Nov 09
10
Adult Aspergers Autism
Checklist of environmental conditions for Autism Spectrum (Part 2)
This is the checklist that is described using Check the environment people with autism spectrum conditions (Part 1).
The categories of this list are divided into four areas-
1.Sensory
- Touch / Touch
- Sight / Visual
- Odour / smell
- Hearing / auditory
- Taste / Taste
- Balance / vestibular
- Body awareness / proprioception
Systems 2.Communication
3.Escape
4.Other
Each area has a number of questions will be answered yes or no
Decide if you believe that the environment you evaluate fully addresses the issues raised.
Totalled up yes "give an overall score friendly. It will be the analysis of each category, however, rather than deficits of the environment that may be most beneficial.
After each question there is a section known solutions. This must be completed to indicate how you intend to modify the current environment to address this particular issue.
Solutions are always specific to each region and it is therefore difficult to give generic solutions. Please refer other sources
Questions Sensory-Touch/tactile
Is there one of sensorial materials available for people to touch
in the environment? such as sand, water play
Decide if you have a variety of materials and quite necessary for
each person who seeks sensory stimulation
2 Is it possible to play soft / disordered individuals to access?
Consider how often and where the opportunities are appropriate
3 Does massage available to individuals, if necessary
Consider how often, by whom
4 Is there a body map on the wall where people can indicate
places they like / dislike being affected?
Consider, if no card body to determine how you or someone
likes and dislikes being touched.
5 Are there any spaces where people can sneak in, if they wish.
Consider if you could position furniture to facilitate process.
6 Are there any indicators to show which areas are hot?
Account security and how to handle this.
Solutions
View / Visual questions
The colors in an environment such as low arousal cream and pastel
and not red or dynamics.
Consider if all the rooms and spaces need
need a change of paint or wallpaper
2 The environment cluttered with furniture?
"It has been suggested that people
ASD find it useful if the furniture are
maintained on the sides of a room and
central space is open "
(Nguyen, 2006)
3 Does the environment have many styles, shapes and surfaces that may be sensitive to eye.
Consider curtains, blinds and photos etc.
Consider whether clothing or jewelry staff could be a problem.
4 Does the environment have a fluorescent light or hard, rather than drive or subtle lighting.
5 Have you considered solar from windows or skylights and where the light is at different times of the day?
Solutions
olfactory odor issues /
1 Have you considered the toxicity of the paint or wallpaper paste used to decorate the environment
2 Have you considered odors of cleaning products used?
For example, Polish fresheners, air
3 Have you considered the odors of individuals (including including animals) using
environment? (For example, deodorants, perfumes and aftershave)
4 Do not feel the drift around the building from room to room and how could you isolate these?
Solutions
Hearing / ear issues
1 Have you looked at the noise level in the general environment?
2 Have you considered a hypersensitive hearing and looked at specific noises that can irritate as clocks ticking, humming lights, road noise or a building / gardening work in the background?
3 Does the noise floor and can it be broken?
4 Have you considered the noise levels at different times of the day?
5 Do you have specific areas alone?
6 Have you thought about the height and the noise level?
Solutions
Taste / Questions of taste
1 Do you have a wide range of foods available
different textures and temperature?
2 Is there any options to enhance the flavor by adding spices or spice
3 Are there clear guidelines on what to do when person is mouthing or eating inedible food?
Solutions
Balance / vestibular issues
Is this an environmental for people who want movement?
(For example, play a lot of space, sweet, swings, trampoline)
2 Is it can move inside and outside?
3 Is the environment is for people who are hypersensitive movement?
for example when moving equipment to help support the balance.
Four routines are flexible enough for those struggling with movement disorders?
For example, given enough time to move in the day
Solutions
Body Awareness / Issues proprioception
An environment free of unnecessary barriers?
Have two rooms was made easier to navigate?
for example by using colors to distinguish the floors, walls and furniture, as well as
Room to Room
3 In How far have you thought of those who have fine motor
difficulties? (Covered eg locks, door handles)
Solutions
Communication issues
1 Does the environment have clear signs indicating the use of
each room?
2 Are there any signs to each area?
3 To what extent communication systems supported by the use of symbols, images, photos or objects?
4 rooms are given a single goal?
5 Is it the images used to facilitate the identification of people
(Staff / unknown) in case of need?
Solutions
Escape Questions
Is there a system to know when a autistic person needs to escape an environment?
2 Is there a space / room to flee?
3 Is this room / space used only to this end?
4 To what extent this part is the space of stimuli / down and safely?
5 Is there an alternative to Escape the Room / space
(For example the garden)
Solutions
Other issues
1 To what extent are you fully aware each individual sensory
difficulties? (See profile designed by sensory Bogdashina, 2003)
2 Are you able to make changes to the sensory environment?
(For example, are there practical or financial restrictions.)
3 To what extent the security environment for people on the autism spectrum?
Solutions
maximum score is 44 x yes
Your Score … … … … … … ..
Date to review and repeat the checklist … … … … … … … … ..
References / More
Attwood.T (1998) – Asperger syndrome: a guide for parents and professionals. London. Jessica Kingsley Publishers.
Bogdashina . -O (2003), problems of sensory perception in autism: different sensory experiences – Different Worlds collection in London. Jessica Kingsley Publishers.
Clements, J. and Zarkowska, E. (2000) concerns the behavior and autism spectrum disorders: explanations and strategies for change. Jessica Kingsley Publishers London
Gillberg. C (2002) – A guide to Asperger syndrome. Cambridge. Cambridge University Press.
Godwin Emmons, P. Anderson and McKendry, 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 the syndrome Asperger's: A guide for practitioners and carers. Chichester. Wiley
Jordan. R (2001), with autism Severe learning difficulties: A guide for parents and professionals. London. David Fulton
Humphreys, S (2005) 'Autism and architecture "
href = "> Www.autismlondon.org.uk" http://www.autismlondon.org.uk/pdf-files/bulletin / pdf-files / Bulletin _feb-mar_2005 accessed March 16, 2006
Morgan.H (1996), adults with autism, a guide to the theory and practice. Cambridge, Cambridge University Press
Morton-Cooper (2004), care health and the spectrum of autism-A guide for health professionals, parents and caregivers, London, Jessica Kingsley Publishers.
National Autistic Society (2006 sheet)-Information: What is autism? London. National Autistic Society.
National Autistic Society (2006b) – Backgrounder: What is Asperger syndrome? London. National Autistic Society.
Nguyen.A (2006), creating a favorable environment for autism in London. The National Autistic Society.
Plimley.L (2004) Analysis of a task students to create a favorable environment to autism. Journal of Autism Practice BILD.Good 5.2 PP35-41
Schopler.E (1995) Parent Survival Manual, A Guide for crisis resolution in autism and developmental disorders. New York and London, Plenum Press
Whitaker.P (2001), Challenging Behaviour and Autism meaning-making, make progress; A Guide to Preventing and managing challenging behaviors for parents and teachers. London. National Autistic Society.
Whitehurst. T (2006)-The impact of building design on children with autism 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.
About the Author
Stephen Simpson is an Autism specialist in the UK.
Asperger Syndrome as an adult.
