Architecture and Its Impact on Autism Spectrum Disorder
An Undergraduate Honors Thesis by Jacob Sobelman Director: Milagros Zingoni, Associate Professor and Director of the School of Interior Architecture, University of Tennessee Co-Director: Dr. Renata Hejduk, Associate Professor, Arizona State University Reviewer: Tina Patel, Assistant Professor, Kent State University
CHAPTER 1 Abstract General Statistics Justification and Significance: Statistics of the Lives of Autistic Adults Thesis Statement
ABSTRACT Autism Spectrum Disorder (ASD) is a developmental disability that impacts one’s social interaction, communication skills (both verbal and non-verbal), and cognitive function. Autism affects 1 in 60 children. Individuals with autism have trouble understanding facial expressions or social cues, and often see the world around them differently than a neurotypical individual (mainly increased sensitivity to sounds, motion, or lighting). As the name implies, autism is a spectrum, and no two individuals are alike. As the saying goes, “When you’ve met one person with autism, you’ve met one person with autism.” Movies such as Rain Man (1988) or The Accountant (2016) showcase autistic individuals who are higherfunctioning; they are able to verbally communicate and live somewhat independently. Other autistic individuals, such as my brother, Tyler, are lower-functioning. Tyler is non-verbal and unable to be independent, and our day-to-day life is greatly shaped by this. One thought that haunts the parents of autistic individuals is, “What happens when they’re older?” Even more scary is the question “What will happen when I’m gone?” My brother is on the autism spectrum, and my mother describes these thoughts as ones that “keep [her] up at night.” She explains, “I think it’s important for him to be completely engaged and productive, and we have that right now because we’re in our little safety bubble...that’s going to end...and it’s kind of scary.” Around 50,000 children with autism turn 18 every year in the United States, and nearly 90% of autistic individuals lose access to the services they have relied on throughout their entire lives. My hope is that architecture can help to answer this question by providing a place for adults on the autism spectrum to learn how to eventually live and work independently in the future. By implementing certain design features and design criteria to minimize the sensory overload issues commonly experienced by individuals with autism, we can create a safe space for learning for young adults on the autism spectrum.
1 in 63
Or 1.6% of 8-year-old children in an area of Arizona were identified with ASD by ADDSP in 2016.
By 57 Months
White children were 1.5x more likely To be identified with ASD than Hispanic or black children.
38% of children Identified with ASD received a Complementary Development Evaluation by the age of 3
Half of children identified with AD were diagnosed. Boys were 4.2x more likely To be identified with ASD than girls.
4:1
68% of children Identified with ASD had a documented ASD diagnosis.
IQ Data Available for 91% Of Children Identified with ASD by ADDSP ≤70
25%
71-85 >85 IQ= Intelligence Quotient Intellectual Disability= IQ ≤70
This percentage is lower than the average percentage identified with ASD (1.85%) in 2016 in all communities in the United States where the CDC tracked ASD in 2016.
25%
had an intellectual disability 45%
30%
Current Autism Spectrum Diagnosis Girls
Current Autism Spectrum Diagnosis Boys
14%
13%
47%
24%
15%
Autism
47%
22%
19%
Asperger’s Syndrome
Pervasive Developmental Disorder-Not Otherwise Specified
Other ASD
“What happens when my child is older?” “What will happen when I’m no longer able to take care of my child?”
Where Adults with Autism Live Now 5%
1% 3%
Home (Parent or Guardian) Community Care Independent or Supported Living Intermediate Care Facility Developmental Center Skilled Nursing Facility Other
91%
Due to the lack of resources, education, and vocational skills, most autistic adults must live at home as they are unaware of how to live independently.
Residence Type
Number of ASD Individuals Percent of Total
Home (Parent or Guardian)
63,768
90.75%
Community Care (Licensed Group Home)
3,857
5.49%
Independent or Supported Living
1,774
2.52%
Intermediate Care Facility
472
0.67%
Development Center
236
0.34%
Skilled Nursing Facility
25
0.04%
Other
138
0.20%
3x the rate of social isolation than those without disabilities
The ages of 18-28 are “critically important in establishing a foundation for adult life,” and individuals with autism have a much harder time with this. The years after high school can be very disorienting for an autistic individual as there are fewer services offered and little to no structure to daily life. For example, 66% of autistic individuals under 17 have access to speech and language services, but this number dwindles to 10% after high school. Similarly, “the proportion of those receiving occupational or life skills therapy diminishes from more than half to just under one-third.” 66% of young adults on the spectrum do not secure a job after high school, and only half secure a job or go to school roughly two to four years afterwards.
We can create a safe learning space for young adults on the autism spectrum to gain the much-desired confidence to live and work independently by implementing certain architectural design features and design criteria to minimize the sensory overload issues that individuals with autism commonly experience.
CHAPTER 2 Literature Review Research Findings Case Studies
LITERATURE REVIEW As Autism Spectrum Disorder becomes a better-researched and better-understood disability, more and more research becomes available to the public, but this only applies to research for autism in a broader sense. Research exploring the specifics of architecture’s relationship to autism is still relatively new, with the earliest research being published only twelve years ago. Thankfully, since this initial research was published, more and more architects and researchers are able to understand this relationship and conduct their own research into the subject, and this research focuses primarily on adjusting to common sensory overload issues faced by individuals on the autism spectrum. In the introduction of her PhD dissertation, Dr. Magda Mostafa states that, despite the importance of accessibility in the field of architecture, autism “has long been excluded from various architectural guidelines and codes of practice for special needs” (Mostafa). Mostafa’s work, first published in March of 2008, is the first set of formal guidelines for the built environment that relate specifically to individuals on the autism spectrum. Her work led to the creation of The Autism ASPECTSS Design Index, which outlines seven explicit design criteria which must be considered when designing for individuals on the autism specturm. In November of 2010 Christopher Beaver, a partner of GA Architects in London gave a lecture titled “Designing Environments for Children and Adults with ASD” in which he defines nine essential features of architectural design which are important in designing for individuals on the autism spectrum. My tour of One Step Beyond’s new Scottsdale location gave me great insight into what an autism education program inculdes and how such a program works. OSBI’s pre-vocational and vocational programs help members find jobs and teach them about employment. The life skills program empowers individuals to become independent and increase their self-confidence. One Step Beyond includes many recreational programs, including everything from health and fitness, culinary training and catering, as well as fine arts, theatre, and music. My tour of The Centers for Habilitation (TCH) gave me great insight into the application of many of Dr. Mostafa’s and Christopher Beaver’s design considerations, and my tour guide was adamant in pointing out many other design concerns he wished were improved upon. Given that the TCH building was built back in the early 1990s many of the design considerations for individuals with disabilities have changed significantly, so the building itself does not reflect these updated criteria per the Americans with Disabilities Act (ADA). My tour of First Place in Phoenix gave me great insight into how adults on the autism spectrum live. There is more to learning independence than simply learning how to get a job; one must also learn how to live on their own and how to socialize. First Place offers residents the opportunities to learn how to live on their own or with a roommate, and their Transition Academy takes this one step further, teaching individuals basic socialization skills in a co-living environment. The owner of First Place worked closely with RSP Architects as well as with focus groups and individuals on the autism spectrum to understand how a residential community should be designed to fit the various needs of adults on the autism specturm.
RESEARCH FINDINGS - THE AUTISM ASPECTSS DESIGN INDEX DR. MAGDA MOSTAFA, PHD
ACOUSTICS
SPATIAL SEQUENCING
ESCAPE SPACES
COMPARTMENTALIZATION
Acoustics in an environment should control the “background noise, echo and reverberation” in a way that minimizes these sounds (Mostafa). Acoustics should vary to accommodate the differences in activity.
Spaces should be organized in a “logical order, based on the typical scheduled use of such spaces,” to help create routine and create familiarity. Spaces should be organized in a way that eliminates distractions as best as possible.
It is important to offer quiet spaces for individuals to relax and recouperate should they have a tantrum caused by overstimulation. These calming spaces could be separate rooms or even as simple as an alcove or recession.
Compartmentalization can be done through furniture arrangements, changes in flooring or wall covering, or changes in lighting that will help define the function of the space. This will help provide a sense of routine and predictability.
TRANSITIONS
SENSORY ZONING
SAFETY
Transition zones help the autistic user reset their senses as they move from one activity to the next. These areas can be as small as a single node or as large as an entire separate room between activities. Transition zones are especially important betweena areas of high stimulation to areas of low stimulation (Love).
Spaces should be organized in “high stimulus” and “low stimulus” categories with transition zones in between, instead of being organized by function as in a traditional building.
Safety is undoubtedly the most important piece of design criteria for differently-abled individuals. Both children and adults with autism have an altered perception of their environment and are often very curious about the world around them. Sharp edges and corners should be avoided so that an individual cannot get hurt should they happen to bump into a wall.
RESEARCH FINDINGS - DESIGNING ENVIRONMENTS FOR CHILDREN AND ADULTS WITH ASD Lecture by Christopher Beaver WAYFINDING It is important the building have a clear geography. Beavers says curved walls “help to give a sense of security and lead people around the building so there are no surprises in terms of coming around a corner and then you suddenly meet someone face-to-face” (Beaver). Long, monotonous corridors also feel “very institutional” and should be avoided as well.
CIRCULATION Eliminate “running opportunities” (no long corridors). Include spaces for socialization and independence. Consider proxemics and spatial requirements (i.e. wheelchair users).
CALM AND SIMPLE SPACES These breakout spaces should include good acoustics and clean, simple patterns. While carpet may not always be the best flooring for a differently-abled individual, especially one in a wheelchair, in addition to concerns related to cleaning and hygeine, carpeting could actually be best for these simple spaces as it can help dampen sound, which Beaver says is the most important factor when creating these spaces (cork or linoleum flooring also works well for this). Avoid distracting patterns and signage.
COLOR Stimulating colors should be avoided for an autism-friendly environment. Colors should be considered in both natural and artificial lighting conditions. Calmer, less saturated colors such as blues and grays are more quiet visually and accoustically. All colors used should be matte, as highlyreflective materials make for an unfriendly space.
LIGHTING Traditional fluorescent tube lighting can be distracting and uncomfortable, especially when these lights begin to flicker and die out. Indirect or hidden lighting is preferred as it creates a glowing environment. Dimmer areas can be helpful to prevent overstimulation as well.
HEATING Two-panel radiators are problematic as they can injure individuals and create fire hazards. Forced air HVAC systems or radiant heating mechanisms are preferred for providing enough heat while also maintaining safety.
CURTAINS and BLINDS Traditional blinds and curtain rails that are hung inside buildings should be avoided because of the likelihood of being damaged. Beaver’s proposed solution is hanging remote-controlled blinds in between double-glazed windows.
SECURITY Magnetic door locks ensure security and safety as they automatically unlock when the fire alarm is pressed, ensuring nobody is locked inside. Recessed doors with single arms eliminate the risk for injury when using the door. Fire escape routes are essential as is limiting doors to the outside.
CASE STUDY - BEDROOM RENOVATION AJ PARON-WILDES Walls originally painted with yellow stripes were changed to a more “quiet” light pink color New carpetting is installed made of 100% wool to prevent dust mites and other allergens while maintaining an inviting, homey flooring for this bedroom The furniture was changed to make this bedroom more organized. There is now more space and less clutter, thus eliminating distractions.
CASE STUDY - FRASER AUTISM THERAPY CENTER AJ PARON-WILDES Minneapolis, MN Therapy rooms were designed with few colors or patterns and employed a large amount of natural sunlight through solar tubes to neutralize the tone of the space. The waiting room, shown above, includes much more color, which Paron-Wildes says was “helpful for the parents,” reinforcing the earlier-explained balance of calmness for the autistic individual and stimulus for the caregivers.
CASE STUDY - MIND INSTITUTE REMODEL AJ PARON-WILDES Sacramento, CA The lobby contains a very lightlypatterned floor and many neutral-colored materials. The lobby also has ample natural sunlight.
The waiting room can be a somewhat daunting place for both autistic individuals and their families and caretakers. Paron-Wildes and her firm created pods for families to sit in which look out onto a secure courtyard. This courtyard acts as a place for children to play while their parents are being interviewed by specialists, and the children can still be properly supervised.
CASE STUDY - sensoryPLAYSCAPE Sean Ahlquist, Social Sensory Architectures Ann Arbor, MI sensoryPLAYSCAPE is a “tent-like pavilion made of tensile fabric stretched over rods to create an immersive environment,” which helps young autistic individuals understand their senses (Mortice). The way it works is all about touch, and Ahlquist describes the chosen fabric materiality as being similar to a textile iPad interface. Ahlquist explains that “a Microsoft Kinect sensor detects when the surface of the fabric is stretched in gradients, from a hard to a soft touch, and feeds this information through software” (Mortice). The interaction with the fabric offers varying results depending on how the individual touches the fabric. Child-size tunnels and cones in the pavilion “beg for helpful dads like Ahlquist to pick up kids and let them slide through,” which help to form important bonds between parent and child as they play and learn about their senses (Mortice). Social Sensory Architectures created this pavilion to connect motor skills to auditory and visual responses.
CASE STUDY - FIRST PLACE RSP ARCHITECTS Phoenix, AZ First Place Phoenix is an innovative housing community for adults on the autism spectrum. When Denise Resnik’s son was diagnosed with autism, she explored various housing options for the future, and she did not want her son in any of them. “I ran away,” she explained, “I ran away as fast as I possibly could.” She decided the common institution would never work for her son, or for anyone else, so she began working with RSP Architects to design First Place. First Place is home to 79 residents living in 55 one, two, and four bedroom units. The apartments provide access to “a suite of supports and ammenities with all the benefits of community-connected, independent living.” First Place works with the Southwest Autism Research and Resource Center (SARRC) to provide selected residents with their Transition Academy program. This program is a two-year life skills program to “empower residents to find employment and live more independently.”
The Global Leadership Institute is an “international education center for professionals, support staff, and medical personnel” while also acting as a hub for “research and public policy advancements.”
FIRST FLOOR 1. Entrance 2. The Kemper & Ethel Marley Foundation Landmark • This landmark offers a comfortable place for residents to relax and socialize 3. Stardust Gardens and Lobby • Acitivity hub and information center with views to the outdoors 4. Sonia’s Culinary Teaching Kitchen 5. Cox Community Room • Multipurpose gathering space 6. Outdoor Courtyard 7. Transition Academy Suites • All 4-bedroom units are reserved for residents who are enrolled in First Place’s Transition Academy
8. Virginia G. Piper Charitable Health Spot • Health and wellness center 9. Global Leadership Institute 10. Property Management Office
11. GoodLife Fitness Center 12. Cox Entrepreneurial Spot • Job search and resume assistance center 13. LEGO Lounge 14. Cardinals Stadium Game Room 15. SRPMIC Community Life Spot • Staff meet here for plan activities, events, policies, and procedures 16. The Artists Lounge • Reisdents can come here to explore their creative sides 17. Zen Room • This room is dedicated to rest and relaxation allowing residents to meditate or do yoga
18. Arizona Community Foundation A to Z Spot • Gathering space for staff, Transition Academy participants, and support specialists 19. Media Lounge
SECOND, THIRD, FOURTH FLOOR
The 1- and 2-Bedroom units are for all residents who are not members of the Transition Academy. None of the 1-bedroom units contain en-suite bathrooms, but the bathrooms are right next to the bedrooms. All bathrooms have a drain in the center. Some bathrooms have a tub with a shower while some have just a shower. This is a safety precaution as some individuals on the autism spectrum are prone to seizures. Additionally, the shower controls are on the opposite end of the shower from the shower head. This eliminates sensory overload as being underneath the running water while controlling the temperature of the shower can be overstimulating. The entrances for all units are set back to give a more homey, less institutionalized feel to the hallways and the units.
All 4-bedroom units are reserved for members of the Transition Academy, which affords participants the opportunities to practice the socialization skills they learn (this is why these units are also known as “independent living classrooms”). Participants in the Transition Academy want to make friends, and this is one way the program helps them interact with others. These units contain two bedrooms and one shared bathroom on either side of the unit, with a large living room and kitchen in the middle. All units have in-unit laundry machines and closets for extra storage.
Durability is an important factor when designing for individuals on the autism spectrum. All flooring in the units is made from this wood material (right), and all countertops are this white quartz material (left). All units are equipped with the same appliances that can be found in the Culinary Teaching Kitchen. This keeps a sense of familiarity for the residents, and they can learn how to use basic kitchen appliances both in and out of their units. The stoves are equipped with a sensor that will automatically turn the stove off if no movement is detected after a preset amount of time. All units have ample access to natural light in both the bedrooms and the living spaces.
Each hallway has a reading lounge towards the end of it. This ensures residents branch out of their units and spend time with other residents playing card games, reading, or conversing with one another. Notice the change in carpet tiles in each of these lounge spaces, compared to each other and compared to the rest of the hallway. This design strategy is one of many ways wayfinding has been implemented into the design of the building. The LEGO Lounge gives residents a fun place to play on their own or with each other while exploring their creativity with the LEGO bricks. Notice the change in carpet tiles in each of these lounge spaces, compared to each other and compared to the rest of the hallway. This design strategy is one of many ways wayfinding has been implemented into the design of the building.
Calm, muted colors fill the Quiet Room, which give the residents a place to relax and meditate. Furniture is soft and round. The lack of hard edges ensures nobody can get hurt if they were to bump against the furniture. This mural on the back wall, visible through the mirror, depicts balancing stones, which is common in yoga and meditation practices. The large windows give residents great views outdoors while providing plenty of natural sunlight to the room. The connection to nature is beneficial to residents’ health and well-being.
The Arizona Cardinals Game Room offers residents a place to play video games, watch sports, or play tabletop games such as foosball or air hockey. The TV in this room is wall mounted, but given that the TV is angled downwards, it poses a possibility of the TV being torn off, which could injure a resident. The hanging cables also pose a potential safety hazard. First Place has criteria in place when admitting residents so that nobody is exposed to violent or destructive behavior, but accidents could happen! The mural on the wall is the view from the Cardinals end zone, giving residents watching the football game the feeling that they are actually experiencing the event in-person.
Just outside the elevators and stair landings of each floor is a large, open community gathering space. This lounge area serves the same purpose as the above lounge areas while also providing ample sunlight and views. The many community spaces throughout each floor of the building offer residents a place to dine as well. Since First Place is an independent living facility, there is no group dining, as it is a “red flag” for congregate care. Residents make their own food and are encouraged to enjoy their meals with other residents in the community spaces. The staff at First Place also use these community spaces, whether it be for work or relaxation. This helps integrate the residents and the staff together into one community. The color palette of this furniture changes with each floor. This is another way First Place has implemented wayfinding strategies into the design.
The lighting throughout the building is all low-voltage LED lighting, which provides ample lighting into the space without flickering, which could be bothersome to those on the spectrum. First Place worked closely with a lighting consultant to ensure the most comfort possible.
Vertical connections (such as this tall space adjacent to the staircase) contain many windows to visually connect each floor. The windows also act as a reminder to the residents: Their lives are outside, out in the world. Residenst are not confined or institutionalized in First Place; the residents are simply learning how to live out in the world they see through these many windows.
CASE STUDY - ONE STEP BEYOND, INC. Various Locations In AZ
CASE STUDY - THE CENTERS FOR HABILITATION (TCH) Tempe, AZ Many large rooms such as this are used for various program activities. Ample space is ensured for wheelchair users. This room is towards the center of the building, so there are no windows to let in natural light. Additionally, the room is intentionally kept dark so as to eliminate the issue of flickering lights which can overstimulate.
Other rooms such as this one are have plenty of sunlight shining through. Again, ample space is ensured for wheelchair users. Many of the rooms were color-coded to make for easy wayfinding for all users, differently-abled or not. The rooms were later named after different “hangout spots,” such as Mill Ave., Papago Park, etc.
Many activity rooms in the building have private areas off to the side designated for changing clothes in the case of an accident. Pictured above, this private area is a separate room behind a door, whereas the previously-shown blue room simply has dividers. Plenty of storage for organization. One problem with this space is the changing counter. While it is adjustable, it is not wheelchair-friendly. My tour guide stated it is best if they were built into the wall, adjustable, and not too high as there have been numerous back injuries reported. These same changing tables are present in the bathrooms. While there are standard multi-person bathrooms available, a majority of the bathrooms throughout the building are large single-person bathrooms, all compliant with ADA regulations. Not pictured is a laundry room, which is used to clean soiled clothing in the event of an accident, which goes hand-in-hand with the changing rooms.
Too Tall
“I WISH...” While the blue room provides plenty of light into the space, my tour guide explained that he wished these windows were higher up so that they could still let light in without being low enough for people to see any distractions outdoors. My tour guide has also expressed concern for water access. He says every room should have access to a kitchen sink.
One of the most important issues is door sizes. While the size of door pictured on the left can fit a wheelchair, it is very difficult for a wheelchair user to get through the doorway comfortably. While the door pictured on the right is blocked by cabinatry in the bathroom (this is not the entrance to this bathroom) this image shows what the ideal door size should be when designing for a differently-abled population. While not all individuals on the autism spectrum are wheelchair users, some individuals are, and it is important to accomodate for these different abilities throughout the building.
Preferred Width! (6’)
Too Narrow! (3’)
Unfortunately, these staff spaces pictured here are tight, even for a typically-abled individual. Since there are even some staff members who are wheelchair users, this space is especially difficult to navigate.
Unsafe Storage
Pictured to the far right is the Nurse’s room. The nurse staff is present to treat any minor injuries or illnesses, and is also qualified to administer medication. Any medication that an individual may have brought with them is locked in this room for safety purposes.
Administration Office (one of many office spaces in the building)
Mail Room
Nurse’s Room
The breezeway in the back of the building offers a gentle transition space between the outdoor activities and the indoor activities. In Arizona, summers can reach upwards of 115-120 degrees. During hot days like this, users can still sit outside without much discomfort because of the breezeway’s large width. The outdoor activities in the back of the building include a large basketball court for those who like to be active as well as a ramada with picnic tables for those who prefer to be more sedentary as they relax and socialize in the shade. The far right photograph gives a glimpse at one side of the parking lot, which is designated exclusively for TCH vehicles and is located adjacent to the beautiful sensory garden. TCH provides bus services to pick up individuals from their homes and bring them to the facility. All busses are wheelchair accessible. There are also minivans which staff use to bring individuals to/from doctor’s appointments (the nurses do not conduct doctor’s appointments). TCH applied for a grant to create a shade structure over the parking lot, which would save on the cost and space required to maintain trees and other vegetation.
CHAPTER 3 Site Analysis Program Analysis
Autism Centers in AZ AUTISM CENTERS IN ARIZONA Untitled layer Centers for Centers forHabilitation Habilitation First Place First PlacePhoenix Phoenix LIFE Lawrence Lawrence Institute forfor LIFE Institute Education Education OSBI Glendale OSBI Glendale OSBI Peoria OSBI Peoria OSBI Scottsdale OSBI Scottsdale OSBI Surprise OSBI Surprise Site Site Southwest Autism of of Southwest AutismCenter Center Excellence Excellence
Different learning centers Different learning centers and and housing complexes for individuals housing complexes for with developmental individuals with disabilities such as Autism Spectrum Disorder developmental disabilities such as Autism Spectrum Disorder
DEPARTURES
ARRIVALS
FREEWAYS
CANAL
8400’
5600’ 3000’
3000’
6048 S 40TH ST
326,613SF
PHOENIX, AZ 85042
SITE and SURROUNDINGS ON THE CORNER OF E. SOUTHERN ST. AND S. 40TH ST. IN PHOENIX, AZ BEHIND WALGREENS ADJACENT TO A PLANT NURSERY
C-2 ZONING
TRANSPORTATION BUS STOPS MAIN ROADS BIKE PATHS TRAFFIC LIGHTS
LANDSCAPE
DISTANCES FROM THE SITE Walking Distance Biking Distance Bus Distance Driving Distance
PROGRAMS IN WALKING AND BIKING DISTANCE FROM THE SITE Parks and Nurseries Convenience Stores and Pharmacies
11.
Bank Dining and Fast Food 1. Arid Solutions Plant Nursery 2. Walgreens 3. Subway 4. Circle K 5. Phoenix Desert Plant Nursery 6. Esteban Park 7. Empower Ranch (Nonprofit Organization) 8. Wendy’s 9. McDonald’s 10. Chase Bank 11. Tempe Diablo Baseball Fields 12. Nevitt Park
6.
9.
4. 2.
5.
3. 7.
1.
8.
12.
10.
Summer Sunrise
Summer Midday
Summer Sunset
Winter Sunrise
Winter Midday
Winter Sunset
The findings of both Dr. Mostafa and Mr. Beaver have changed how architects consider designing for disabilities, as disability is more than just physical. Combining both of their works, in addition to my own findings from tours of various facilities, I have concluded the design criteria which are most essential in designing for individuals on the autism spectrum are as follows:
Safety and Security Circulation, Sequencing, and Zoning
Quiet Escape Spaces
Comfortability
Simplicity in Design
Public Semi-Private Private Support
1.
4.
2.
3.
5.
1. Entrance and Staff Areas 2. High Stimulus Areas 3. Low Stimulus Areas 4. Residential Areas 5. Outdoor Areas
Program
Type
Quanitity
Size (per Room)
Totals
4-Bedroom Units 2 Bedroom Units 1 Bedroom Units Lobby Administration Office Conference Room Vocational Classrooms Bathrooms Storage Janitor IT Room Trash Room Breakout Rooms Culinary Training Art Room Music Room Dance Studio Fitness Center Staff Lounge Sensory Garden
Private Private Private Public Semi-Private Semi-Private Semi-Private Semi-Private Support Support Support Support Private Public Public Public Public Public Private Public
4 2 2 1 1 1 4 3 2 1 1 1 3 1 1 1 1 1 2 1
1500sf 800sf 500sf 500sf 700sf 300sf 800sf 100sf 80sf 80sf 80sf 80sf 100sf 800sf 800sf 800sf 1000sf 800sf 350sf 5000sf
6000sf 1600sf 1000sf 500sf 700sf 300sf 3200sf 300sf 160sf 80sf 80sf 80sf 300sf 800sf 800sf 800sf 1000sf 800sf 700sf 5000sf ________________________ 24,200sf
Site: 326,613sf Zoning: C-2 (now known as CSS) Max Lot Coverage: 50%= 163,306.5sf Minimum Landscape Area: 15%= 48,992sf Maximum Building Height: 35ft Rear Setback: 10’ Side Setback: 20’ (Street Side) Front Setback: 20’
Gradient from HIGH STIMULUS areas of the site into LOW STIMULUS areas of the site With the main roads on the north and east sides of the site potentially being overstimulating, it is best to focus the main building towards the south or southwest regions of the site.
Views towards the plant nursery (west) and towards the mountains (south)
CHAPTER 4 Schematic Design Rendered Vignettes
V
N
CIRCULATION
V
N
COURTYARDS
Conference Room Bathroom Storage Staff Lounge IT/Trash/Janitor
STAFF AND SUPPORT
N
V
Administration Office
V
N 4 Bedroom Unit (x4) 2 Bedroom Unit (x2) 1 Bedroom Unit (x2)
RESIDENTIAL
V
N Classroom (x4) Quiet Room (x2) Bathroom Storage
LOW STIMULUS ZONE
Art Room Culinary Training/Community Kitchen
Dance Studio Music Room Staff Lounge Quiet Room (x2) Bathroom (x2) Storage
HIGH STIMULUS ZONE
N
V
Fitness Center
1
2
4
5
1
2
4
5
3
3
Southern Ave
40th St. 40th St.
N
V
Music Rooom
Sto.
Staff Lounge
Quiet Room
Classroom
Bathroom Classroom
Bathroom Sto.
Dance Studio
Quiet Room
Quiet Room Classroom
Bathroom
Classroom
Fitness Center
Staff Lounge
Culinary Kitchen
Sto. Art Room
Janitor IT Trash Administration Office
Bathroom
Conference Room
Quiet Room
4 Bedroom Unit
2 Bedroom Unit
4 Bedroom Unit
2 Bedroom Unit
4 Bedroom Unit
4 Bedroom Unit
1 Bedroom Unit
1 Bedroom Unit
V
Cafe Seating
N
ENTRY RENDERING HERE
ENTRY RENDERING HERE
GARDEN RENDERING HERE
GARDEN RENDERING HERE
2 LEARNING SPACE RENDERINGS HERE
2 LEARNING SPACE RENDERINGS HERE
OUTDOOR RENDERING HERE
OUTDOOR RENDERING HERE
Works Cited
Andrews, Jennifer. “A Snapshot of Autism Spectrum Disorder in Arizona.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 7 Apr. 2020, www.cdc.gov/ncbddd/autism/addm-community-report/arizona.html. Beaver, Christopher. “Autism-Friendly-Design: GA Architects: London: United Kindom.” GA Architects, www.autism-architects.com/. Beaver, Christopher. “Designing Environments for Children and Adults with ASD.” AutismEurope, 16 Nov. 2010, https://www.youtube.com/watch?v=dwqdnJGsHbc&authuser=0. https://youtu.be/ZlIJc07i_bg. Cantrell, Lisa. “Spectrum Stories: Untold Stories of Adults with Autism.” Spectrum, 11 Oct. 2017, www.spectrumnews.org/features/special-reports/untold-stories-adults-autism/. “Car-Dependent.” Walk Score, www.walkscore.com/score/southern-ave-and-40th-st-phoenix-ax. “Catalyst’ Season 2 Premiere: Aging with Autism.” Arizona PBS, 13 Feb. 2019, azpbs.org/catalyst/2019/02/catalyst-season-2-premiere-aging-with-autism/. Diaz, Danny. “In-Person Tour of TCH with Danny Diaz.” 15 Jan. 2021. “Electric Locking Devices.” SDM Magazine RSS, SDM Magazine, 25 Jan. 2011, www.sdmmag.com/articles/81718-electric-locking-devices. “First Place (Video).” Design That Works., RSP Architects, 30 Dec. 2019, rsparch.com/story/first-place-video/. Henry, Christopher N. “Designing for Autism: Lighting.” ArchDaily, ArchDaily, 19 Oct. 2011, www.archdaily.com/177293/designing-for-autism-lighting. Henry, Christopher N. “Designing for Autism: Spatial Considerations.” ArchDaily, ArchDaily, 26 Oct. 2011, www.archdaily.com/179359/designing-for-autism-spatial-considerations. “Live Airport Activity.” Flight Aware, flightaware.com/live/airport_status_bigmap.rvt?airport=KPHX. Haas, D. (2014). SF Bay Area Autism By Numbers. Retrieved April 17, 2021, from https://www.sfautismsociety.org/sf-bay-area-autism-by-numbers.html#:~:text=In%20the%20Bay%20 Area%2C%20the,11%2C400%20clients%20with%20substantial%20autism.&text=Shockingly%2C%20only%20about%20500%20Bay,over%20the%20age%20of%2031. Lipkin, Paul H. “IAN Research Report #12: Girls with ASD.” Interactive Autism Network, Kennedy Krieger Institute Simons Foundation , 2 Dec. 2009, iancommunity.org/cs/ian_research_reports/ian_research_report_dec_2009.
Works Cited cont.
Mortice, Zach, et al. “Architecture for Autism Could Be a Breakthrough for Autistic Kids.” Redshift EN, 18 Oct. 2017, www.autodesk.com/redshift/architecture-for-autism/. Mostafa, Magda. “The ASPECTSS of Architecture for Autism.” TEDxCairo. Cairo, https://youtu.be/0H-6iIyQ9Bs. Mostafa, Magda. “ASPECTSS.” Autism, www.autism.archi/aspectss. Mostafa, Magda. “An Architecture for Autism: Concepts of Design Intervention for the Autistic User.” International Journal for Architectural Research, vol. 2, no. 1, Mar. 2008, https://www.researchgate.net/profile/Magda_Mostafa/publication/26503573_An_An_Architecture_for_Autism_Concepts_of_Design_Intervention_for_the_Autistic_User/ links/566c13f308ae1a797e3d4431.pdf. “Our Programs.” One Step Beyond Inc RSS, osbi.org/our-programs/. Paron-Wildes, AJ. “Designing Autism-Friendly Spaces.” Autism LIVE, 3 Aug. 2018, https://youtu.be/ye14kCT7GcY. Resnik, Denise. “First Place Global Leadership Institute.” First Place, 13 Apr. 2021, www.firstplaceaz.org/leadership-institute/overview/. Resnik, Denise. “First Place Transition Academy Overview.” First Place, 19 Jan. 2021, www.firstplaceaz.org/transition-academy/overview/. Rudacille, Deborah. “The Twenty-Something Free Fall: Spectrum: Autism Research News.” Spectrum, 5 Aug. 2020, www.spectrumnews.org/features/deep-dive/twenty-something-free-fall/. Swanson, John. “‘Autism-Friendly:’ Adding to the Language of Design.” BWBR, 29 Apr. 2016, www.bwbr.com/autism-friendly-adding-to-the-language-of-design/.
Thank You!
To my brother, Tyler: You are the inspiration for this thesis. This project would not exist without you. To my parents: You’ve helped me make the connections needed to learn about this thesis topic firsthand by introducing me to various people involved in the autism community, as well as explaining your own personal experience. Your support throughout this entire process means everything to me. To Denise Resnik: Your tour of First Place was very beneficial to my design process, and I am grateful that you took the time out of your busy schedule to talk with me about the details of the complex. To Danny Diaz: Your tour of The Centers for Habilitation was very helpful in understanding the most important and minute details to consider when designing for special needs individuals. To Mindy French: Your tour of One Step Beyond’s Scottsdale location was especially inspiring, as it helped me decide what programs and activities to include in my project. To my co-director, Dr. Renata Hejduk, and my reviewer, Tina Patel: Thank you for taking time out of your busy schedules to attend my thesis defense. All of your feedback was incredibly valuable, and your kind words about the project mean so much to me. To my thesis director, Milagros Zingoni: This project would not be what it is without your guidance and advice throughout this process. Dr. Hejduk recommended you very highly when the time came to choose which professors to invite to my committee, and I can proudly say that you have proven to be one of the most valuable professors I’ve worked with during my four years at ASU’s undergraduate program. I cannot begin to describe how much I’ve learned from you. You’ve taught me how to truly think like a designer, and you’ve helped me understand what it is like to design for a vulnerable population as opposed to simply designing for the sake of designing. I fell in love with architecture because of its possibility to make a difference in people’s lives, and you’ve helped me realize this through my thesis. I am excited to carry your wealth of knowledge with me as I enter graduate school and beyond.