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Implications
A Newsletter by InformeDesign. A Web site for design and human behavior research.
www.informedesign.org
IN THIS ISSUE
Outdoor Environments
for Children with
Autism and Special
Needs
Related Research
Summaries
VOL. 09 ISSU E 01
Outdoor Environments for Children
with Autism and Special Needs
Naomi Sachs, ASLA and
Tara Vincenta, ASLA
In May 2010, Tara Vincenta and Naomi Sachs
pres ented a web in ar cal led “P rescr iption for
Play: Nature-based Learning and Play for
Children with Autism and Other Special
Needs.” KaBOOM!, a non-prot organization
dedicated to saving play for America’s
children, sponsored the webinar and this
pa per is a dis t ill ati on of that webin ar. To vi ew
the webinar, visit KaBOOM!’s Hot Topics in
Play page (http://playschool.kaboom.org/
series.php?id=1111). You will need to scroll
down, as the webinars are in chronological
order.
Introduction
In his ground-breaking book, Last Child in
the Woods: Saving Our Children from Nature-
Decit Disorder (2 0 05), R ichard Lou v ma kes
a c ase for the v a lu e of sponta neo us outdoor
play and creating a connection with nature
during childhood. He cites many positive
be nets of fre quent out door e xpe r ie nc es a s
a part of children’s everyday lives. Positive
outdoor experiences can foster happier,
healthier, smarter, and more well-adjusted
children and can create future stewards
of the earth. Environmental psychologists
Rachel and Stephen Kaplan (1989) have
linked contact with nature to restored
attention, recovery from mental fatigue,
and enhanced mental focus. Studies (Faber
Taylor, Kuo, and Sullivan, 2001; Kuo &
Faber Taylor, 2004) by researchers at the
Un ivers it y of Ill i nois c on clude th at chi ldren
with attention decit disorder (ADD) show
a greater ability to focus immediately after
spending time in nature. The conclusion by
these researchers is that that the greener
a child’s everyday environment the more
manageable their ADD symptoms.
Outdoor play and learning environments
for c hildre n wi th aut ism and spec ial nee ds
shou ld help chil dre n have fun in a saf e and
accepting outdoor setting, connecting them
with the restorative benets of nature while
building on skills learned in the classroom.
Many children with autism are in highly
structured indoor learning environments
during their day and may receive great
benets from having meaningful experiences
outdoors. Typically, accessibility is the
primary design issue addressed when
designing outdoor spaces for children with
special needs (e.g., Boundless Playground
®
).
However, due to the nature of autism (and
other similar conditions), spaces designed
for children with these conditions require
considerations beyond accessibilit y.
Implications www.informedesign.org
Where Research Informs Design®
2
Knowled ge a nd a compre he nsive unde rst and ing of t he
challenges shared by these children push designers
toward a more holistic view of outdoor spaces for all
children. Nature-based learning and play spaces can
become more universal and inclusive by addressing a
variety of issues including sensory, cognitive, visual
and auditory impairment, and limited ne and gross
motor skills. This article explores research and
design considerations for creating outdoor, nature-
based spaces that allow children with autism and
other special needs to play and learn at their own
comfort level, overcoming common challenges in
a safe, fun environment that is equally engaging
for any child.
What is Autism?
Autism, or Autism Spectrum Disorder (ASD), is a
neurological developmental disability that usually
appears in the rst three years of life and that
especially impacts development in areas of social,
verbal, and nonverbal communication. According
to the Center for Disease Control and Prevention,
ASD affects as many as 1 in 110 children (Autism
and Developmental Disabilities Monitoring Network
Surveillance Year 2006 Principal Investigators, 2009)
and is four times more prevalent in boys than in girls
(Autism and Developmental Disabilities Monitoring
Network Surveillance Year 2000 Principal Investigators,
2002).
Autism is considered a “broad spectrum disorder” in
that it affects each individual differently and to varying
degrees. People often say, “If you’ve met one person with
autism, you’ve met one person with autism,” meaning
autism can manifest itself very differently from one
individual to another. On one end of the spectrum,
people with severe classical autism may be nonverbal,
have signicant cognitive challenges, be prone to social
isolation, and engage in repetitive behaviors such as
hand-apping or rocking. On the other end of the
sp ect r um, ind ivi du a ls w ith hig h funct ion i ng autis m or
Asperger’s syndrome may have good language skills,
above-average intelligence, and a keen interest in
particular subjects.
Autism affects the way children perceive and process
their world. Though symptoms vary tremendously
from person to person, the three main areas affected
are social interaction and communication, sensory
integration, and repetitive patterns of behavior.
Social interaction and communication:
Fort y to fty per cent of chil dren w ith autism a r e either
completely nonverbal, or, at the very least, have trouble
carrying on two-way conversations. They have trouble
reading facial expressions or anticipating what someone
else might be thinking or feeling. As a result, they have
difculty expressing their needs and are often solitary
and detached.
Sensory integration:
Many children with autism also have some form of
Sensory Integration Dysfunction (SID), a condition
shared by many other children with special needs.
This includes a hypo- or hyper-sensitivity to sensory
stimuli including sound, sight, smells, tastes, and
textures. For example, some children may be hyper-
sensitive (over-sensitive) to the texture or feel of fabric
on their skin , a pavement s urface, o r the g r ass beneath
Gardening activities are a gre at way to get kids familiar with the
different textures and scents of plants in a controlled manner.
Implications www.informedesign.org
Where Research Informs Design®
3
Common Therapies
Common therapies, often carried out by family
members, teachers, and therapists (occupational,
physical, speech and language, and horticultural
therapists), include:
Applied Behavior Analysis•
Floor Time Pivotal Response Training•
Occupational Therapy•
Physical Therapy•
Sensory Integration Therapy•
Speech and Language Therapy•
Treatment and Education of Autistic and Related •
Communication Handicapped Children (TEACCH)
Additional information about common therapies that
are used to treat autism and how they are performed
can be found through a document linked at the
end of this article. Important concepts from these
therapies can be extrapolated into the design of outdoor
environments.
Research on the Role of Nature in
Treating Children with Autism
Early intervention is one of the most important keys
to improvement in autism symptoms – one reason
why appropriate outdoor learning environments are
crucial. All children learn and develop cognitively as
well as physically through play, and a growing body
of research points to the important role that nature
plays in that development. Creating a supportive
environment can go a long way in helping children
with special needs (and their siblings) experience the
world in a meaningful way.
As with any population, the safest and most benecial
outdoor environments and programs for children
should be based on research and evidence (i.e.,
evidence-based design — EBD). Research directly
examining the impact of natural play environments
on children with autism or other special needs has
been minimal. Currently, we must rely on the body of
their feet. On the other end of the spectrum, children
may be hypo-sensitive (under-sensitive) to pain and
unable to understand how to protect themselves from
physical injury.
Another common sensory issue for persons with autism
is the inability to lter input from external sources.
They experience everything at once — visual stimuli,
sounds, and smells, which can become overwhelming.
This, coupled with communication and language
challenges, can frequently lead to tantrums and “melt-
downs.”
Repetitive patterns of behavior:
Restricted, repetitive, and stereotyped behaviors
such as hand-apping, rocking, or head-banging
are common in children with autism. They may have
a certain order or routine that must be followed in
certain circumstances, or they may become xated
on organizing objects.
Other common behaviors:
Other manifestations include being more interested
in objects than in other children, preferring to be
alone and detached, resistance to change and an
attachment or reliance on sameness, an inability to
engage in make-believe play, a resistance to being
to uc he d or cu dd led, a nd d i fc ult y with ne a nd g ross
motor skills.
Issues Shared with Other
Children with Special Needs
Many of these conditions, behaviors, or tendencies —
particularly motor and neuromuscular challenges;
cognitive, sensory, and communication issues; and
visual and auditory impairment — are shared with
a broader community of children with special needs,
including those with Down syndrome, developmental
delay, cerebral palsy, spina bida, sensory disorders,
and vision and auditory deciencies. Some therapies
and design interventions can help those with a range
of special needs.
Implications www.informedesign.org
Where Research Informs Design®
4
common challenges for children with ASDs. It can be
difcult for them to lter the amount of information
coming at them all at once in outdoor, public spaces.
Therefore, outdoor environments for this population
should be both comfortable and supportive as they
encourage skill-building.
Through examination of current available research,
reference materials, literature, and personal interviews
and observations, Tara Vincenta has developed the
following guidelines for consideration when designing
outdoo r envi ron ments for chil dre n with A SDs. Many of
these ideas can be creatively integrated into existing
outdoor play spaces, retrotting them to be more
user friendly to children with ASDs. As with most
design guidelines, these should be considered for their
ap propr i atene ss w ith i n the co nt ext of a g iven p roject and
should not be considered “guaranteed” solutions.
research and information that does exist including (1)
general information about autism and related disorders
(such as Sensory Integration Dysfunction); (2) rst-
hand accounts from people with autism and their
caregivers; (3) general information and research on
nature-based play and learning for all children; and
(4) standard guidelines for playgrounds, including
the Americans with Disabilities Act, and other safety
considerations.
Post-occupancy evaluations (POEs) would be helpful
in determining whether certain design strategies have
the desired effect and how they can be applied to the
broadest population. At this point, however, there is
not enough research or funding to build specically
designed spaces, and thus we have very few spaces to
measure whether a design is functioning according to
a p articula r prog r am. Even smal l-s cale inte r vention s,
studied systematically, could provide useful information
that would inform future design.
Design Guidelines
In creating outdoor environments for
ch i ld ren acros s the a ut ism sp ect r um,
design considerations must address a
broad range of challenges experienced
by this population. Because many of
these challenges are shared by children
with related disorders, the issues faced
by a large population of children with
special needs can be accommodated
with thoughtful, creative, inclusive
design.
One goa l of these environments
should be to help children apply the
lessons they learn in the classroom to
a real-world environment, providing
them with coping skills outside of
the classroom. However, heightened
sensory issues are one of the most
Tara Vincenta has developed guidelines for consideration when designing outdoor
environments for children with ASDs. This is a plan view of an outdoor environment designed
using these guidelines; however, many of these guidelines can be creatively integrated into
existing outdoor play spaces.
Implications www.informedesign.org
Where Research Informs Design®
5
Provide plenty of shade, both with trees and
•
shade structures, as persons with ASDs are often
photosensitive.
Provide transitions between spaces/activities •
to allow individuals to orient themselves before
experiencing something new. Children with ASDs
are uncomfortable with change, and providing
space between different activities, accompanied
by an orientation map, can help them anticipate
these changes.
Include some elements of consistency• such as
a hedge, stone wall, or an element that creates a
comforting, predictable pattern.
Sequence activities to introduce elements and •
ideas slowly and build upon skills and comfort
levels.
Provide fixed and non-fixed elements
•
–
unpredictable or changeable elements such
as furniture locations, for example, can be
disconcerting for persons with ASDs. Create a
sequence where the xed element is experienced
rst for a sense of security, and further on, areas
that are changeable to create a challenge that
children have the opportunity to overcome.
P r o v i de oppo rt un it ie s for increased s oc ia lizatio n,
•
such as gardening, that encourage one-on-one
interaction.
Provide plenty of visual aids and signage • as up
to 50% of persons with ASD are nonverbal. Some
ch i ldren w it h auti sm use a p ic t ure excha n ge syste m
(PICT) to aid their communication with family
members and teachers. Therefore, in designing
outdoor environments, incorporating signage with
clear, simple pictures to communicate ideas or
intended use of certain play and learning elements
is an important consideration. Include Braille for
visually impaired persons and sign language skill-
building to encourage communication between
verbal and nonverbal children.
Select a location that is tranquil and quiet
•
,
with the least amount of distractions possible.
Noise from air conditioning compressors, adjacent
trafc, and high-pitched or humming noise can be
overwhelming.
Include 5’-0” minimum height fencing
•
that
cannot be easily climbed to prevent children from
straying outside the area’s boundaries, ensuring
safety and security.
Provide smooth, wide pathways and surfaces
•
to eliminate the feeling of crowding. In addition,
smooth non-glare paving provides a proper surface
for children with mobility issues and is important
for children with ASDs, many of whom are sensitive
to textures and bright light.
Provide a clear edge along pathways
•
so that
visually-impaired persons are aware of the edge
of the path surface.
Avoid specifying materials, including toxic
•
plants, that are easily ingested, as all children
at some time explore their world through taste.
Pro v ide or ien tat ion maps
•
that i l lu st rate a layout
of the garden or play space so users know where
they are and what to expect next. Surprises can
create anxiety in persons with ASDs.
Outdoor environments for children with autism could inc lude
transitions between spaces /activities, orientation maps, and
elements of consistency.
Implications www.informedesign.org
Where Research Informs Design®
6
Conclusion
Creating thoughtful, engaging outdoor play and
learning environments that incorporate these design
guidelines gives consideration to the less apparent
challenges of a growing population of children on the
autism spectrum. By connecting children with each
other, nature, and the broader world, we give them an
opportunity to have fun, and we provide some relief
from rigid classroom and structured therapies in a safe
and accepting environment that is engaging for all. As
designers of outdoor spaces, it is vital for us to evolve
play spaces beyond accessibility and actively integrate
these additional concepts and ideas into our designs.
With design based on research and existing evidence,
we can create outdoor spaces that foster inclusive,
nature-based, fun places for all children to enjoy. This
can ultimately help children learn that, despite their
different abilities, they have more in common with each
other than they may have realized.
Provide opportunities to overcome sensory
•
issues, as many persons with ASDs have an over-
or under-responsive sensory system and react
differently to sounds, textures, or visual stimuli.
Gardening activities are a great way to get kids
familiar with different textures and scents of plants
in a controlled manner.
Provide opportunities for exercise and for
•
increasing motor skills, coordination, and
balance. Beyond play structures, consider adding
a walk challenge path or exercise loop. Gardening
activities help to increase ne and gross motor
skills, body awareness, and motion in addition to
providing a calming connection to nature.
Provide soothing areas
•
for the user to escape
and re-center when overwhelmed, or to watch
activities from a distance until comfortable enough
to participate —a bamboo tunnel, a low growing
tree to hide beneath, or a fence panel with viewing
holes.
Provide hammocks or hammock swings
•
for a
sense of comfort by being held tightly by something
and to be soothed by the swinging motion.
Build in challenges • to help generalize skills to a
real-world environment. It is important to provide
a level of comfort but also to encourage kids to
overcome common fears. A simple example of this
is to sequence a concept, such as transition areas,
so they gradually become shorter, or gradually
present more directional options for the user.
Soothing areas and orientation maps can be incorporated into
outdoor spaces for children with autism and other special needs.
Implications www.informedesign.org
Where Research Informs Design®
7
Tara and Naomi’s webinar, “Prescription for Play: —
Nature-based Learning and Play for Children with
Auti sm a nd Other S pec ial Nee ds” on the KaB OOM!
Website http://playschool.kaboom.org/series.
ph p?id =1111
The Children and Nature Network – —
http://www.childrenandnature.org
Natural Learning Initiative - —
http://www.naturalearning.org
In print
Hebert, B.B. (2003).
—
Design guidelines of a
therapeutic garden for autistic children. (Master
Thesis, Louisiana State University). Available from
ht t p ://e td . l su .e d u/d o c s/av a i l a bl e/e t d- 0 12 71 03 -
211300/unrestricted/Hebert_thesis.pdf
Mostafa, M. (2008). An architecture for autism:
—
Concepts of design intervention for the autistic
us er. International Journal of Architectural Research,
2(1), 189-211.
Taylor, A.F., Kuo, F.E., & Sullivan, W.C. (2001).
—
Coping with ADD: The surprising connection to
green play settings. Environment and Behavior,
33(1), 54-77.
Yuill, N., Str iet h, S., Roake,C., Aspden, R ., & Todd,
—
B. (2007). Brief report: Designing a playground for
children with autistic spectrum disorders: Effects
on playful peer interactions. Journal of Autism
Development Disorders, 37(6 ), 1192-1196. Availa ble
on Therapeutic Landscapes Network website: h t t p ://
ww w.healinglandscapes.org/resources/reference-y.
html
For additional resources related to autism symptoms
and therapies and the role of nature in children’s
learning and development see the list of resources
Naomi and Tara created at:
http://www.healinglandscapes.org/blog/?p=2310
References
Autism and Developmental Disabilities Monitoring
—
Network Surveillance Year 2006 Principal
Investigators. (2009, December 18). Prevalence
of autism spectrum disorders --- autism and
developmental disabilities monitoring network,
United States, 2006. Morbidity and Mortality Weekly
Report Surveillance Summary, 58(SS10), 1-20.
Retrieved April 19, 2011 from http://www.cdc.gov/
mmwr/preview/mmwrhtml/ss5810a1.htm
Autism and Developmental Disabilities Monitoring
—
Network Surveillance Year 2000 Principal
Investigators. (2007, Febr uary 9). Prevalence
of autism spectrum disorders --- autism and
developmental disabilities monitoring network,
United States, 2000. Morbidity and Mor tality
Weekly Report Surveillance Summary, 56(SS 01),1-
11. Retrieved April 19, 2011 from http://www.cdc.
gov/mmwr/preview/mmwrhtml/ss5601a1.htm
Faber Taylor, A., Kuo, F., & Sullivan, W. (2001).
—
Coping with ADD: The surprising connection to
green play settings. Environment and Behavior,
33(1), 54-77.
Kaplan, R. and Kaplan, S. (1989). — The experience
of nature: A psychological perspective. Cambridge
University Press, Cambridge, New York.
Kuo, G., & Faber Taylor, A. (2004). A potential
—
natural treatment for attention-decit/hyperactivity
disorder: Evidence from a national study. American
Journal of Public Health, 94(9), 1580-1586.
Louv, R. (2005).
—
Last c hil d in the woo ds: Saving o ur
children from nature-decit disorder. Chapel Hill,
North Carolina: Algonquin Books of Chapel Hill.
Recommended Reading
On the web
SOL (Sequential Outdoor Learning) Environment —
http://www.solenvironment.org
Therapeutic Landscapes Network —
http://www.healinglandscapes.org, especially
the Get Out and Play page (http://www.
healinglandscapes.org/related-play.html)
Implications www.informedesign.org
8
© 2002, 2005 by the Regents of the University of Minnesota.
Creator: Founding Sponsor:
The Mission
The Mission of InformeDesign is to facilitate desig ners’
use of current, research-based information as a decision-
making tool in the design process, thereby
integrating research and practice.
award winning SOL Environment concept as a way of
addressing the needs of over one million children with
autism and their families.
Related Research Summaries
InformeDesign has many Research Summaries about
designing environments for children with special
needs and other related topics. This knowledge will
be valuable to you as you consider your next design
solution and is worth sharing with your clients and
collaborators.
“Supportive Classrooms for Children with Autism”
—International Journal of Architectural Research
“Daycare Activity Areas Affect Children’s Play”
—Environment and Behavior
“Health Benets of Including Nature Within
Hospitals”
—Journal of Environmental Psychology
“Universal Design in Children’s Libraries”
—Children and Libraries
“Campuses that Support Students with Disabilities”
—The Journal for Vocational Special Needs Education
“Nature Improves Concentration for Children with
ADHD”
—Journal of Attention Disorders
Images Courtesy of
Naomi Sachs, Naomi Sachs Design (p. 8, top)
Tara Vincenta, Artemis Landscape Architects
(remainder)
About the Authors
Naomi Sachs is founder and
director of the Therapeutic
Landscapes Network (http://
www.healinglandscapes.
org), a knowledge base and
gathering space that provides
information, education, and
advocacy about gardens,
landscapes, and other green
spaces that promote health and well-being. She is
also principal at Naomi Sachs Design (http://www.
naomisachsdesign.com), a design and consulting
rm with a focus on gardens and other landscapes
that facilitate health and well-being. Naomi holds a
Masters of Landscape Architecture from the University
of California, Berkeley. She has taught, written,
and spoken about the restorative benets of nature
throughout the United States and abroad.
Tara Vincenta, founder and
principal of award-winning
Artemis Landscape Architects,
Inc. (www.artemisLA.com),
earned her bachelor’s degree
in Landscape Architecture
from the State University
of New York’s College of
Environmental Science and
Forestry and a BS from Syracuse University. She also
holds a Certicate of Merit in Healthcare Garden Design
from the School of the Chicago Botanical Gardens. As
a strong advocate for the use of outdoor landscapes
for healing and education, Tara has designed the
Published April 2011
