users’ activities, behavior, safety and contentment.

In this Issue

by Nisha A. Fernando, Editor

Designing for Alzheimer’s Disease Using the Goals of Universal Design

by Jennifer McQuilkin

05

Effects of Acoustics, Lighting, & Color on Children’s Learning in Classrooms

by Taylor Literski

07

Observational Study of Acoustic Design and Repetitive Behaviors on Children with Autism

by S. Kanakri, M. Shepley, L.G. Tassinary, J. W. Varni and H. M. Fawaz

A publication from the Environmental Design Research Association A publication from the Environmental Design Research Association

01

BY NISHA A. FERNANDO

T

The Spring 2017 issue of EDRA Connections brings you three research studies recently conducted by EDRA members, all emphasizing the importance of smallscale design features on comfort and well-being.

The research ranges from children to elderly, from classroom environments to residential care facilities.

Jennifer McQuilkin presents findings from a study conducted in a memory care facility for residents with Alzheimer’s disease to identify how various design features have supported and improved the residents’ lives. She compares how these design features successfully correlate with the goals of Universal Design.

Adding to the body of knowledge of designing successful classrooms for children, the next two studies focus on the effects of sensory-based design on behavior and learning. Shireen Kanakri and colleagues share a study where they examined the effects of various sound levels on repetitive behavior patterns on autistic children in four classrooms. They show how over-stimulations through heightened sounds can negatively affect the behavior of autistic children, whose sensory perception is naturally elevated, and therefore how acoustics in classrooms must be carefully designed to aid in the learning processes. Taylor Literski presents a literature review on a similar topic where she illustrates why interior designers must pay careful attention to sensory aspects in all classrooms. Drawing from and comparing a wide array of research literature, she discusses the effects of natural and artificial lighting, acoustics and color choices on children’s environmental preferences as well as the success in learning in a classroom.

We will continue such exciting and pertinent research explorations and findings at EDRA48 in Madison, Wisconsin. An amazing array of presentations, a keynote address, plenary discussions and mobile sessions await us at the conference! Hope to see you there!!

Nisha A. Fernando, Ph.D. is the Editor of EDRA Connections and a Professor of Interior Architecture, University of WisconsinStevens Point. She can be reached at Nisha.

Fernando@uwsp.edu.

Designing for Alzheimer’s Disease Using the Goals of Universal Design

MAY 2017

02

BY JENNIFER MCQUILKIN

D

esigning meaningful environments that help people thrive is a primary objective of Universal Design (UD). Research shows there is a strong link between the environment and behavior, and that the physical environments directly impact quality of life. Specifically for individuals with Alzheimer’s disease, the built environment plays a significant role in their wellness and as a therapeutic tool.

specifically on utilization of or interaction with design features during instances of resident walking and apparent wandering. Finally, focused interviews with 10 staff members were conducted to gain their feedback on resident behavior and the design of the facility from a caretaker perspective.

Background

The research discovered that many design features in the facility directly relate to the Goals of Universal Design.

“Universal design is a process that enables and empowers a diverse population by improving human performance, health and wellness, and social participation.” The Goals of Universal Design© “define the outcomes of UD practice in ways that can be measured and applied to all design domains within the constraints of existing resources. In addition, they encompass functional, social, and emotional dimensions.” (Steinfeld and Maisel, 2012) Utilizing the above, this paper discusses an empirical study where qualitative information was gained through multiple methods that identified how UD features within a memory care facility that support health and wellness may affect resident behaviors and quality of life outcomes.

Methods Current industry design recommendations for memory care environments were evaluated for successful implementation within a specific facility, such as access to the outdoors (Marcus & Barnes, 1999; Tyson, 2002; Zeisel, 2009; Chmielewski, 2014), residential characteristics (Calkins, 2001; Zeisel et al., 2003; Chmielewski, 2014), multi-sensory cues (Brawley, 2006; Cohen & Weisman, 1991; Marquardt et al., 2014), and an easily perceptible layout (Brawley, 2006; Cohen & Weisman, 1991, Passini et al., 1998).

Additionally, nearly 40 residents – with disease progression ranging from moderate to later stages – were observed for their daily needs and behavior, A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

Findings

1. Body Fit – Accommodating a wide range of body sizes and abilities: The progression of Alzheimer’s disease varies greatly from individual to individual, and impacts everybody differently. Some residents are ambulatory while others may rely on walking aids. The design of the facility takes these ranges into account by limiting the length of corridors and providing handrails throughout the spaces.

2. Comfort – Keeping demands within desirable limits of body function and perception: Residents have varying degrees of physical and cognitive abilities. The design of seating along the corridor accounts for these physical limits by providing an opportunity for rest while walking.

3. Awareness – Ensuring that critical information for use is easily perceived: Supportive design features help counteract changes in cognition and perception caused by the disease progression. The dining area includes multiple visual cues and design elements that would typically be found in a residential kitchen, such as cooking tools and decorations, providing good wayfinding, in addition to enhancing familiarity and awareness of the space’s function.

The dining area includes large windows to maximize natural light, along with furnishings are décor that are residential in character to increase understanding of the room function and enhance familiarity.

Understanding – Making methods and operation of use intuitive, clear, and unambiguous: Design elements that are clear in operation and use and have the potential to support independence and autonomy were identified and evaluated.

The entrance into the building from the enclosed outdoor courtyard has a portico that resembles a residential doorway, increasing functional clarity for the residents.

The portico entry from the courtyard back into the residence increases awareness, making it easier for the residents to locate on their own.

Wellness – Promote positive health outcomes for the residents through design: The facility includes large windows maximizing daylight and an accessible courtyard, promoting positive health.

Social Integration – Treating all groups with dignity and respect: The multiple activity areas and outdoor courtyard

Designing for Alzheimer’s Disease Using the Goals of Universal Design

(CONTINUED)

provide different types of seating, such as benches or seats arranged around a table, for both formal and informal social interactions — enabling all residents to be engaged and be active.

Personalization – Incorporating opportunities for choice and the expression of individual preferences:

and personal choice. There are visually engaging paths that encourage independent movement and accommodate pacing; access to healing gardens; subtle physical cues that create confidence in everyday activities.” (Hearthstone Alzheimer Care, 2016)

Residents with Alzheimer’s disease benefit from personalization in the environment as a way to help draw on their long-term memory and maintain identity. Design features that support individual preferences include the flexibility to personalize

Conclusion

The outdoor courtyard is accessible to residents year round, and includes multiple activities and a variety of seating types.

their rooms with own furniture and decorations, and memory boxes placed adjacent to the doorway of each resident room allow residents to express their identity through photos and images.

Cultural Appropriateness – Respecting and reinforcing cultural values and the social and environmental context of any design project: The social and environmental context associated with residing in a locked unit plays a critical role in how the space can be designed to improve quality of life. The research suggests that residents within memory care environments can be seen as a sub-culture; therefore, it is important to understand their unique needs and values. This particular facility places a strong emphasis on the environment as part of their approach to care: “Building in memory cues and naturally familiar places, we strive to create physical surroundings that eliminate sources of frustration and support independent actions

A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

DECEMBER 2016

This research acknowledged and emphasized the relationship between the environment and positive health outcomes for those with Alzheimer’s.

Although some consider designing for individuals with Alzheimer’s as being specialized, this memory care Spaces and materials are provided for the residents to engage in activities that are of interest to them, providing personalization and promotion of social interaction. facility followed design recommendations directly related to the Goals of UD, having a positive impact on a wider range of residents and users within the facility.

Good wayfinding has been shown to reduce stress and help counteract cognitive decline in those with memory impairments. If the design is straightforward and understandable, those with Alzheimer’s disease can more easily navigate within the spaces. Staff interviews revealed that depending on the resident’s level of cognitive function, they may be interested in moving around independently, in which case intuitive wayfinding in the design is helpful. Good wayfinding offers benefits to the staff and visitors as well, helping with orientation and navigation within the environment. Visits to these facilities can sometimes be emotional for family members, so reducing confusion in the environment has great

03

benefits to this user group as well.

Physical and visual access to the outdoors is critical to resident wellbeing. Every staff member interviewed mentioned the importance of the outdoors and nature to the residents. Connections to nature can alleviate feelings of confinement, breaking up the monotony of the indoor environment. A secured courtyard provides residents in a locked unit with some level of independence if they do choose to go outdoors. For staff members, this area also can be an ideal location to relax or take a break, especially when the demands of working in memory care are stressful. For visitors, a courtyard is an ideal location to spend time with and participate in activities with loved ones.

While the design of memory care facilities should primarily benefit the residents, supportive and welldesigned environments benefit all users. Including the needs of residents and the wider population in the design process ensures that the environment is advantageous to all. Universal Design acknowledges the power and positive impact our designs can have on all people, especially when those benefits improve the quality of life for populations who are often excluded from the design process.

References Brawley, E. (2006). Design innovations for aging and Alzheimer’s: Creating caring environments. Hoboken, NJ: John Wiley & Sons, Inc. Chmielewski, E., Perkins Eastman. (2014). Excellence in Design: Optimal Living Space for People with Alzheimer’s Disease and Related Dementias. Alzheimer’s Foundation of America.

Cohen, U., & Weisman, G. D. (1991). Holding on to home: designing environments for people with dementia.

Baltimore: Johns Hopkins University Press.

Marcus, C. C., & Barnes, M. (1999). Healing gardens: Therapeutic benefits and design recommendations: John Wiley & Sons.

Designing for Alzheimer’s Disease Using the Goals of Universal Design

Marquardt, G., Bueter, K., & Motzek, T. (2014). Impact of the Design of the Built Environment on People with Dementia:An Evidence-Based Review. Health Environments Research & Design Journal (HERD) (Vendome Group LLC), 8(1), 127-157 .

Passini, Romedi; Constant Rainville; Nicolas Marchand and Yves Joanette. Wayfinding and Dementia: Some Research Findings and a New Look at Design. Journal of Architectural and Planning Research. Vol. 15, No. 2 (Summer, 1998), pp.

133-151.

Passini, R., Pigot, H., Rainville, C., & Tétreault, M.-H. (2000).

Wayfinding in a Nursing Home for Advanced Dementia of the Alzheimer’s Type. Environment and Behavior, 32(5), 684-710.

Steinfeld, Edward, and Jordana L. Maisel. Universal Design: Creating Inclusive Environments. Hoboken, NJ: Wiley, 2012.

Tyson, M. (2002). Treatment gardens: naturally mapped environments and independence. Alzheimer’s Care Quarterly, 3(1), 55-60.

Zeisel, J. (2009). I’m Still Here: A New Philosophy of Alzheimer’s Care (1 ed.): Avery.

Zeisel, J., Hyde, J., & Levkoff, S. (1994). Best practices: An Environment Behavior (EB) model for Alzheimer special care units. The American Journal of Alzheimer’s Care and Related Disorders and Research.

Acknowledgement: I would like to thank Dr. John Zeisel and Hearthstone Alzheimer Care in Marlborough, MA for allowing me to access the facility and their support of this thesis research. And thank you to the residents, who welcomed me and made me feel at home. My experience at Hearthstone left a warm and lasting impression on me.

A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

(CONTINUED)

Jennifer McQuilkin recently completed her Master of Science in Architecture with a concentration in Inclusive Design at the State University of New York at Buffalo.

Her thesis research, titled “Meaningful Wandering for Residents with Alzheimer’s Disease in Memory Care Facilities,” was developed with funding from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) through the Center for Inclusive Design and Environmental Access (IDEA) and presented at EDRA 47 and the Alzheimer’s Association International Conference in 2016. Jennifer now works in communications at CannonDesign, supporting their healthcare market.

MAY 2017

04

Effects of Acoustics, Lighting, & MAY 2017

Color on Children’s Learning in Classrooms

BY TAYLOR LITERSKI

B

uilt environments are believed to have effects on people’s mood, performance, and satisfaction. Recent years have seen an increase in research on how classrooms impact children’s learning and development. Educational administrators, architects, and interior designers follow such research evidence that school environments in which children spend much time have a much larger effect on them than was originally thought.

It is known that early childhood development is vital to later life outcomes. Children learn how to feel, think, and act based on the places they grow up. This development typically occurs in a certain order. Maturation and learning are two of the most important phases required for proper development.

Beginning at age four, most of young lives are spent in classrooms. Children change in response to environmental stimuli in such classrooms because they are easily molded and shaped. As learning is a pivotal phase, it is important to evaluate the classroom design and architectural elements that children are surrounded by in much of their life.

This paper presents a short literature review on how classrooms’ lighting, sounds, and color affect children’s learning in classrooms.

Environmental Acoustics Acoustics and noise influence learning in children’s educational settings. Difficulty of learning due to poor acoustics in classrooms has been acknowledged within the last 100 years, and within the past 40 years a significant amount of research has focused on the specific effects of acoustics on children and their teachers. (Shield et al., 2015).

Additionally, acoustical guidelines have been implemented to prevent learning complications.

Acoustics are based on the construction type, materials, and the spatial layout within a building.

Physical characteristics such as room volumes and the amount of glazing are related to reverberation time which accounts for the majority of acoustical issues. Classroom design and geometry such as room volume, floor area, ceiling height, and wall

A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

glazing were evaluated in a study conducted by Shield et al. (2015). The study concluded that having absorbing materials on the walls, ceiling, and floor can influence a much better ambience for learning. The ceiling height should not go beyond 7’ 10 ½” unless there is sufficient absorption provided by soundproofing panels and carpeting (Shield et al, 2015).

Estrada-Rodriquez and Reyes-Lagunes (2009) examined the effects of environmental noise in classrooms as well. They reviewed several studies since the 1970s which manipulated noise levels to understand the effects on children between ages 5-11. The focus of the older studies was on the cognitive processing of the children when they did tasks such as reading comprehension and problem solving. The goal was to see if there would be an annoyance, lack of communication, and speech intelligibility due to the noises of the school’s architectural design and environmental acoustics in each classroom. The results show that students who attended schools with a high level of noise could not adapt to noises as well in later situations.

Constant exposure to elevated noise levels in the most important stages of development could hinder the learning of speech and language and also connected skills such as reading and listening.

(Estrada-Rodriquez & Reyes-Lagunes, 2009).

Because of how the classroom was structured and designed, the noise level was recorded at a very high level. Students expressed difficulty communicating with their teachers and peers. Only 93% of the teacher’s lecture was clearly understood; however, although it is a high percentage, the remaining 7% indicates a problem. These findings were parallel to previous studies about sound implications on children. Correlations such as academic performance and cognitive process alterations due to heightened noise were validated.

Another study showed a large increase in neuroendocrine measurements due to chronic noise exposure among children. (Evans, 1995).

Cardiac reactivity in response to demanding tasks

05

was also evident. Both of these can result in deficits in long-term memory, attention span, and reading among children

Effects of Lighting Lighting in classrooms is another aspect that is often overseen. Robert Gifford (1988) studied the effects of artificial and natural lighting and how each influenced arousal, comfort, and communication.

Human activity typically increases when natural daylight is present; therefore it is important that classroom designs include windows to increase children’s learning and stimulation. Dimmed artificial lighting usually results in a reduction of eye contact and late reaction to verbal conversations.

More communication in schools would result in better and increased teacher-student interactions.

Brighter lights equaling an average of 90 footcandles would produce better communication (Gifford, 1988).

Contrary to the common belief, more intimate conversations are produced in brighter lighting than in softer lighting (Gifford, 1988). Basic and intimate communications are more likely to happen in a home-like environment due to appropriate lighting qualities, which can lead to better learning activities.

Effects of Color Color influences behavior of children in classrooms as well. A study investigating both ceiling heights and wall colors revealed that the more variety of colors and heights present, the more cooperative the child was, due to increased stimulation in the room (Read et al., 1999). Lack of change in the environment would result in low stimulation.

Another study on children’s color preferences in the interior spaces found that purple was chosen as the favorite among girls and as top two among boys. Blue was among the top two choices for 50% of the participants. Green was in the top three.

Yellow was identified as the last two choices for

Effects of Acoustics, Lighting, & Color on Children’s Learning in Classrooms (CONTINUED) color by girls. Overall, the children’s favorite was red followed by purple. This is an interesting find as red and purple are next to each other on the color spectrum. Gray was chosen as the least favorable color which needs to be taken into mind when designing classrooms for children. While stimulation is good, too much stimulation can also cause negative effects on children (Read & Upington, 1999).

The proper design formula of lighting, sound and color has not yet been derived due to the complex nature of environmental stimulations among children. However, with more research, classrooms can de carefully designed to create better learning and growing

References Estrada-Rodrigues, D. C., & Reyes-Lagunes, I. (2009).

Psychological Effects on School Children Due to Classroom Acoustics. Edra, 40, 437-444.

Evans, G.W. (1995). Chronic noise and psychological stress. Psychological Science, 6, 333338.

Gifford, R. (1988). Light, decor, arousal, comfort, and communication. Journal of Environmental Psychology, 8, 177-189.

Read, M. A., Sugawara, A. I., & Brandt, J. A. (1999). Impact of space and color in the physical environment on preschool children’s cooperative behavior. Environment & Behavior, 31(3), 413.

Read, M., & Upington, D. (2009). Young Children’s Color Preferences in the Interior Environment.

Early Childhood Education Journal, 36(6), 491-496. doi:10.1007/s10643-009-0311-6 Shield, B., Conetta, R., Dockrell, J., Connolly, D., Cox, T., & Mydlarz, C. (2015). A survey of acoustic conditions and noise levels in secondary school classrooms in England. Journal Of The

A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

Acoustical Society Of America, 137(1), 177-188. doi:10.1121/1.4904528

Taylor Literski holds a Bachelor of Arts degree in Interior Architecture and a Bachelor of Science degree in Psychology from the University of Wisconsin - Stevens Point.

Literski currently works at Samuels Group Environments in Wausau, Wi.

MAY 2017

06

Observational Study of Acoustic Design and Repetitive Behaviors on Children with Autism

MAY 2017

07

BY S. KANAKRI, M. SHEPLEY, L.G. TASSINARY, J. W. VARNI AND H. M. FAWAZ

Introduction As the majority of individuals diagnosed with autism spectrum disorders (ASDs) live with sensory processing differences, the acoustic environment is of primary concern within interior design considerations (Martin, 2014). This research paper explores how noise levels affect the behavior of children with autism in classroom settings and use the findings to generate future research ideas that will strengthen the empirical evidence of guidelines for interior design for autism.

Background Previous research suggests that differences in perceptual processing to auditory, tactile, and visual stimuli can lead to individuals with autism being overwhelmed by sensory inputs, which further encumbers coordination and autonomous control, disrupting routes of prediction and anticipatory control, and over time altering neural wiring (Brincker & Torres, 2013). Therefore, persons with autism are particularly susceptible to negative effects of poorly designed acoustical environments.

Hypersensitivity to sound has been discussed for decades as a very important concern within the ASD community. Between 1964 and 1994, the Autism Research Institute gathered the medical histories on more than 17,000 children with autism in different countries and more than 40% included parent notations of sound sensitivity (Rimland & Edelson, 1995). The American National Standards Institute has an official statement for Performance Criteria, Design Requirements and Guidelines for Schools, which can be consulted for the acoustic design in schools (ANSI S12.60-2010). The ANSI/ ASA (2012) has the following three standards for classroom acoustics: 1. Unoccupied classroom levels must not exceed 35 dB.

A publication from Environmental Design Research Association A publication from thethe Environmental Design Research Association

2. The signal-to-noise ratio should be at least +15 dB at the child’s ears.

3. Unoccupied classroom reverberation must not surpass 0.6 s in smaller classrooms or 0.7 s in larger rooms.

Hypothesis It is hypothesized that there is a significant relationship between noise and the behavior of children with autism, with higher noise predicting an increase in repetitive behaviors in the classroom environment.

Methods The behavioral observations took place in four classrooms which separated into quiet (less than 35 dB) and noisy/loud (35 dB or more) according to decibel levels when the room was unoccupied.

Each classroom had similar acoustical and lighting design elements, but the decibel levels varied based on their proximity to louder areas such as playgrounds, multipurpose rooms, and rooms containing HVAC systems.

A 12-hour pilot study was conducted to test the hypothesized behaviors to be observed. Five behaviors were compiled from an extensive literature review on the impacts of noise on behaviors in individuals with autism. The pilot study tested the presence of the list of behaviors compiled from literature. After the 12 hours of observation in the pilot study, two additional behaviors were deemed important to track. In addition to the original five behaviors, covering ears and repetitive speech were added as essential items to count during observation. In total, seven behaviors were tracked in this study. While some of these behaviors can be readily associated with the Restricted and Repetitive Behaviors Questionnaire

(see Leekam et al., 2007 and Leekam et al., 2011), the present list was compiled to directly address behaviors in the classroom that can be observed in a specified amount of time, and that would be more directly associated with auditory distress (Kinnealey et al., 2012). These behaviors consisted of the following: 1. Repetitive movement (stereotypy): defined as a type of repetitive movement with the hands, legs or any part of the body, as when, for example, the child flaps his hands many times continuously (Insel, 2013). Other examples of a repetitive movement would include rocking, twirling, and spinning.

2. Repetitive speech: This behavior is related to any type of repetitive and continuous speech.

Repetitive speech patterns are a frequently characteristic of children in the autism spectrum (Lovaas et al., 1977). Words may be repeated over and over (echolalia), and words or phrases previously heard may be repeated after a time delay of a few minutes, hours, days, weeks, or even months, in the case of delayed echolalia (Insel, 2013).

3. Covering the e ars: Children may cover both ears and others cover one ear (Tang, Kennedy, Koppekin & Caruso, 2002). While this behavior is functional for ear protection, it is identified as intrusive when children must persistently keep their ears covered and may be linked to anxiety as a child becomes fearful of potential unpleasant noises, and pre-emptively engages in earcovering.

4. Hitting response: This response is related to any type of hitting, including children hitting themselves, other children, or throwing objects which can injure themselves or others. Turner (1999) defined the hit response as any behavior

Observational Study of Acoustic Design and

MAY 2017

Repetitive Behaviors on Children with Autism (CONTINUED) that can cause tissue damage (bruises, redness, and open wounds). Common forms include head banging, hand biting, and excessive scratching or rubbing.

5. Produce loud sounds: Continuous loud noises are produced during any kind of activity. These noises could be clear words, unclear words, or production of loud sounds.

6. Blinking eyes: Eye blinking is an involuntary process that helps keep the eyes hydrated and protected (Goodwin, 2011). Eye blinking beyond a normal level of 44 minutes per day (Goodwin, 2011) provides a way to measure social disengagement. The more the child blinks the more he is disengaged in the event (Shultz, 2011).

7. Complaining: Complaining occurs when the children refuse to do what the teacher is asking them to do, expressing disinterest or direct refusal to follow directions, or complaints about being bothered by something in the classroom environment.

In total, 42 students participated in this study: 20 from School 1 and the remaining 22 from School 2. All students had been diagnosed with highfunctioning autism but there was a range in different intellectual abilities within each classroom.

Please see Figure 1 and Figure 2.

Observations of the students were focused on seven behaviors typical of a child with autism at this age: repetitive movement, repetitive speech, covering the ears, hitting, loud sounds, blinking eyes, and complaining.

The observation period lasted seven weeks, with 20 total hours of observation being completed in each classroom. Three separate techniques of observation were used. First, the researcher used the Noldus Observer XT software to determine the number of times each of the seven problem behaviors occurred. Second, every 10 seconds,

A publication from the Environmental Design Research Association A publication from the Environmental Design Research Association

a video recorder connected to a decibel meter recorded the children’s behavior. Lastly, a teacher questionnaire was utilized.

Findings When the data for all four classrooms were combined, a significant positive correlation was found between the decibel levels and complaining, repetitive speech, hitting, producing loud sound, repetitive motor movement, blinking eyes and covering ears. As the levels of decibel increased, the occurrence of these behaviors also increased.

There were also differences in behaviors expressed depending the classification of the classroom into either quiet or loud. The loud classrooms had significantly more observances of complaining, repetitive speech, producing loud sounds, repetitive motor movement, and covering ears than the quiet classrooms. In general, complaining, repetitive speech, hitting, production of loud sounds, and covering ears occurred more frequently when noise levels were greater than 70 dB, in comparison with when decibel was less than 55 dB or between 55 and 70 dB. The quiet classrooms had significantly more observances of covering ears than the loud classroom, see Table 1.

Discussion In general, our results show a significant positive correlation between decibel levels and most behaviors observed in this study. These findings offer confirmation that a noisy acoustical environment and repetitive behaviors have a direct relationship.

It is important that future research tests the causal association between these two factors. Classroom environments with intentionally-controlled sound levels can be experimentally tested for the directional and temporal nature of this relationship.

Overall, findings suggest that attention to acoustic design and modifications to existing environments are essential to providing a supportive educational

08

environment. Although under some circumstances, individuals with autism may benefit from being acclimated to neurotypical environments, providing environments that buffer acoustics benefits the learning of individuals with heightened sensory perception and individuals with neuro- typical functioning alike. Specifically, we theorize that with decreased environmental stimuli, attentional processes and executive attentional resources can be relocated toward individual processing. With decreased arousal and increased neurological resources, individuals with ASD will evidence less stereotypic behavior, as a result of lower internal distress. Future research might address this directly through taking physiological measurements or ratings of children’s subjective feelings periodically throughout the day.

References American National Standards Institute/Acoustical Society of America. (2012). American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 1: Permanent Schools. ANSI/ ASA S12.60-2010/Part 1, 2012.

Brincker, M., & Torres, E. (2013). Noise from the periphery in autism. Frontiers in Integrative Neuroscience, 7, 34. doi:10.3389/fnint.2013.00034 Martin, C. (2014). Exploring the impact of the design of the physical class- room environment on young children with autism spectrum disorder (ASD). Journal of Research in Special Education Needs. Advance online publication. doi:10.1111/1471-3802.12092 Rimland, B., & Edelson, S. M. (1995). Brief report: A pilot study of auditory integration training in autism. Journal of Autism and Developmental Disabilities, 25, 61-70.

Observational Study of Acoustic Design and Repetitive Behaviors on Children with Autism (CONTINUED)

MAY 2017

09

Louis G. Tassinary, PhD, J.D, is a professor in the visualization department in the College of Architecture at Texas A&M University. His research explores affective and cognitive processes at the nexus of neuroscience, design, and perception.

Figure 1. School 1 layout and images

Figure 2. School 2 layout and images

A publication from the Environmental Design Research Association A publication from the Environmental Design Research Association

James W. Varni, PhD, is a professor emeritus in the Colleges of Architecture and Medicine at Texas A&M University. His research emphasis is health-related quality of life measurement in pediatric chronic health conditions, and the effects of the built environment on child health outcomes.

Shireen M. Kanakri, MArch, PhD, is a tenuretrack assistant professor in the interior design program and affiliate faculty with the Autism Center at Ball State University. She completed her doctorate in architecture from Texas A&M University/Center for Health Systems and Design in May 2014.

Her interests include effects of environmental factors such as acoustics and lighting on the children with autism, and the psychology of design and architecture. She is leading the Health and Environmental Design Research Lab (HEDR) at Ball State University.

Mardelle Shepley, DArch, FAIA, FACHA, LEEP AP, EDAC, is a professor in the Department of Design and Environmental Analysis and associate director of the Institute for Health Futures at Cornell University. Her research focuses on the impact of health facility environments on patients, families, and staff.

Haitham M. Fawaz, MEng, is a graduate electrical engineering major at Texas A&M University. His research interest focuses on the impact of environmental factors on people health.

MAY 2017

2016 Annual Review

10

Dear EDRA members:

ENVIRONMENTAL DESIGN RESEARCH ASSOCIATION 22 N Carroll St., Ste 300 Madison, WI 53703 608-310-7540 www.edra.org EDRA Connections is published two to three times a year by the Environmental Design Research Association. Š 2017. All rights reserved.

EDITOR Nisha A. Fernando Nisha.Fernando@uwsp.edu 2016-2017 BOARD OF DIRECTORS Jeremy Wells, PhD, Chair-Elect Roger Williams University Nisha A. Fernando, PhD, Secretary University of Wisconsin – Stevens Point Jennifer Senick, PhD, Treasurer Rutgers University Shauna Mallory-Hill, PhD, Past Chair University of Manitoba Karen Kim, PhD Student, Student Representative University of Buffalo, SUNY Sue Weidemann, PhD, Emeritus Member University of Buffalo BOARD MEMBERS David L. Boeck, PhD The University of Oklahoma Emily Chmielewski, EDAC Perkins Eastman Deni Ruggeri, PhD The Norwegian University of Life Sciences Vibhavari Jani, PhD Kansas State University EXECUTIVE DIRECTOR Lee Helgen leeh@edra.org

A publication from the Environmental Design Research Association A publication from the Environmental Design Research Association

As your new Executive Director, I want to let you know how thrilled I am to be working with the EDRA membership and your outstanding leadership team. I already feel the strong sense of community and I am looking forward to becoming part of the EDRA family. Over the course of my career, I have worked on various aspects of the relationships between people, their built environments, and natural ecosystems. Having worked for statewide associations of public health and workforce development professionals, I appreciate how the natural and built environments directly impact health, economic opportunity, and quality of life.

As a local elected official, I championed policies to promote green building design, incorporate public art and design aesthetics into community building, and fund projects that connect youth with nature.

Additionally, I fought for investing in neighborhood revitalization and closing the employment disparity gap. Having worked with a network of leading environmental organizations to address climate change by transforming the energy sector to utilize clean energy, I understand the value of utilizing systems analysis to identify key leverage points for advancing change.

I applaud EDRA for its work over the past 48 years and I embrace its mission to provide a collaborative multidisciplinary community that connects theory, research, and practice to create and advocate for environments that are responsive to diverse human needs. I am looking forward to working with the entire membership to share knowledge and research that improves the quality of life and which leads to a more humane, just, and inclusive world.

Again, thank you for the opportunity and please feel free to reach out to me at any time with your thoughts, questions and ideas.

Warmest Regards, Lee Helgen, Executive Director Environmental Design Research Association