An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism

作     者：Kanakri, Shireen M. Shepley, Mardelle Tassinary, Louis G. Varni, James W. Fawaz, Haitham M. 

作者机构：Ball State Univ Interior Design Program Muncie IN 47306 USA Ball State Univ Autism Ctr Muncie IN 47306 USA Cornell Univ Dept Design & Environm Anal Ithaca NY USA Cornell Univ Inst Hlth Futures Ithaca NY USA Texas A&M Univ Coll Architecture Visualizat Dept College Stn TX 77843 USA Texas A&M Univ Coll Architecture College Stn TX 77843 USA Texas A&M Univ College Stn TX USA 

出 版 物：《ENVIRONMENT AND BEHAVIOR》 (环境与行为)

年 卷 期：2017年第49卷第8期

页      面：847-873页

核心收录：

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0830[工学-环境科学与工程（可授工学、理学、农学学位）] 08[工学] 

主　　题：autism built environment noise acoustics learning 

摘      要：The objective of the present study is to explore the impact of acoustical design on children with autism in school classrooms. Empirical research on this topic will provide information on how interior space features and spatial environment characteristics can be used to support the learning and developmental needs of children with autism. Specifically, the connection between repetitive behaviors and ambient noise levels in school classroom environments was observed in four classrooms. The occurrence of repetitive motor movements, repetitive speech, ear covering, hitting, loud vocalizations, blinking, and verbally complaining in relation to decibel levels were analyzed using Noldus Observer XT software. As hypothesized, a correlation between noise levels and frequency of target behaviors was found;that is, as decibel levels increased, several of the observed behaviors occurred with greater frequency. Further empirical testing is necessary to test a causal relationship between increased ambient noise levels and autism-related behaviors, and sensory discomfort as a mediator of that relationship. Findings are applied to the development of classroom design guidelines.