جستجوی مقالات مرتبط با کلیدواژه « اوتیسم » در نشریات گروه « هنر و معماری »

Due to the rise in the number of autistic children and their different sensory and cognitive performances in comparison to normal people, this research aims to develop the criteria of suitable therapeutic landscapes for autistic children based on biophilic landscape patterns. It also attempts to examine the effect of such patterns. Framed by theories of biophilic design theorists, this study employed a mixed-methods design to investigate if biophilic landscape patterns can influence children’s senses on two spectrums of suffering namely one and three, in three functional zones outdoors. For this purpose, adaptive patterns were piloted using the experimental research method, and the effects of the patterns were evaluated by examining the senses, concentration, performance, and speech of the subjects. Some biophilic design patterns, such as visual connection with nature, presence of water, and risk/peril, could effectively improve the visual, olfactory, tactile, and vestibular senses of children of two spectrums, and such effects on the senses improved the concentrations, children’s speech and mood. However, some patterns, such as ambiguity and mystery, the light and shadow game, and changes in levels, did not have positive impacts on children. The design of the pattern needs to keep the therapeutic zone away from the sensory interference of other zones. Otherwise, children’s sensory perception will be disturbed, and the treatment will not be effective. The results of the research indicate that due to the different effectiveness of sensory stimuli on children with autism, it is not possible to generalize the patterns to normal people and use biophilic landscape patterns for therapeutic purposes with autistic children. Rather, before employing the strategies, they need to be tested first, and then the models of the therapeutic landscape suitable for affected children need to be developed. The suitable space, the environment, and the landscape for autistic children are different from the ones that can be used for non-autistic children, and autistic children need their own appropriate space.

Autism Spectrum disorder is a disturbance in the development of the nervous system, which, with a defect in thinking, feeling and excitement, creates a range of behavioral problems for these individuals. Patients with autism are sensitive to the surrounding environment due to inadequate sensory processing. Studies have shown that the architecture and design of educational schools can have positive effects in improving their behavioral problems; therefore, recognizing the architectural components affecting behavioral problems of these children seems to be important for architects. The purpose of this research is to identify and prioritize the criteria and sub-criteria of architecture affecting the behavioral problems of Autistic children. In order to achieve this goal, in the first step, we will examine the background, views, and criteria presented in previous studies. Then, using the Delphi method, the most important criteria for designing are used to identify and screen the design.The research method used in this article is a descriptive-analytical method. The decision group in this study included 20 architectures and educators with sufficient experience about the educational environment of Autistic children. In this research, the Fuzzy Delphi technique was used to identify and screen the most important architectural criteria, which two criteria of "environmental physical factors" and "space organization" were identified among the factors derived from the research background. Then, for demarcation of the criteria and cause and effect, and their ranking, the Fuzzy DEMATEL technique was used. As a result "Light", "Texture and Materials" and "Aacoustic" factors were ranked from first to third; Matlab and Excel software were also used to analyze the findings.

Cities in today’s world have failed to meet the needs of certain groups despite the progress and development in their various dimensions. One of these groups is children, especially those who have autism spectrum disorder. Cities should be planned and designed in such a way as to allow the presence of this group of people. This paper examines examples of gamification in urban environments from many places throughout the world. Also, it summarizes the relationship between autism, gamification, and urban spaces by examining several examples of autism and offers suggestions for gamifying urban spaces for autistic children. This qualitative research employed the descriptive-analytical method to investigate the desirability of using the urban gamification approach for autistic children’s comfort and relaxation.  For this purpose, the data were collected from samples applied and previously implemented cases on this issue. The results are offered as suggestions for the gamification of urban places that are appropriate for autistic children so that the process of playing in the city can be implemented for autistic children while taking psychological, mental, and physical issues into account.

The significant outbreak of autism as a profound developmental disorder in children can be considered the result of modern machine life. It is a disorder that has not fully responded to the medication. Therefore, the use of natural healing supports and the forces of nature is recognized as one of the complementary solutions. The current study aimed to achieve the landscape design criteria that support the treatment of autistic children to identify "landscape design criteria that meet the needs of autistic children" to provide solutions to use these spatial quality criteria. The significance of this study was to take steps to achieve the applicable details in the spaces supporting the treatment of autistic patients so that its results can be utilized as design guidelines. The current research was applied-theoretical with qualitative and quantitative approach and case study. The data collection tools were library studies on the related research to achieve a strong theoretical framework, behavioral observation, and interview using the Delphi technique with the participating experts. The target population included 30 psychologists and experts in the area of autistic children in Tehran selected purposeful and non-randomly based on the saturation method. The collected data were analyzed using NVivo software, and a triangulation method was used to improve the validity of the findings. According to the research results and findings, the landscape components supporting the treatment of children with autism were identified. Then, these results led to presenting special recommendations for designing or spatial guidance. The measures and guidelines based on the specific details will have a positive effect on the treatment process of the user children.

Autism spectrum disorder is a pervasive abnormality in nervous system accompanied by defections in thinking, emotion and feeling, speaking and the ability of communication with others hence leading to the reduction in the interaction level of individuals with autism. In order to create an integrated process for enhancing the social interactions in children with autism, the therapeutic interventions should be conducted by the assistance of proper architectural designing and through considering the role of environmental variables in satisfying the needs of children with autism. Thus, the recognition of the architectural indicators influencing the enhancement of social interactions in the children with autism and evaluation and prioritization of them in architectural designing of these centers seem important. The present article aimed at recognizing and offering an analytical model consisted of environmental indices influencing the enhancement of social interactions in children with autism for prioritizing these indices in designing of educational environments. a descriptive-analytical method was used in this study and the data has been collected in two stages: in the first stage, the study background and theoretical foundations have been compiled using library and documentary research following which the main scales and subscales were identified; then, using the scales found in the first stage, a four-level analytical model was offered comprised of the environmental indices influencing the increase in the social interaction in the children with autism. Afterwards, a questionnaire was prepared using Expert Choice program and it was administered to 15 specialists, including psychologists, occupational therapists and instructors of children with autism. Then, the obtained scales and subscales were rated using analytic hierarchy process and pairwise comparisons. In the end, the autism schools of Qazvin, Zanjan, and Tabriz were selected on which the criteria were evaluated. Finally, the study results indicated that “spatial organization” and “natural elements”, with weights equal to 0.42 and 0.32, respectively, had the highest effect inter alia the studied principles and scales on the enhancement on the social interaction level of children with autism in educational environments.