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

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Introduction: This study examined empirical research on the effects of high correlated color temperature light-emitting diodes (LED) and fluorescent lighting on students in the classroom. LED is becoming the most recent lighting option for optimal energy efficiency over fluorescent technology. Background: A review of the literature indicates correlated color temperature (CCT) of lighting has nonvisual effects on students, with higher CCT positively impacting attitudes and behavior. The review also revealed current studies regarding dynamic or tunable lighting that adjusts CCT based on desired activity and mood. Data from an original survey analyzed teacher insights and perceptions regarding student attitudes and behaviors associated with existing classroom lighting and the impact of higher color temperature LED. Methods: Participants were pre-K through high school qualified teachers from three schools and/or personal contacts of the principal investigator. Seventy-five teachers responded to the online questionnaire. The survey data suggests teachers perceive higher color temperature lighting positively impacts student alertness, attitude, and energy level; and adjusting light levels throughout a school day positively impacts student engagement. Results and conclusion: Results supported the perception of higher correlated color temperature lighting positively impacting alertness, attitude, and energy level. Findings also supported the ability to change light levels throughout the school day to positively impact student engagement and mood. There were mixed results regarding higher correlated color temperature impacting attention and on-task/off-task behaviors. Results regarding the impact of sound and flickering from fluorescent lights were not significant.

Researchers have known that sound is an aspect of the environment that can have an effect on children with Autism Spectrum Disorder (ASD) due to hypo or hypersensitivities that are commonly present in this population. What is less known is how sound is specifically correlated to behaviors and physiological phenomenon. In order to build a predictive measure of sound decibel level on behavior, children with ASD were observed in a controlled environment while exposed to varying acoustic levels. Behaviors, heart rate, ECG, and respiration were recorded during experimental sessions and results revealed that the children typically stayed on task consistently throughout the sound stimulation; however, significant ECG, HR, and respiration rate variances occurred at the different sound levels in all behaviors. The results found from this study do point to a predictive relationship when it comes to the influence of sound and physiological readings on behavior in ASD children.