标签存档： IEP

Magda Mostafa, Marlene Sotelo, Toby Honsberger

Abstract

Purpose

The objective of this paper is to study the efficacy of the ASPECTSS Design Index’s concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

本文的目的是研究ASPECTSS设计指数概念作为孤独症谱系学生教育环境设计干预驱动因素的有效性。ASPECTSS基于声学、空间排序、逃避空间、区隔化、过渡、感觉分区和安全七项原则，形成了对现有学校环境进行初步使用后评价( POE )和调查的基础。

Design/methodology/approach

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

从对孤独症谱系障碍( ASD )友好设计的其他策略的回顾中得出的概念，与ASPECTSS的七项原则相结合，为一所针对自闭症谱系障碍学生的学前K – 12年级公立学校创建设计框架和随后的设计改造。提出了以下设计干预措施：基于颜色编码的导航；关键循环空间的声学处理；过渡槽的介绍；利用区隔化原则进行课堂重组，并引入逃生空间进行降级。具体来说，为所有工作人员提供了符合ASPECTSS布局的模块的教室模板。这些干预措施的效果和影响是使用整个校园的在线状态进行评估的

Findings

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

结果表明，ASPECTSS知情设计干预措施的实施与李克特量表中9个项目的反应之间的一致性均显著低于中间反应，表明调查对象的满意度较高。这些问题和反应与色彩方案有关，便于学校游客的导航，建筑物的声学成功地减轻了声音放大和随后的学生分心，教室的组织增强了学习和降级区，从而改善了对教室中破坏性行为的管理。

Research limitations/implications

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings

本研究主要关注作为评估课堂效能感框架的孤独症ASPECTSS设计指数。其他的工具和框架可能会产生不同的见解。对单个学校场地进行了研究。在对这些策略进行规模推广之前，有必要在其他学校环境中验证这些发现。定性工具的使用，主要是教师和员工调查，为这些设计策略的有效性提供了一个视角。通过可穿戴技术测量的心率和压力水平等可测量的生物特征指标的进一步研究可以为这些发现的三角化提供第一步。

Practical implications

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

这些发现有助于为孤独症学习环境的设计提供更标准化的最佳实践，并可能为学校环境中的学习质量、技能发展和知识获取提供具有实际影响的支持性策略。这可能会产生潜在的经济影响，通过学校课程支持孤独症学生更有效的进步。

Social implications

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

与经济影响类似，如果得到验证和推广，这些发现可能有助于孤独症社区的成就感、一般心理健康的改善、家庭压力的减轻和污名的潜在减少。

Originality/value

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school. Keywords Universal design, Autism, Inclusive design, School design.

针对孤独症学校的设计指导领域正在慢慢兴起，但关于这些策略的可测量功效的经验证据非常少。本研究提供了一种类型的证据，即从学校工作人员和教师的角度衡量的感知影响。关键词通用设计、孤独症、包容性设计、学校设计

 

图1：映射了ASPECTSS，其他孤独症设计文献和WELL建筑标准的舒适标准之间的建筑概念和标准的一致性，显示了这些工具之间概念的重叠和差距

图2：过渡凹室

用于在教室中从高刺激活动转向低刺激、高注意力活动时进行感官调节，反之亦然。在安装之后，他们被用作学生要求的奖励时间，以支持正强化

图3：符合ASPECTSS标准的教室布局图（小组活动区）

图4：个人工作台空间

图5：全景图

 

 

Lindsay L. Shea, Mi‑Yeet Wong, Wei Song, Katy Kaplan, Disha Uppal, Mark S. Salzer

Abstract

Peer support has been an undeveloped pathway for filling the service gap and to generate employment opportunities for autistic individuals. Peer supports have been deployed widely in mental health and among veterans and understanding the utility of this service modality among autistic individuals illuminates opportunities for research, policy, and practice. This study examined characteristics of participants in an autistic-delivered peer support program and reports on use of and satisfaction with the program. Half of autistic participants had a co-occurring mental health diagnosis. Participants reported multiple areas of unmet needs and participant satisfaction with the program was high (90%). The findings of this study point toward autistic-delivered peer support as a promising avenue for future development.

同伴支持一直是弥补服务差距和为孤独症人群创造就业机会的一条尚未开发的途径。同伴支持已经在心理健康和退伍军人中广泛部署并了解其效用这种服务模式在孤独症个体中的应用为研究、政策和实践提供了机会。这项研究调查孤独症患者同伴支持计划参与者的特征，并报告其使用情况和满意度和程序一起。一半的孤独症参与者同时患有精神健康疾病。参与者报告了多个未满足需求的领域和参与者对计划的满意度很高（90%）。这项研究的发现指向孤独症患者提供的同伴支持是未来发展的一条有希望的途径。

图1：CAPS（i.e. the Community Autism Peer Specialist）发展过程

图2：CAPS概念框架

（IF:5.2）

Katy L Unwin, Georgina Powell, Catherine RG Jones

Abstract

Multi-sensory environments are widely used with autistic children. However, there are no data on how autistic children choose to spend time in the room and how this relates to their sensory, behavioural and intellectual profiles. We observed the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5 min of free play. At a group level, the bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. Sensory seeking behaviours were more commonly observed in the multi-sensory environment than sensory-defensive behaviours. We found that observed sensory seeking behaviours, along with parent-reported sensory behaviours and non-verbal intelligence quotient, were associated with specific patterns of multi-sensory environment equipment use, but broader autistic behaviours were not. These data suggest that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviour and non-verbal intelligence quotient. This information has the potential to inform the development of best-practice multi-sensory environment guidelines that focus on individual needs.

多感官环境广泛用于孤独症儿童。然而，没有关于孤独症儿童如何选择在房间里度过时间以及这与他们的感官、行为和智力特征有何关系的数据。我们观察了 41 名孤独症儿童在5分钟的自由游戏中访问多感官环境设备的频率和持续时间。在群体层面上，气泡管和触摸、声音和光板都非常受欢迎，而光纤和触觉板则较少受到关注。在多感官环境中，感官寻求行为比感官防御行为更常见。我们发现，观察到的感官寻求行为，以及父母报告的感官行为和非语言智力商数，与多感官环境设备使用的特定模式有关，但更广泛的孤独症行为则不然。这些数据表明，孤独症儿童的多感官环境设备偏好与感官行为和非语言智商的个体差异有关。这些信息有可能为制定专注于个人需求的最佳实践多感官环境指南提供信息。

Lay abstract

Multi-sensory environments, often called sensory rooms, are widely used with autistic children. However, we know very little about how autistic children choose to spend their time in multi-sensory environments. We also do not know how their equipment preferences relate to their individual characteristics such as their sensory differences, level of ability or general autistic behaviours. We measured the frequency and duration of visits to multi-sensory environment equipment of 41 autistic children during 5 min of free play. The bubble tube and touch, sound and light board were both highly popular, with the fibre optics and tactile board receiving less attention. The children displayed significantly more sensory seeking behaviours in the multi-sensory environment than sensory-defensive behaviours. These sensory seeking behaviours, as well as the sensory behaviours that their parents reported they showed in daily life, were associated with specific patterns of multi-sensory environment equipment use. Non-verbal ability was also associated with multi-sensory environment equipment use, but broader autistic behaviours were not. Our findings show that the multi-sensory environment equipment preferences of autistic children are related to individual differences in sensory behaviours and non-verbal ability. This information could be useful for teachers and other practitioners who want to know how best to use multi-sensory environments with autistic children.

多感官环境，通常称为感官室，广泛用于孤独症儿童。然而，我们对孤独症儿童如何选择在多感官环境中度过时间知之甚少。我们也不知道他们的设备偏好如何与他们的个人特征相关，例如他们的感官差异、能力水平或一般自闭症行为。我们测量了 41 名孤独症儿童在 5 分钟的自由游戏中访问多感官环境设备的频率和持续时间。气泡管和触控板、声音板和光板都非常受欢迎，而光纤和触觉板则较少受到关注。儿童在多感官环境中表现出比感官防御行为更多的感官寻求行为。这些感官寻求行为，以及他们的父母报告他们在日常生活中表现出的感官行为，都与多感官环境设备使用的特定模式有关。非语言能力也与多感官环境设备的使用有关，但更广泛的孤独症行为则不然。我们的研究结果表明，孤独症儿童的多感官环境设备偏好与感官行为和非语言能力的个体差异有关。这些信息对于想知道如何最好地与孤独症儿童使用多感官环境的教师和其他从业者可能很有用。

图1：多感官环境的图像

包括（a）触摸，声光板，（b）气泡管，（c）触觉板和（d）光纤。“X”标记摄像机定位，所有摄像机都指向外和向下。

Krieger B, Moser A, Morgenthaler T, et al. Parents’ perceptions: environments and the contextual strategies of parents to support the participation of children and adolescents with autism spectrum disorder—a descriptive population-based study from Switzerland[J]. Journal of Autism and Developmental Disorders, 2022: 1-23.

Abstract

Environments have a modifying effect on the participation of children and adolescents with autism spectrum disorder (ASD) in all areas of life. This cross-sectional study investigated parental perspectives on supportive or hindering environments and the daily contextual strategies parents used to enhance their children’s participation. Qualitative and quantitative data gathered from 115 parents from German-speaking Switzerland using the participation and environment measure-child and youth (PEM-CY) were analyzed. Results revealed 45 environmental supports and barriers at home, at school, and in the community. Contextual strategies were identified in combination with people, activities, time, objects, and places. Parental perspectives on participation and their contextual strategies should be considered in environmental-based interventions to support the participation of children and adolescents with ASD.

环境对患有自闭症谱系障碍(ASD)的儿童和青少年在生活的各个领域的参与都有调节作用。 本横断面研究调查了父母对支持性或阻碍性环境的看法，以及父母用于提高孩子参与的日常情境策略。 使用参与和环境测量-儿童和青年量表(PEM-CY)对来自瑞士德语区的115名家长收集的定性和定量数据进行了分析。结果显示，在家庭、学校和社区中存在45种环境支持和障碍。 语境策略与人、活动、时间、物体和地点相结合。在以环境为基础的干预措施中，应考虑家长对参与的看法及其情境策略，以支持自闭症儿童和青少年参与。

Bar Yehuda S, Bauminger-Zviely N. Social-motor coordination between peers: Joint Action developmental trajectories in ASD and TD[J]. Journal of Autism and Developmental Disorders, 2022: 1-18.

Abstract

Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal – “joint action” (JA) – characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD.

与社会和非社会伙伴在时间和空间上协调身体运动，以实现共同目标，即“联合行动”(joint action ,JA)，这是许多同伴参与情况的特征，对自闭症谱系障碍(ASD)患者构成挑战。此项横断面研究比较了ASD与正常发育组(ID)在儿童早期、青春期前和青春期的JA能力发展，同时与社会(同伴)和非社会(计算机)伙伴执行镜像和补充JA任务。结果表明，在计算机化任务中，ASD组的运动协调能力比同龄组更好，同龄组表现出更大的缺陷。JA能力出现了发育性增长，但ASD组落后于患有TD的同龄人。社会运动干预可能为促进ASD同伴参与提供新的渠道。