Considerations of the built environment for autistic individuals: A review of the literature / Melissa H. BLACK in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.1904-1915 Titre : Considerations of the built environment for autistic individuals: A review of the literature Type de document : texte imprimé Auteurs : Melissa H. BLACK, Auteur ; Sarah MCGARRY, Auteur ; Lynn CHURCHILL, Auteur ; Emily D'ARCY, Auteur ; Julia DALGLEISH, Auteur ; Isabelle NASH, Auteur ; Alisala JONES, Auteur ; Tin Yan TSE, Auteur ; Jane GIBSON, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.1904-1915 Langues : Anglais (eng) Mots-clés : Humans  Autistic Disorder  Autism Spectrum Disorder  Built Environment  Noise  architecture  design  interior  sensory  space Index. décimale : PER Périodiques Résumé : Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings. En ligne : http://dx.doi.org/10.1177/13623613221102753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Considerations of the built environment for autistic individuals: A review of the literature [texte imprimé] / Melissa H. BLACK, Auteur ; Sarah MCGARRY, Auteur ; Lynn CHURCHILL, Auteur ; Emily D'ARCY, Auteur ; Julia DALGLEISH, Auteur ; Isabelle NASH, Auteur ; Alisala JONES, Auteur ; Tin Yan TSE, Auteur ; Jane GIBSON, Auteur ; Sven BÖLTE, Auteur . - p.1904-1915. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.1904-1915 Mots-clés : Humans  Autistic Disorder  Autism Spectrum Disorder  Built Environment  Noise  architecture  design  interior  sensory  space Index. décimale : PER Périodiques Résumé : Factors related to the interiors of buildings, including the layout of rooms, colours, smells, noises, temperature, ventilation, colour and clutter, among other things, can change the way we interact with our environment and the people around us. Autistic individuals can have differences in processing sensory information and may find aspects of the built environment (BE) over-whelming and difficult to navigate. We reviewed the existing literature exploring the BE and autism. This study found that it is possible to make changes to the BE to create more inclusive and friendly environments for everyone, including autistic individuals. Findings from this study provide clear recommendations that can be used by interior designers, architects, builders, and clinical practitioners to make a positive difference. Key recommendations include using simple spatial layouts, compartmentalising and zoning spaces into specific activity sections and providing retreat spaces. The thoughtful placement of windows and blinds and the installation of dimmable lights, for example, will allow users to manage or reduce sensory over-stimulation caused by lights. Similarly, we recommend creating soundproofing and sound absorbent materials to reduce background noise and sound levels. We also recommend using neutral or simple colour palettes and restrained use of patterns. Finally, and most importantly, the BE needs to be flexible and adaptable to meet the unique needs of each person. This study provides a starting point for design guidelines and recommendations towards making a difference to the everyday experiences of the interiors of buildings. En ligne : http://dx.doi.org/10.1177/13623613221102753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Gaming in the intervention and support process: A realist evaluation of a gaming-based programme / Abi LILFORD ; Vy NGUYEN ; Erin WALKER ; Haw Huei WEE ; Olov FALKMER ; Sarah MCGARRY in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1688-1699 Titre : Gaming in the intervention and support process: A realist evaluation of a gaming-based programme Type de document : texte imprimé Auteurs : Abi LILFORD, Auteur ; Vy NGUYEN, Auteur ; Erin WALKER, Auteur ; Haw Huei WEE, Auteur ; Olov FALKMER, Auteur ; Sarah MCGARRY, Auteur Article en page(s) : p.1688-1699 Langues : Anglais (eng) Mots-clés : autism  social connection  strengths-based  video-games Index. décimale : PER Périodiques Résumé : Using games as part of the intervention and support process (sometimes referred to as 'gaming therapy") is an increasingly popular method of supporting autistic youth to develop social competencies and other skills because they are believed to be inherently motivating and fun for youth. Some emerging research has indicated that intervention programmes using games can be beneficial for autistic youth, but little is currently known about why, how and for whom they work. This study conducted a realist evaluation of a programme using the video game "Minecraft" for autistic youth, comprising interviews and observations with autistic youth (n = 4), facilitators (n = 2) and caregivers (n = 6). Findings from interviews and observations suggest that leveraging strengths, sharing power by placing youth in the 'expert role" and learning in a naturalistic and motivating environment provided youth with the opportunities to develop social competencies in communicating their wants and needs and supported the development of social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future intervention and support programmes using video games.Lay abstract Using games as part of the intervention and support process (sometimes called 'gaming therapy") is increasingly used with autistic youth. Gaming is believed to be fun, motivating, and helpful in supporting autistic youth to develop social connections and skills, but very little research has explored this. In this study, we looked at a gaming-based programme that uses Minecraft. We did interviews and observations with youth, facilitators and caregivers of youth to find out why, how and for whom it works. We found that the gaming-based programme could be particularly motivating for youth interested in video games. Facilitators shared the interests of the youth and shared power by placing youth in the 'expert role", while providing youth with opportunities to learn and develop in their own way. Feedback from youth, their caregivers and facilitators suggests that the gaming-based programme might help youth develop social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future gaming-based programmes. En ligne : https://dx.doi.org/10.1177/13623613251320542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Gaming in the intervention and support process: A realist evaluation of a gaming-based programme [texte imprimé] / Abi LILFORD, Auteur ; Vy NGUYEN, Auteur ; Erin WALKER, Auteur ; Haw Huei WEE, Auteur ; Olov FALKMER, Auteur ; Sarah MCGARRY, Auteur . - p.1688-1699. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1688-1699 Mots-clés : autism  social connection  strengths-based  video-games Index. décimale : PER Périodiques Résumé : Using games as part of the intervention and support process (sometimes referred to as 'gaming therapy") is an increasingly popular method of supporting autistic youth to develop social competencies and other skills because they are believed to be inherently motivating and fun for youth. Some emerging research has indicated that intervention programmes using games can be beneficial for autistic youth, but little is currently known about why, how and for whom they work. This study conducted a realist evaluation of a programme using the video game "Minecraft" for autistic youth, comprising interviews and observations with autistic youth (n = 4), facilitators (n = 2) and caregivers (n = 6). Findings from interviews and observations suggest that leveraging strengths, sharing power by placing youth in the 'expert role" and learning in a naturalistic and motivating environment provided youth with the opportunities to develop social competencies in communicating their wants and needs and supported the development of social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future intervention and support programmes using video games.Lay abstract Using games as part of the intervention and support process (sometimes called 'gaming therapy") is increasingly used with autistic youth. Gaming is believed to be fun, motivating, and helpful in supporting autistic youth to develop social connections and skills, but very little research has explored this. In this study, we looked at a gaming-based programme that uses Minecraft. We did interviews and observations with youth, facilitators and caregivers of youth to find out why, how and for whom it works. We found that the gaming-based programme could be particularly motivating for youth interested in video games. Facilitators shared the interests of the youth and shared power by placing youth in the 'expert role", while providing youth with opportunities to learn and develop in their own way. Feedback from youth, their caregivers and facilitators suggests that the gaming-based programme might help youth develop social connections, independence and emotion regulation. The results of this realist evaluation may provide a framework for future gaming-based programmes. En ligne : https://dx.doi.org/10.1177/13623613251320542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents / Jia WHITE in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2804-2817 Titre : ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents Type de document : texte imprimé Auteurs : Jia WHITE, Auteur ; Sarah MCGARRY, Auteur ; P. John WILLIAMS, Auteur ; Melissa H. BLACK, Auteur Article en page(s) : p.2804-2817 Langues : Anglais (eng) Mots-clés : autism  high school students  neurodiversity  strengths-based approach Index. décimale : PER Périodiques Résumé : Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world. En ligne : https://dx.doi.org/10.1177/13623613251348557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] â€˜We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents [texte imprimé] / Jia WHITE, Auteur ; Sarah MCGARRY, Auteur ; P. John WILLIAMS, Auteur ; Melissa H. BLACK, Auteur . - p.2804-2817. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2804-2817 Mots-clés : autism  high school students  neurodiversity  strengths-based approach Index. décimale : PER Périodiques Résumé : Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world. En ligne : https://dx.doi.org/10.1177/13623613251348557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

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