Powerful Steps for Adapting an Autism Environment

An autism expert looks at the process of assessing and creating the right environment for children on the autism spectrum.

How important is a good night’s sleep for each and every one of us? How important is it to our physical well-being to eat nutritionally? How important is it to you to feel safe, secure, and cared about?

Well, creating the right environment for those on the autism spectrum to engage in, learn in, and settle in, is key and a must for their success and happiness. When they feel safe, secure, calm, and engaged in the environment they are expected to access, learn in, or live in, they move forward. They find peace; they can be successful.

Recently, I was asked to provide feedback to an organization that wants to provide a meaningful, positive, enriching, safe, and interest-based program for adults on the autism spectrum. What is so wonderful about them is that they want to make sure the environment will be the right space for those who will access their program.

So, what might the process for assessing and creating the right environment look like?

First, know who you will serve

What are the profiles of the students, clients, or residents you will support? What are their interests?

What are their strengths? What are their capabilities? What are their sensory regulation needs?

How do they transition from activity to activity? How do they problem-solve? What are their comprehension levels?

Do they have medical challenges? If on medication, how does that affect them?

Second, take a stroll through your site

Listen to sounds in each area. Listen for the sounds of machines, chairs, and tables screeching on cement or tiled floors, lights, people talking, phones ringing, electronics, air conditioners, fans, and perhaps, outside vehicles and trains.

Look for clutter. Clutter is distracting and confusing. Clutter can be on top of tables, shelves, on top of cabinets, boxes lined up, and unnecessary things on walls, doors, and windows.

Look at the brightness in each space. Are your lights flickering? Is there enough overhead light for a particular activity to occur in that space? What light comes through the windows?

Do areas need some indoor/outdoor carpeting to absorb sounds? Does the space need some visual barriers to block out overwhelming visual distractions and to absorb sounds?

Third, ask yourself if the space is well organized and identifiable

Are specific rooms labeled (office, computer room, kitchen, bathrooms, art room, break room, yoga, laundry, music room, support staff rooms) with names or pictures on them? When you walk into a specific room, is it organized and clean?

Are kitchen cabinets labeled, making items easier to find or put away? Are personal storage spaces labeled (locker for their personal items)?

Fourth, what about smells?

People on the spectrum can be sensitive to smells (paints, room air-fresheners, perfumes, cooking smells, laundry detergent smells, snack and lunch time smells). Try to use unscented products.

Provide separate eating spaces or the choice to eat outdoors for some. Ask staff to refrain from using highly scented perfumes when they come to support. Check in with your clients on the smell of things.

Fifth, think about the transitions your clients/students will need to make throughout the day

They have woken up early, gotten ready for school, work, volunteering, or to attend their activity center. They’ve had to manage transportation challenges. It is helpful for them to have an organized, calm space to walk into.

It is helpful for them to be provided an opportunity to use the bathroom, get a drink of water, maybe learn to meditate, review their schedule for the day, and do some type of organizing activity before their first item on their schedule is mandated.

Sixth, other tips to consider

People on the spectrum like structure, consistency, warnings, and preparation before change occurs. Use priming to prepare them for changes. Provide visual supports to enhance understanding. Give them time to process directions and to make those changes.

Try to avoid using metal furniture. Sound bounces off. Wood is better. Carpets absorb, and screens absorb. Allow students or clients to wear hats and sunglasses to suppress sounds and lights. Soft, calming music can also be helpful.

Summing-up

My advice is to just take a stroll… Listen, see, smell, and feel how the space—you wish to transform into the right learning space for others—feels. It should be safe, secure, calm and inviting for those it is accomodating.