This exploratory mixed methods experiment aimed to determine whether the application of wayfinding aids (colored doors, shapes on the floor, and signage) as an intervention could help children with autism spectrum disorder (ASD) find their way to a destination to promote independence.
Background:
Several individuals with ASD have described the difficulties they experienced finding their way in the environment. This is especially relevant to complex environments like healthcare.
Methods:
Participants with ASD aged 8–11 (n = 9) were randomly assigned to control or treatment groups. The test location was an empty school corridor unfamiliar to participants. Each participant was shown the way to a destination using a script pointing out existing cues (control group) or applied wayfinding aids (treatment group). Participants were taken back to the start and then asked to lead the way to the destination. Afterward, they were interviewed about their experience. Data collection included observation, behavioral mapping, and video recording.
Results:
The variable of wayfinding scripts helped all participants find their way to the destination, but those in the treatment group found their way directly compared to 75% of the control group. Wayfinding aids made the environment more memorable to those in the treatment group. Some children were distracted by environmental stimuli, and some noticed surprising elements that helped them wayfind.
Conclusions:
Study results suggest that wayfinding instruction could be used as an intervention in environments with and without the application of wayfinding aids. This needs further testing in other environments. Issues included recruitment and random assignment.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.
2.
BabbieE. (2010). The practice of social research (12th ed.). Wadsworth.
3.
BalaaA. (2020). Wayfinding experience of persons with autism spectrum disorder within a museum context (Master’s thesis). Carleton University.
4.
Baron-CohenS. (2008). Autism and Asperger syndrome: The facts. Oxford University Press.
5.
BaumersS.HeylighenA. (2010). Harnessing different dimensions of space: The built environment in auti-biographies. In LangdonP. M.ClarksonP. J.RobinsonP. (Eds.), Designing inclusive interactions (pp. 13–23). Springer.
6.
ChakrabartiS.FombonneE. (2001). Pervasive developmental disorders in preschool children. Journal of the American Medical Association, 285(24), 3093–3099. http://doi.org/10.1001/jama.285.24.3093
7.
ClouseJ. R.Wood-NartkerJ.RiceF. A. (2020). Designing beyond the Americans with Disabilities Act (ADA): Creating an autism-friendly vocational center. HERD: Health Environments Research & Design Journal, 13(3), 215–229.
8.
CornellE. H.HethC. D.BrodaL. S. (1989). Children’s wayfinding: Response to instructions to use environmental landmarks. Developmental Psychology, 25(5), 755. http://doi.org/10.1037/0012-1649.25.5.755
9.
CornellE. H.HethC. D.RowatW. L. (1992). Wayfinding by children and adults: Response to instructions to use look-back and retrace strategies. Developmental Psychology, 28(2), 328. http://doi.org/10.1037/0012-1649.28.2.328
10.
DunnW. (2008). A sensory-processing approach to supporting students with autism spectrum disorders. In SimpsonR.MylesB. (Eds.), Educating children and youth with autism (pp. 299–356). PRO-ED.
11.
Earles-VollrathT. L.CookK.RobbinsL.Ben-AriehJ. (2008). Instructional strategies to facilitate successful learning outcomes for students with autism spectrum disorders. In SimpsonR.MylesB. (Eds.), Educating children and youth with autism (pp. 93–178). PRO-ED.
12.
Frankfort-NachmiasC.NachmiasD. (2008). Research methods in the social sciences (7th ed.). Worth Publishers.
13.
FrithU. (2003). Autism explaining the enigma (2nd ed.). Blackwell Publishing.
14.
GaminiesfahaniH.LozanovskaM.TuckerR. (2020). A scoping review of the impact on children of the built environment design characteristics of healing spaces. HERD: Health Environments Research & Design Journal, 13(4), 98–114.
15.
HelvacıoğluE.OlguntürkN. (2011). Colour contribution to children’s wayfinding in school environments. Optics & Laser Technology, 43(2), 410–419.
HigashidaN. (2013). The reason I jump (YoshidaK. A.MitchellD.). Random House.
18.
IrishJ. E. N. (2019). Evidence-based design: Documenting a research experiment in a school environment with children with Autism Spectrum Disorder. Archnet-IJAR: International Journal of Architectural Research, 13(1), 25–38. https://doi.org/10.1108/ARCH-12-2018-0029
19.
IrishJ. E. N. (2021). From prose to poetry: Retelling the experiences of children with autism navigating around a school. Qualitative Research Journal, vol. ahead-of-print, no. ahead-of-print. https://doi.org/10.1108/QRJ-10-2020-0137
20.
KhareR. (2010). Designing inclusive educational spaces for autism. Institute for Human Centered Design.
21.
KhareR.MullickA. (2009). Incorporating the behavioral dimension in designing inclusive learning environment for autism. ArchnetIJAR: International Journal of Architectural Research, 3(3), 45–64.
22.
Kristof-BrownAGuayR. P. (2011). Person-environment fit. In SheldonZ. (Ed.), APA handbook of industrial and organizational psychology, Volume 3: Maintaining, expanding, and contracting the organization (pp. 3–50). APA.
23.
LynchK. (1960). The image of the city. MIT Press.
24.
MaennerM. J.ShawK. A.BakianA. V.BilderD. A.DurkinM. S.EslerA.FurnierS. M.HallasL.Hall-LandeJ.HudsonA.HughesM. M.PatrickM.PierceK.PoynterJ. N.SalinasA.ShenoudaJ.VehornA.WarrenZ.ConstatinoJ. N.…CogswellM. E. (2021). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018. MMWR Surveillance Summaries2021;70(SS-11), 1–16. http://doi.org/10.15585/mmwr.ss7011a1externalicon.
25.
MartinC. (2014). Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD). Journal of Research in Special Educational Needs, 16(4), 280–298. http://doi.org/10.1111/1471-3802.12092
26.
MostafaM. (2008). An architecture for autism: Concepts of design intervention for the autistic user. Archnet-IJAR: International Journal of Architectural Research, 2(1), 189–211.
27.
National Institute of Mental Health. (2018). Autism spectrum disorder. NIH pub. no.19-MH-8084. U.S. Government Printing Office.
28.
National Professional Development Center on Autism Spectrum Disorders (2014). Evidence-based practices. Retrieved June 23, 2021 fromhttps://autismpdc.fpg.unc.edu/node/19
29.
NorouziN.GarzaC. M. (2021). Architecture for children with autism spectrum disorder and their therapists. HERD: Health Environments Research & Design Journal, 14(4), 147–156.
30.
PellicanoE. (2013). Sensory symptoms in autism: A blooming, buzzing confusion?Child Development Perspectives, 7(3), 143–148. https://doi.org/10.1111/cdep.12031
31.
RiceC. (2006). Prevalence of Autism Spectrum Disorders—Autism and Developmental Disabilities Monitoring Network, United States, 2006. MMWR Surveillance Summaries, 58(SS10), 1–20. Centers for Disease Control and Prevention.
SánchezP. A.VásquezF. S.SerranoL. A. (2011). Autism and the built environment. In WilliamsT. (Ed.), Autism spectrum disorders: From genes to environments (pp. 363–380). InTech Europe.
34.
ScottI. (2009). Designing learning spaces for children on the autism spectrum. Good Autism Practice, 10(1), 36–51.
35.
ShabhaG.GainesK. (2011). Therapeutically enhanced school design for students with autism spectrum disorders (ASD): A comparative study of the United States and the United Kingdom. In MittlemanD.MiddletonD. A. (Eds.), Edra 42 proceedings (pp. 174–180). Environmental Design Research Association.
36.
SimpsonR. L.MylesB. S.GanzJ. B. (2008). Efficacious interventions and treatments for learners with autism spectrum disorders. In SimpsonR.MylesB. (Eds.), Educating children and youth with autism (pp. 477–512). PRO-ED.
37.
Society for Experiential Graphic Design. (2018). Symbols. Retrieved November 28, 2018 fromhttps://segd.org/symbols
38.
SommerB.SommerR. (2002). A practical guide to behavioral research: Tools and techniques. Oxford University Press.
39.
TammetD. (2006). Born on a blue day: Inside the extraordinary mind of an autistic savant. Simon & Schuster.
40.
VázquezF. S.TorresA. S. (2013). Autism and architecture. In FitzgeraldM. (Ed.), Recent advances in autism spectrum disorders (Vol. 2, pp. 177–186). InTech Europe. http://doi.org/10.1590/S0101-60832013000200009
41.
VogelC. (2008, May/June). Classroom design for living and learning with autism. AutismAsperger’s Digest, 7(1), 30–39.
42.
WeitlaufA. S.McPheetersM. L.PetersB.SatheN.TravisR.AielloR.WilliamsonE.Veenstra-VanderWeeleJ.KrishnaswamiS.JeromeR.WarrenZ. (2014). Therapies for children with autism spectrum disorder: Behavioral interventions update, Pub. No.14-EHC036-EF. Agency for Healthcare Research and Quality. www.effectivehealthcare.ahrq.gov/reports/final.cfm
43.
What Works Clearing House (2013). Procedures and standards handbook, version 3.0. Institute of Education Sciences.
44.
WilkesK. (2004). The sensory world of the autistic spectrum: A Greater understanding. National Autistic Society.
45.
WilleyL. H. (2015). Pretending to be normal: Living with Asperger’s syndrome (Autism Spectrum Disorder). Jessica Kingsley.
46.
WongC.OdomS. L.HumeK. A.CoxA. W.FettigA.KucharczykS.BrockM. E.PlavnickJ. B.FleuryV. P.SchultzT. R. (2015). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. http://doi.org/10.1007/s10803-014-2351-z
