Cognition in Architecture: A Residential Design Prototype for the Autistic User

madison Smith

Masters Thesis

Cognition in Architecture 1

Madison Smith | 2019

madison Smith

Masters Thesis

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Cognition in Architecture: A Residential Design Prototype for the Autistic User

Madison Smith

A Thesis submitted in partial fulfillment of the requirements for the degree of:

Master of Architecture

University of Washington 2019

Chairs of the Supervisory Committee: Jim Nicholls Jack Hunter

Program Authorized to Offer Degree: Built Environments

© Copyright 2019 Madison Smith

Creating a connection between a person and space by designing a space around the minds of its inhabitants is one of the most powerful things architecture can do. There is great potential to address the human mind and body through design, and for experiential design to calm the senses before sensory malfunction occurs in a person with autism. This thesis responds to the need for more human-centric architecture by proposing a set of residential design guidelines for individuals with autism spectrum disorder and implementing the set of guidelines into a group home for people on the autism spectrum via historic renovation of a house in Burlingame, Oregon. The research conducted for this thesis will use both qualitative and quantitative methods for gathering information regarding how to best address autism hypersensitivies in a residential setting. Literature on how architecture can integrate psychology and neuroscience will be an additional resource for this proposal. Special education schools, programs, teachers, and researchers that are knowledgeable in the area of the specialized form of sensory stimulation that autism necessitates will be used as references in building this proposal. The group home will be a healthy and holistic sensory experience that synthesizes the acoustic, thermal, and optical determinants of space through built form and generates income for the residents through a live/work setting of harvesting crops and microgreens for local restaurants.

madison Smith

Masters Thesis

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ntents introduction page 04

an architecture for autism

page 11

case studies page 18 site page 25 housing options page 37 DESIGN

page 48

site page 88 addendum

page 100

works cited page 102

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literature review page 05

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Masters Thesis

The diversity in personal disposition and spatial interpretation from the users point of view challenges the architect 3

to pay attention to the way the human mindin all its various appearances-deals with the environment

ziesal (2001)

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introduction

Habitat is initially experienced through biological responses to the stimuli manifested in the built environment. These biological responses for people with Autism Spectrum Disorder (ASD) are under-researched and often ignored. Research and implementation of autism-related design is incredibly sparse. As the autism rate in the U.S. continues to rise, an estimated 1 in every 59 children is diagnosed with ASD by the age of 8.1 This statistic reflects a 15% increase in the mere time span of two years. The ADDM Network issued its sixth report on estimated prevalence rates of ASD in the U.S. and rates reported by previous data::2

One in 68 children in the 2016 report that looked at 2012 data One in 68 children in the 2014 report that looked at 2010 data

One in 110 children in the 2009 report that looked at 2006 data One in 150 children in the 2007 report that looked at 2000 and 2002 data

With autism gaining such prevalence in not only the U.S., but on a global scale, it is imperative that design spans to the same breadth of people that this disorder does. Social justice through design commonly addresses the lack of affordable housing, health hazards in communities, and sustainability issues,3 but rarely addresses the human mind.

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introduction

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One in 88 children in the 2012 report that looked at 2008 data

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Masters Thesis

Architecture is directly related to psychology through mirror neurons in the brain that cause physical and mental reactions to the space a person is in. Mirror neurons cause a person to feel the space in his or her own being (e.g. viewing a twisted column causes the muscles in the body to become tense, mimicking the form of the column). Neurological experiences are no doubt best designed personally and intentionally.

But, how do psychology and architecture interact to affect the way developed environments are experienced for people with autism?

Most interventions for individuals with autism (medical, therapeutic, educational) deal with strategies for coping after sensory malfunction has occurred. Architecture has the power to calm the senses before sensory malfunction occurs.4 Psychology begins to relate to architecture through the autonomic nervous system. The autonomic nervous system is subdivided into two systems - the parasympathetic system (rest and digest) and the sympathetic system (fight or flight). The sympathetic nervous system is associated with energy expenditure and excitement whereas the parasympathetic is associated with relaxation. These two systems are important because the built environment can align with them.5 Studies have shown that a building can excite the sympathetic nervous system and demand high-energy expenditure or a building

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can trigger the parasympathetic nervous system to relax the body. This is the mechanism by which architecture affects the human body.

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literature review

Architecture and Neuroscience: Mirror Neurons Mirror system neurons are cells in the human brain that fire in response to a person’s surroundings and mirror the visual stimuli in a person’s own biology. These have a profound impact on how a person experiences the urban environment.6 The way acoustic, thermal, and optical components of space are manipulated by the built environment is a fascinating topic to study. Architecture designed in a way that tran-

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scends time and cultures to target human cognition can have a deep effect on the mentality and physiology of a person. Architecture that targets cognition typically arouses intense emotion that could be in the form of awe, curiosity, comfort, discomfort, etc. Furthermore, architecture has the potential to be tailored to the cognition of a person with ASD. It is important to know what specifically about architecture incites emotion and when to respectfully manifest that knowledge. The question then arises: can the built environment effect physiology at an empirical level that can be verified by observation; in other words, how do we respond physically and emotionally to the built environment through mirror system neurons?

The study of mirror neurons, or mirror systems, began with scientists studying the neural circuits of primates. A well-known study neuroimaged the brains of primates when they were instructed to grasp an object. The study showed that the same neurons fired in the brains of the primates grasping the object as the brains of the ones simply watching. This revolutionary discovery implies that primates, and humans as well, have the same mental reaction when performing an action as when watch ing an action being preformed.7 Similarly, when we see someone in pain, we map the area of trauma onto our own bodies.

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Masters Thesis

Scientists have found that the domain of touch also extends to inanimate objects, which is where the built environment comes into play. One could observe rain splashing on a leaf, or a pebble striking the ground, and feel as if they themselves are the objects being splashed upon or hit. The 20th century painter Clementia Anstruther and writer Vernon Lee reveal a specific architectural example of mirror neurons.

The pair conducted a series of experiments on the physical responses to people viewing the façade of the cathedral Santa Maria Novella. Experiments showed that the proportions of the façade altered and moderated breathing patterns, exerted certain pressures on the head and feet, and ultimately caused a “mental uplifting.” Another example is from a study done on the twisted columns in the Church of the Monastery of Jesus in Setubal, Portugal. When viewed, the twisted columns induced a state of muscular tension in the viewers’ bodies.8 It seems as though the human body is so intimately connected with the environment that there is a mirror response to almost every visual stimuli. This explains feelings of delight or uneasiness in a space.

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CO2 and Cognition Thirty years of public health research has proven the benefit of indoor air quality on health. Two recent studies published by Harvard University give empirical data on the association of carbon dioxide, ventilation, and volatile organic compounds with cognitive function. These studies will be referred to as Study A9 and Study B10. Both studies evaluated the impacts of indoor air quality in “Green” (low concentrations of volatile organic compounds (VOCs)- e.g. U.S. Green Building Council’s Leadership in Energy and Environmental Design) and “Conventional” (high concentration of VOCs - e.g. typical office building with a tight envelope) buildings on cognitive function. Study A simulated the indoor environmental quality (IEQ) of Traditional and Green office buildings and tested the cognitive impacts of each. Study B moved participants to Traditional buildings and Green buildings to test the cognitive impact of IEQ instead of simulating the IEQ in the same location. For Study A, 24 participants spent 6 full workdays in an environmentally stimulated environment. On different days, different IEQ levels were simulated to represent a Conventional building, a Green building, and a Green+ building (a Green building with a high outdoor air

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ventilation rate). Additionally, carbon dioxide levels were artificially elevated in each environment. At the end of each workday, participants were asked to take a short test that researchers used to measure levels of cognition. Results showed that on average, cognitive scores were 61% higher the days the participants were in the Green building and 101% higher the days the participants were in the Green+ buildings. This was contributed to lower levels of several pollutants including particles, nitrogen dioxide, VOCs, and allergens. The air exchange rate indicating the carbon dioxide level was independently altered to mimic typical conditions in a Green building and Traditional building. The results also showed that lower carbon dioxide levels were associated with higher cognition and greater alertness. High carbon dioxide levels were associated with lower cognition and drowsiness. Researchers concluded that the pollutants with the greatest impact on cognitive function from this study were carbon dioxide and VOCs. Study B produced similar results by studying 109 participants in 10 different office buildings that simulated Traditional, Green, and Green+ Buildings. Participants spent 5 full workdays in the buildings and were given cognitive assessments twice in the week. The findings showed that participants in the green certified buildings had 26.4% higher cognitive function scores when compared to those in traditional buildings. The researchers in Study B also contributed this mostly to the lower concentration of carbon dioxide and VOCs in Green buildings.

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Masters Thesis

Study B

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Study A

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Transparent Solar Panels Will Turn Into Green Energy Collectors “See-through solar materials that can be applied to windows represent a massive source of untapped energy and could harvest as much power as bigger, bulkier rooftop solar units, scientists report today in Nature Energy.�

Researchers at Michigan State developed a translucent luminescent solar concentrator (TLSC) to be placed over a clear surface like a window and harvest solar energy without affecting the transmittance of light. This technology uses organic molecules invisible to the human eye to absorb ultraviolet and near-infrared light wavelengths. The wavelengths are captured and transferred to the contours of the panels, where thin strips of photovoltaic cells convert them to electricity. TLSC can be placed on most clear surfaces – not just windows. Since the vertical footprint of a building is a larger area than its rooftop footprint, especially in skyscrapers, TLSC could completely change the sustainable architectural industry by significantly offsetting the energy use in large buildings. TLSC can be used on any window surface; so theoretically, every building in the world with glass could be offsetting energy usage while maintaining

panels, buildings with more mullions have the most potential to collect energy. Looking past the obvious (skyscrapers), greenhouses have enormous potential use of TLSC. There is an estimated 5 to 7 billion square meters of glass in the United States alone, turning the current 1.5% of electricity produced by solar power into 40%. The automotive and mobile electronic industries also have great potential for TLSC usage.11 TLSC has tremendous potential to power the group home when applied to all of the existing windows and the entire facade of the greenhouse.

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and elegant aesthetic. Since TLSC relies on photovoltaic strips around the contours, or the edges, of glass

madison Smith

Masters Thesis

an architecture for autism

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spatial design for hypersensitivities Through the work of Magda Mostafa and Simon Humphreys, Autism Specialist Architect, key considerations in designing architecture for individuals with ASD are brought to light. Their primary research considers how architects can factor sensory issues into their designs.

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Humphreys described his design methods in a presentation at “The Autism Show – The National Event for Autism (2016)”. A framework that Humphreys and Mostafa compartmentalize autism-specific design elements into is as follows:

Calm and Order Sensory stimulation is one of the functions of the behavior of individuals with ASD. The sympathetic nervous system is triggered much quicker and much more often in individuals with ASD, resulting in malbehavior stimulation to recalibrate their inner sensory mechanism.12 Architecture can quell the neurons that fire to ignite the sympathetic nervous system through providing the experience of calmness and order. People with ASD perceive the world without filtration, which leads to every detail of a space being perceived but unable to be processed simultaneously, resulting in sensory overload.13 Christopher Beaver of GA Architects outlines in an article on residential architecture and autism that the ideal house for a person with ASD should have easy to clean surfaces, robust finishes, unbreakable fixtures, calming pastel colors, hypersensitive lighting, and walls that are curved as a safety precaution (Fig. 1-5). 14

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Fig. 4

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Fig. 1

Fig. 2

Fig. 5

PASTEL

Fig. 3

NEON

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Masters Thesis

Clarity and Simplicity Just as Christopher Beaver prescribed an interior courtyard as a point of reference, Magda Mostafa prescribed certain clarity of space as a result of an experiment she conducted. The experiment consisted of studying the behavior of students with ASD in a specialized classroom environment versus their regular classroom environment. Mostafa described this as a “spatial sequencing study” in which she set up learning spaces where the equipment, furniture, and teacher were always arranged in a particular fashion to give a sense of clarity and predictability. When the room was arranged in a clear spatial sequence, malbehavioral stimulation

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decreased from 2.5 to 1 occurrence.15

Proportion The Golden Proportion has been applied to architecture for centuries to assure a building’s harmony. The Greeks developed the Golden Ratio to determine pleasing dimensional relationships between the proportions of a building.

This ration has been in use in architecture for over 4,000 years and transcends ASD to be perfectly harmonious for every human mind. The Golden Proportion should be used to dictate the length-width-height ratio of a space.17

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The Senses Madga Mostafa posted a survey on the FEAT website (Families for Effective Autism Treatment) that inquired which empirical property of architecture stimulated people with ASD the most. The overwhelming response was sound. Mostafa took children with ASD out of their classroom and to a soundproof room to do schoolwork in. In the soundproof room, the autistic children’s attention span was increased x3 when compared to the classroom.

Acoustics are proven to be the most influential factor on autistic behavior followed by spatial sequencing. Mostafa suggests creating a sequence of rooms where the soundproofing and compartmentalization gradually declines so the person doesn’t become

ASD have hypersensitivity that includes all five senses. Mostafa and Humphrey write about four of the five senses in relation to ASD: sight can easily lead to visual overload, sound must be kept to a minimum, the most persistent memory of a space is often smell,19 and touch must be a pleasing and diverse haptic experience.20 Light, in relation to the sense of sight, has the potential to arouse or calm a person. In the case of a person with ASD, natural light should be present but diffused. The inconsistency of natural light coupled with the glare and brightness from it creates internal chaos in a person with ASD. Clerestory windows are a good solution as well as frosted glass windows at eye level.21 Northern light is the most calming and intellectually stimulating light, perhaps because it is the most consistent.22

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dependent on it.18 Needless to say, individuals with

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Observation and Exit Humphreys suggests a spot of observation or a spot of “escape� for individuals with ASD. They need a place to retreat to and watch from a distance to regain a feeling of control. Mostafa observed that when an escape space was present in a room (a path leading to an exit), at first children with ASD used it often, but after a while they would just look over their shoulders and be calmed by the fact that it was there. Humphreys suggests that there be as few doorways as possible in the room, meaning the path to observation or exit be an appendage of the existing room.23

Containment Containment is, arguably one of the most important concepts to support the ASD community. Containment

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is defined as creating an environment around a person to give them a feeling of safety and security.24 Mostafa suggests distinctive, contained spaces to discourage periphery vision overload.25 Not only does containment halt periphery vision overload, but it even more importantly protects from what individuals with ASD experience to be the sudden onset of negative emotions caused by a feeling of being overwhelmed by environmental stimuli.26 It is important that an individual with autism has an interesting space to wander in, but also feels contained by its boundaries. 27

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Distinction “Simple, clear, and natural forms are understandable. It is helpful that there is a distinction between types of space for people with autism so that they understand the expectations placed upon them.”28 Space distinction is made in the form of boundaries. This reinforces Mostafa’s finding that spatial sequencing reduces behavior stimulation. When space is compartmentalized with clear way finding, a person feels more protected and secure. Open floor plans should be avoided.29 Humphreys describes the strong drive for coherence that people with autism have – if one detail is changed, the whole scene is perceived differently. Consistency is key and way

Materials

“Along side the prevailing architecture of the eye there is the architecture of the muscle and skin.

This is the material of architecture.” 30

Perception of material is linked to the senses.

Texture is related to touch, but it also affects the sound in a space. Steel is perceived as being cold; wood as being warm; concrete as being hard, and so on. Wood construction is actually proven to reduce stress by causing a drop in blood pressure and pulse (exciting the parasympathetic nervous system),31 whereas touching aluminum at room temperature, cool plastic, or stainless steel causes a rise in blood pressure (exciting the sympathetic nervous system).

All natural materials should be used in constructing

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finding should be clear.

madison Smith

a space for a person with ASD. Wood is the preferable material, but any material with muted or earth tones is better than something bright. Finishes should be easily sanitized since some people on the autism spectrum have a compulsive-like need for cleanliness.32 Individuals with autism are naturally drawn to water. Autism affects sensory processing in the brain, which makes it almost impossible to process more than one sensory stimulation at a time.

Water is a fascinating enigma to people with autism because it inherently stimulates all five senses at once. Water offers visual, tactile, auditory, and even olfaction stimulation.33 People with ASD crave the positive sensory stimulation that water provides.

Mirrors provide the same positive stimulation as water does. When a person with ASD sees his or herself

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in a mirror, the mirror neurons in their brain fire to empathize with his or her self, giving the person a stronger sense of identity.

Movement and Proxemics Way finding should be clear and spaces should flow into each other. Humphreys prescribes no open floor plan yet as few doors as possible.34 What seems like an architectural conundrum can be solved with curvilinear walls that compress and expand into new spaces. Gardens should be used as spatial transition zones.35

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case studies

Langley, BC Safeway For people with ASD, everyday activities like grocery shopping can be extremely difficult due to light and sound overstimulation that most people would not even notice. Ashley Baresinkoff of Langley, BC

of Langley, BC, autism-friendly on Friday afternoons between 4-5pm. The Safeway grocery store began its sensory-friendly Friday afternoons in March of 2019 and will continue until at least May of 2019 and possibly permanently. In an interview with Ashley Baresinkoff, she described the measures that Safeway had taken to make the store more sensory-friendly: there will be reduced lighting, the PA speaker will be muted, no cart collection will take place, employees are asked to speak at a lower volume, there will be management throughout the store for support, all phone calls come to the customer service desk and a team member acts a runner to pass messages to store departments, all of the noisy equipment is turned off (the juicer in the juice bar, for example) and the cash register scanner volume will be lowered. Gary Robins, president of AutismBC was also present at the Langley Safeway at the time of the interview with Ashley. Gary and Ashley both described how other grocery stores around the world have been precedents for sensory-friendly days. Sobey, a grocery store in Nova Scotia was the pioneer for sensory-friendly shopping hours. After reading about Sobey’s initiative, Ashley presented the sensory-friendly idea to her manager, using the same guidelines as Sobey used. Morrisons, a grocery store in the UK, also offers sensory-friendly shopping. Ashley and Gary hope to not only offer a friendly shopping environment to people with ASD through this initiative, but also to promote ASD awareness.

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proposed the idea of making her workplace, a Safeway grocery store in the Willowbrook shopping center

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Ashley Baresinkoff, deli manager at the Safeway Extra store at Willowbrook, suggested the idea of a sensory-friendly shopping event at the store after hearing about a similar event in Nova Scotia. The lowered lights and reduced sounds make it a more calming setting for those on the autism spectrum, or those with

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conditions such as concussion (Langley Advance Times).

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Academy for Precision Learning Located in Seattle, Washington, the Academy for Precision Learning (APL) is a K-12 school dedicated to the success of all students – including typically developing and those across the autism spectrum.36 APL is leasing the building located at 5031 University Way NE #105 and therefore does not have full control over the interior design and architecture. The school founders did, however, carefully and purposefully choose the building.

Upon entering the building, there is a notable presence of wood. The floors, doors, half paneled walls, columns, molding, benches, and desks are solid wood. Jen Cassarino, Lower School Program Director, described what made the building most appealing to the APL board - all of the classrooms have high ceilings. Since the building is being leased, APL cannot replace the florescent LED lights inside the classrooms with diffused lights but since the ceilings are high, the fluorescent LED light source is far enough away so that it’s not an overwhelming problem. The heights of the ceilings mask not only the brightness of the lights, but also the hum that LED lights often produce. Although the classroom lights are acceptable, they are often turned off during class. At 11:30am on an overcast day (May 15), every classroom in

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APL lower school had its lights turned off and the natural light was sufficient for lectures, classwork, and test taking. The natural light was in most cases diffused through curtains. Sometimes the teachers opt to use lamps in addition to natural light, as lamps were conducive to a calmer, dimmer environment. There is a counseling room that students can “escape” to with a corner designed to calm the senses. This back corner is purposefully dimmer than the classrooms with soothing smells of essential oils, soft seating, and toys to provide positive tactile stimulation. There are charts that list the “Zones of Regulation” for the student to identify with and consciously regulate their actions (blue = sad, green = well behaved, yellow = frustrated, red = out of control).

Above the half-paneled walls were earth toned paint colors. Most of the classrooms were painted with whites, soft greens, and soft browns. Director Jen Cassarino said that APL will not use the color pink because of the negative stimulation it gives. Some of the teachers had light gray paper as the backdrop of their classroom bulletin boards. There are noise-cancelling headphones available in every classroom for students who prefer silence while working. Desks are arranged in groups for group learning and each lower school classroom also has individual desks and desks facing the walls for students who need priva-

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cy. While classrooms are primarily earthtoned there is quite a bit of decoration on the walls of the lower school classrooms – paper cutouts, student work, pictures, posters, etc. When typically developed babies reach the age of 3, their brains trim synapses that once made them hypersensitive to most sensory stimulation (e.g. why a baby might cry when he or she hears a loud voice). Once the trimming occurs, the toddler is not as negatively stimulated by sensory information. In a person with autism, these synapses might not be trimmed. When a person gets older, more information is stored in his or her brain and if the synapses have not been trimmed, they are overloaded. This is why a young adult with autism is more sensitive to stimulation than a child with autism. The second level with high school classrooms is purposefully sparse of decoration because as students age, their sensitivity to negative stimulation increases. When a person with autism reaches puberty, they are also more prone to mental health disorders because of the co-morbidity of the condition. Therefore, teenagers and adults with autism need even more sensory care than

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children with autism.

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Masters Thesis

amazon spheres “Much of the evidence for biophilia can be linked to research in one or more of three overarching mindbody systems – cognitive, psychological and physiological – that have been explored and verified to varying degrees, in laboratory or field studies, to help explain how people’s health and well-being are impacted by their environment.”37 Biophilic design is proven to boost concentration, lower stress levels and blood pressure, and boost immune function. Amazon’s campus expansion project is biophilic design at its best: 40,000 plants from 300 species planted in an “office.” Plants, waterfalls, a river, and a four story tall wood-clad tree house type structure all lower CO2 levels, spark creativity, improve cognitive function, and create a peaceful work environment. The climate is kept at 72 degrees with 60% humidity during daytime hours – the perfect conditions for plants and people. People working in office spaces tend to be doing monotonous tasks most of the day. The increase in cognitive functioning that biophilic design provides allows the brain to maintain an intense level of directed attention. The aural, musculoskeletal, respiratory, and circadian systems are physiologically affected by experiences in nature. Immersion in nature is proven to relax muscles,

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lower diastolic blood pressure, lower cortisol levels in the blood stream (stress hormones), and reduces short-term stress.38 Biophilic design has both physiological and psychological benefits. The psychological responses of biophilia encompass a person’s adaptability, alertness, emotion, and mood. Empirical studies have reported that experiences of nature provide greater emotional restoration and lower instances of tension, fear, anxiety, fatigue, confusion, and mood disturbances.39 Some may argue that the most important task of the Spheres is preserving the plant species – the Spheres have at least one of each plant that is about to go extinct in nature so that scientists can regenerate the species if necessary. It was an intentional decision to not install an automatic watering system so that horticulturalists have to water the plants by hand, forcing them to look at the plants every day and notice the plants’ health condition. Automated misters that control humidity levels also act as fire sprinklers.

Biophlic design will play a major role in the green house additon to the group home.

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site

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burlingame, oregon The latest survey of autism rates done published by the Center for Disease Control and Prevention shows that the rise of autism (15% increase since 2012) is not representative of perhaps the whole country, but perhaps a select number of states. Worldwide, the autism rate has risen 150% since 2000, making autism an urgent public health concern everywhere. Generally, in the U.S., 1 in 68 children are diagnosed with ASD, but in the states with the highest rates of autism, 1 in 59 children are diagnosed with ASD.40 A map published by the Los Angeles Times shows the range of autism prevalence in the US. With data from the U.S. Department of Education gathered in 2011, states are scaled based on autism rates. The states with the highest rates are ranked in the following order from first to last: Minnesota (1.4%), Oregon (1.2%), Maine (1.1%)., Rhode Island (1.0%) (Fig. below).

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Walter Zaharodny, an associate professor of pediatrics at Rutgers New Jersey Medical School, questions whether or not people with ASD are more frequently born in the states with the highest autism rates or move to those states because of the ASD medical and therapeutic resources available.41 A newer study published in 2014 monitored children in twelve states (Arizona, Arkansas, Colorado, Georgia, Maryland, Minnesota, Missouri, New Jersey, North Carolina, Tennessee and Wisconsin). This particular study showed a 15% increase in the autism rate from 2012-2014. The study showed generally consistent findings as the 2011 study, with Alabama having the lowest percentage of ASD, followed by Wisconsin, Colorado, Missouri, Arizona, and Arkansas (Fig 5). This study was a general sample of states and did not collect data from every state. The study did, however, show that Arkansas had a 1.3% ASD population and New Jersey had a 2.9%, which is a notable increase from the 2011 study. As of 2018, the autism rate has in Minnesota has rise to 2.4%, according to Minnesota-Autism and Developmental Disabilities Monitoring Network.42 Oregon’s current autism rate rose at the same rate, with it now being 2.2% in 2019 and the third highest in the country. Oregon is the closest in proximity to the University of Washington

out of the top three states with the highest ASD rate, making it a favorable option for the site of this thesis proposal.

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Masters Thesis

Burlingame, Oregon is a small neighborhood twenty minutes north of Portland with a population of 1,279. According to statistics, If 1 in every 59 people is diagnosed with ASD in Oregon; there would be approximately 20 people on the autistic spectrum in Burlingame, which would be the ideal number of applicants (assuming half of the people are interested) for an inclusive group home of 8-10 residents.

Burlingame is a neighborhood with access to medical and therapeutic facilities with services that cater to citizens with ASD. Burlingame is within 30 minutes of nine autism support and care centers, eight hospitals, over and over fifty alternative job opportunities at companies that are known spectrum employers.

In a rural neighborhood just twenty minutes from the city, the proposed site borders the Willamette River.

Nature is proven to have cognitive benefits for people with ASD, particularly water. The proposed site of 17015 NW Saint Helens Road is piece of property that borders the Willamette River, has acres of forest, and is a twenty minute drive from downtown Portland.

17015 NW Saint Helens Road 29

The house on the north end of the property on 17015 NW Saint Helens Road is a Victorian style addition to a century old house. The addition was started around 1980 by mechanical engineer Pat Eudaly.

The house appears older than it is because of the lack of upkeep and its unfinished status. The house is five stories with decaying material cladding the outside. The roof tiles and shingles appear to be in good shape. The interior is framed with good quality wood that is in healthy condition. The first and second floors of the house have steel frame reinforcement. There is an area built out for a pool in the basement as well as on the roof. The southwest roof is slanted at a steep angle (approx. 75 degrees) for solar panels that were never installed. The Eudaly family has a mobile home on the front of the site.

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Winter Solstice

Autumn Equinox

sun studies Sun studies conducted reveal that the two roofs on the south and east sides are exposed to the most sunlight, but the whole south side of the site is lit relatively well without the trees blocking a great amount of sun.

These light conditions are favorable for growing crops on site, with crops that grow best in the sun being planted on the southern side and crops that grow best in the shade being planted on the northern side.

x/Spring Equinox

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Summer Solstice

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housing options

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Housing Options for Adults with Autism – One Size Does Not Fit All “A home is more than a roof over one’s head or a financial investment. It affects the quality of a person’s general wellbeing, one’s confidence, relationships, and even one’s health. It can provide a sense of security and comfort, or elicit feelings of frustration, loneliness, and fear.”

-Charles Durrent, The Senior CoHousing Handbook

Every 11 minutes, a child is born who will be diagnosed with autism. These individuals born in the US will live an average lifespan of 80 years - the same as any other adult in the US. By 2030, over 500,000 of these children and teenagers will turn 21, the age at which federally mandated services cease being provided. Adults with autism at age 21 and beyond face enormous challenges and uncertain futures. Many of these adults and families of these adults do not have the funds to afford ongoing care. According to

autism. For a child with severe autism, costs increase to an average of $21,000 more per year. Forty-six out of the 50 US states require insurers to provide coverage for the treatment of autism up to age 21. This coverage may be limited by number of annual visits or by an annual spending cap. For example, some states require screening for autism and developmental delays for children in medical assistance programs.

Other states require health benefit plans to include the same benefits for autism that are no less restrictive than would be available for a physical illness.43 The statues that specifically require insurance coverage of autism in Oregon are –

OR St. §676.610, 676.612, 676.613, 676.622, 676.625, 676.992, 743A.190 and 750.055 Establishes requirements for coverage of autism spectrum disorders by health benefit plans, Public Employees’ Benefit Board and Oregon Educators Benefit Board, requires Oregon Health Licensing Agency to establish licensing procedures for providers of applied behavior analysis, requires individuals seeking reimbursement for applied behavior analysis from health benefit plan, Public Employees’ Benefit Board or Oregon Educators Benefit Board to be licensed and provides for reimbursement.44 But, at age 21, these statutes become uncertain acquisitions when federally mandated services cease. Only

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the CDC, a child with autism costs an average of $17,000 more per year to care for than a child without

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Masters Thesis

the wealthy can afford treatment. Some of the challenges for adults with autism include waiting lists for housing are decades long (only 2,000 units of housing in the country are dedicated to adults with autism), unemployment rates for adults on the autism spectrum exceed 80%, opportunities for social interaction and ongoing education are almost non-existent age 21, the fast-growing population of autistic adults is not being properly addressed by professionals, caregivers, housing agencies, legislators, or policy makers. 45

The Past and Present of Autism Housing “The more you take responsibility for your past and present, the more you are able to create the future you seek�

-Celestine Chua

The Madison House Autism Foundation, an organization focused on the needs of adults on the autism spectrum,

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seeks to address the challenges of adults with autism who are over the age of 21. The Foundation’s mission is to create awareness of the lifespan challenges autistic adults and their families face; and to finding, developing, and promoting the solutions that allow adults with autism to make choices live as independently as possible, hold jobs, feel connected to their communities, and become participating members of society. 46 In order to understand the present options for adults with autism, it

is important to know the history of autistic institutionalization. In the past, people with autism only had the option to be supported with access to services in an institutional setting. Desiree Kameka, Director of Community Education and Advocacy for the Madison House Autism Foundation presents on the past and present of group homes for autism in a video interview.

Until 1940, autism was not recognized as a disorder distinct from other recognized forms of mental and developmental illnesses such as mental retardation and obsessive compulsive disorder. Autism was thought of most frequently as a form of mental retardation and occasionally as an extreme form of obses-

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sive-compulsive disorder. The word autism is derived from the Greek word autos, which means self. In 1912, psychiatrist Eugene Bleuler chose the word autism to refer to patients who were self-absorbed and out of touch with the world. It was not until the early 1940’s that two separate researchers also chose the word “autism” to diagnose the condition of autism as its known today. Both researchers chose the word because they recognized the “intense isolation experienced by their patients was the central feature of the condition.”47 There was no clear understanding of autism or how to treat it, so doctors often resorted to

institutionalizing patients with autism. These institutions had derogatory names such as “Orilla Asylum for Idiots” and the commonly used term, “lunatic asylums.”48 These asylums forced involuntary segregation, had caregivers that believed the patients were unable to learn or communicate, and labeled patients as dangers to society that would never be able to contribute value to the outside world. There was a certain negative stigma to having autism and autistic individuals were by no means valued or even thought of as regular, capable humans.49

A quote from a previously institutionalized patient with autism –

God I’m coming out!”

Released November 1976

In 1981, the home and community-based waiver program authorized under section 1915(c) of the Social Security Act (1981) allowed people with autism to be waived out of institutionalization in favor of living at home with the same access to support and services. From 1981 forward, an individual with autism could live in their family home, live in their own home, or live in a group home with full access to medical support. In 1990, the Americans with Disabilities Act was passed which made discrimination and/or barriers to community access on the basis of disability illegal. It provided the legal protection of discrimination, which prohibited neighborhoods, communities, landlords, etc. from denying a person with autism the right to lease, rent, or buy housing. After this act was passed, people with autism had the freedom to live and work in their choice community. In 1999, further protection came in the form of The Supreme Court Olmstead Decision which gave people with autism who were previously unjustly institutionalized the choice to leave the institution. In 2000, the Developmental Disabilities Assistance and Bill of Rights Act was passed which “assured that individuals with developmental disabilities and their families participate in the design on and have access to needed community services, individualized supports, and

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“It was like a jail scene, a prison… Even the soap stunk. I was so happy, I jumped for joy. I said, ‘Thank

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other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life‌� This act changed the legal perception of people with disabilities and their abilities. The act also ensured that supports and services for a person with autism should be personalized.50 Supports and services are funded privately or through public support. Sources of private funding are frequently social security insurance through supplemental security income, through workers incomes, special needs trusts, family support, and through ABLE accounts - accounts that some states have to let residents save for future disability care. Additional care is provided through public funding. Historically, intermediate care faculties have funded a majority of public care services. Some individuals live in nursing facilities or psychiatric wards while some take advantage of home and community based waivers, which provide government funded care. Certain states have opportunities that are completely state-funded. The long waitlists of people to receive government-funded care make the public support an unattractive and unreliable option for many. Consumer owned/controlled housing assistance is offered through housing vouchers, publically funded affordable housing projects, privately funded planned com-

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munities, and assistance paying utilities is offered in some states. Housing and supports are not tied. Only in the institutionalized settings of provider owned/controlled housing such as nursing facilities, psychiatric wards, and intermediate care facilities are housing and supports tied together. The contemporary housing models for people with autism are developmental centers, group homes, family homes, private homes, and adult foster care.51 Group homes not only provide community but also foster deep friendships and connections to residents and the surrounding community. Benefits of group homes for people with autism include greater physical access to local community, spaces to learn independent living skills such as cleaning, cooking, transportation, and social skills, property maintenance and coordination of care handled by a service provider agency, caregiver support offered to those who have high behavioral or medical needs. A service provider typically handles property maintenance and personalized care, as many group homes are provider owned and controlled. A drawback of a group home is the limited freedom based on number of stuff available.

For example, if four out of the five residents wanted to go to a baseball game, the fifth one may be forced to accompany the group if there is not enough staff available for one staff member to stay home with the resident. Another consideration is the permanence of the living situation – if the group home provider

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decides to give up the property or move, the residents will be forced to evacuate.52

Challenges Regarding Autism Housing “A challenge only becomes an obstacle when you bow to it�

-Ray Davis

Some of the greatest challenges for adults with autism wanting to move out on their own come in the form of lack of stable, accessible, affordable housing supply, lack of support services for individuals to move out of their family home, lack of quantity, quality, and sustainability in direct support workforce, and the fact that 67% of individuals with intellectual and developmental disabilities have reported being abused. In the United States, only 95,000 people were given the support to move out of their family home

1996, less than 250,000 individuals with autism have been given support to move out of their family home, yet 850,000 people of all ages with intellectual and developmental disorders are living with caregivers over the age of 60. The individuals that have moved out were not sent to a home of their choosing; instead, most of them were prescribed a nursing facility or psychiatric ward.53 Out of the 5 million people in the United States with intellectual and developmental disabilities, nearly all of the 5 million live solely on Supplemental Security insurance. The average monthly rent for an apartment in the US is $780/month, and the average monthly income from Supplemental Security insurance ins $750/month – inadequate to cover apartment rent let alone living expenses and medical costs. Gross wage in a 2-week period for 82% of adults with autism who work are between $1-$300, 17% is $301$700, while only 1% makes between $701-$999. Minimum wage combined with Supplemental Security Insurance still is not enough to cover market-rate rent plus the cost of living and medical expenses.

Affordable housing vouchers are limited and cannot meet the demand. Not only are people with autism unfairly compensated, direct-care occupations (the 2nd largest occupational group in the United States) make an average income of $17,000 and 49% are on public health benefits and living below the poverty line. Because of these statistics, there is a 70% turnover rate for direct-support providers, and as a result

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in the last ten years, yet 9x that number are living in their family home with a live-in caregiver. Since

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the individuals being cared for may feel unstable in their environment and will most likely find it difficult to make a connection with a caregiver who is constantly changing.54 Another problem is abuse. As previously stated, 67% of individuals with intellectual and developmental disabilities have reported being abused. 25% have been sexually abused, 44% have been abused more than 10 times, and 46% of abuse victims did not report the incident to authorities. 58% of the people who did not report their abuse did not do so because they believed nothing would happen, 38% had been threatened by their abuser or were afraid, and 33% did not know how or where to report it.55 Easter Seals conducted a survey titled “Living with Autism” in which they asked the parents of children with autism to predict what their child would feel in the future as an adult. Less than 20% of parents said that they believed their child would participate in recreational activities, have a spouse or life partner, be valued by his or her community, and have friends in the community with shared interests. These frightening statistics reinforce the need for change in the way people with disabilities are included and valued in their community. The University of Miami conducted a survey in which researchers asked individuals with autism “what were the specific obstacles to community participation?” and 64% answered with the

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need for a supportive companion.56

Precedents in Autism Housing “It isn’t all over; everything has not been invented; the human adventure is just beginning.”

-Gene Roddenberry

Traditional funding sources are being used nationwide in new, innovative ways to provide new housing models of support for individuals with autism. The levels of care begin with institutional care for those with lowest functioning autism. Institutional care is entirely government driven and their physicians recommend patients to the institutions. Managed care and integrative supports are the two median forms of care for those with mid-functioning autism. Managed care is a provider/consumer relationship with customized cost-effective services. It is a method of care that is corporately driven with appropriate support levels. Integrative supports, in contrast, provide a facilitator/self-directed individual relationship. A foster

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home for a person with autism is an example of an integrative support. The community support level is what a person with high-functioning autism may seek. The community support level is natural support from a community aware of its spectrum members and eager to accept and support them.57 Transitional Housing Private pay transitional housing is a recent development in autism housing. Many people on the autism spectrum do not qualify for waiver services, possibly because of IQ testing or the inability to demonstrate the need for more support for daily living. Once people with autism graduate high school and near the age of 21, support becomes limited in this crucial time in their lives. Transitional and Post-Secondary housing often becomes an option for those who can afford it. Typically, waivers will not cover this type of housing even if the person is under the age of 21. Transitional and Post-Secondary housing offers programs to teach people on the autism spectrum important life skills such as finance, cooking, hygiene, workplace social skills, etc. Vocational assistance is often offered in this type of housing, as well, with opportunities for internships that lead to full time jobs. This type of housing is wonderful for those who can afford it,

Life Services Alternatives Santa Clara and Cyprus, California

Life Services Alternatives (LSA) is a group home for people with developmental disabilities. Funding from donors makes it possible for two LSA homes to be operating in California. Five men with disabilities have lived in the LSA Cypress home since it opened in 2013. Caretakers teach the men skills to help them be more independent and active in the community. The LSA home is the first living experience outside of the family home for most of the residents. This transitional house teaches self-sufficiency, independence, gives the residents a sense of respect and community, and has also made the group of residents into a group of best friends.59

Single Family Home Options In the single-family home situation, a house is bought by or for a person/group of people with autism or donated to them. To keep the home consumer controlled, it must remain unlicensed. This way, the resi-

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but as its name implies, it is not a permanent solution.58

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dents will have control over their services and providers. Otherwise, the owner of the home can partner with a service provider to create a licensed group home. It is important to note that a person’s home will not affect a person’s assets – e.g. a person with autism can live in a million dollar home and still receive Supplemental Security Income.60

Adult Group Foster Home Another model of group housing is adult group foster homes. Residents of group foster homes combine their waiver funds to hire a foster family to live in a house with them. If the residents’ relationship with the foster family changes, it is the foster family that moves out, not the residents.61

Sunridge Ranch & Trellis Center Ellensburg, Washington

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Sunridge Ranch & Trellis Center is a ranch bought by a single family of an autistic young adult. The founding family sold shares of the house to three other roommates with autism. Four young adults with autism share the house and combined their autism waiver funds to hire a host family to live in the house with them and be their caretakers. This is an example of shared living. The foster family or “houseparents’” salary is paid by the combination of the four self-directed, personal assistance waivers. The houseparents care for the residents overnight and families pay for additional day support staffing of local university students. The four autistic residents work at a greenhouse that was specifically designed for those on the spectrum. The greenhouse is designed with spaces that provide visual cues and room for the residents as well as their caretakers and other people with disabilities that occasionally join the greenhouse work effort to have space to work carefully and efficiently. The greenhouse is designed with sustainable measures expands to create an even healthier environment for the people working in it. Residents are given responsibilities in the greenhouse that are specifically designed for them to meet their individualized goals. The greenhouse is partnered with a business in the area that purchases its produce. Because Sunridge has been such a successful model, it is being replicated in other parts of the region.62

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Live-Work-Play Community Live-work-play communities are planned developments that include integrated social enterprises to offer walkable and/or backup employment opportunities. Much like the Sunridge Ranch & Trellis Center, livework-play communities employee adults with autism to jobs on site if they cannot find a job off site or if they have a preference or need to stay near home. In this way, people with autism can contribute to the greater community without leaving their property.63 Erik’s Retreat Minneapolis, Minnesota

Erik’s Retreat is a bed and breakfast that employees people from the autism spectrum. Visitors are picked up in a limo and given the “royal treatment” by autistic employees who want to work in the hospitality field. Employees trained in hospitality welcome guests, serve meals, work at the reception desk, and are the caretakers of the grounds. Erik’s retreat is focused on “voluntourism,” meaning that employees on the

xxx). Erik’s retreat is partnered with multiple venues and businesses in the community that support the Retreat employee tours.64

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spectrum give the guests tours of venues around the community that they have personal interest in (fig

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design

floor plans As an adaptive reuse project, the existing house will be transformed appropriately in accordance with the hypersensitivities that accompany ASD. The two purposes of the proposed renovation are to make a space for living and for working. There will be a greenhouse addition for residents

The site will also be used for harvesting crops for the business. The existing floor plan for each floor of the house will be shown followed by the new proposed design.

Existing

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to harvest fruits, vegetables, and mostly microgreens to sell to partnering restaurants in Portland.

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The new design strategy incorporates all of the elements that are previously listed in diagrammatic form under the category of “Spatial Design for Hypersensitivities.� The most notable of these strategies are curved walls and no doors except where necessary. Sound is diffused by green walls and sound-absorbing materials on the residential floors so that it’s very quiet in the most intimate spaces, and the noise is gradually increased as the resident gets closer to exiting the house.

All windows including the greenhouse will be frosted glass for diffused light. The greenhouse addition on the southeast side of the house increases the indoor air quality by removing toxins from the air and promoting physical health, awareness, and cognitive function. The area on the far north side of the house was originally meant to be a pool. The area will transformed into a

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rainwater collecting cistern that will then in turn become a tilapia pond for aquaculture.

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G r ee n h o u s e W o r k r o o m

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This section cut shows the cistern as well as the second floor balcony with a view overlooking the cistern. A tower that will become a trombe wall and light well is also shown.

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There are operable windows on all sides of the cistern for cross ventilation. Leafy greens are harvested by receiving nutrients from the waste products that the tilapias produce. To be considered a humane operation, there will be 1.5 gallons of water per inch of tilapia. The average full-grown tilapia fish is 14 inches long. The cistern holds 3,150 gallons of water, resulting in about 150 tilapia fish.

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The second floor was designed to be the main floor of the house with an overlook into the excavated

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pool area and the main entrance.

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The new design for the second floor will retain it as the main floor that will be a common area for guests to gather together and with their families on. There is a lift instead of a full elevator to meet ADA requirements. There will be a balcony open to the two-story greenhouse. There will also be a secondary greenhouse area that is at the base of a tower that will become a light well and a trombe wall. The tower is currently wood framed and terminates on the fourth floor but will be redesigned with glass and steel framing and extended down to the second floor ceiling. It will have pipes running through it that drain water to the cistern and also make up the solar mass that a trombe wall requires. This way, light is let in to the house through the

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tower and it is also a cross ventilator for the two greenhouse areas.

new

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61 longitudinal section cut “...There will be a secondary greenhouse area that is at the base of a tower that will become a light well and a trombe wall. The tower is currently wood framed and terminates on the fourth floor but will be redesigned with glass and steel framing and extended down to the second floor ceiling. It will have pipes running through it that drain water to the cistern and also make up the solar mass that a trombe wall requires.

This way, light is let in to the house through the tower and it is also a cross ventilator for the two greenhouse areas.�

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v i e w f r o m b a l c o n y o v e r l o o k i n g g r ee n h o u s e

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The third and fourth floors become the residential floors divided by gender. There will be four residents living on each floor with one caregiver, for a total of ten people. The walls are curved for minimal doorways and there are greenwalls to help absorb sound.

The walls are wider than usual because they are multi-functional. They become benches, desks, shelves, and murphy beds fold into them.

new

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69 There will be one “touchstone” area on each of the residential floors that will house moveable furnture and items that create a cozy, peaceful space.

R E SID E NTIAL FLOOR CIRCULATION

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The multifunctional wall becomes apparent in these white model renderings of the northwest corner room on the fourth floor. The wall transitions from a bench to shelves to desk,

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then back to wall.

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lighting system

The lighting system is a two-part system. The primary light comes from solar tubes with ventilation components that are particularly good for the sake of the green walls. There will be a diffuser flap inserted in the solar tubes to keep the light at a certain level of dimness. When the light outside is insufficient, a secondary system of circadian lighting will come on. These lights are produced by a company called Walalight. They adjust according to the light levels outside and can be set to turn on and off at certain lumen thresholds. Therefore, whole house will be lit in a circadian fashion with the electric lights only turning on when the natural light is insufficient.

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The solar tubes are placed to follow the paths of the residential floor plans below.

new

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83 diagram of indoor decibel levels

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80 50 30 20

decibel scale

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white model a

85 GREENHOUSE

MAIN LEVEL

KITCHEN

COMMON SPACE

LAUNDRY

SECONDARY GREENHOUSE

CISTERN

BE

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EDROOMS

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axonometrics

BEDROOMS

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site plans The site will be as much of a part of the harvesting business as the greenhouse will be. Seasonal crops will be planted on site and arranged according to the amount of sunlight needed. Hardscape pieces on site will follow the floor plans of the residents’ bedrooms. These swirled site pieces will undulate in height, becoming worktables, benches, and paths that are flush with the ground. Theoretically, the residents would feel a connection to one of these “garden rooms.�

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NW Saint Helens Rd.

Wapato ave.

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spring Crops: Rhubarb: 48� apart; grow in sun Garlic: 12� between rows, grows in shade

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NW Saint Helens Rd.

Wapato ave.

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summer Crops: Blueberries: 24� apart; grow in sun Broccoli: 24� between rows, grows in shade

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NW Saint Helens Rd.

Wapato ave.

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autumn Crops: Cantelope: 36� apart; grow in sun Artichoke: 72� between rows, grows in shade

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NW Saint Helens Rd.

Wapato ave.

95

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winter Crops: Celery: 24� between rows, grows in shade

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design conclusion As a whole, the house and site are meant to be a machine for harvesting crops and microgreens and simultaneously to be a peaceful, healthy place for residents to live. ...

experiential narrative Every 11 minutes, a child is born who will be diagnosed with autism. One of those children is about to turn 21. He’s had federally mandated services provided to him his whole life. On his 21st birthday they cease. That’s an annual $20,000 unaccounted for.

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The resident’s parents both work full time with low-income jobs. They can’t afford to pay outof-pocket to hire a caregiver. They can’t afford to send their child to a treatment center, nor do they want to. They’ve heard of a waiver for government funded care for adults with autism but the waitlist can take years and the outcome is uncertain. The resident has heard of a group home for adults with autism and it sounds like an attractive option. His friend lives there. The house will fit ten people.

It’s meant to be a prototype. The resident is from Portland, Oregon – the city with the highest rate of autism on the west coast. There’s word that replications of this group home style are being planned for other abandoned buildings in the quiet outskirts of the city.

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erspective Months later, the resident is moving into the group home. The resident makes his way up the low slope to the house. It was only a 20-minute bus ride to get to. It is quiet and serene, unlike the urban apartment he just moved out of. The resident understands that the house is not in the condition it once was – it has been remodeled to address his hypersensitivities. There’s much more land surrounding the house than he is used to seeing in the city. The garden landscape puts him at ease. The house is surrounded by dense forest that provides a noise barrier. The forest also gives a nice, diffused type of light. The resident ascends the central stair to his room. The hallways are filled with dense greenery. His senses are at peace. There is light

a constant, diffused light. The windows are frosted.

The corners are the house seem non-existent. The walls are curved and the paths are winding. It’s a relaxing and welcoming flow. The resident’s family is waiting for him on the common floor of the house. Although its nosier, the resident feels at ease on the common floor because he knows there are spots of sensory escape nearby if he gets overwhelmed by other visitors who might happen to be there. One of the two caregivers that live in the house leads him to his family. The resident tells his family that he’s excited to start working in the green house that’s within and around the house. Along with the other residents, he’ll be harvesting microgreens and other crops for local restaurants in Portland. He’s excited to generate his own income for rent. It will be his first job. The resident bids his family goodbye and wanders off to explore his new home and workplace.

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coming in from seemingly every direction, but it is

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In a world where your ears never get a break from noise.

I wish I could cry out for the noise to go far, far, far away I take off into the clouds It’s silent up there Then I miss them I miss my friends family, and my pets and teachers While I was looking down I lower more and more to the ground Now I miss the quietness But hey that’s life and things are out of control.

As much as I dislike the noise But I also like it, too.

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By: Jadon Thompson,

Age 8, diagnosed with ASD

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addendum An Overview of Autism Spectrum Disorder “People from every community — rich, poor, urban, rural, white, black — have all been affected by this upward trend in autism.”

Walter Zaharodny66

According to the Autism Spectrum Disorder Technical Assistance Paper, In Oregon, to be eligible for special education services as a child with ASD (OAR 581-015-2130), the child must meet all of the fol-

1. Child demonstrates persistent deficits in social communication and social interaction across multiple contexts, as evidenced by all three of the following, currently or by history (examples are illustrative, not exhaustive): ○ Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions; ○ Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication; and ○ Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers.

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lowing minimum criteria:67

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2. Child demonstrates restricted, repetitive patterns of behavior, interests, or activities, as evidenced by at least two of the four, currently or by history (examples are illustrative, not exhaustive): ○ Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypes, lining up toys or flipping objects, echolalia, idiosyncratic phrases); ○ Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take the same route or eat the same food every day). ○ Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests); or ○ Hyper- or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

3. Characteristics are generally evident before age three, but may not have become fully evident until social demands exceed limited capacities, or may be masked by learned strategies.

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4. The characteristics of autism spectrum disorder are not better described by another established or suspected eligibility for special education services.

5. A child may not be eligible for special education services on the basis of an autism spectrum disorder if the child’s primary disability is an emotional disturbance under OAR 581-015-2145. However, a child with autism spectrum disorder as a primary disability may also have an emotional disturbance as a secondary disability.

6. To be eligible for special education services as a child with an autism spectrum disorder, the eligibility team must also determine that: ○ For a child age 3 to 5, the child’s disability has an adverse impact on the child’s developmental progress; or ○ For a child age 5 to 21, the student’s disability has an adverse impact on the student’s educational performance. Note that there is no adverse impact requirement for children in the birth to 3 age range.

7. The child needs special education services as a result of the disability.

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Works Cited

“About Us.” Madison House Autism Foundation, 2016, www.madisonhouseautism.org/ about-us/.

Academy for Precision Learning | Our Story, www.aplschool.org/apl_story.html.

Alexander, Christopher, et al. A Pattern Language: Towns, Buildings, Construction. Oxford Univ.

Press, 1982.

Allen, Joseph G., et al. “Associations of Cognitive Function Scores with Carbon Dioxide, Ventilation, and Volatile Organic Compound Exposures in Office Workers: A Controlled Exposure Study of Green and Conventional Office Environments.” Environmental Health Perspectives, vol. 124, no. 6, 2016, pp. 805–812., doi:10.1289/ehp.1510037.

Alternatives, Life Services, director. LSA: Life in Our Homes. YouTube, YouTube, 30 Nov. 2015, www.youtube.com/watch?v=91UlFv7N6SE.

tutions.

Beaver, Christopher. “Designing for Autism Christopher Beaver Guides Us through the Process of Designing Autism-Friendly.” Issuu, GA Architects, 23 Jan. 2018, issuu.com/gaarchitects4/docs/04_christopher-beaver-special-education “Brookings, Oregon.” Wikipedia, Wikimedia Foundation, 19 Apr. 2019, en.wikipedia.org/wiki/ Brookings,_Oregon.

Fox, Maggie. “More Kids Than Ever Have Autism, New Survey Shows.” NBCNews.com, NBCUniversal News Group, 26 Apr. 2018, www.nbcnews.com/health/health-news/new-autism-numbers-show-big-state-state-differences-n869286.

Goodwin, Diana. “Autism and Water: Why Autistic People Are Drawn to Water.” AquaMobile Swim School, 4 May 2018, aquamobileswim.com/autism-and-water-why-autistic-people-are-drawn-to-water/#.XMsNrRNKj-Y. “Health.” Health Reform and State Health Legislative Initiatives, 2018, www.ncsl.org/research/ health/autism-and-insurance-coverage-state-laws.aspx%5D.aspx.

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“Autism & Institutions.” Bushel & A Peck, 2014, www.bushel-and-a-peck.com/blog/autism-insti-

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Henion, Andy, and Richard Lunt. “Transparent Solar Technology Represents ‘Wave of the Future’.” MSUToday, Michigan State University, 23 Oct. 2017, msutoday.msu.edu/ news/2017/transparent-solar-technology-represents-wave-of-the-future/.

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

Humphreys, Simon. “Interview with Simon Humphreys: Autism and Good Practice in Design.”

National Autistic Society - Network Autism, network.autism.org.uk/knowledge/insight-opinion/interview-simon-humphreys-autism-and-good-practice-design. Accessed 1 May 2019.

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (1/5).

YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/ watch?v=ePlncJcPu5U&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=1.

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (2/5).

YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/

103

watch?v=pbr6jpinEq0&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=2.

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (3/5).

YouTube, Madison House Autism Foundation, 20 Jan. 2017, www.youtube.com/ watch?v=20wqJmNvaK4&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=3.

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (5/5).

YouTube, Madison House Autism Foundation, 20 July 2017, www.youtube.com/ watch?v=Xt-QhSXCRUw&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=5.

Macnaughton, Piers, et al. “The Impact of Working in a Green Certified Building on Cognitive Function and Health.” Building and Environment, vol. 114, 2017, pp. 178–186., doi:10.1016/j.buildenv.2016.11.041.

Marsh, Melissa. “The Future of Neuro-Architecture Has Arrived.” Work Design Magazine, 18 Apr. 2015, workdesign.com/2015/03/the-future-of-neuro-architecture-has-arrived/ Meisner, Gary, and Ellivo Architects. “Phi and the Golden Ratio / Golden Section in Architecture.” The Golden Ratio: Phi, 1.618, 3 June 2016, www.goldennumber.net/architecture/.

university of washington

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

O’Donnell, Kathleen. “Social Justice through Design – Blueprint for Better.” Blueprint for Better, blueprintforbetter.org/social-justice-through-design/.

Reynolds, Tammi, and Mark Dombeck. “Historical And Contemporary Understanding Of Autism.”

Mental Help Historical and Contemporary Understanding of Autism Comments, 2019, www.mentalhelp.net/articles/historical-and-contemporary-understanding-of-autism/.

Rodgers, Susan, et al. Autism Spectrum Disorder Technical Assistance Paper. Oregon Department of Education, 2019, pp. 6–7, Autism Spectrum Disorder Technical Assistance Paper, www.oregon.gov/ode/students-and-family/SpecialEducation/RegPrograms_BestPractice/Documents/autismtap.pdf.

Robinson, Sarah, and Juhani Pallasmaa. Mind in Architecture: Neuroscience, Embodiment, and

Schrameijer, Flip. “About Autism-Friendly Design.” Symposium of INservice Autism. 10 Nov. 2018, Oste Malle, Belgium, Oste Malle, Belgium.

Staff, Creative Bloq. “The Designer’s Guide to the Golden Ratio.” Creative Bloq, Creative Bloq ART AND DESIGN INSPIRATION, 24 Oct. 2018, www.creativebloq.com/design/designers-guide-golden-ratio-12121546.

Smith, Cas, and Allison Bernett. “14 Patterns of Biophilic Design.” Terrapin Home - Terrapin Bright Green, Terrapin Bright Green, LLC, 12 Sept. 2014, www.terrapinbrightgreen.com/ reports/14-patterns/.

Thompson, Jadon. “Boy’s Writes Poem to Help Classmates Understand His Autism.” Autism Speaks, 5 June 2017, www.autismspeaks.org/blog/boys-writes-poem-help-classmatesunderstand-his-autism.

“U.S. Autism Rate up 15 Percent over Two-Year Period.” ScienceDaily, Johns Hopkins University Bloomberg School of Public Health, 26 Apr. 2018, www.sciencedaily.com/releases/2018/04/180426141604.htm.

University Relations News Service. “UMN Researchers Unveil Minnesota Autism Rates as Part

104

the Future of Design. The MIT Press, 2017.

madison Smith

Masters Thesis

l Truong, Julie. “Four Keys to Designing Autistic-Friendly Spaces.” Building Design + Construction, 25 Jan. 2018, www.bdcnetwork.com/blog/four-keys-designing-autistic-friendly-spaces.

“WOOD CONSTRUCTION REDUCES STRESS AND OFFERS A HEALTHY LIVING ENVIRONMENT.” Wood Construction Reduces Stress and Offers a Healthy Living Environment, woodforgood.com/news-and-views/2014/05/15/wood-construction-reduces-stress-and-offers-a-healthy-living-environment/.y-spaces.

“WOOD CONSTRUCTION REDUCES STRESS AND OFFERS A HEALTHY LIVING ENVIRONMENT.” Wood Construction Reduces Stress and Offers a Healthy Living Environment, woodforgood.com/news-and-views/2014/05/15/wood-construction-reduces-stress-and-offers-a-healthy-living-environment/.

105

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1

“U.S. Autism Rate up 15 Percent over Two-Year Period.” ScienceDaily, Johns Hopkins University Bloomberg School of Public Health, 26 Apr. 2018, www.sciencedaily.com/releases/2018/04/180426141604.htm.

2

Ibid.

3

O’Donnell, Kathleen. “Social Justice through Design – Blueprint for Better.” Blueprint for Better, blueprintforbetter.org/social-justice-through-design/.

4

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

5

Marsh, Melissa. “The Future of Neuro-Architecture Has Arrived.” Work Design Magazine, 18 Apr. 2015, workdesign.com/2015/03/ the-future-of-neuro-architecture-has-arrived/.

6

Pallasmaa, Juhani, et al. Architecture and Neuroscience. Tapio Wirkkala-Rut Bryk Foundation, 2013.

7

Ibid.

8

Robinson, Sarah, and Juhani Pallasmaa. Mind in Architecture: Neuroscience, Embodiment, and the Future of Design. The MIT Press, 2017

9

Allen, Joseph G., et al. “Associations of Cognitive Function Scores with Carbon Dioxide, Ventilation, and Volatile Organic Compound Exposures in Office Workers: A Controlled Exposure Study of Green and Conventional Office Environments.” Environmental Health Perspectives, vol. 124, no. 6, 2016, pp. 805–812., doi:10.1289/ehp.1510037.

10

Macnaughton, Piers, et al. “The Impact of Working in a Green Certified Building on Cognitive Function and Health.” Building and Environment, vol. 114, 2017, pp. 178–186., doi:10.1016/j.buildenv.2016.11.041.

11

Henion, Andy, and Richard Lunt. “Transparent Solar Technology Represents ‘Wave of the Future’.” MSUToday, Michigan State University, 23 Oct. 2017, msutoday.msu.edu/news/2017/transparent-solar-technology-represents-wave-of-the-future/.

12

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

13

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

14

Beaver, Christopher. “Designing for Autism Christopher Beaver Guides Us through the Process of Designing Autism-Friendly.” Issuu, GA Architects, 23 Jan. 2018, issuu.com/gaarchitects4/docs/04_christopher-beaver-special-educa.

15

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

16

Meisner, Gary, and Ellivo Architects. “Phi and the Golden Ratio / Golden Section in Architecture.” The Golden Ratio: Phi, 1.618, 3 June 2016, www.goldennumber.net/architecture/

17

Staff, Creative Bloq. “The Designer’s Guide to the Golden Ratio.” Creative Bloq, Creative Bloq ART AND DESIGN INSPIRATION, 24 Oct. 2018, www.creativebloq.com/design/designers-guide-golden-ratio-12121546.

18

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

19

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

20

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

21

Schrameijer, Flip. “About Autism-Friendly Design.” Symposium of INservice Autism. 10 Nov. 2018, Oste Malle, Belgium, Oste Malle, Belgium.

22

Robinson, Sarah, and Juhani Pallasmaa. Mind in Architecture: Neuroscience, Embodiment, and the Future of Design. The MIT Press, 2017.

23

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

24

Shaher, Guy. “Autism & Containment: An Introduction To Containment.” Transforming Autism, 26 Apr. 2019, transformingautism. org/containment/.

25

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

106

(Endnotes)

madison Smith

Masters Thesis

107

26

Shaher, Guy. “Autism & Containment: An Introduction To Containment.” Transforming Autism, 26 Apr. 2019, transformingautism. org/containment/.

27

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

28

Ibid.

29

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

30

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

31

“WOOD CONSTRUCTION REDUCES STRESS AND OFFERS A HEALTHY LIVING ENVIRONMENT.” Wood Construction Reduces Stress and Offers a Healthy Living Environment, woodforgood.com/news-and-views/2014/05/15/wood-construction-reduces-stress-and-offers-a-healthy-living-environment/.

32

Truong, Julie. “Four Keys to Designing Autistic-Friendly Spaces.” Building Design + Construction, 25 Jan. 2018, www.bdcnetwork. com/blog/four-keys-designing-autistic-friendly-spaces.

33

Goodwin, Diana. “Autism and Water: Why Autistic People Are Drawn to Water.” AquaMobile Swim School, 4 May 2018, aquamobileswim.com/autism-and-water-why-autistic-people-are-drawn-to-water/#.XMsNrRNKj-Y.

34

Humphreys, Simon. “Autism and Architecture.” The Autism Show - The National Event for Autism. 2016.

35

Mostafa, Magda. “AN ARCHITECTURE FOR AUTISM: CONCEPTS OF DESIGN INTERVENTION FOR THE AUTISTIC USER.” Archnet-IJAR, International Journal of Architectural Research , 2008, pp. 189–211., doi:10.26687/ijar.

36

Academy for Precision Learning | Our Story, www.aplschool.org/apl_story.html.

37

Smith, Cas, and Allison Bernett. “14 Patterns of Biophilic Design.” Terrapin Home - Terrapin Bright Green, Terrapin Bright Green, LLC, 12 Sept. 2014, www.terrapinbrightgreen.com/reports/14-patterns/.

38

Ibid.

39

Ibid.

40

Fox, Maggie. “More Kids Than Ever Have Autism, New Survey Shows.” NBCNews.com, NBCUniversal News Group, 26 Apr. 2018, www.nbcnews.com/health/health-news/new-autism-numbers-show-big-state-state-differences-n869286.

41

Fox, Maggie. “More Kids Than Ever Have Autism, New Survey Shows.” NBCNews.com, NBCUniversal News Group, 26 Apr. 2018, www.nbcnews.com/health/health-news/new-autism-numbers-show-big-state-state-differences-n869286.

42

University Relations News Service. “UMN Researchers Unveil Minnesota Autism Rates as Part of National CDC Study.” University of Minnesota Twin Cities, University of Minnesota, Twin Cities, 31 Jan. 2019, twin-cities.umn.edu/news-events/umn-researchers-unveil-minnesota-autism-rates-part-national-cdc-study.

43

“Health.” Health Reform and State Health Legislative Initiatives, 2018, www.ncsl.org/research/health/autism-and-insurance-coverage-state-laws.aspx%5D.aspx.

44 Ibid.

45

“About Us.” Madison House Autism Foundation, 2016, www.madisonhouseautism.org/about-us/.

46

Ibid.

47

Reynolds, Tammi, and Mark Dombeck. “Historical And Contemporary Understanding Of Autism.” Mental Help Historical and Contemporary Understanding of Autism Comments, 2019, www.mentalhelp.net/articles/historical-and-contemporary-understanding-of-autism/.

48

“Autism & Institutions.” Bushel & A Peck, 2014, www.bushel-and-a-peck.com/blog/autism-institutions.

49

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (1/5). YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/watch?v=ePlncJcPu5U&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=1.

50

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (1/5). YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/watch?v=ePlncJcPu5U&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=1.

51

Kameka,Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (1/5). YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/watch?v=ePlncJcPu5U&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=1.

52

Ibid.

53

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (2/5). YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/watch?v=pbr6jpinEq0&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=2.

54

Ibid.

55

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (2/5). YouTube, Madison House Autism Foundation, 3 June 2016, www.youtube.com/watch?v=pbr6jpinEq0&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=2

56

Ibid.

57

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (3/5). YouTube, Madison House Autism Foundation, 20 Jan. 2017, www.youtube.com/watch?v=20wqJmNvaK4&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=3.

58

Ibid.

59

Alternatives, Life Services, director. LSA: Life in Our Homes. YouTube, YouTube, 30 Nov. 2015, www.youtube.com/ watch?v=91UlFv7N6SE.

60

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (3/5). YouTube, Madison House Autism Foundation, 20 Jan. 2017, www.youtube.com/watch?v=20wqJmNvaK4&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=3.

61

Ibid.

62

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (3/5). YouTube, Madison House Autism Foundation, 20 Jan. 2017, www.youtube.com/watch?v=20wqJmNvaK4&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=3.

63

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (5/5). YouTube, Madison House Autism Foundation, 20 July 2017, www.youtube.com/watch?v=Xt-QhSXCRUw&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=5.

64

Kameka, Desiree, director. Housing Options for Adults with Autism by Desiree Kameka (5/5). YouTube, Madison House Autism Foundation, 20 July 2017, www.youtube.com/watch?v=Xt-QhSXCRUw&list=PLkGo_H7vXVs429XWozGenlCUKaqDlB22Z&index=5.

65

Thompson, Jadon. “Boy’s Writes Poem to Help Classmates Understand His Autism.” Autism Speaks, 5 June 2017, www.autismspeaks.org/blog/boys-writes-poem-help-classmates-understand-his-autism. Abridged.

66

Fox, Maggie. “More Kids Than Ever Have Autism, New Survey Shows.” NBCNews.com, NBCUniversal News Group, 26 Apr. 2018, www.nbcnews.com/health/health-news/new-autism-numbers-show-big-state-state-differences-n869286.

67

Rodgers, Susan, et al. Autism Spectrum Disorder Technical Assistance Paper. Oregon Department of Education, 2019, pp. 6–7, Autism Spectrum Disorder Technical Assistance Paper, www.oregon.gov/ode/students-and-family/SpecialEducation/RegPrograms_BestPractice/Documents/autismtap.pdf.

108

university of washington

109

university of washington