NEW ERA UNIVERSITY

NO. 5 Central Avenue, Brgy New Era, Diliman, Quezon City

College of Engineering and Architecture
ARCHITECTURE DEPARTMENT

RESEARCH METHOD FOR ARCHITECTURE

THERAPEUTIC ARCHITECTURE IN BUILDING A DAY CARE CENTER FOR CHILDREN

WITH AUTISM IN BARANGAY ANTIPOLO DEL SUR, LIPA BATANGAS

SUBMITTED BY:
ESTELA MARIZ R. PANGILINAN

SUBMITTED TO:
AR. EBER ARLANZA
INTRODUCTION

Many definition have been given for Architecture throughout history, but it is (or

at least it should be) clear that its centre, its aim, its main objective to provide

service to all. Architecture, as a profession is responsible in creating environments

that accommodates the needs of all types of users. Individuals with special needs

should not be exempted to that.

Therapeutic architecture can be described as the people-centred, evidence

based discipline of the built environment which aims to identify and support ways

of incorporating those spatial elements that interact with people physiologically and

psychologically into design. Architecture is an important factor in people’s lives

when they are well; when they experienced ill-health and are less able to cope it

becomes even more important.

Autism Spectrum Disorder (ASD) is a neurological and developmental disorder

that begins early in childhood and lasts throughout a person’s life. It affects how a

person acts and interacts with others, communicates and learns.

It is called “spectrum disorder” because people with ASD can have a range of

symptoms. People with ASD might have problems talking with you, or they might

not look you in the eye when you talk to them. They may also have restricted

interest and repetitive behaviours. They may spend a lot of time putting things in

order, or they may say the same sentence again and again. They may often seem

to be in their “own world”. The causes of ASD are not known. Research suggest

that genes and environment play important roles.

 The earlier in life ASD can be identified and treated, the better. That’s because

the younger we are, the more adaptable our brains are. And while therapies vary

widely, the most effective forms aims to actively engage ASD children, teaching

them skills that come naturally to most of us- from making eye contact and playing

with others to actually learning how to speak and control their body.

BACKGROUND OF THE STUDY

The Center for Disease Control and Prevention in USA says that about 1

percent of the world population today has Autism Spectrum Disorder.

Here in the Philippines, we only have rough estimates of individuals affected

with autism, based on the prevalence rates of other countries and on the records of

developmental pediatricians. According to Autism Speaks Foundation in Manila, there

is roughly one million Filipinos affected with ASD.

According to Philippine Statistic Association (PSA), Disability refers to any

restriction or lack of ability (resulting from impairment) to perform an activity in the

manner or within the range considered normal for a human being. Impairments

associated with disabilities may be physical, mental or sensory motor impairment such

as partial or total blindness and deafness, muteness, speech defect, orthopedic

handicaps, and mental retardation.

In 2000, close to 23 thousand persons had disability. About 22,621 persons or

1.19 percent of the population of Batangas had disabilities, slightly higher than the

1995 proportion of 1.10 percent. The most reported type of disability in Census 2000
was low vision with 37.17 percent. Individuals with mental illness comprised 10.34

percent; mental retardation, 8.42 percent; cerebral palsy/quadriplegic, 6.67 percent;

and oral defect, 6.13 percent.

Despite the apparent possibilities of designing favourable architectural

environments for autistic users, autism has generally been excluded from architectural

design codes and guidelines. A representative of the International Code Council

stated, “I know of no building or accessibility code that incorporates requirements

specifically to address children with autism” (Brown, L., 2003, CBO Codes &

Standards Development). The United Nations has issued a mandate on this matter

(UN Global Program on Disability, 1993). Although not legally binding, it presents

governments with a moral commitment to provide equal opportunities for persons with

disabilities, including access to build environments. No specific references are made

in the mandate regarding individuals with developmental disorders or even autism.

According to the ASA, cost of lifelong care can be reduced by 2/3 with early

diagnosis and intervention. If the government can provide basic health and educational

programs for Filipinos with autism, it would be a big help and hope to all the families

coping with the challenges of autism.

MAIN PROBLEM

This study aims to know if therapeutic architecture is important for building a day

care center for young children with Autism Spectrum Disorder.

SUB PROBLEM

-What are the design considerations to create an effective day care centre for

ASD children?

- What are the medical conditions/ symptoms an autistic child may have to

consider when designing?

- What additional facilty can be added to boost the effectivity of the study?

RATIONALE OR IMPORTANCE OF THE STUDY

- This study was conducted so that we could create an environment wherein it

can help children with ASD in developing their best potential specifically

children in pre-school age.

GOAL OF THE RESEARCH

- This study aims to show the importance of therapeutic architecture in creating

a learning space (day care centre) for young children with ASD

RESEARCH OBJECTIVES

- provide an autism-friendly learning environment that address their distinct

needs
 - To know the different medical conditions to consider in creating a learning

space for ASD children

- To know the factors or criteria in creating a therapeutic architecture for ASD

children

SCOPE AND LIMITATION

The study will focus on young children, diagnosed with Autism Spectrum

Disorder but will be limited to young children under pre-school aged (3-7y/o). This will

be conducted in Barangay Antipolo Del Sure Lipa City Batangas. Participation of other

neighbouring barangay may take into consideration since if ever will take into action,

will be open for the whole Lipa City citizens.

ASSUMPTIONS

Creating a day care center using a therapeutic architecture will greatly help

young children with ASD in their growth and development

HYPOTHESIS

Research Hypothesis :
 H1- Therapeutic Architecture is important in building day care center for pre-

school children with ASD

Null Hypothesis:

H2- Therapeutic architecture is not important in building day care center for pre-

school children with ASD

THEORETICAL FRAMEWORK

1. REVIEW OF RELATED LITERATURE

Sensory Design Theory is based on the concept of the sensory environment as a

major roleplayer in the process of perception and behavior development. Much like

the concept of the “sensory diet” (Willbarger & Willbarger, 1991 and Anderson, 1998),

this environment is considered something that can be manipulated to the benefit of the

autistic user. If we look at typical perception as the understanding of, and relevant

responding to, the sensory input from the surrounding environment (i.e. the

architectural design), we can better understand the role of architecture in autistic

behavior. Most interventions for autistic individuals deal with the sensory malfunction

itself and the development of strategies and skills for the autistic individual to use when

coping with these malfunctions. It is the contention of this research that autistic

behavior can be influenced favorably by altering the sensory environment, i.e. the

stimulatory input resulting from the physical architectural surroundings of color,

texture, ventilation, sense of closure, orientation, acoustics etc., before, rather than

after the sensory malfunction occurs (Mostafa, 2003, Mostafa, 2008). Perhaps by
altering this sensory input in a manner designed to accommodate specific autistic

needs, behavior may be improved, or at least a more conducive environment created,

for more efficient skill development. Previous research has shown this to be a

successful approach, particularly in the area of acoustical design (Mostafa, 2006,

Mostafa 2008).- (ARCHITECTURE FOR AUTISM: Autism ASPECTS in School

Design- MAGDA MOSTAFA)

If we look at typical perception as the understanding of, and relevant response to,

the sensory input from the surrounding environment, i.e. the architectural design, we

can better understand the role of architecture in autistic behavior. Most interventions

for autistic individuals, predominantly medical, therapeutic and educational, deal with

the sensory malfunction itself and the development of strategies and skills for the

autistic individual to use when coping with these malfunctions. It is the contention of

this research that autistic behavior can be influenced favorably by altering the sensory

environment, i.e. the stimulatory input, resulting from the physical architectural

surroundings (color, texture, ventilation, sense of closure, orientation, acoustics etc.)

before, rather than after the sensory malfunction occurs. Perhaps by altering this

sensory input in a manner designed to accommodate specific autistic needs, behavior

may be improved, or at least a more conducive environment created, for more efficient

skill development. (An Architecture for Autism: Concepts of Design Intervention for the

Autistic User- MAGDA MOSTAFA)

In the case of ASD sufferers, it is also common for malfunctions to exist in the

reception (or the processing) of stimuli, which is demonstrated by a visual, acoustic,

vestibular or tactile (although also often related to smell or taste) hypersensitivity (or
sometimes hyposensitivity). The proprioceptive sense is also altered at times. A

consideration of this aspect should lead us to be careful when designing with colours

(which do not clash excessively, are not too strong or too bright), textures or patterns,

with acoustic properties in these spaces and the construction elements separating one

from another, with lighting (soft lighting is recommended, preferably sunlight, and in

all cases avoiding fluorescent strip lights, as the flickering and buzzing may upset a

person with visual or auditory hypersensitivity),as well as with the fittings, etc. Another

example of sensory alteration is a different perception of the sensation of pain, which

may mean that a person with ASD could suffer serious burns on their hands, due to

not moving them in time when water from a tap, for example, comes out at a very high

temperature, or they may have a serious cut or injury and barely notice. Multi-sensory

stimulation rooms (“Snoezelen” rooms) allow people with ASD to adjust their sensory

perceptions and also reduce anxiety at specific moments.- (Autism and Architecture-

Francisco Segado Vázquez and Alejandra Segado Torres)

2. THEORIES BEARING THE PROBLEM

This brings us to the development of the model used to generate the design criteria

applied in the case study, “the sensory design model”. This model is comprised of a

matrix based on two axes (Figure 1). The horizontal axis represents the various

sensory areas involved in perceiving the physical environment, or the sensory profile,

while the vertical represents the architectural attributes that may be manipulated to

accommodate various sensory needs for autism. These architectural attributes are

partially based on Ching’s definition of architecture (Ching, 1996). In view of the

sensory definition of autism as well as an understanding of architecture, design

criteria, indicated by numbers, can be generated by the critical analysis of the

intersection of each of these axes.

Figure 1: Sensory Design Matrix (Source: Author).

Since autism is a spectrum with each individual exhibiting a different sensory profile

with variant response to stimuli (Anderson, 1998), this matrix will generate different,

and sometimes conflicting, design guidelines for each sensory profile examined.

Optimally, this matrix could be used to customize designs, for example in a home
environment where only one autistic user is involved. This however, is not applicable

in buildings where groups of autistic individuals use the same spaces, such as schools

and respite centers. A general sensory profile, however, may be developed comprised

of the most common sensory challenges faced by autistic users when dealing with a

built environment. These commonalities were assessed through an online

international survey of one hundred families in 2002 while developing the index. The

objective of this survey was to ascertain the importance and impact of the architectural

environment on families with autism by ranking the most prevalent sensory

environment issues- acoustics, visual environment, tactile environment etc., and

served as a basis for the later development of the Autism ASPECTSS™ Index.

(Mostafa, 2008).

The Importance of Designing for Autism Spectrum Disorders and Other

Developmental Disabilities ASD is a complicated neurological disorder, and there may

never be a time where it is completely understood. Individuals on the spectrum are

part of a growing population that is usually ignored in design, even though architects

and designers are responsible for accommodating the needs of all users.61 This book

applies evidence-based design methods to a wide range of everyday environments.

Designing spaces for individuals with Autism Spectrum Disorders (ASD) can be a way

to improve quality of life, foster independence, and ensure safety. The methods

outlined in this book will help individuals on the spectrum despite their level of

functioning or prevalence of particular symptoms and make the environment safer,

more organized, and more comfortable for the user. These symptoms of ASD should

not be stifled by parents and designers. These symptoms do not necessarily need to
be embraced, but accepted and, if possible, turned into something positive. For

example, individuals that are sensory-seeking should not always be discouraged.

Instead they should be well-supervised and allowed to play, touch, feel, taste, and

smell. Individuals with ASD can be taught what is safe and appropriate and still be

allowed to be themselves. Design professionals, educators, and parents must be

aware of the sensory dysfunction experienced by individuals with ASD in order to

provide appropriate environments. The underlying premise of this book is that

systemic, empirical research combined with pragmatic approaches to design

development can contribute to the planning and management of environments that

enhance organizational effectiveness. This book will serve as a valuable tool for

professionals involved in designing, building, developing, and administering the design

of physical environments for individuals with ASD throughout the lifecycle. Educators

and parents will also benefit from the contents. Environmental design theories,

symptoms of ASD, and design solutions for a variety of spaces will be addressed.

Chapters will focus on sensory processing deficits and the design needs of individuals

on the spectrum. The remainder of the book will outline a variety of design methods

and solutions for spaces, including residential, learning, work, therapeutic, and outdoor

environments.
Introduction

This chapter will tackle and explain the research design and method and other related
data that will help the researcher arrive to the answer of this study. Ethical
consideration will also be discussed and detailed. It is hoped that the chosen
methodology will generate a helpful information through the collection and analysis of
data in this study.

Research design
There are many ways of research techniques and data collection methods to bring
about the desired objective of this type of study. The difficulty would be deciding which
method the data should be collected. Descriptive design involving survey was chosen
on this study. A Descriptive Design seeks to describe the current status of a variable
or phenomenon. The researcher does not begin with a hypothesis, but typically
develops one after the data is collected. Data collection is mostly observational in
nature which falls into a Qualitative type of research. Qualitative research is a scientific
method of observation to gather non-numerical data. It is proposed that the survey will
be used will collect details of current behaviours and attitude of students under this
study.

Research Method
A questionnaire survey using Likert scale format will be used for the data collection
and analysis. In survey method research, participants answer questions administered
through questionnaires. After participants answer the questions, researchers describe
the responses given. In order for the survey to be both reliable and valid it is important
that the questions are constructed properly. Questions will be written in a rating scale
questions in a Likert scale format. When responding to a Likert item, respondents
specify their level of agreement or disagreement on a symmetric agree-disagree scale
for a series of statements. Thus, the range captures the intensity of their feelings for a
given item. Below is a sample:
1 – strongly agree
2 – somewhat agree
3 – neutral/no opinion
4 – somewhat disagree
5 – strongly disagree

Respondents:
For this study the respondents for the questionnaire survey will be the parents or other
family members as well as the teachers who are with the students on a daily basis.
This is due to the limitation variable of the students. The said students have a limitation
in which they are incapable of answering and analysing the problems on the said
questionnaires therefore it will be directed to the persons who are with them and can
observe them on a daily basis.

Ethical Consideration
Ethical Considerations can be specified as one of the most important parts of the
research. Dissertations may even be doomed to failure if this part is missing. Research
ethics is specifically interested in the analysis of ethical issues that are raised when
people are involved as participants in research. Therefore we will not force anyone to
answer the questionnaire and we will make sure that all personal information of the
respondents will be confidential.
Survey form:

Questions 1 = strongly disagree 2= disagree 3= neutral

4= agree 5= strongly agree

Do rooms with several lighting 1 2 3 4 5

help the students to be more
focused?

Does wider space room make the 1 2 3 4 5

students active?

Do students prefer to be teach 1 2 3 4 5

alone rather than with other group
of students?

Do students can keep if daily 1 2 3 4 5

activities are in sequential
manner?
 Do students can concentrate more 1 2 3 4 5
in a quite room?
1 2 3 4 5
Do students love to play solitary?

Do students love colorful 1 2 3 4 5

materials?

Are students sensitive to room 1 2 3 4 5

temperature?

1 2 3 4 5
Do students respond to different
tactile materials?

1 2 3 4 5
Do building designs help students'
learning?

Analysis plan
For this analysis, the significance level is 0.05 and we will use Chi- square test for
independence.

Computation:
(Used online chi-square calculator on quantpsy.com)

Interpretation of results:
P value: > 0.05 = Ho
< 0.05 = H1
Since the P-value (0.003) is less than the significance level (0.05), we cannot accept the null

hypothesis. Thus, Therapeutic Architecture is important in building day care center for pre-

school children with ASD.