Autism_Case Study_Crystal Academy

ResearchMethods

Final Report

Autism

Raquel Sant’Anna 6310837

Florida International University |MIA

Research Methods | IND6239 - Prof. Sam Mashaver

Fall 2025

01

INTRODUCTION RESEARCH METHODS

RESEARCH OUTCOMES

INTRODUCTION - RESEARCH METHODS

SPECIAL TOPICS

The statistics of children with autism underscore the relevance of the research topic. Understanding the needs of individuals with Autism Spectrum Disorder (ASD), such as difficulties with sensory processing and social interactions, is crucial for designing environments that can potentially enhance cognitive learning, motor skiIs, behavior and their quality of life. The information gathered is useful research based and provides insights into designing approaches suitable for ASD to improve their cognitive performance, especially in social and individuaI settings.

Ideally, the design should incorporate compartmentalization, respecting personal spaces when defining the layout with separate areas for high stimuli, low stimuli, and transition. This approach aims to minimize negative responses, sensory dysregulation, hypervigilance, and anxiety. Additionally, include therapeutic sensory rooms as Snoezelen, select acoustic materials to attenuate noise, offer lighting control, eliminating scratchy surfaces and sharp corners. Provide ample storage so spaces can be easily organized, cleaned, and converted into low-stimulus rooms. Combining safety, comfort and Universal Design.

Furthermore, outdoor spaces benefit motor development, sensory discovery, social engagement, and connection with nature. It can be therapeutic and relaxing atmosphere for playing. The design should also include assistive technology such as smart-home-like technologies and QT Robot that is shown to enhance autonomy, gain confidence and build on their social skills, safety, and cognitive thinking. Also, sensory gardens that contribute to the regulation of the 5 senses. These are research-based considerations to enhance the overall environmental quality in respect to the needs, facilitate the inclusion and cognitive development of individuals with autism.

USER-CENTERED & SENSORY-FRIENDLY DESIGN

RESEARCH METHODS

Primary research and data collection help to better understand Autism Spectrum Disorder (ASD)—its characteristics, needs, challenges, and recent advancements.

A systematic process of gathering information, such as Evidence-Based Design (EBD) and User-Centered Design (UCD), provides valuable insights. Case studies are also helpful sources of evidence, demonstrating real-life results across different approaches and contexts. These support the understanding of ASD needs and behaviors, particularly in relation to varying levels of environmental sensory stimulation. The outcomes of such research and case studies guide a more precise design-decision process regarding factors such as the amount of stimulus, wayfinding, control, and flexibility.

Furthermore, site visits, interviews, and questionnaires will strengthen and validate the design decisions for the final project.

Autism Spectrum Disorder (ASD) is characterized by challenges in sensory processing, behavior, and socialization. Difficulties in processing environmental inputs such as light, sound, touch, and movement can lead to high levels of anxiety and repetitive behaviors (Dunn, 1997). Another common trait is resistance to change, often explained through visuospatial processing or fragmented perception (Kanner, 1943). Socialization is also affected by a reduced capacity to understand what others are thinking or feeling — a concept known as Theory of Mind (ToM), which is closely related to empathy. These characteristics create significant challenges for individuals with ASD as they adapt to school environments, navigate social interactions, and build meaningful connections all of which are central to this research. and anxiety. Research shows that poor acoustics are among the most common complaints.

The goal of this thesis project is to explore three key aspects related to autism: the environment (sensory input), human interaction (occupational therapy), and the brain (neuroscience). These insights will be applied in the design phase to create spaces that accommodate the needs of autistic individuals. The selected typology is therapeutic, defined as “having a beneficial effect on the body or mind” (MerriamWebster, n.d.). Therapeutic design uses evidence-based environmental, sensory, spatial, and material strategies to create spaces that actively promote physical, psychological, and social well-being — examples include Universal Design, ASPECTSS, Biophilic Design, and Evidence-Based Design. Research indicates that therapeutic design benefits people with autism, making it highly relevant for this project.

Environmental Psychology provides valuable insight into the relationship between space and human well-being, emphasizing the importance of sensory design for individuals with autism. Overloaded spaces can cause sensory overstimulation, while poor layout and acoustics may trigger stress and anxiety. Research shows that poor acoustics are among the most common complaints.

LITERATURE REVIEW

Autism-friendly design guidelines, such as Magda Mostafa’s ASPECTSS framework (Acoustics, Spatial Sequencing, Escape Spaces, Compartmentalization, Transitions, Sensory Zoning, and Safety), were developed through extensive observation and analysis of autistic individuals’ needs. Applying these principles to school environments supports inclusion, cognitive development, and improved quality of life. A key strategy is sensory zoning and compartmentalization separating high-stimulation areas from low-stimulation retreat zones with transition spaces in between. This approach allows individuals time to adjust, reduces anxiety, and makes layouts more predictable. Multi-sensory rooms (Snoezelen rooms) also offer immersive experiences that engage multiple senses for therapeutic purposes (Habbak & Khodeir, 2023).

Occupational therapy has long recognized the link between play and health, using recreation as a therapeutic tool since the 1800s. Sensory Integration Theory (SIT), developed by Dr. A. Jean Ayres, explains how structured sensory activities can improve adaptive responses. Dr. Daigle, in Cracking the Autism Code: Finding the Hidden Voice Within a Child, advocates a holistic approach including music, light, smell, and sound therapies, as well as core exercises and low-powered laser therapy all of which have shown promising results for some individuals.

Outdoor environments further support children with ASD by providing opportunities for sensory exploration, social interaction, and physical activity. Research indicates that time outdoors can reduce stress and anxiety while offering calming spaces for play (Gaines et al., 2018). Sensory gardens, for example, engage sight, smell, sound, touch, and taste, while vestibular activities enhance balance and spatial awareness.

From a neuroscience perspective, Polyvagal Theory explains how the nervous system responds to environmental demands and clarifies regulation challenges in autism. It highlights the brain’s role in managing emotions like panic, anxiety, and stress. Children with autism often experience sensory over-responsivity (SOR), meaning they are highly sensitive to their environment, which can cause hypervigilance and anxiety (Craske, 2003). Research shows that amygdala abnormalities contribute to these heightened fear responses, with Zald (2003) linking oversized, hyperactive amygdalae to communication difficulties and anxiety — traits frequently observed in autism.

In conclusion, integrating research from environmental psychology, occupational therapy, and neuroscience supports a holistic design process that promotes therapeutic and sensory balanced spaces. The spaces should encourage self-regulation, respect neurodivergent needs, and foster cognitive and motor development — benefiting not only the autism community but society as a whole.

THESIS PROJECT

MOTIVATION

The thesis project focuses on creating an inclusive Neurodiverse Support Center that promotes sensory exploration, adaptability, and holistic growth. It integrates principles oftherapeutic design, care, and sensory design.

The motivation for this project stems from the growing relevance of Autism Spectrum Disorder (ASD) as an expanding population. In the United States, an estimated 1 in 36 children are diagnosed with ASD, according to the Centersfor Disease Control and Prevention (CDC).

Many autistic children and young adults are placed within traditional educational and social settings that often do not accommodate their behavioral needs or sensory profiles. This mismatch can result in difficulties with belonging, increased social discrimination, and heightened vulnerability to sensory processing challenges especially in environments overloaded with sensory stimuli.

A historical timeline analysis demonstrates that societal development political, economic, and geographic has fortunately led to increased awareness of ASD. Since its formal recognition in the 1960s–1970s, research has generated substantial qualitative and quantitative data, contributing to a more comprehensive understanding of the neurological characteristics and developmental needs associated with autism. This expanding knowledge base has coincided with a rise in family advocacy, promoting neurodiversity-friendly educational, social, and recreational opportunities.

Advancements in education and occupational therapy have significantly improved the support available for individuals with ASD. Sensory processing impairments are a common characteristic of ASD, and adjusting sensory input is considered crucial for cognitive, motor, and social development. Educational movements began incorporating play as a therapeutic tool as early as the late 1800s and early 1900s. For example, Therapeutic Play and Sensory Integration Theory (Ayres, 1972) positioned play not merely as recreation but as a meaningful developmental tool. Structured play—with clear beginnings and endings—along with sensory exploration through texture, light, and sound, helps facilitate and humanize the developmental processfor children with ASD.

Spatial use and interaction have also evolved over time. From the emergence of therapeutic recreation in the 1940s–1950s to the introduction of sensory rooms in schools during the 1990s–2000s, and with universal design principles becoming more prominent in the 2010s–2020s, contemporary design now prioritizes acoustic control, clear wayfinding, flexibility through modular furniture, calming materials, biophilic elements, and universal accessibility.

In conclusion, the compilation of research, historical timelines, emerging trends, and case studies suggests that sensory design interventions can act as mediators between personal development and social interaction, supporting emotional and physical well-being while enhancing cognitive growth and self-regulation. Designing with autism in mind not only improves the quality ofthe built environment for neurodiverse users but also creates more inclusive and supportive spacesfor all—underscoring the importance of this therapeutic typologyfor a Neurodiverse Support Center.

02 PROBLEMATIC & THEORY

INTRODUCTION

AUTISM SPECTRUM DISORDER

AUTISM

“Autism is a neurodevelopmental disorder characterized by qualitative impairments in social interaction and communication skill, along with a restricted repetitive and stereotyped pattern of behavior (American Psychiatric Association, 2000). “

Purpose of this study

The purpose of this study is to investigate how sensory design methods may improve cognitive thinking, self-regulation and socialization in kids with autism spectrum disorder (ASD). Through examining the relationship between sensory design, breathing cues, environmental cues, safety, motor skills, cognitive development, and the impact of outdoor spaces on children with ASD.

SUPPORT FOR THE PROJECT

CHALLENGES &NEEDS

Sensory processing (auditory, tactile, oral, visual and sensory seeking)

Self-regulation

Cognitive thinking

Socialization

DESIGN GUIDELINE

Sensory design

Environmental cues

Safety & motor skills

Outdoor benefits

Assistive technology

TOPIC RELEVANCE

Increasing Autism Spectrum Disorder (ASD) population

The estimate ratio of autism in the United State is around 1 in 36 children, according to the Centers for Disease Control and Prevention (CDC). As a result, we have seen in recent years the discourse about autism spectrum disorder (ASD) has increased dramatically, propelled by an increase in awareness and understanding of the condition. This statistic reassures the significance of the topic, and importance of addressing ASD needs.

COVID-19 is also a major reason for the increase in awareness of ASD especially amongst children. Children with ASD were increasingly vulnerable due to the pandemic causing a disruption in their cognitive and physical development. Autism populations are susceptible to sensory processing challenges, emphasizing the benefit of being in an environment that promotes an adequate amount of stimulus for cognitive and behavior development. As noted by Mostafa, M. (2008) “by altering the sensory environment using specific design interventions, autistic behavior can be altered positively”.

Even though the increase in the numbers of children with ASD may seem scary, it provides an opportunity for reflection and reform. The increased awareness after the pandemic has paved the way for critical examination of the environments that children with ASD navigated daily. Classrooms and playgrounds were seen to lack the necessary accommodation and understanding to care for the diverse needs of children with ASD. The focus of this literature review, is to shed light on key concepts and guidelines for tailoring these environments to enhance cognitive thinking in children with autism, a need exacerbated by the challenges imposed by the pandemic.

SUMMARY - BASED ON THE LITERATURE REVIEW

Problematic question

HOW CAN SENSORY DESIGN POSITIVELY IMPACT THE COGNITIVE THINKING OF CHILDREN WITH AUTISM?

Issues & Needs

01 02 03 04 05

SENSORY PROCESSING DIFFICULTIES

COGNITIVE & BEHAVIOR EMPAIREMENT

SELF-REGULATION

LACK OF NEURODIVERSE-FRIENDLY ENVIRONMENT & OPPORTUNITIES

SOCIALIZATION CHALLENGES

ISOLATION & LIMITED ACCEPTANCE

“behavioral features of children with autism attributed to sensory processing differ qualitatively from children who are typically developing or those with other developmental disorders. These qualitative differences in sensory processing also have frequently been key features discriminating between these groups.” The American Journal of Occupational Therapy 1

https://www.youtube.com/watch?v=rP1S8ip4VVE

PROBLEMATIC SUPPORT

LITERATURE GUIDELINES

THEORY CONNECTION & SUPPORTIVE INFORMATION

RESEARCH - MULTIDISCIPLINARY APPROACH

ENVIRONMENTAL PSYCHOLOGY

OCCUPATIONAL THERAPY

NEUROSCIENCE

STIMULATION THEORY

Wohlwill, 1966

Environment & Behavior

ASPECTSS - DESIGN FRAMEWORK

Magda Mostafa, 2004

A Framework for Designing Spaces for Children with Autism

SENSORY INTEGRATION THEORY

Jean Ayres, 1972

Sensory disorder

SENSORY PROCESSING - FRAMEWORK

Winnie Dunn, 1997

Sensory disorder

POLYVAGAL THEORY

Stephen Porges, 1994

Uniqueness of Autist brain

ENVIRONMENTAL LOAD & BEHAVIOR CHALLENGES

STIMULATION THEORY

Wohlwill, 1966

ENVIRONMENTAL PSYCHOLOGY

Stimulation theory is about the interaction between people and the environmental stimulus. It discuss the level of physical environmental sensorial inputs on people’s behavior. The amount and quality sensorial cues as smell, touch, visual, and hearing can interfer on arosal and behavior. Less stimualtion leads to boardeon and too much to a state of anxiety and stress. It is essential to find a input balance to achieve psychological wellbeing, cognitive and behavior development.

According to Wohlwill, offering the right amount of stimulus facilitates the individual with emotional adaptation and engagement. He characterized the sensory stimulus as intensity, novelty, complexity and temporal variation.

Autism populations are susceptible to sensory processing challenges, emphasizing the benefit of being in an environment that promotes an adequate amount of stimulus for cognitive and behavior development.

Stimulation theory is valuable when designing spaces that prioritize therapeutic, wellbeing, self-regulation and cognitive development for neurodiversity design.

SUPPORT FOR THE PROJECT

THEORY RELEVANCE

Evidence-based design.

Environmental cues influence people’s behavior

Relevance of the amount and quality of stimulus

DESIGN GUIDELINE

Offer different levels o stimulations - sensory balance

Intensity, novelty and complexity

FRAMEWORK SUPPORT THEORY 1

ENVIRONMENTAL LOAD & BEHAVIOR CHALLENGES

ASPECTSS - DESIGN FRAMEWORK

Magda Mostafa, 2014 ENVIRONMENTAL PSYCHOLOGY

ASPECTSS is a design guideline that helps create spaces accommodating the needs of individuals with autism. Its organization consists of:

Acoustics: Noise control to facilitate focus and accommodate different sensory thresholds or auditory sensitivities.

Spatial Sequencing: Supports an organized routine and predictability, helping to reduce anxiety.

Escape Space: A corner or nook that offers prospect and refuge, allowing moments of rest and control over sensory input and social interaction.

Compartmentalization: Clearly defined spaces within a room or building, each dedicated to a specific function or activity.

Transition: A space between two sensory zones, such as a corridor, that helps individuals with ASD process shifts in activity and “reset” brain function before a change occurs.

Sensory Zoning: Organizing space according to sensory qualities, e.g., high- and lowstimulus areas with transitional zones.

Safety: Features such as padded walls and flooring, rounded edges, and controlled temperatures to minimize risk.

SUPPORT FOR THE PROJECT

THEORY RELEVANCE

Evidence-based design.

Environmental cues influence people’s behavior

Relevance of the amount and quality of stimulus

DESIGN GUIDELINE

Offer different levels o stimulations - sensory balance

Intensity, novelty and complexity

SENSORIAL IMPAIREMENT & UER CENTER DESIGN

SENSORY INTEGRATION THEORY

Jean Ayres, 1972

OCCUPATIONAL THERAPY

Sensory Integration Theory explains how the body uses its eight senses to perceive, interact with, and respond to both environmental and internal stimuli. For effective functioning, these sensory systems must work together in an integrated way so the brain can properly interpret and process incoming information. Sensory processing difficulties are common among individuals with ASD, and Ayres’ theory provides guidance on using structured activities and therapeutic equipment to stimulate and support the development of sensory integration.

“ Sensations provide the knowledge needed to direct the body and mind. But without well-organized sensory processes, sensations cannot be digested and nourish the brain.” (Ayres, 1972, p. 06).”

Senses

Visual

Auditory Olfactory Gustatory Tactile Vestibular Proprioceptive Interoceptive

THEORY RELEVANCE

Sensory processing is very personal SUPPORT FOR THE PROJECT

DESIGN GUIDELINE

User center design

Flexibility

Control

Allow Personalization

Predictability

FRAMEWORK SUPPORT

SENSORY PROCESSING - FRAMEWORK

Winnie Dunn, 1997

OCCUPATIONAL THERAPY

”Sensory processing refers to the way nervous system receives, interprets and respond to sensory inputs.” Dunn 1997.

One of the main challenges in Autism Spectrum Disorder (ASD) is the difficulty in processing environmental inputs such as light, sound, touch, and movement. The development and response of the nervous system are unique for each individual and depend on variables such as genetics and environment. Symptoms are often aggravated by the overload of environmental stimuli.

Sensory Processing Theory provides tools to better understand why people react differently to sensory input. Individuals with ASD, in particular, demonstrate a considerably higher predisposition to sensory processing challenges. When sensory processing does not function properly, signs of distress often appear in the body, behavior, and emotions.

To identify levels of sensory threshold, tools such as the Short Sensory Profile (SSP) are commonly used. The SSP is a questionnaire that enables analysis and comparison of sensory responses. Using this tool, Winnie Dunn conducted a large-scale study with individuals both with and without autism. The results showed that 95% of children with ASD exhibited significant sensory processing difficulties.

In conclusion, the high prevalence of sensory dysfunction among children with autism highlights the importance of recognizing and addressing these challenges.

SENSORIAL

IMPAIREMENT & UER CENTER DESIGN

“Children with higher levels of tactile hypersensitivity in one study also were more likely to display inflexible behaviors, repetitive verbalizations, visual stereotypies, and abnormal focused attention (Baranek et al., 1997).”

SUPPORT FOR THE PROJECT

THEORY RELEVANCE

Sensory processing is very personal

DESIGN

User center design Flexibility Control

Allow Personalization Predictability

THEORY 3

POLYVAGAL THEORY

Stephen Porges, 1994 NEUROSCIENCE

The Polyvagal Theory explains how the nervous system responds to environmental demands and helps clarify regulation dysfunctions in autism. It highlights the role of brain structures and neural circuits in managing difficult emotions such as panic, anxiety, stress, and tantrums.

The polyvagal system regulates stress response by balancing two branches: the sympathetic system (“fight-or-flight,” related to action, alertness, and trauma) and the parasympathetic system (“rest-and-digest,” responsible for regulation, stabilizing heart rate, and reducing cortisol). When the nervous system fails to maintain this balance, individuals may struggle with motor responses, behavioral adjustments, and emotional stability.

Chronic activation of the sympathetic system (autonomic dysregulation) is linked to behavioral dysfunctions often observed in autism and trauma. For individuals with ASD, overwhelming sensory inputs can heighten anxiety and create a persistent sense of “life threat.” This underscores the critical importance of a well-functioning parasympathetic system to support selfregulation.

Research has reported parasympathetic hypofunction in children with ASD (e.g., Respiratory and autonomic dysfunction in children with autism spectrum disorders). This reduced function limits the capacity for effective selfregulation.

SYMPATHETIC

Scientific literature suggests that breathing techniques can help activate the parasympathetic system. Rooted in ancient practices to quiet the mind, these techniques have been widely adopted in the ASD community as a tool to calm down and regain control.

In conclusion, understanding the neurological basis of autism through the lens of the Polyvagal Theory—and recognizing the role of parasympathetic activation through breathing provides valuable insights for incorporating design cues that support self-regulation in sensory environments.

“Body states and mental constructs dynamically interact with environmental triggers to precipitate maladaptive behaviors” (Porges, 2011, p xx)

SUPPORT FOR THE PROJECT

THEORY RELEVANCE

Self-regulation

Internal inputs | the source

Autism brain characteristic

Behavior management

Parasympathetic & Breathing

DESIGN GUIDELINE

Promote environmental cues to activate the parasympathetic functions

Design cues could be beneficial to self-regulation

TYPOLOGY

Thesis project:

The Neurodiverse Support Center

THERAPEUTIC

The use of therapeutic typology is a core principle in designing spaces and services that support neurodiverse development, address behavioral challenges, stimulate social interaction, and enhance overall well-being.

The layout is designed to actively engage children in creative activities within sensory rooms, including music and art therapy, helping to encourage self-expression and emotional understanding. Specialized spaces, such as tailored Occupational Therapy rooms, Speech Therapy rooms, and additional sensory areas, provide a structured environment for focused development.

According to Merriam-Webster (n.d.), therapeutic is defined as “having a beneficial effect on the body or mind.”

Outdoor healing environments — such as therapeutic gardens and sensory pathways offer opportunities for play, exploration, and relaxation.

Together, these elements create a flexible, inclusive Neurodiverse Support Center that promotes sensory exploration, adaptability, and holistic growth.

PROJECT

ADRESSING PROBLEMATIC

TYPOLOGY- THERAPEUTIC

Project Description

NEURODIVERSE SUPPORT CENTER

A sensory-friendly space dedicated to meeting the needs of neurodiverse children and adolescents. The center offers programs designed to enhance mental well-being, sensory processing, cognitive and motor development, self-regulation, and socialization

Focused on reducing social isolation, the center fosters a welcoming, nonjudgmental culture for the ASD community. Facilities include vestibular activity zones, a Snoezelen room, art studio, inclusive activity areas, occupational therapy, and other holistic therapies

By integrating diverse therapeutic approaches and rich sensory experiences, the center not only addresses essential developmental needs but also provides engaging, personalized support, ensuring a holistic and enriching environment for the neurodiverse community.

Project Relevance

Empowering growth

Neurodiverse acceptance | Inclusion | Socialization |

Cognitive & Behavioral Development | Sensory-Responsive

Design | Self-Regulation Skills

SENSORY DESIGN

VESTIBULAR ACTIVITIES VARIETY OF THERAPIES

03 CASE STUDY

CRYSTAL ACADEMY CASE STUDY

SIZE: aprox. 10,000 sf

LOCATION: 107 Antilla Avenue, Coral Gables, Florida, 33134

Crystal Academy Therapy Center supports autism development.

Through a holistic and personalized program that support the behavior, appropriate cognitive and social development, communication, language, independence and life skills.

Provides services that include intensive Behavior Therapy, Speech-Language Therapy, Occupational and Physical Therapy, Sensory Integration, Neuro Developmental techniques, life skills, Music and Art as Therapy, Gymnastics, socialization and play activities.

ORGANIZATIONAL & USER HIRARCHY

CHAIRMAN

Non-profit organization premium therapy & holistic program.

Ch a i r nam

Creates opportunities, promotes inclusion, and develops training and programs.

STAFF

Occupational Therapist, Speech Therapist, Teacher.

Helps children develop sensory, motor, and socialemotional skills.

CLIENT&USERS

Neurodiverse Children , teens & families

Development & engagement

KIDS &TEENS

BACKGROUND INFORMATION

WHYINMIAMI?

“According to Stuart Republican Sen. Gayle Harrell, the bill sponsor, Florida has more than 20,000 preschoolers and more than 66,000 schoolchildren diagnosed with autism.Florida Senate passes comprehensive bill on autism, with a goal to understand its prevalence” WFSU | By Margie Wenzel

Published March 14, 2025 at 5:35 PM EDT

FUNCTIONS IN THE FACILITY

BUBBLE DIAGRAM

GUIDELINE:

USER CENTER & SENSORY DESIGN

SPACES &FUNCTIONS

High StimulusArea

Music therapy room

LOW STIMULUS AREA

HIGH STIMULUS AREA

Art therapy room

Outdoor playground

Sensorial Rooms

Life skills

Rest and Calm (RAC)

SUPPORT AREA

sound therapy group session where kids explore sound and rhythm. Beneficial for emotional expression and communication. Encourage creativity and self-expression, fine motors, focus, reduce anxiety.

Motor skills and socialization

Playful thematic multisensory room. Support sensory processing

Hands-on experience with cooking and cleaning. Safety, independence and teamwork. Neutral stimulation, isolated to help reduce anxiety and support self-regulation.

LowStimulusArea

Support Area

Restroom

Entrance

Looby

Office

Staff lounge

Kitchen

Restroom

Conference room

Transition

Courtyard Transition between the two buildings

SUMMARY

Summary - Design Checklist

Research has provided valuable insightsfor creating design guidelines specifically tailored for autism

1. Sensory &Stimulation

Provide a balanced level of sensory input (not overstimulating).

Include multi-sensory rooms (Snoezelen rooms) for regulation and calming.

Use materials that engage visual, auditory, and tactile senses thoughtfully.

Support circadian rhythm with natural light and controlled artificial lighting.

2. Acoustics

Use materials with high NRC (Noise Reduction Coefficient) to minimize noise.

Separate noisy areasfrom quiet zones with proper compartmentalization.

Design to avoid echoes and sound reverberation.

3. Spatial Organization &Wayfinding

Acoustics

Spatial Sequencing

Escape Spaces

Compartmentalization

Transitions

Sensory Zoning

Safety

Create intuitive navigation with clear wayfinding and visual cues.

Provide transition spaces between high- and low-stimulus areas.

4. Safety &Comfort

Ensure physical safety with rounded furniture corners and secure layouts.

Use durable, easy-to-clean furniture and flooring.

Include private areasfor self-regulation and moments of calm.

5. Social Interaction

Design spaces that encourage interaction (group activity rooms, shared spaces).

Includeflexible layouts that allow different group sizes and activities.

6. Biophilic Design

Incorporate natural elements (plants, water features, views to outdoors).

Use warm, calming colors and textures to promote relaxation and focus.

CONCLUSION

This project recognizes autism spectrum disorder inherent human value; responding to the growing number of individuals with autism, a high demand for diagnosis, therapy, and support services. This research takes a multidisciplinary approach, integrating three key fields of study: environmental psychology, which supports appropriate levels of sensory input; occupational therapy, which highlights the influence and benefits of human connection on the development of individuals with ASD; and neuroscience, which continues to decode the uniqueness of the autistic brain. Combining these perspectives provides a holistic framework to guide the thesis project, ensuring that thefinal design trulysupportsthe needs, growth, and overall well-being oftheASDcommunity.

04 TRACE OBSERVATION

SPATIAL A

FLOOR PLAN

Introduction

Spatial analysis is an im understand how the spa function, and how people us

Floor Plan - City of Coral Gab

Public records request of 10

No interior drawings

ONE STORE BUILDING

by the City of Coral Gables building was once part of IO 03-4108-0091840. This ess listed in the files. The my is currently accessible Florida 33134.

s available to confirm the s of the existing floor plan. hat will used as reference

FLOOR PLAN

OCCUPATIONAL THERAPY ROOM (OT) SENSORY CONTROLLED ROOM FOCUS ROOM

TRACE OBSERVATION

ENVIRONMENTAL - BEHAVIOR ATTRIBUTE CHECKLIST

Introduction | Trace observation is the process of identifying environment–behavior relationships by mapping how people interact with and within a space. The list below describes the attributes that were later used to observe the interactions and behaviors of Crystal Academy users.

Environment-BehaviorAttributeChecklist

1.Personal Space | An area with invisible boundaries that defines the comfortable distance one maintains from others.

2. Sociofugal / Sociopetal Space | Sociopetal: spaces bring people together, facilitating communication, eye contact, and group interaction. Sociofugal: spaces keep people apart, promoting privacy, focus, or self-regulation.

3. Privacy | The ability to control physical or social access by others..

4. Solitude | The need or opportunity to be alone, free from observation or interaction.

5. Sociality | How physical settings influence socialization and interaction, often observed in higher-density environments.

6. Territoriality | The behavioral expression of ownership, through physical or symbolic attributes that define “my space.” It contributes to a sense of belonging and safety.

7. Crowding | The perception of social overstimulation caused by prolonged interaction within a limited or dense space.

8. Focal Point | An architectural element or design feature that captures attention, evokes curiosity, and generates positive emotion.

9. Prospect and Refuge | The human preference for spaces that balance open visibility (prospect) with a sense of protection or enclosure (refuge).

10. Complexity | The presence of a high level of sensory, visual, or social stimulation within the environment.

11. Monotony | The absence or reduction of external stimulation, often leading to sensory or cognitive under-engagement.

12. Delight | Design elements that evoke positive emotions, pleasure, or appreciation.

13. Mystery | Environmental features that invite exploration and curiosity by suggesting there is more to discover or learn.

114. Wow Factor | A distinctive environmental feature that creates emotional impact or delight, triggering curiosity, focus, motivation, and joy.

15 Stimulation | Refers to the importance of a balanced environment level of stimulation (visual, auditory, tactile, olfactory, and spatial cues) for people engagement, wellness and emotional balance.

16. Restoration | space that facilitates psychological restoration, as emotions, improve mood.

17. Comfort | environment that promotes wellbeing and meets the users physical and psychological needs.

18. Autonomy | Space that allow choice, freedom and the tools for self-determination and independent tasks.

19. Control | When the space allows changes and personalization according to the preference and need of each individuals or event.

20. Safety | space Free or controlled hazards.

21. Performance | The environment efficiency in supporting the intended activities and function for each room as well as influences behavior, comfort, and task efficiency

22. Adaptability | A flexible environment that support cognitive, behavior and emotional development.

23. Legibility | easy to navigate and to understand the dynamic ofthe layout and activities.

24. Identity | Sense of association with the space, self-identity, concept, values and mission.

25. Branding | Company conceptual image and perception, through design elements.

27. Affordance | The ability of the user to interpret and perceive the environmental cues and stimulus

TRACE OBSERVATION

ENVIRONMENTAL - BEHAVIOR MAPPING

LEGEND

Environment attributes

Personal Space

Stimulation

Sociopetal Space

Privacy

Solitude

Restoration

Autonomy

Control

Sociality

Safety

Interior layout map based on available Sketch and visit obseravtions.

Territoriality

Performance

Focal Point

Prospect and Refuge

Complexity

Delight

Wow Factor

Adaptability

Identity

Branding Affordance

Level ofsensorystimulation

High stimulus area

Low stimulus area

Transition area

Support area

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Stimulus Safety Complexity

OT ROOM

The Occupational Therapy (OT) room is part of the high-stimulus area. The environment is intentionally organized with equipment designed to support the development and integration of the eight sensory systems, as proposed in Ayres’ Sensory Integration (Ayres, 1972). Particular emphasis is placed on activities that stimulate the vestibular and proprioceptive systems, which are fundamental for body awareness, balance, and coordination.

Sensory IntegrationTheory (8 senses) - Ayres, 1972

VESTIBULAR Balance & Movement

PROPRIOCEPTIVE Body awarness

INTEROCEPTIVE Emotions & Breaathing

High stimulus

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Control

Adaptability

SENSORYCONTROLLED ROOM

The sensory-controlled room is organized to allow both the children and the occupational therapist to select the appropriate level of stimulation for each moment. This personalization and flexibility support adaptability to each individual’s learning style and sensory processing pattern whether seeker or avoider (Dunn, 1997) fostering cognitive and behavioral development.

Sensory Zoning

“spaces should be organized in accordance with their sensory quality...according to their allowable stimulus level” Mostafa 2008, 204

Sensory Processing,

“Sensory zones are beneficial for individuals with different level of sensory processing” Dunn 1997

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Control

Privacy

FOCUS ROOM

evel of social interaction, both uality of “choice” within the benefit students with Autism ory sensitivity and emotional cus on one activity at a time, eling overwhelmed.

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Prospect &Refuge

ESCAPE SPACE

This escape space provides a small quite area section in the room, where children can observe their surroundings safely without being directly exposed. This balance between visibility and protection creates comfort and helps reduce anxiety.

Escape Space - ASPECTSS

“ provide respitefor autistic userfrom the overstimulation found in their environment. Research has shown the positive effect of spaces, particularly in learning environment” (Mostafa 2008, 204)

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Performance

Sociality

Territoriality Socialpedal

CLASSROOM

trate structure, organization, clarity, and al level of stimulation for the cognitive rwhelming nor under-stimulating. The appropriate for task-focused activities, enabling different types of movement

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Personal Space Territoriality

CLASSROOM

Having a space that respects physical distance from others provides a sense of safety. Personal desks and shelves in the classrooms establish clear physical boundaries, structuring the use and organization of space. These elements promote autonomy, emotional safety, clarity, predictability in routines, and a sense of belonging.

Such spatial organization supports ASD-related behaviors while gradually introducing opportunities for socialization. Visual boundaries, furniture arrangement, and personal storage units contribute to a sense of control and predictability both essential for fostering emotional stability and engagement in children with ASD. Figure18. Territoriality

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Autonomy Safety

LIFE SKILLS - KITCHENETTE

The kitchenette is used as part of the life skills program. Its equipment, organization, and layout support activities that help students develop greater autonomy and independence as they grow into adulthood. Students shop for food at a local supermarket and then learn how to prepare simple meals, use utensils safely, maintain hygiene, and storefood properly.

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR

ATTRIBUTES

Focal Point Restoration Delight

COURTYARD

The courtyard functions as a transition area that allows moments for pause and recovery. It also benefits students by helping them process the change between activities.

The tree serves as a visual landmark within the courtyard, providing spatial orientation, predictability, and clarity. It creates visual organization, supports wayfinding, and reduces confusion while also introducing biophilic and artistic elements that enhance emotional and behavioral regulation.

Natural elements are linked to self-regulation and recovery from sensory overload, supporting emotional balance and activating the parasympathetic nervous system (Polyvagal Theory).

Overall, the courtyard fosters a positive emotional connection with the environment, inviting moments of appreciation, joy, curiosity, and comfort.

Transition

TRACE OBSERVATION

ENVIRONMENTAL

BEHAVIOR ATTRIBUTE

Wowfactor

CORRIDOR

he artwork on the corridor walls makes a strong visual statement. Its beauty nd vibrant colors evoke curiosity and joy, encouraging motivation while maintaining sensory balance. This, in turn, supports positive emotions and ehavior in individuals with autism.

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Sociality Autonomy Safety

PLAYGROUND

s interactions and provides egulate their level of social ers and avoiders as well as

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

Figure 23 . Identity

Identity

CORRIDOR

celebrates the core values of the Crystal

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR ATTRIBUTE

24 . Branding

Branding

OUTDOOR

sizes the importance of each

TRACE OBSERVATION

ENVIRONMENTAL BEHAVIOR

ATTRIBUTE

Safety Sociofugal Solitude

RESTAND CALM ROOM (RAC)

The Rest and Calm (RAC) room is part of the low-sensory area. Solitude allows self-regulation and recovery from sensory or social overload. A sense of safety supports trust, emotional regulation, comfort, and positive behavior. The room is intentionally neutral in terms of sensory stimulation to allow the brain to decompress and recalibrate sensory processing. Padded walls and flooring provide protection during moments of extreme distress. According to Polyvagal Theory (Porges), a sense of safety activates the parasympathetic nervous system, reducing anxiety, restoring focus, and promoting calm states.

SENSORY INTEGRATION & POLYVAGALTHEORY

BREATHING Activation of Parasympathetic

INTEROCEPTIVE Emotions & Breaathing

CONCLUSION

During trace observation, some environmental-behavior attributes were more frequent and therefore more relevant for an autism center. These included flexibility observed in the controlled room control, prospect and refuge, level of input options as high and low stimulus as well as the safety layout, with padded floors and walls supporting activity as well transition area as courtyard for self-regulation and spontaneous socialization.

05 BEHAVIORAL MAPPING & OBSERVATION CHART

BEHAVIORMAPPING

THEORYAPPLICATION & PHYSICAL SETTINGS

FOCUS ROOM

Overview

Based on the available sketch and city floor plan, a new spatial map was developed for this project. The analysis applies the Stimulus, Sensory Integration, and Polyvagal theories to understand the purpose and design of each room.

This represents a macro-level analysis of how different levels of stimulus are distributed throughout the space to meet the sensory needs of children and adolescents with ASD. The spatial organization supports their motor, cognitive, and social development, as well as the center’s administrativefunctions.

The areas were classified as low stimulus, high stimulus, and transition zones, following StimulusTheory and the ASPECTSS framework.

Areas requiring greater focus and self-regulation typically feature low or neutral sensory stimulation, aligning with the Polyvagal Theory, which emphasizes activating the parasympathetic system through calm and quiet activities to balance sympathetic arousal and reduce anxiety.

Conversely, spaces designed for cognitive and motor development require carefully selected levels of stimulation to accommodate individual sensory processing differences, as explained by Sensory Integration Theory— addressing both seekers and avoiders.

(See chart belowfor visual representation.)

BEHAVIORMAPPING

THEORYAPPLICATION & PHYSICAL SETTINGS

PROPORTION OF STIMULUS IN THE SPACE

Stimulus in the space

High stimulus area

Low stimulus area (focus, RAC, scape space)

BEHAVIORAL MAPPING

PHYSICAL SETTINGS

OCCUPATIONALTHERAPY ROOM - SENSORY ROOM

Room Usage:

This is a therapeutic environment that helps individuals with Autism Spectrum Disorder (ASD) who have sensory processing challenges regulate their sensory input and develop motor, vestibular, proprioceptive, and interoceptive skills. It is part of the high-stimulus area of the facility.

Physical Setting:

Vestibular equipment: Swings, therapy balls, balance boards, and hammocks to stimulate movement and balance.

Proprioceptive tools: Weighted blankets, the Temple Grandin squeeze machine, and resistance tunnels to develop body awareness and muscle control.

Tactile panels: Walls or boards with different textures (rough, smooth, soft) to encourage tactile exploration.

Auditory elements: Sound machines, calming music, or noise-reducing materials, depending on user sensitivity.

Fine-motor stations: Activities such as puzzles, sand trays, or pegboards to improve coordination and concentration.

PLACE CENTER MAP

BEHAVIOR & MOVEMENTANALYSISINSIDE THE ROOM

OccupationalTherapy Room - Sensory Room

Non-verbal ASD child 1

Weekday10am - 10:30AM | Overview

People:

One occupational therapist (OT) was working individually with a non-verbal child, while two other OTs were engaged in administrative or planning tasks at their desks. During the observation the child used the swing (vestibular stimulation) and used the sensory wall. Both activities were guided.

Behavior:

The child was physically and emotionally engaged with the occupational therapist, appearing joyful and cooperative throughout the session. He used the swing calmly, spent a brief time in the ball pit but showed little interest, and then moved to the sensory wall, where he engaged for a few minutes. Finally, he went to the sensory tiles barefoot, vocalizing with joy and remaining therefor a longer period.

Theory &Environmental Support:

Based on Sensory Integration and Sensory Processing Theory, this room represents a high-stimulus environment designed to provide controlled sensory input and promote adaptive responses.

Developmental Goals:

The activities aim to improve sensory integration (the brain’s ability to process and respond to sensory information), enhance fine and gross motor skills, and support vestibular, proprioceptive, and interoceptive development. The space promotes body awareness, balance, and coordination.

OCTOBER 20TH 2025

10AM - 12:00PM

BEHAVIORAL MAPPING

PHYSICAL SETTINGS

SENSORYCONTROLLED ROOM - NON VERBAL ASD

Room Usage:

A controlled, low-stimulation environment designed to minimize distractions while providing sufficient sensory input for engagement and learning.

Physical Setting:

Compartmentalization: Three small private booths, one escape space, one occupational therapist (OT) desk, and two distinct sensory activity zones.

Play tunnel: Used for proprioceptive and exploratory play.

Toy area: Provides structured play opportunities that encourage interaction and focus.

Auditory elements: Sound machines, calming music, or noise-reducing materials, depending on user sensitivity.

Visual aids: Projection systems used for controlled and gentle visual input.

Flexibility: Furniture arranged flexibly to adapt to various therapeutic and play activities.

PLACE CENTER MAP

BEHAVIOR & MOVEMENTANALYSISINSIDE THE ROOM

SensoryControlled Room

Non-verbal ASD child 2

Weekday10:30 am 11:00 | Overview

People: One OTwas working individually with one nonverbal child with ASD.

Behavior: The child was active and engaged, vocalizing and walking through the space wearing a resistance full body sensory sock. The OT remained nearby to observe sensory responses and behaviors while ensuring safety and emotional comfort.

Theory & Environmental Support: Grounded in Sensory Integration and Sensory Processing Theory, as well as the ASPECTSS Design Framework (which emphasizes control, choice, affordance, and predictability). These principles guide the creation of environments that support autonomy, engagement, and comfort for individuals with autism.

Developmental Goals: To support cognitive and behavioral development through guided play and structured tasks. The space encourages self-regulation, independence, and the development of visual communication skills.

BEHAVIORAL MAPPING

PHYSICAL SETTINGS

SPEECH THERAPY ROOM

Room Usage:

The Speech and Language Therapy Room is a specialized environment designed to support the development of communication, speech, and language skills. It provides a quiet, acoustically controlled, and engaging space where therapists work individually or in small groups with children or adults who have speech, language, or communication difficulties.

Physical Setting:

Five private rooms that allow privacy and focus for personalized sessions.

Lighting comfort: Sky-pattern light covers diffuse harsh light and create a calming visual effect.

Acoustic ceiling to minimize echo and external noise.

Visual cues on the walls to support behavior and communication strategies.

PLACE CENTER MAP

BEHAVIOR & MOVEMENTANALYSIS -

INSIDE THE ROOM

SpeechTherapy Room

Non-verbal ASD child 3

Weekday11:00am - 11:30 am | Overview

People: An occupational therapist (OT) was working with a nonverbal child with ASD. The student preferred to walk and move his body to maintain self-regulation commonly referred to as a “walker.” He used the corridor adjacent to the room as part of his self-regulation process during the speech therapy session.

Behavior: The child, characterized as a “walker,” moved frequently throughout the space. He remained relatively engaged and intermittentlyfocused during the session.

Theory & Environmental Support: Informed by Stimulation Theory, Sensory Processing Theory, and the ASPECTSS Framework, which emphasizes environmental elements such as predictability, and control.

Developmental Goals: To enhance communication, speech, and language development, addressing delays and promoting self-expression and interaction.

AACdevice

“Augmentative-Alternative Communication (AAC) devices can help children with autism communicate when they struggle to speak.” (Clark, 2025)

BEHAVIORAL MAPPING

PHYSICAL

SETTINGS

RAC (RESTAND CALM) ROOM

Room Usage:

Supports behavioral regulation and self-regulation in cases of anxiety or agitation. The environment provides very low stimulation to promote rest, comfort, and emotional recovery.

Physical Setting:

Safety padding on walls and floor for protection.

Curtain for natural light control, allowing adjustments to individual sensory needs.

BEHAVIORALMAPPING

PHYSICAL

SETTINGS

CLASSROOM - UPPER SCHOOL

Room Usage: A Small Ratio Classroom designed to support adolescents with Autism Spectrum Disorder (ASD) who benefit from small group or individualized attention, structured learning, and controlled sensory input. This classroom differs from a traditional setting in both function and design, focusing on academic growth, life skills, and social-emotional development while maintaining predictability, comfort, and engagement

Physical Setting: Flexibility: Furniture is arranged to allow both individual and group work, supporting different learning needs and teaching strategies.

KITCHEN - LIFE SKILLS AREA

Room Usage: The kitchen is located adjacent to the Upper School classroom and is used to support life skills practice. On certain days, students visit a supermarket to learn shopping routines, then return to the kitchen to practice grocery organization, safe handling of utensils, and simple meal preparation.

Physical Setting: A fully equipped kitchen environment designed to simulate real-life home and community settings.

BEHAVIORAL MAPPING

PHYSICAL SETTINGS

PLAYGROUND

Room Usage:

Outdoor play area used to support physical activity, sensory exploration, and social interaction.

Physical Setting:

Nature Elements: Plants, textured pathways, and a sensory garden provide visual and tactile stimulation within a natural context, promoting biophilic benefits.

Zoning: Clearly defined areas for active play, quiet rest, and sensory exploration.

Equipment: Climbing structures and slides support vestibular and proprioceptive input.

Surface: Soft, impact-absorbing flooring ensures safety.

Calm Area: Shaded benches and small quiet nooks allow children to rest and selfregulate.

PLACE CENTER MAP - BUILDING

BEHAVIOR & MOVEMENTANALYSIS - FIELD OBSERVATION

OCTOBER 20TH 2025 10AM - 12:00PM

Non-verbal ASD child

Spatial Movement Observation

The data for the non-verbal ASD child was collected through visual observation between 10:30 and 12:00 a.m. The spatial tracking combines the observation period with the routine schedule provided by Crystal Academy. The student remained standing and moved continuously throughout the observation, seeking sensory stimulation, vocalizing, and engaging in repetitive walking behavior (“pacing”) for selfregulation.

Note: During the visit, three children were observed; therefore, the duration of each activity may differ slightly. Below is an example of a routinefor a nonverbal ASD child:

Exampleof Routinefor Non-verbal ASDchild

MOMENTOFOBSERVATION

8:30 Morning Binder 9:15 Toast 10:00 Bathroom 10:30 Occupational Therapy (OT) 11:00 Speech Therapy (SP) 11:15 Bathroom + Playground 11:30 Milk 12:00 Tokens + Play 12:30 Go Home

OBSERVATION CHART

Student: Non-verbal ASD child 1

Occupational Therapy (OT)

THEORYAPPLIED

DEVELOPMENT

Cognitive, Motor, Socialization and Sensorial

1. Visual,

2. Auditory

3. Tactile

4. Olfactory

5. Gustatory

6. Vestibular

7. Proprioceptive

8. Interoceptive

3 Tactile - rope texture

1 High stimulus

Student: Non-verbal ASD child 2

Student: Non-verbal ASD child 3

Sensory controlled Speech Therapy

Occupational Therapist 1

Occupational therapist 2

Speech therapist

Occupational Therapy (OT)

Sensory controlled

Sensory Processing

1. Sensory seeker

2. Sensory avoider

3. Sensory sensitive

4. Low registration

5. Self-regulation

6. Calm

7. Anxiety

8. Pacing

ENVIRONMENT ATTRIBUTES

Tactile wall & Sensory tile on the floor 1. High stimulus

Body sock - Movementchoice

1. High stimulus

7 Proprioceptive - sensory tile TIME 10:00 10:30 11:00 10:00 10:30 11:00 10:15

8. Interoceptive - Internal sensations and breathing variations Swing

6. Vestibular - swing and body movement

1. Visual - colorful wall

3. Tactile - wall textures

3. Tactile

6 Vestibular

7 Proprioceptive

1 Seeker - Engaged following OT

3. Sensitive - allowed the change of activity

6. Body in movement aligned with the activity

Ceiling - High ceiling for equipments.

Sensory zones - organized by sensory quality

Safety - padding floor

1. Seeker - Engaged following OT.

3. Sensitive - allowed the change of activity

6 Body in movement aligned with the activity

1. Sensory seeker

The vocalization was frequent. He was engaged and enjoying

high and low areas

Focus and privacy

Flexiblefurniture - allow different activities

Sensory zones - organized by sensory quality

acoustic natural light

control artificial light

ST session - working with communication tablet

1 High stimulus

Cognitive & communication 4. Low registration

7 Anxious and distracted

5 Using body movement to self-regulate

8. The child walks or paces back and forth, this is the movement his body needed to self-regulate during the STsession

Flexibility

Furniture - Less structured

furniture allows natural sitting postures, such as on thefloor, supporting comfort and sensory regulation.

Easy access to a corridor

Furniture that is ergonomic for both adult OT and ST and Kids

BEHAVIOR MAPPING & OBSERVATION CHART

CONCLUSION

Even though the center uses a predetermined routine for each student based on their developmental goals, the mapping also shows flexibility of circulation according to each individual’s needs, thresholds, and regulation patterns.

06

COGNITIVE & ACTIVITY MAPPING

COGNITVE MAPPING

USER - ANALYSIS & FIELD OBSERVATION

Introduction

The Cognitive mapping involves collecting information through descriptions, sketches, or other representations—about how individuals perceive and mentally organize their physical environment. It reflects how people understand and interpret the spaces they inhabit.

Note: Participation in this activity was optional. One original drawing was collected (see next page). However, the drawings shown below were created based on the participants’ descriptions of how they use the space, serving as visual representations oftheir feedback.

LEGEND

SpeechTherapist

Chairman

OCTOBER 20TH 2025 10AM - 12:00PM

Method used: Description of Routine

Speech Therapy (ST)

The speech therapist works with children on language comprehension, expressive speech, social communication, and alternative communication systems (such as PECS or AAC).

She primarily uses the speech therapy room, RAC room, and playground.

Sessions are adapted based on each child’s energy level, sensory needs, and emotional state. Play-based and visual techniques are used to keep children engaged, and communication skills are reinforced in natural settings such as the playroom, classroom, or sensory room.

Chairman

The President and Director of Community Relations at Crystal Academy is responsible for program development, staff training, and inclusion initiatives. She primarily works in the administrative areas of the building.

COGNITVE MAPPING

USER - ANALYSIS & FIELD OBSERVATION

Describeyour routine briefly

“ I come into work and I usually go to my desk and I put my my purse down.

I put my lunch away in the refrigerator and then I get my computer out and I set it

up And then I go back to the front office, and I, usually go to collect hopefully my first kiddos and bring them back into the OT gym. And then from that point, I've got eight or nine kids back to backfor thefull day. “

OccupationalTherapist (OT)

Analysis

The drawing indicates that the participant understands the route clearly and is aware ofthe key spatial adjacencies. The tree in the courtyard appears to serve as an important wayfinding reference and is likely a meaningful space for both the therapist and the students.

AGGREGATE BEHAVIOR MAPPING

Weekday9:45am -10am |15min interval | Observation

One child arrived and was guided to her class by a teacher assistant. Two kids and one teacher left the purple room for the playground. One administrative staff member went to the bathroom and then stopped by the reception desk before returning to her office.

PLAYGROUND

Weekday12am -12:15am |15 min interval | Observation

Four teenagers and two teachers left the upper level class and arrived at the playground. Two ofthe teenagers were interacting spontaneous and exploring the playground, one stayed closed to thefence observing the movement from the outside/street and the other played basketball. One the teacher stayed sit under the gazebo area, and the other was standing close to slide. | One child and one OT left the rainbow class and arrived at the playground. They stayed most ofthe time around the swing area.

CONCLUSION

The visit to Crystal Academy enabled data collection through field and behavioral observations. Place-centered mapping and behavioral mapping were applied as environmental analysis tools to examine the relationship between space, movement, and behavior. The collected data support the study of sensory environments designed for children with autism.

Trace Observation – Helped define the characteristics of each room, its activities, and its influence on ASD development. It was important to observe the sensory quality of each room, in addition to its environmental-behavioral attributes. These elements directly influence the activities and behaviors within each space. For example, high-stimulus and low-stimulus areas differ significantly in terms of sensory quality, level of stimulation, and environmental-behavioral characteristics.

Behavior Mapping &Observational Chart – Framed the influence of the spatial environment on ASD-related behaviors such as engagement, anxiety, and sensory thresholds. Factors including acoustics, lighting, overall stimulus level, safety and spatial sequencing were identified as key elements impacting user experience.

Cognitive & Activity Mapping – Provided insight into users’ impressions and perceptions of the space compared to their actual movement and activity patterns. This revealed each individual’s unique perceptions, preferences, and spatial needs, reinforcing the importance of predesign research and the need to incorporateflexibility, personalization, and adaptability in design.

07 SURVEY

QUANTITATIVE MEASUREMENT

SURVEY METHODS

Introduction

The survey method involved defining the scale, measures, sampling, survey questions, data presentation, and interpretation of findings. A Google Form was created and sent via email to Crystal Academy.

Participants were invited to complete the survey and share their opinions on various issues. The survey collected quantifiable data about their perspectives on the influence of the environment on ASD behavior, as well as its connection with Environmental Psychology, Sensory Processing Theory, Sensory Integration, and Polyvagal Theory. Additionally, participants shared their thoughts and perspectives on space planning and design to serve as future references.

Scale & Measurements

The survey structure is grounded in key theoretical frameworks, including Sensory Design, Environmental Psychology (Stimulation and Arousal Theories), ASPECTSS™ by Magda Mostafa, Sensory Integration (Jean Ayres), Sensory Processing (Winnie Dunn), and the Polyvagal Theory (Stephen Porges).

It also involves observing and collecting data related to how environmental stimuli (e.g., noise, lighting, organization) and environmental-behavior attributes (e.g., privacy, socialization, furniture arrangement and complexity) can influence ASD behavior, as well as cognitive and motor development.

The survey includes short quantitative questions, organized in a format inspired by the NASA-TLX model, to assess the impact of various sensory and environmental features. It also incorporates open-ended questions for participants’ suggestions.

Sampling

The Crystal academy workers was chosen because it is align with the Therapeutic typology, so the Occupational Therapist (OT) and speech therapist could contribute with valuable information for understanding the need of individuals with autism and share experience and insights for future design.

Participates= 02 (n= 02)

The 01 participant is representative of the population

QUANTITATIVE MEASUREMENT

SAMPLE SURVEY QUESTIONS

QUANTITATIVE MEASUREMENT

SAMPLE SURVEY QUESTIONS

QUANTITATIVE MEASUREMENT

SAMPLE SURVEY QUESTIONS

QUANTITATIVE MEASUREMENT

SURVEY ANSWERS & ANALYSIS

Level ofstimulus

1. How balanced are the levels of sensory stimulation (light, color, sound, texture) across the environment? Scale1 (overwhelmed ) to 5 (well balanced)

“The level of stimulus is important because it considers different sensory needs. For example, it indicates whether the environment supports and provides choices for the four sensory processing patterns (low registration, sensory seeking, sensory sensitive, and sensory avoiding). The results show a moderate to good level of stimulusflexibility.

Sensory zoning &cognitive, motor and emotional development

2. Are there areas organized with a single, clearly defined function and sensory quality, effectively separating focused activitiesfrom potential distractions (e.g., high- vs. low-stimulus zones)? Scale1 (mixed) to 5 (clear definition)

SensoryZone

Sensory zone being low can indicate that predictability is being affected. Can affect autonomy, staff stress and activity in itsfull potential.

QUANTITATIVE MEASUREMENT

SURVEY ANSWERS & ANALYSIS

Acoustic

3. How would you rate the amount of sound/noise that affects the students in this space? Scale1 (very noise) to 5 (very quite)

Visual Cues

4. How attentive students with ASD are in relation to visual cues or patterns provided in the environment? Scale1 (indifferent ) to 5 (drawn by visual stimulation)

VisualCues

Research shows acoustic as top sensitivity and priority among ASD. The survey indicates the acoustic at Crystal Academy is efficient.

The results emphasize the importance of visual cues in supporting attention and the overall development of individuals with autism.

QUANTITATIVE MEASUREMENT

Sensory Processing

5. How well does the environment accommodate different sensory processing patterns among students (e.g., sensory-seeking, sensory-avoiding, sensitivity, or low registration)? Scale1 (not sufficient) to 5 (highly supportive)

Sensory Room

6. Is there a specific room (like a Snoezelen) or small designated area that allows low sensory level, control, choice or sensory personalization? Scale1 (none) to 5 (every room)

Sensory processing difficulties are common and challenging for children with ASD. This graphic serves as a useful reference to assess whether a space adequately supports the sensory needs and unique characteristics of each individual. Providing sensory flexibility and opportunities for choice is essential for promoting adaptability and supporting developmental progress in children with ASD. Higher level would be the ideal.

Control provides the adjustability needed for individuals with ASD to adapt to the environment and engage in activities. The survey shows a medium to unsatisfactory level of control.

QUANTITATIVE MEASUREMENT

SURVEY ANSWERS & ANALYSIS

Self regulation &Escapespace

7. Are quiet or retreat areas easily accessible when students need a break?

Scale1 (not at all) to 5 (always available and effective)

According to the Polyvagal Theory, research indicates that the parasympathetic system functions less effectively in individuals with ASD, which may help explain their increased anxiety and challenges with self-regulation. Low-stimulus areas support self-regulation, and the survey indicates that Crystal Academy provides an adequate amount of escape spaces.

Breathing, Anxiety management &Emotional regulation

8. How well do breathing exercises or guided breathing activities help students regulate their emotions and anxiety level in this environment? Scale1 (not effective) to 5 (very effective)

Research indicates that breathing can activate the parasympathetic system. The survey shows a mixed perception of this, and these results should be further investigated to understand the reasons for this disparity.

QUANTITATIVE MEASUREMENT

SURVEY ANSWERS & ANALYSIS

Body pressure

9. How important or effective is to have body compression to support ASD students here? Scale1 (the minority seems to like it) to 5 ( most ofthe students like it)

BodyPressure

Proprioception

10. Is there enough elements that contribute to proprioception? ex. compression equipment, weighted cushions, bean bags, body socks, or snug seating nook. Scale1 (no) to 5 (plenty)

Proprioception

Body pressure is related to body awareness and sensory integration. The results confirm the importance of its application.

The results indicate a medium to satisfactory amount of equipment at the center.

QUANTITATIVE MEASUREMENT

SURVEY ANSWERS & ANALYSIS

Motordevelopment &Socialization

11. Is there an outdoor playground or indoor area that supports vestibular activity (movement, balance) and spontaneous social interaction? Scale1 (none) to 5 (plenty)

Motor&Socialization

OccupationalTherapy &Environment Elements

12. How do elements in the space support or interfere with OTsessions? ex. Furniture arrangement, zoning, equipment. Scale1 (do not affect) to 5 (strong influence)

Outdoor play provides several benefits for spontaneous interactions, cognitive development, and mobility. The results indicate a medium to satisfactory level of outdoor support for children’s development.

The survey shows mixed perceptions of the OT room and its effectiveness in supporting the sessions. These results should be further investigated to understand the reasonsfor this disparity.

SURVEY

CONCLUSION

The quantitative measurements and survey analysis were helpful in understanding the overall perspectives of the staff when using the space. These results serve as a useful indicator of the quality of the layout and furniture arrangements in supporting activities and the development of children with ASD. They can also be used as guidelines for improvements and for assessing satisfaction levels.

08

INTERVIEW

QUALITATIVE MEASUREMENT

INTERVIEW - PROTOCOL &GUIDELINES

Protocol Interview

Good morning/afternoon . Thank you for taking the time to participate in this interview. I am a graduate student in Interior Architecture at FIU. This interview is part of a research methods study and includes 10 questions designed to better understand the relationship between the environment and the development of children with autism within therapeutic typology and settings. The interview will take approximately 25 minutes to complete.

I would like to ask for your permission to record this interview so that it can be accurately documented for research purposes. Your responses will be used solely for this study. Participation is voluntary, and you may choose to stop or withdraw at any time.

Do you have any questions or concerns before we begin?

Finding

At Crystal Academy, 2 people were interviewed. Which consisted in the Head of Occupational Therapy department and the Chairman. The software Atlas.ti was used to support the quantitative data analysis, code and transcription., Besides Words Cloud and Canva for diagram representations.

Guidelines - StrategicforQuestions

1. Sensory processing

2. Environment & Behavior

3. Self-regulation Polyvagal Theory - parasympathetic activation

4. Motor Development

5.Cognitive Development

6. Cognitive - Focus & Attention

7. Sensory Zones - High stimulus area, low stimulus area and transition - Magda Mostafa

8. ADA

9. Outdoor

QUALITATIVE MEASUREMENT

INTERVIEW- QUESTIONS

Sensory processing

Considering the four sensory processing patterns (low registration, sensory seeking, sensory sensitive, and sensory avoiding), could you describe the differences in behavior observed when children with ASD interact with and use a space?

Cognitive

- Focus &Attention

What space are more suitablefor cognitive learning:

a. Focus room - sensory neutral and minimal distraction. Focusing one thing at a time

b. High stimulus - colorful and full of interactionsfor them to choose.

c. Spacious - allows pacing and movement while concentrating.

Environment &Behavior

In terms of environment and behavior, what factors tend to trigger shifts in behavior—particularly those that are challenging to manage?

Self-regulation Polyvagal Theory - parasympathetic activation

What does the environment contribute for self-regulation? Is there any breathing pattern being used in the space as visual or tactile cue? RAC room and Snoezelen

Motor Development

How is the space used and organized to develop motor

Cognitive Development

What is in the environment that contribute for cognitive leaning? Example: equipments, visual patterns, control of light, acoustic, privacy, choice”

Sensory Zones - High stimulus area, low stimulus area and transition - Magda Mostafa

7. How important is to have sensory zones or stimulus “choice” in the space?

Ex. Sensory controlled room - low and high stimulus

ADA

8. What are the specifics need for ADA students?

Outdoor

11. What is the importance of outdoor play?

QUALITATIVE MEASUREMENT

INTERVIEW - COLOR CODING

Environment-Behavior attribute

Theory and Framework-Based Organization

Investigate the influence of environment-attribute on ASD: Affordance, Autonomy, Comfort, Privacy, Prospect and Refuge, Restoration, Sociality, Adaptability and flexibility

Stimulus Theory

Observe the balance of input and stimulus in the environment: Low or high stimulus, transition, noise, light.

Acoustic, Escape Space, Compartmentalization, Sensory Zoning and Safety

ASPECTSS Polyvagal Theory

Sensory Integration & Sensory Processing

Understand how the environment support the activation of the parasympathetic neuro systm to Selfregulation &Co-regulation

Learn about thedevelopmento of the 8 sense and the indiviual needs and thresholds.

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

Note: Atlas.ti was used to support the transcription and data analysisfor this interview.

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

QUALITATIVE MEASUREMENT

INTERVIEW TRANSCRIPT & CODING

INTERVIEW TRANSCRIPT & CODING

INTERVIEW TRANSCRIPT & CODING

INTERVIEW TRANSCRIPT & CODING

INTERVIEW TRANSCRIPT & CODING

QUALITATIVE MEASUREMENT

CODED TRANSCRIPT – DATA ANALYSIS

Word Cloud - frequent &relevant words

DATA ANALYSIS

CODED TRANSCRIPT

Bar Diagram

CodeGroup

CodeSubgroup

Bardiagram

Number of quotations across the transcript

DATA ANALYSIS

CODED TRANSCRIPT

Bar Diagram

CodeGroup

CodeSubgroup

Bardiagram

Number of quotations across the transcript

Acoustic

Compartmentalization

ASPECTSS

Polyvagal Theory

DATA ANALYSIS

CODED TRANSCRIPT

Bar Diagram

CodeGroup CodeSubgroup

Number

Sensory Integration & Sensory Processing

DATA ANALYSIS

CODED TRANSCRIPT

Pie Diagram

Proportion of Interview quotation

SensoryInteration&SensoryProcessing

EnvironmentBehaviorAttributes

DATA ANALYSIS

CODED TRANSCRIPT

Sankey Diagram - SubGroup

DATA ANALYSIS

Sankey Diagram - SubGroup

Adaptability & Flexibility

Affordance

Dysregulation, Self-regulation &Co-regulation Environmental Input (noise, light, visual cues)

INTERVIEW

CONCLUSION

The interview highlighted the importance of flexibility to adjust to each individual’s needs and sensory thresholds in supporting ASD development, behavior, and selfregulation. It also emphasized the significance of outdoor spaces, such as the courtyard, for socialization and spontaneous interactions. Diagram analysis indicates that environment–behavior attributes accounted for 26.2% of all interview quotations, reaffirming the impact of design choices and sensory zoning when creating spaces for individuals with autism, particularly in supporting sensory integration development.

09 SYNTHESIS

SYNTHESIS

MAJOR FINDINGS

The research and case study provided insights into the correlation between the environment and the development of children with autism, highlighting the importance of flexibility to adjust to each individual’s needs and sensory thresholds in supporting ASD development, behavior, and self-regulation. They also emphasized the significance of outdoor spaces, such as the courtyard, for socialization and spontaneous interactions. Environment–behavior attributes accounted for 26.2% of all interview quotations, reaffirming the impact of design choices and sensory zoning when creating spaces for individuals with autism, particularly in supporting sensory integration development Safety attributes support activities and foster a sense of security, improving regulation and parasympathetic activation. Sensory zoning provides organization and predictability in routines, helping to attenuate anxiety levels. The study also demonstrated the applicability of these theories - Stimulation, Sensory Integration and Polyvagalas well theframeworks - Sensory Integration and ASPECTSS - in complementing a purposeful design and activitiesfor ASD development.

REFERENCES INFORMATION

[1] Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61, 190–200.

[2] https://books.google.com/bookshl=en&lr=&id=tv2DrZRmHVoC&oi=fnd&pg=PA139&dq=sensory+processing+theory+winnie+dunn+1997&ots=ivfVMO0rcU&sig=C3DmI1XtmzU0 RWBAJP2CzGKaxH4#v=onepage&q&f=false

[3] Environmental Psychology for design. (n.d.). Google Books. https://books.google.com/books? hl=en&lr=&id=6ZIyEAAAQBAJ&oi=fnd&pg=PR12&dq=stimulus+load+theory+in+environmental+psychology&ots=oU52ZI Om8&sig=skkY1rcJXVh eNmFq0WD28G0kyQ#v=onepage&q=st imulus%20load%20theory%20in%20environmental%20psychology&f=false

[4] Human behavior and environment. (n.d.). Google Books. https://books.google.com/books?hl=en&lr=&id=BIHgBwAAQBAJ&oi=fnd&pg=PA1&dq=In+I.+Altman+%26+J.+F.+Wohlwill+ (Eds.),+Human+behavior+and+the+environment:+Advances+in+theory+and+research+ (Vol +1,+pp +37%E2%80%9386)&ots=JgEAtNTT a&sig=ma8f5Kz7XCVVOdlrL5Lon51ndy8#v=onepage&q&f=false

[5] Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. New York, NY: W. W. Norton.

[6] What is Polyvagal Theory? | Polyvagal Institute (n d ) Polyvagal Institute https://www polyvagalinstitute org/whatispolyvagaltheory

[7] PsychAlive. (2018, April 23). Dr. Stephen Porges: What is the Polyvagal Theory [Video]. YouTube. https://www.youtube.com/watch?v=ec3AUMDjtKQ

[8] Disability discrimination charges involving neurodivergence are rising, according to EEOC data - Ogletree (2025, April 1) Ogletree https://ogletree com/insightsresources/blog-posts/disability-discrimination-charges-involving-neurodivergence-are-rising-according-to-eeoc-data/?utm source=chatgpt.com

[9] Topper, A. (2024, December 26). Disability discrimination lawsuit filed in Florida - Behavioral intervention for autism. Behavioral Intervention for Autism. https://behavioralinterventionforautism.com/blog/blogs-disability-discrimination-lawsuit-filed-in-florida/

[10] Wenzel, M. (2025, March 14). Florida Senate passes comprehensive bill on autism, with a goal to understand its prevalence. WFSU. https://www.wusf.org/politics-issues/202503-14/as-the-florida-senate-passes-a-comprehensive-autism-bill-one-goal-is-to-understand-its-prevalence

[11] YouTubeChannelName. (2021, September 10). How Environmental Psychology Theories Impact Healthcare Design [Video]. YouTube. https://www.youtube.com/watch? v=lbYihfSmcps

[12] LuxAI S.A. (n.d.). Robot for autism & other special needs education: QTrobot [Webpage]. LuxAI. https://luxai.com/assistive-tech-robot-for-special-needs-education/ luxai com

[13] Clark, C. (2025, October 27). AAC devices for autism | Are communication devices helpful? Speech & Language Kids. https://www.speechandlanguagekids.com/giving-voicenon-verbal-children-autism-aac-autism/

(14) WordClouds.com. (n.d.). WordClouds. https://www.wordclouds.com/

(15) ATLAS ti Scientific Software Development GmbH (2023) ATLAS ti Web (Version 5 8 0) [Computer software] https://atlasti com

(16) Crystal Academy. (n.d.). Crystal Academy. https://crystalacademy.org/

(17) American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.).

REFERENCES INFORMATION

(18) Ayres, A. J. (2005). Sensory integration and the child (25th anniversary ed.). Western Psychological Services.

REFERENCES

PICTURES

Figure 1. Video: “#UnderstandMore about how autistic people experience the world ” (YouTube, 2024) Source: YouTube, uploaded by Autistica on Apr 2, 2019

Figure2. Autism.Archi. (2021, November 17). Magda Mostafa ranked as one of the top 100 scientists and researchers in Africa. https://www.autism.archi/single-post/magda-mostafa-rankedas-one-of-the-top-100-scientists-and-researchers-in-africa

Figure 3. Autism.Archi. (n.d.). Autism.Archi. https://www.autism.archi/

Figure 4. Anna Jean Ayres. (n.d.). In Wikipedia. Retrieved [Month Day, Year], from https://en.wikipedia.org/wiki/Anna Jean Ayres

Figure 5. Dunn, W (n d ) Winnie Dunn profile ResearchGate https://www researchgate net/profile/Winnie-Dunn-3

Figure 6. ClimbRx. (n.d.). Sensory integration 101: An introduction for parents & educators. https://climbrx.com/sensory-integration-101/

Figure 7. Stephen Porges (n d ) In Wikipedia Retrieved November 23, 2025, from https://en wikipedia org/wiki/Stephen Porges Figure 8 & Figure 9. Google. (n.d.). [Google Maps location for Crystal Academy, Coral Springs, FL] [Map]. Retrieved November 23, 2025, from https://www google com/maps/place/Crystal+Academy/@25 7611935,-80 2574032,3a,75y,90t/data=!3m8!1e2!3m6!1sCIHM0ogKEICAgIC8IOBlwE!2e10!3e12!6shttps:%2F%2Flh3.googleusercontent.com%2Fgps-cs-s%2FAG0ilSxbhba69nVrgzDcLypKik2kN5FCFD3rl1PBePvMX1XmG-xatJmfKVMlYOFD5Kz0Uf1lOzDWnzACjdHCHFHZx3RD93b55l8bKrv8gYdf0knsQPASIEatS1DapC4tQUKNEK5UHhVNw%3Dw114-h86-k-no!7i4624!8i3468!4m7!3m6!1s0x88d9b7840c609685:0xa341dc821e6fe866!8m2!3d25.7611114!4d80.2574005!10e5!16s%2Fg%2F1tdwwh7v?entry=ttu

Figure 10. Crystal Academy. (n.d.). About. https://crystalacademy.org/about.html

Figure 11. Crystal Academy (n d ) Crystal Academy CAPS [Facebook page] Facebook Retrieved November 23, 2025, from https://www facebook com/CrystalAcademyCAPS

Figure 12. OT Room of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 13. Sensory controlled room - Focus of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 14. Sensory controlled room - High Stimulus area of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 15. Focus Room of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 16. Escape Space Room of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 17. Classroom . Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 18 Territoriality of Crystal Academy Note Photograph taken by Raquel Sant’Anna, November 2025

Figure 19. Kitchenette Room of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 20. Courtyard Crystal Academy Note Photograph taken by Raquel Sant’Anna, November 2025

Figure 21. Corridor of Crystal Academy. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 22. Playground - Crystal Academy. (n.d.). Crystal Academy CAPS [Facebook page]. Facebook. Retrieved November 23, 2025, from https://www.facebook.com/CrystalAcademyCAPS

Figure 23. Identity. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 24. Branding. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 25. RAC Room of Crystal Academy Note Photograph taken by Raquel Sant’Anna, November 2025

Figure 26. OT Room. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 25. Equipments Note Photograph taken by Raquel Sant’Anna, November 2025

REFERENCES PICTURES

Figure 28. Sensory Controlled Room Note Photograph taken by Raquel Sant’Anna, November 2025

Figure 29. Sensory Controlled Room details. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 30. Speech Therapy Room. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 31. Speech Therapy Room details. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 32. RAC Room. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 33. Classroom & Kitchenette Note Photograph taken by Raquel Sant’Anna, November 2025

Figure 34. Playground. Note. Photograph taken by Raquel Sant’Anna, November 2025.

Figure 35 Cognitive Mapping sketch of activity Note Sketch created and provided by Jill Flores (member), November, 2025

Figure 36. ATLAS.ti. (n.d.). ATLAS.ti – Qualitative data analysis software. Retrieved November 23, 2025, from https://atlasti.com

Figure 37. WordClouds (n d ) WordClouds – Word Cloud Generator https://www wordclouds com/

Figure 38. City of Coral Gables. (Year). *[Floor Plan of Crystal Academy]*. https://www.coralgables.com/...

Figure 39. iurmut. (n.d.). *Ziurmut Movement Breathing Disorder Mask* [Product page]. Amazon UK. https://www.amazon.co.uk/Ziurmut-Movement-Breathable-StretchableDisorder/dp/B0CJ5B75R8

Figure 40. Speech Tablets. (n.d.). *USA Speech Tablets*. https://usaspeechtablets.com/? utm source=googleads&vt keyword=aac+device+autism&utm source=google&utm medium=g&utm campaign=19636763034&utm content=646867611564&utm term=aac+device+autism&gad s ource=1&gad campaignid=19636763034&gbraid=0AAAAADeJHjvyexffsu2iBxnBXjM5ldDDx&gclid=CjwKCAiA orJBhBNEiwABkdmjNZC0qgL4GtGuJy9j bAZSd3bGz8erxt2LIdn1X8D0szt9DhuIFwhoCw8sQAvD BwE

THANK YOU!