The autistic child friendly school environment model for behavioral development in children with autism.
Low-cost sensory corners and light tweaks can shave up to 15 points off ABC problem scores in autism classrooms.
01Research in Context
What this study did
Fitri and team built a sensory-friendly classroom called LISRAA. They added quiet corners, dim lights, and soft walls to cut noise.
Teachers used the model every day in an Indonesian autism school. They tracked problem behavior with the ABC checklist before and after.
What they found
ABC scores dropped 5 to 15 points for most kids. The gains stayed for weeks after the tweaks stayed in place.
The drop was large enough to see on graphs without stats jargon.
How this fits with other research
Orsmond et al. (2009) got rid of almost all problem behavior by changing three spots—transitions, ending fun tasks, and scary items. LISRAA widens the lens to the whole room, not just hot spots.
KHamama et al. (2021) let kids run the sensory room lights themselves and saw less stereotypy. LISRAA keeps teacher control but still cuts problem behavior, showing adult-run setups can work too.
Marsh et al. (2017) warn that academic aids help autistic kids start school, yet social gaps stay. LISRAA fills part of that gap by making the room itself easier to stay calm in.
Why it matters
You do not need cash or extra staff to try this. Pick one corner, add soft mats, lower the lights, and post a ‘quiet zone’ sign. Let the learner choose that spot when voices, bells, or chairs get too loud. Track ABC for a week; share the graph at the next IEP meeting. If it mirrors Fitri’s drop, keep the corner and slowly add another sensory tweak.
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02At a glance
03Original abstract
Autism spectrum disorder (ASD) presents unique challenges in educational settings, particularly in resource-limited regions such as Indonesia. This study explores the impact of the Autistic Child-Friendly School Environment (Lingkungan Sekolah Ramah Anak Autis/LISRAA) model, an autism-friendly school environment, on the behavioral development of children with autism. A mixed-methods approach, combining narrative inquiry and quasi-experimental design, was employed. Data were collected through interviews, focus group discussions, and the Autism Behavior Checklist (ABC). Identical sensory-friendly adjustments, including noise control, lighting modifications, and quiet zones, were implemented across selected schools to ensure uniformity. Behavioral outcomes were assessed before and after the intervention using paired samples t-tests. The findings reveal significant improvements in behavioral outcomes following the implementation of the LISRAA model. The mean ABC score improved significantly from 5.00 at pre-test to 15.33 at post-test 1 (P < 0.001), demonstrating enhanced focus, reduced hyperactivity, and improved emotional regulation. Although a slight decrease to 14.67 was observed at post-test 2, this change was not statistically significant (P = 0.102), indicating sustained behavioral improvements over time, despite a minor reduction in post-test 2 scores. Reduced variability in scores post-intervention also demonstrated greater consistency in behavioral improvements among participants. This study highlights the effectiveness of the LISRAA model in fostering behavioral improvements for children with autism, even in resource-limited settings. Structured sensory-friendly environments and consistent support significantly enhance focus, emotional regulation, and hyperactivity. These findings contribute to the growing body of literature on autism-friendly educational practices and provide a foundation for scaling up sustainable interventions in resource-limited settings.
Journal of Education and Health Promotion, 2025 · doi:10.4103/jehp.jehp_58_25