Environmental Checklist For Autism Spectrum Conditions (Part 2)
This is the Checklist which is described in Using an Environmental Check for People with Autism Spectrum Conditions(Part 1).
The categories for this checklist are divided into 4 areas-
1.Sensory
Touch/tactile
Sight/visual
Smell/olfactory
Hearing/auditory
Taste/gustatory
Balance/vestibular
Body awareness/proprioception
2.Communication Systems
3.Escape
4.Other
Each area has a number of questions that will have a response yes or no
Decide to whether you believe the environment you are assessing fully addresses the issue raised.
Totalled up yes’ will give an overall friendly rating. It will be the analysis of each category however rather than the deficits of the environment which maybe of most benefit.
After each question there is a section named solutions. This is to be completed to indicate how you aim to change the current environment to address that particular question.
Solutions will always be specific to each area and individual therefore it is difficult to give generic solutions. Please refer to other sources
Sensory-Touch/tactile questions
1 Are there sensory materials available for individuals to touch
in the environment? e.g. sand, water play
Decide whether you have a variety of materials and enough needed for
each individual who seeks sensory stimulation
2 Are there opportunities for soft play/rough and tumble for individuals to access?
Consider how often and whether the opportunities are appropriate
3 Is there massage available to Individuals, if needed
Consider how often, by whom
4 Is there a body map on the wall where individuals can indicate
places they like/dislike to be touched?
Consider if no body map how you would determine where someone
likes/dislikes to be touched.
5 Are there small spaces where individuals can squeeze into, if they wish.
Consider if you could position furniture to facilitate this.
6 Are there indicators to point out where hot surfaces are?
Consider safety and how to manage this.
Solutions
Sight / Visual questions
1 Are the colours in the environment low arousal such as cream and pastel shades
and not red or vibrant.
Consider whether all rooms /spaces need
need a change of paint or wallpaper
2 Is the environment cluttered with furniture?
“ It has been suggested that people
with ASD find it helpful if furniture is
kept to the sides of a room and the
central space is kept clear”
(Nguyen, 2006)
3 Does the environment have many patterns, shapes and surfaces that may be sensitive to the eye.
Consider curtains, blinds and pictures etc.
Consider whether staff clothing or jewellery could be a problem.
4 Does the environment have fluorescent or harsh lighting, rather than dimmable or subtle lighting.
5 Have you considered sunlight from windows or skylights and where the light is at different times of the day?
Solutions
Smell / Olfactory questions
1 Have you considered the toxicity of paint or wallpaper paste used to decorate the environment
2 Have you considered the smells of cleaning materials used?
E.g. polish, air fresheners
3 Have you considered the smells of individuals (including pets) using
the environment? (e.g. deodorants, perfume and aftershave)
4 Do smells drift around the building from room to room and how might you isolate these?
Solutions
Hearing / Auditory questions
1 Have you considered the general noise level in the environment?
2 Have you considered hypersensitive hearing and looked at specific noises that may irritate such as clocks ticking, humming from lights, road noises or building/gardening work in the distance?
3 Is there noise from flooring and can this be deadened?
4 Have you considered noise levels at different times of the day?
5 Have you any specific quiet areas?
6 Have you considered the pitch of noise as well as the level?
Solutions
Taste / Gustatory questions
1 Do you have a wide range of foods available of
different textures and temperature?
2 Are there options to intensify the flavour of foods by adding seasoning or spices
3 Is there clear guidance on what to do when someone is mouthing or eating inedible food?
Solutions
Balance / Vestibular questions
1 Is the environment geared for people who seek movement?
(e.g. lots of space, soft play, swings, trampoline)
2 Are there opportunities to move indoors and out?
3 Is the environment geared for people who are oversensitive to movement?
e.g. support equipment when moving to help with balance.
4 Are routines flexible to those who struggle with movement disorders?
For example enough time given for movement in the day
Solutions
Body Awareness / Proprioception questions
1 Is the environment free of unnecessary obstructions?
2 Have rooms been made easier to navigate?
e.g. using colours to distinguish floors, walls and furniture, as well as
from room to room
3 To what extent have you considered those who have fine motor
difficulties? ( e.g. locks, cutlery, door handles)
Solutions
Communication questions
1 Does the environment have clear signs to indicate the use of
each room?
2 Are there directional signs to each area?
3 To what extent are communication systems supported by use of symbols, pictures, photos or objects?
4 Are rooms given one purpose only?
5 Are there photographs used to aid recognition of people
(Staff/unfamiliar) if needed?
Solutions
Escape questions
1 Is there a system to know when a person with autism needs to escape from an environment?
2 Is there a space/ room to escape to?
3 Is this room /space used solely for this purpose?
4 To what extent is this room / space low stimuli and safe?
5 Is there an alternative to the escape room / space
(e.g. the garden)
Solutions
Other questions
1 To what extent are you fully aware of each individuals sensory
difficulties?(see the sensory profile devised by Bogdashina, 2003)
2 Are you able to make changes to the sensory environment?
(e.g. are there practical or financial restraints.)
3 To what extent is the environment safe for people on the autism spectrum?
Solutions
Maximum score is 44 x yes
Your Score………………..
Date to review and repeat the checklist……………………..
References / further reading
Attwood.T (1998) – Asperger Syndrome: a guide for parents and professionals. London. Jessica Kingsley publishers.
Bogdashina. O- (2003) -Sensory Perceptual Issues in Autism: Different Sensory Experiences – Different Perceptual Worlds, London. Jessica Kingsley Publishers.
Clements, J. and Zarkowska, E. (2000) Behavioural concerns and autistic spectrum disorders: explanations and strategies for change. London Jessica Kingsley Publishers
Gillberg .C (2002) – A guide to Asperger syndrome. Cambridge. Cambridge University Press.
Godwin Emmons, P. and McKendry Anderson, L. (2005) Understanding sensory dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder. London. Jessica Kingsley Publishers.
Howlin.P (1998) – Children with Autism and Asperger syndrome: A guide for practitioners and carers. Chichester. Wiley
Jordan .R (2001) –Autism with Severe Learning Difficulties: A guide for parents and professionals. London. David Fulton
Humphreys, S (2005) ‘Autism & architecture’
www.autismlondon.org.uk/pdf-files/bulletin _feb-mar_2005 accessed 16 March 2006
Morgan.H (1996) –Adults with Autism; A guide to theory and practice. Cambridge, Cambridge University Press
Morton-Cooper (2004)-Health Care and the Autism Spectrum –A Guide for Health Professionals, Parents and Carers, London, Jessica Kingsley Publishers.
National Autistic Society (2006 a)-Information sheet: What is autism? London. National Autistic Society.
National Autistic Society (2006 b) – Information sheet: What is Asperger syndrome? London. National Autistic Society.
Nguyen.A (2006), Creating an autism-friendly environment, London. The National Autistic Society.
Plimley.L (2004) Analysis of a student task to create an autism-friendly living environment. BILD.Good Autism Practice Journal 5.2 Pp35-41
Schopler.E (1995) –Parent Survival Manual; A guide to crisis resolution in Autism and related Developmental disorders. New York and London, Plenum Press
Whitaker.P (2001) –Challenging Behaviour and Autism-Making sense, making progress; A guide to preventing and managing challenging behaviour for parents and teachers. London. National Autistic Society.
Whitehurst .T (2006)-The impact of building design on children with autistic spectrum disorders. BILD Good Autism Practice Journal 7.1 pp31-9
Wing.L (1996)-The Autistic Spectrum; a guide for parents and professionals. London. Constable and Robinson.
Categories: Jessica Simpson Photos Tags: Autism, Checklist, Conditions, Environmental, Part, Spectrum