An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism

Kanakri, Shireen; Shepley, Mardelle McCuskey; Tassinary, Louis G.; Varni, James W.; Fawaz, Haitham M.

doi:10.1177/0013916516669389

Cited by 41 publications

(32 citation statements)

References 39 publications

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“…These aspects directly affect the student learning process. Particular cases are those of deaf and hard-of-hearing students [75] and learners with autism [76], amongst others. All of these must encounter a suitable acoustic environment within a Smart Classroom, with facilities to cope with their particularities.…”

Section: Environmental Conditionsmentioning

confidence: 99%

The Smart Classroom as a Means to the Development of ESD Methodologies

2020

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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms' transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students' and teachers' needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

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Section: Environmental Conditionsmentioning

confidence: 99%

The Smart Classroom as a Means to the Development of ESD Methodologies

2020

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“…LED lighting in school facilities creates a productive learning environment [14]. Various studies have examined how the built environment can affect children in the classroom such as empirical research regarding the impact of noise on children with Autism Spectrum Disorder (ASD) [24]. The results indicated a significant improvement of unwanted behaviors with the intervention environment of LED lamps.…”

Section: Non-visual Effects: Studies Using Led Versus Fluorescentmentioning

confidence: 99%

The impact of fluorescent and led lighting on students attitudes and behavior in the classroom

Morrow¹,

Kanakri²

2018

apr

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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.

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“…17° O trabalho desenvolvido por Kanakri et al (2016) O objetivo geral da pesquisa dos autores baseou-se em testes com relação à prevalência de comportamentos repetitivos em análise do aumento dos níveis de ruído. Desse modo, compreender como as alterações acústicas no ambiente construído podem impactar no aprendizado e beneficiar no desenvolvimento das crianças com autismo.…”

Section: Resultsunclassified

Uma Revisão Sistemática sobre as contribuições do Design no Ambiente Construído para portadores do Transtorno do Espectro Autista (TEA)

Albuquerque¹,

Correia²,

Araújo³

et al. 2019

Blucher Design Proceedings

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Physical spaces can distract or pressure an Autistic Spectrum Disorder (ASD) user because they are susceptible to sensory input. From this context, and with a view to research applied to the scenario of mostly built educational environments, however, directed to the autistic, this study aimed to conduct a systematic review (of the last 5 years). The aim was to identify the contributions that are being most relevant in the field of design and architecture when it comes to developing the most appropriate, comfortable and safe spaces for TEA bearers. The results were clear: several studies and recommendations made by scholars were significant regarding the sensory interpretations of these users with the environment in which they operate.

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An Observational Study of Classroom Acoustical Design and Repetitive Behaviors in Children With Autism

Cited by 41 publications

References 39 publications

The Smart Classroom as a Means to the Development of ESD Methodologies

The Smart Classroom as a Means to the Development of ESD Methodologies

The impact of fluorescent and led lighting on students attitudes and behavior in the classroom

Uma Revisão Sistemática sobre as contribuições do Design no Ambiente Construído para portadores do Transtorno do Espectro Autista (TEA)

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