Date of Award
5-2022
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Architecture and Health
Committee Chair/Advisor
Dina Battisto
Committee Member
Anjali Joseph
Committee Member
Jill Shelnut
Committee Member
Vincent Blouin
Abstract
This qualitative comparative case study reports on findings from a pre-and post-occupancy evaluation using multiple data collection methods to explore how classroom design features contribute to behavioral outcomes for children with ASD. Ten children, ages three to five years older with ASD, were observed over four months as they transitioned from their current classrooms into their newly built classrooms based on evidence-based design for children with ASD. For a two-month period in each setting, environmental conditions were tracked continuously in both classrooms. In addition, interviews were conducted with the special education teachers in both settings to gain insight into the functionality of the classrooms. This collaborative study clearly shows that classrooms design features (natural lighting, daylighting, noise levels, temperature, and interior furnishings) are all essential factors for creating a supportive teaching and learning environments for children with ASD. Findings suggest when there is a incongruity between the demands posed by the classroom design and a child’s ability to process environmental stimuli, then problem behaviors increase, whereby disrupting a child’s educational growth potential.
Recommended Citation
Asher, Anthony D., "The Influence of Classroom Design on Problem Behaviors and Educational Growth Indicators for Children with Autism Spectrum Disorder (ASD)" (2022). All Theses. 3784.
https://open.clemson.edu/all_theses/3784