Noise and autism spectrum disorder in children: An exploratory survey.
Teachers say thick walls and carpet are the best classroom tools against noise for students with ASD.
01Research in Context
What this study did
The team asked teachers in autism-focused schools about classroom noise. They used a short survey. Teachers picked which building features help most.
What they found
Thick walls and carpet topped the list. Every teacher said these two items matter for kids with ASD. No other fix scored as high.
How this fits with other research
Farley et al. (2022) asked parents the same question for home and the mall. Parents also rank noise as a daily barrier. Their top fixes are warn, break, or leave.
Rossow et al. (2021) link noise hyper-reactivity to anxiety in preschoolers with few words. That lab data backs the teacher view: noise is not just annoying; it can hurt.
Vilidaite et al. (2017) looked at internal noise in typical adults. They found more autistic traits equal noisier brains. Together the papers show the problem is both outside and inside the child.
Why it matters
You can’t rebuild walls on Monday, but you can add carpet squares, rugs, or felt panels today. Pick the quiet corner for work. Cover chair legs with tennis balls. Small soft surfaces cut echo fast and cheap.
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Lay a rug or stick felt pads under table legs to drop echo in your next session.
02At a glance
03Original abstract
BACKGROUND: With more students being educated in schools for Autism Spectrum Disorder (ASD) than ever before, architects and interior designers need to consider the environmental features that may be modified to enhance the academic and social success of autistic students in school. AIM: This study explored existing empirical research on the impact of noise on children with ASD and provides recommendations regarding design features that can contribute to noise reduction. METHODS AND PROCEDURES: A survey, which addressed the impact of architectural design elements on autism-related behavior, was developed for teachers of children with ASD and distributed to three schools. OUTCOMES AND RESULTS: Most teachers found noise control to be an important issue for students with autism and many observed children using ear defenders. In terms of managing issues related to noise, most teachers agreed that thick or soundproof walls and carpet in the classroom were the most important issues for children with ASD. CONCLUSIONS: Suggested future research should address architectural considerations for building an acoustically friendly environment for children with autism, identifying patterns of problematic behaviors in response to acoustical features of the built environment of the classroom setting, and ways to manage maladaptive behaviors in acoustically unfriendly environments.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.02.004