architecture of autism

Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Architecture at:

The Savannah College of Art & Design

© June 2012, Maria Alicia Valdes

PROFESSOR of ARCHITECTURE _ COMMITTEE CHAIR

Dr. Hsu-Jen Huang 2012

PROFESSOR of ARCHITECTURE _ COMMITTEE MEMBER 1

Dr. Andrew Payne

BEHAVIOR CONSULTANT + OUTREACH COORDINATOR _ COMMITTEE MEMBER 2

Maranda Porter, MS/P

2012

2012DATE

DATE

DATE

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Author 2012DATE

The author hereby grants SCAD permission to reproduce and to distribute publicly paper and electronic thesis copies of document in whole or in part in any medium now known or hereafter created.

Maria A. Valdes

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RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMICMARIA VALDES . M.ARCH THESIS SUMBISSION for the SAVANNAH COLLEGE of ART + DESIGN . 2012

“Dans les champs de l’observation le hasard ne favorise que les esprits préparés.”

Louis Pasteur 1854

of

Maria A. Valdes

All images and text [unless otherwise noted] copywrite © Maria A. Valdes, and may not be reproduced or used in any manner without the artist’s permission.

Dr. Hsu-Jen HuangDr. Andrew Philip PayneMaranda Porter

A Master of Architecture thesis proposal is a statement of an arguable position that is put forward as a premise or contention, to be addressed by the proposed design inquiry. Such architectural thesis design is to be of a significance intended for the advancement of the field of architecture. The thesis proposal will include a specific architectural design objective, with its conceptual basis, and intended supportive research. The analysis and refinement of concepts for the thesis is communicated by written and graphic skills and demonstrated through application in development of the design.

In that the Master of Architecture thesis is a transition to professional careers, the two-quarterthesis studios focus on development of the

candidate’s ability to define an architectural problem and develop an architectural solution. The parameters of the thesis proposal should be appropriate in size, complexity, and scope of the project commensurate with design skills for graduate students. The proposed project is seen as an appropriate vehicle for the thesis exploration; a means by which students can verify, support and confirm the arguable position. Approval of proposals for alternatives to the arguable position application is at the discretion of the thesis committee chair.

Overview of Thesis Review GuidelinesSchedule

Requirements for the reviews:

Architectural principles and

proposed goals.Justification.

Context analysis and

regional descriptions.Site analysis.

The written component of the architectural design thesis provides documentation of the candidate’s topic, research and analysis, and experiments pertaining to the arguable position in the development of architectural design objectives and strategies. The written component is to be

substantiated in a wide spectrum of primary research sources. It is to be completed at the pace as directed by the Committee Chair. Conclusions for each part of the written component are recommended to summarize the significance of the subject matter to the overall topic.

Planning the Thesis

Throughout this document the term “thesis” is used to describe both the final year of the Master of Architecture degree program as well as an investigative / research approach to the final project.

Program.Quantitative program development. Schematice site and building design.

Spring Quarter 2012

Winter Quarter 2012

Requirements for the reviews:

Design Development.

Design Defense.Final Defense.

Design Documentation.

Review dates:

February 3, 2012March 9. 2012April 27, 2012May 18, 2012

Foreword

As foreword to this thesis, I again recall my initial investigative process and inspiration. I believe architecture has serverely excluded its responsibility to the developmentally disabled populous, and should begin to reclaim its duty as a positive means of environmental treatment. When I remember my parents’ struggle of merely finding proper facitlies and resources for Daniel, I could not help but think of architecture as the problem and the solution.

In 1995, with the nearest thearpy center for children with ASD in the neighboring county of Palm Beach (a 50 mile drive each way), it became apparent quite quickly that in order for Daniel to recieve proper services, something would need to change. The following year, my brother joined three other children (the only diagnosed cases of autism in Martin County at the time) in the first ASD program for the Martin County public school system. Nearly twenty years later, the school district now recognizes 306 students K-12 who fall within the autistic spectrum. With a 7550% increase in 17 years, very little has changed in reference to proper facilities for autism treatment and research in the county. The major centers for advanced treatment techniques still reside at larger universities outside of feasible daily travel, and the school system has become flooded with a myriad of children whose needs for specialized attention are hardly met. Additional services such as one-on-one speech pathology, occupational therapy and physical training are either incohesive to the teaching environment by separation of distance or price of the service desired.

It is with this need in mind, I propose a research and treatment center for children with ASD in Martin County, FL. Similarly, I also plan to challenge the current state of architecture facilitating an autistic individual. Autism’s unique and complex states of manifestion require a specific architectural proposition, if not an entirely new archetype. For this to take place, we

must ulitmately disect the meaning of architecture and its compositional elements in order to configure an answer for this growing need. I believe architecture, when designed holistically, can not only evoke emotion and inspiration, but cause one to behave in ways never thought possible. Architecture speaks silently and assuredly to every person it comes into contact with. For those with autism, who cannot express these thoughts coherently, it is now the responsiblity of the designer to translate the message.

It is for this reason I have chosen to pursue my thesis to its complete potential. I can only hope that future initiatives of a similar thought will not be far behind. And hopefully in the next twenty years, we shall see a world where individuals with autism are given ample opportunity to receive the services they need without compromise.

B . F . A . in Architecture from the Savannah College of Art & Design 2011

M . Arch Candidate 2012

Maria A. Valdes

This book is a product of the Master of Architecture candidate submission for the Savannah College of Art & Design (SCAD). Per final review, this book will act as a catalog of the student’s process and progress throughout the thesis and should provide ample documentation for cohesive thought. From intial investigations to refined architecture, this thesis book will propose to support the argument for a more responsive architecture based upon the autistic child. It is my hope that any reader of this thesis will build upon the knowledge and experiences shared between the architecture and autism awareness communities, and utilize them

in a most beneficial way. As a case study for all future intitives, this project aims to produce an architecture which can be examined, customized and changed based upon the specific situational needs of an individual with autism.

Whether a parent, trained medical professional, or therapist specialized in related areas of research, I do hope that this information will be useful for all who are affected by autism. I believe it is our duty to design for those who cannot otherwise do so themselves. Thank you for taking the time to consider my thesis.

Background

InspirationIn the early 1990s, I found outwhat autism was. At three yearsold, my younger brother Danielwas clinically diagnosed with the disorder. I watched my parents scramble to find early interventiontreatment, medical attention andeducational programs only todiscover that resources were beyond scarce. Faced with a multi-year waitlist for the Lovaas Program at UCLA and a school district whohad never before acknowledged theneed for a specified ASD program,they did the only thing they couldfor their son - they found a way. It ismy family’s struggle that has beenmy inspiration.

I don’t fancy myself an expert in the realm of autism, not in the slightest. And my knowledge of the disorder didn’t find me through reading assignments or research papers. Instead, I lived it.From personal experiences that have shaped my character and passion, I chose to pursue the ideal of architecture as a means to facilitate the treatment of autism for the specific purpose of supplementing an infinite need for proper spatial considerations. The disorder of autism has grown unproportionately within the general limitations

of society. Therefore, architecture has been only reactionary to the problem thus far. It is my desire to change this current method of design and propose a proactive, user-based architecture meant to enhance treatment quality and experience.

Purpose of this Book

For more about the inspriation behind this thesis, please read my foreword and acknowledgements for further detail.

Finalization of design intiatives and thoughts / Completion of building through construction documentation

Table of Contents

ABSTRACT

INTRODUCTION and HYPOTHESIS OVERVIEW

CURRENT AUTISM PREVALENCE and SUPPORTING DATA

ABA MODEL and LOVAAS PROGRAM INTRODUCTION

THE TACTILE ENVIRONMENT of AUTISM

SITE ANALYSIS and CONTEXTUAL RESEARCH

CONCEPTUAL DESIGN and PROGAMMATIC DATA

SCHEMATIC DESIGN

DESIGN DEVELOPMENT

FINAL DOCUMENTATION and THOUGHTS

CONCLUSION

ACKNOWLEDGEMENTS

WORKS CITED

Summary of thesis proposal, agrument and significance for further investigation

Statistical data and studies demonstrating the rate of increase for children diagnosed with autism

Analysis of the ABA Model of teaching and what makes it so effective

Understanding the argument for a new archetype designed specifically for the autistic child

Analysis of the site chosen for the research and treatment center

Ideas governing initial design desicions and identifying programmatic needs

Continual design process of refining conceptual ideas / Development of a cohesive architecture

Final presentation documents

LIST OF FIGURES

List of Figures

Images

Image 1 : Chapter One Title . www.nextnature.net

Image 2 : Current Lovaas Treatment Facilities . by author

Image 3 : Chapter Two Title . www.popularmechanics.com

Image 4 : Autism Increase Rate Graph . by author

Image 5 : Current Diagnosis Rate . by author

Image 6 : Chapter Three Title . www.amazingdata.com

Image 7 : Chapter Four Title . www.flickr.com

Image 8 : Tactile Defensiveness . www.flickr.com

Image 9 : Violent Defense . www.flickr.com

Image 10 : Chapter Five Title . www.flickr.com

Image 11 : Anastasia Formation . www.sofia.usgs.gov

Image 12 : Wind Rose Diagrams_Average . by author

Image 13 : Wind Rose Diagrams_Gusts . by author

Image 14 : Chapter Six Title . www.flickr.com

Image 15 : Metabolist Movement . Yona Friedman

ARCHITECTURE AUTISMof

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INDEX + LIST FIGURES

Images Cont.

Image 16 : Area Comparison . by author

Image 17 : HOPE Center Treatment Method . photos by author

Image 18 : Spatial Configurations . by author

Image 19 : Site (Usable Land Area) . by author

Image 20 : Conceptual Installation . photo and model by author

Image 21 : Concept as Spine . composite by author

Image 22 : Building Formulation . by author

Image 23 : Chapter Seven Title . www.flickr.com

Image 24 : Modular Unit Origins . by author

Image 25 : Modular Unit Dimensions . by author

Image 26 : Units in Parallel . by author

Image 27 : Units in Opposition . by author

Image 28 : Understanding of Exterior Skin . by author

Image 29 : Building Skin Precedent . Jared Vanlandingham

Image 30 : Origins of Exterior Form . by author

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List of FiguresImages

Image 31 : Exploration of Skin . photo and model by author

Image 32 : Various Skin Faces . by author

Image 33 : Hexagon Skin Details . by author

Image 34 : Module Structure and Construction . by author

Image 35 : Chapter Eight Title . www.flickr.com

Image 36 : Building Program . by author

Image 37 : Rolling Aerial View . by author

Image 38 : Explded Isometric . by author

Image 39 : Care Area + Computer Lab_Axonometric . by author

Image 40 : Care Area + Computer Lab_Flat Plan . by author

Image 41 : Administration_Axonometric . by author

Image 42 : Administration_Flat Plan . by author

Image 43 : Younger Child Class_Axonometric . by author

Image 44 : Younger Child Class_Flat Plan . by author

Image 45 : Cafeteria + Library_Axonometric . by author


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Images Cont.

Image 46 : Cafeteria + Library_Flat Plan . by author

Image 47 : DT + Physical_Axonometric . by author

Image 48 : DT + Physical_Flat Plan . by author

Image 49 : Upper Level_Axonometric . by author

Image 50 : Upper Level_Flat Plan . by author

Image 51 : Intermediate Class_Axonometric . by author

Image 52 : Intermediate Class_Flat Plan . by author

Image 53 : Advanced Class_Axonometric . by author

Image 54 : Advanced Class_Flat Plan . by author

Image 55 : Library Vestibule Rendering . by author

Image 56 : Sensory Room Rendering . by author

Image 57 : Exterior Corridor Rendering . by author

Image 58 : Younger Child Classroom Rendering . by author

Image 59 : Chapter Nine Title . www.flickr.com

Image 60 : Final Board One . by author

INDEX + LIST FIGURESof

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List of FiguresImages

Image 61 : Final Boards Two . by author

Charts

Chart 1 : Rate of Increase in Autism . by author

Chart 2 : Financial Support Comparison . by author

Chart 3 : Rate of Tactile Defensiveness . by author

Chart 4 : Martin Co. Population Growth . by author

Chart 5 : HOPE Center Faculty_Student Ratio Graph . by author

Chart 6 : Martin Co. Diagnosis Rate . by author

Chart 7 : Educational Context . by author

Chart 8 : Environmental Conditions . by author

Chart 9 : Programmatic Graph . by author

Maps

Map 1 : Geological Map of Florida . www.sofia.usgs.gov

Map 2 : Martin County Soil Conditions . www.mapwise.com


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Map 3 : Site Location Map . composite by author

Map 4 : Sea Level Rise . www.noaa.gov

Map 5 : School Proximity Map . Google Earth

Map 6 : Certified Behavioral Analyists . composite by author

Map 7 : Site Location Indicating Area . by author

INDEX + LIST FIGURESof

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Thesis Abstract

of

Maria A. Valdes

June 2012

This thesis is aimed at the understanding and integration of the built environment to the epidemic of autism. By concentrating upon architecture’s role within the community as a beacon of fundamental comprehension and change, we can begin to diminish the impact of autism and related disorders by specifying a typology catered to those effected.

It is with this in mind that I continue to search for an alternative answer of a helpful, not hindering, environment in which to teach and treat children diagnosed with autism. As the statistics will show, autism is nothing short of an epidemic in both numbers and problems created. Currently, the amount of people diagnosed as autistic is completely incongruent to the number of specialists, facitilies and services available. This severe schism desires valuable and timely change that can not only benefit but inspire and strengthen over time.

I believe it is our duty as designers and architects to assist those who cannot think, speak or do for themselves. As stewards to the physically and mentally disabled, may we find the courage within ourselves to give a voice where there is none and chance for hope when all hope seems lost.

May this aid and abet all efforts to do the same.

ABSTRACT STATEMENT

IMAGE 1

Examining the foundations of this thesis proposal is crucial for all following elements.

and

CHAPTER ONE

Autism by definition is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities. Given the onset of symptoms is typically identified before the age of three, the severity of impairment in the given domains varies from individual to individual, due to the relatively early age upon which the disease manifests. In terms of prevalence, autism has grown to become a condition of epidemic proportion currently effecting 1 in every 110 children born in the United States, with an accelerated rate of incidence of 1 in 80 for those born in military families.

Despite its endemic nature, autism is a relatively new disease in the eyes of the medical field, only formally indentified by Leo Kanner in the early 1940s. As a result, its lack of a definite, provable cure has left the search for plausible treatment options open to a wide range of acceptance as well as scrutiny within the autistic community. The plethora of current intervention opportunities ranges anywhere from psychological to therapeutic and from educational to biomedical, each with a myriad of variations within its perspective category.

Consequently, the availability of such autism research and treatment resources has remained in gravely low proportion to the exceedingly high demand of population and positive outcomes of their implementation. According to Howlin in an article from European Child and Adolescent Psychiatry, “It is indubitable that early identification of autism spectrum disorders makes early intervention plans, as well as access to specific and individual specialized treatment services, possible which, according to the experimental evidence, leads to a better prognosis. The earlier treatment is initiated, the better the results of the intervention . . .”

In specific regards to the Lovaas Model of Applied Behavioral Analysis (ABA), pioneered by Dr. Ivar Lovaas of UCLA as the most common and successful intervention method for autistic children, only eleven clinic-based treatment centers falling under the Lovaas Institute scope exist in the United States with an additional thirteen related organizations and replication sites nationally and internationally. Of the total twenty-four facilities, none reside within the state of Florida or any other southern state respectively. With an obvious desire for further behavioral treatment opportunities, there again lies a large fissure between its rate of success to those available for participation with a specific relation to lack of accessible facilities for professionals, parents and children with autism.

Introduction to Problem


What is Autism?

(n) : a variable developmental disorder that appears by age three and is characterized by impairment of the ability to form normal social relationships, by impairment of theability to communicate with others, and by stereotypedbehavior patterns

[AW-TIZ-UHM] from Greek ‘AUTOS’ : SELF

Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.

Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.

CHAPTER ONE ONEand

LOVAAS TREATMENT FACILITIES

FORMAL TREATMENT CENTERS of LOVAAS TEACHING

RELATED ORGANIZATIONS

NIMH REPLICATION SITES IMAGE 2


Purpose of Study

In favor of furthering the extent of intense behavioral treatment and research programs, such as the Lovaas Model for ABA, the purpose of this study intends to provide ample opportunities to meet the growing needs of autistic children in the southeastern region of the United States through the analytical application of architecture and the built environment. The project aims to address the major voids in current autism understanding and acceptance while initiating a cohesive dialogue between the general public and the autistic community. Furthermore, the study proposes architecture as a means of perceptive change through which the facility is designed as a responsive organism to the multiplicities of continual autism research and treatment methodology.

In relation to severely limited tactile resources, the scope of autistic behavioral reform also diminishes. Applied Behavior Analysis programs and similar models rely heavily upon rigorous teaching techniques and therapy sessions where children are engaged in a one-on-one learning environment in order to produce long-term results. Following the Lovaas Model for effective behavioral reform, the architecture should not only advance parental and community involvement but facilitate positive and constructive relationships throughout a child’s treatment.

Variables to be considered include but are not limited to the following: (1) changes in autism behavior treatment in relation to methodology and theory, (2) age of the child, (3) prospective treatment period, (4) acceptance and involvement of general public to specific treatment methods, (5) participation of parents, (6) local and state funding, (7) advancements in medical research, (8) availability of aides and trained professionals, (9) increase or decrease of diagnosed autism cases per year, (10) political decrees or legislative mandates effecting treatment autonomy, and (11) effectiveness or rate of patients described as “recovered”.

The successful social integration of autistic children will rely heavily upon the inclusion of parental and communal involvement regarding the architectural contingency of proper behavioral reform and treatment resources.

Hypothesis:

ARCHITECTURE AS PROACTIVE

PROPOSING A NEW ARCHETYPE

PSYCHOPHYSICAL+

ARCHITECTURAL

Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.

CHAPTER ONE TWOand

Significance of Study

Due to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.

The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.

Presently, the primary limitations of the proposal reside within the scope of autistic treatment types and the effectiveness of said treatments within various age groups. Children ages three through seven (or those beginning a steady transition into the public realm of education) are currently touted as those with the highest rate of success for early implementation of behavioral treatment models due to their early developmental stages of basic communication and interaction skills. However, the proposal does not intend to ostracize nor alienate any child or persons of autistic diagnosis based solely on unmet requirements within the broad scope of favorable age.

Similar limitations as a result of changing autisic demographics include medical professional, specialist and aide availability within the region trained to identify and properly manage autistic behavior. The ratio of adult to child treatment intensity and environment will also become underlying limitation factors of design programming data for the architecture.

Assumptions within the proposal are those based upon the generally accepted axiom that autism is a treatable disease: “ . . . evidence has indicated that behavioral treatment has developed to a point that it can produce substantial improvements in the overall functioning of young children with autism.” (Simeonnson, Olley, and Rosenthal, 1987). While is it assumed that behavioral treatment in autistic children is not only advantageous but highly effective, it is also founded upon the belief that implementation of such treatment will be a fundamentally acceptable means for society to afford developmental opportunities to those who cannot otherwise function within the standard environment for education.

Assumptions and Limitations

Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.

Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press,

IMAGE 3

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CHAPTER TWO

The data supporting autism’s unbridled rate of increase demonstrates the need for a specific archetype.

The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.

As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention). Therefore, it is estimated that 1.5 million Americans may be diagnosed with the disease (noting that of the approximately 4 million babies born every year, 25,000 of them will eventually be identified as autistic).

In relation to its frequency, government statistics suggest the rate of autism is rising at an annual rate of 10 to17 percent (CDC) making it the fastest-growing serious developmental disability in the United States. In fact, it is the most prevalent developmental disorder to date outnumbering those children diagnosed with cancer, juvenile diabetes and pediatric AIDS combined. Recent studies also suggest boys are three times more

likely to develop autism than girls. In the United States alone, 1 out of 54 boys are suspected of being on the spectrum, with perhaps more going undiagnosed (CDC).

Yet recent research has indicated that changes in diagnostic practices may account for at least 25% of the increase in prevalence over time, however much of the increase is still unaccounted for and may be influenced by the environmental factors.


Facts and Statistics

1 : 5000

Autism has seen a 600% increase in the last 30 years

About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.

Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.

CHAPTER TWO ONEand

1 : 2500

1 : 250

1 : 150 1 : 881 : 500

IMAGE 4


CURRENT DIAGNOSIS RATE according to CDC DATA

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CHAPTER TWO TWOand

Financial Support

Despite its staggering figures, autism remains one of the least understood and under-funded childhood diseases receiving only 5 percent of research funding in comparison to many less prevalent disorders. Of the total $30.5 billion budget from the National Institutes of Health Funds Allocation in 2011, only $169 million goes directly to autism research representing 0.6 percent of total NIH funding (Autism Speaks Inc.). In comparison to private funding, autism receives only $79 million annually, ranking far behind juvenile diabetes ($156 million), muscular dystrophy ($162 million) and leukemia ($277 million). Yet given its low monetary research revenues, autism has risen to be one of the most costly disorders for affected communities, parents and individuals. Currently, the Autism Society estimates that the lifetime cost of caring for a child with autism ranges from $3.5 million to $5 million, and that the United States is facing almost $90 billion annually in costs for autism (this figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, in addition to related therapeutic services and caregiver costs).

RATE of INCREASE in AUTISM per YEAR

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg.com/inflation/.

AUTISM JUVENILEDIABETES

M.D. LEUKEMIA PEDIATRICAIDS$ 79 M

$ 156 M

$ 162 M $ 277 M

$ 394 M

1 : 88

1 : 500

1 : 100,000

1 : 1,200

1 : 300

CHART 1 + 2

IMAGE 6

CHAPTER THREE

The most effective treatment methods known today require proactive environments, not hindrances.

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Autism’s infamous reputation as an incurable yet effectively treatable disease has remained its primary conundrum within the scope of possible intervention opportunities and treatment options. This void of a verifiable cure has only led to an increasingly large scope of plausible treatment methods ranging from those based in behavioral therapy models to those of medicinal and biomedical interface. Among the most effective and widely acknowledged of established options is the Applied Behavioral Analysis (ABA) model with specific regards to the Lovaas Program.

In the 1960s, Dr. Ivar Lovaas, psychologist at the University of California at Los Angeles (UCLA), developed the ABA treatment program for young children with autism, particularly those aged three through seven, using general principles of behavioral therapy to build the necessary skills lacking for proper social integration, such as language, play, self-help, social, academic, and attention skills. In addition, the program aims to minimize the occurrence of unusual behaviors of children with ASD. The treatment regiment is typically delivered in the child’s home by a team of trained personnel. Between 30 and 40 hours of treatment are provided weekly, which are comprised of roughly 2 or 3 hour sessions. Within each session, short periods of structured time are devoted to the accomplishment of a certain task (3-5 minutes) followed by an equal amount of free play for the child (3-5 minutes). Longer breaks (10-15 minutes) are given at the end of every hour while free play and breaks are used for incidental teaching or practicing learned skills in new environments. Due in large part to the program’s highly intense process, the Lovaas Model of ABA intervention has garnered the reputation as the most successful program for autism and related conditions as well has possessing the most rigorously controlled early intervention research published to date (Lovaas, 1989).

Since the time that Lovaas published his original study on the effectiveness

of ABA for the treatment of autism, the field of ABA has grown substantially to include many sub-categorical areas of study. The ABA intervention approach includes certain features that are particularly useful when designing and evaluating similar intervention programs, such as the use of clear objectives that are measured in terms of observable and definable behaviors, specific techniques for achieving those objectives, and ongoing collection of data to assess the effectiveness of the intervention (The Lovaas Institute). The ABA model is particularly sensitive to the function of behavior rather than the form that the behavior takes, and in this way guides the intervention toward meaningful objectives. For example, challenging behaviors, such as aggression, are approached using what is referred to as a functional behavior analytic approach (in which an assessment of the child’s behavioral problems is presented in a comprehensive report designed to outline a customized plan of how to address key issues). Since it is assumed that challenging behaviors are often means of communicating desires and needs, the Lovaas perspective allows for an analysis of the reasons why desirable and undesirable behaviors would be maintained. Furthermore, the ABA model is sensitive to the issue of motivation and drive, key issues that affect the ability of autistic children to learn.

As a basic premise of the ABA model, it is initially assumed that many children with ASD do not benefit from group learning environments until they have acquired basic language, compliance, attentional, and imitation skills. Thus, teaching is initially done in a highly individualized, one-on one environment with specific treatment goals in mind. Once the child has mastered basic communication, social and attention skills, he or she is gradually introduced to a group learning situation. A member of the treatment team will initially accompany the child to the classroom to facilitate transfer of skills between the two settings with the underlying goal to eventually fade from the child’s need. Slowly, the aide will begin to

Behavioral Treatment Model: Lovaas Program

Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.” Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.

CHAPTER THREE ONEand

“shadow” the child within the classroom setting so as to fully integrate them into the regular school program. The rate at which complete transition will be achieved varies from child to child. Where some may rapidly progress to full independence, others may always require an aide or will continue to benefit from participation in a special education classroom.

What is ABA?

Applied Behavior Analysis (ABA) approach teaches social, motor, and verbal behaviors as well as reasoning skills. ABA uses careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior.

A child’s behavior is reinforced with a reward when he or she performs each of the steps correctly. Undesirable behaviors, or those that interfere with learning and social skills, are watched closely. The goal is to determine what happens to trigger a behavior, and what happens after that behavior that seems to reinforce the behavior. The idea is to remove these triggers and reinforcers from the child’s environment.

POSITIVE INTERACTIONS

LANGUAGE + IMITATION

PLAY

MOTIVATION

SUCCESS

PARENTAL INVOLVEMENT

REQUESTING

In terms of measurable success, research has demonstrated that many children, especially those who are high-functioning, begin treatment early, and receive 2 years of ABA treatment, are able to enter and function well in typical first-grade classrooms, without special support. In addition, Lovaas’s study has found that the IQ scores of treated autistic children were far higher than those of untreated autistic children:

Some recent evidence has indicated that behavioral treatment has developed to the point that it can produce substantial improvements in the overall functioning of young children with autism (Simeonnson, Olley, & Rosenthal, 1987). Lovaas (1987) provided approximately 40 hours per week of one-on-one behavioral treatment for a period of 2 years or more to an experimental group of 19 children with autism who were under 4 years of age. This intervention also included parent training and mainstreaming into regular preschool environments. When re-evaluated at the mean age of 7 years, subjects in the experimental group had gained an average of 20 IQ points and had made major advances in educational achievement. Nine of the 19 subjects completed first grade in regular (nonspecial education) classes entirely on their own and had IQs that increased to the average range. By contrast, two control groups totaling 40 children, also diagnosed as autistic and comparable to the experimental group at intake, did not fare nearly as well. Only one of the control subjects (2.5%) attained normal levels of intellectual and educational functioning (McEachin, 360).

Yet despite obvious gains, the primary drawback to the treatment is the immense cost and effort of one-on-one care. Since almost none of the children studied by the Lovaas team who had received only 10 hours a week or less of the ABA model achieved the same success as those who had the recommended 40 hours a week of treatment, parents and professionals are reluctant to shorten or condense the program for economy. In regards to

a 1995 case study proposing Lovaas ABA treatment for eligible students within the Martin County, Florida school district, the estimated cost of the program would be $12,300.00 per child per year. This figure is broken down into the adjoining costs of a lead therapist ($400.00 per month for 12 months at the total of $4,800.00) and an additional therapist ($5.00 per hour for 30 hours a week for 50 weeks at the total of $7,500.00). Accounting for inflation, the cost of the same treatment program today would be approximately $17,400.00 (Friedman, 2011).

Assumptions and Limitations


DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept. 1995: 1-6.

Simeonnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press, 1987.

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 16 October 2011. http://www.westegg.com/inflation/ .

Regardless of financial hardship or economic instability, parents are more than willing to pursue such treatment options as the Lovaas Model in hopes of garnering their child the best opportunity to succeed and independently survive in society. Consequently, architecture and similar design initiatives have taken a silent position to what is understood as a developmental epidemic. Where architecture could present itself as a plausible means for effective treatment opportunities in the hopes of alleviating societal pressures and demographic necessities for children with autism, it has remained void. Instead, autism treatment is mostly confined to refitted office spaces in shopping plazas or classrooms in collegiate campuses offering the only means for implementation of the desired behavioral model. Instead of existing secondarily to autism research and treatment efforts, architecture should be a congruent variable within its active dialogue and equate itself to the substantial advancement of various treatment methodologies.

Conclusion

CHAPTER THREE TWOand

IMAGE 7

CHAPTER FOUR

For an individual with autism, proper spatial qualities of an en-vironment will prove essential.

of


IMAGE 8

Tactile defensiveness is a term familiar to most therapists and professionals who specialize within the behavioral aspects of autism and related disorders. Typically, this condition is described as a hypersensitivity or hyper-responsivity to touch situations that most persons would otherwise find nonthreatening or relatively unnoticeable (Royeen & Lane, 1991). In many cases, individuals who are diagnosed with any set of autism spectrum disorders (ASD) are often predisposed to abnormalities of sensory awareness, such as altered pain tolerance or an increased sensitivity to certain sounds and materials.

Clinical observations of children with developmental disabilities suggest that tactile defensiveness and stereotyped behaviors (i.e. repetitive hand movements, body rocking, unusual object manipulation, and focused interests) can often occur together, limiting the child from functioning properly in any set of circumstantial environments (Baranek, 1997). For example, occupational therapists who work with developmentally disabled children often reflect upon the sources of unusual “self-stimulatory” or “self-inflicted” behaviors, many of which become abrasive responses to environmental sensory stimulation. Even when compared with subjects displaying other forms of developmental disorders, such as Fragile X syndrome, children with ASD show a wide range of sensory problems, including those affecting the sense of taste and smell, with similar results seen in samples of children diagnosed with Asperger syndrome. Based on review of research, first-hand reports, and clinical accounts, between 30% and 100% of children with ASD are believed to have sensory-perceptual abnormalities of some kind (Dawson and Watling, 2000).

The Autistic Environment and Tactile Defensiveness

CHAPTER FOUR ONEand

Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.

Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.

Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.

RATE of TACTILE DEFENSIVENESS in AUTISM

CHART 3

A comparison study conducted by the University of Washington attempts to describe sensory based behaviors by comparing 40 autistic children with 40 children, who exhibit no form of disability, (ages three through six) in the following various sensory profiles: sensory seeking, poor registration, emotionally reactive, sensory sensitivity, low endurance / tone, sedentary, oral sensitivity, fine motor / perceptual, distractibility, and other.

The major finding from this study is that the scores of children with autism were significantly different from those of children without autism on 8 Sensory Profile factors: Sensory Seeking, Emotionally Reactive, Low Endurance/Tone, Oral Sensitivity, Inattention/Distractibility, Poor Registration, Fine Motor/Perceptual, and Other. This finding is consistent with the literature that describes hypersensitivities and hypersensitivities to sensory stimuli (Poor Registration factor), sensitivities to auditory and visual stimuli (Sensory Sensitivity factor),picky eating habits (Oral Sensitivity factor), poor attention and play skills (Inattention/Distractibility factor), poor coping and variability in emotional responses (Emotional Reactivity factor), hyperactivity (Sensory Seeking factor), and a variety of other abnormal perceptual responses (Other factor) among children with autism or pervasive developmental delays (Watling et al., 2001).

Conclusively, exactly 50% of the autistic children had scores that were lower than any of the children without autism on both the Emotionally Reactive and Other factors (Table 1). In addition, the finding that 85% of the autistic children scored lower than any of the children without autism on at least one factor provides basis for the assumption that children with autism are more likely to be deficient in any given area of sensorial perception.

Case Study: A Comparison of Sensory Profiles among Children with and without Autism


Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.” The American Journal of Occupational Therapy vol. 55 no. 4, 2001: 416-423.

Factor Floor Ceiling M Median SD Low / High Mann Whitney U

Sensory SeekingAutismTypical development

Emotionally ReactiveAutismTypical development

Low Endurance / ToneAutismTypical development

Oral SensitivityAutismTypical development

Inattention / DistractabilityAutismTypical development

Poor RegistrationAutismTypical development

Sensory SensitivityAutismTypical development

SedentaryAutismTypical development

Fine MotorAutismTypical development

OtherAutismTypical development

17 8552.668.7

51.570.5

11.99.8

25/7341/82

p < .0001

16 8045.663.7

46.063.5

8.77.9

23/6549/76

p < .0001

9 4537.043.1

36.544.0

6.42.9

23/4531/45

p < .0001

9 4526.336.1

27.037.5

8.66.9

12/4418/45

p < .0001

7 3520.428.2

21.029.0

4.23.8

11/2817/35

p < .0001

9 4530.640.2

30.041.0

4.83.4

23/3930/45

p < .0001

4 2017.718.7

19.019.0

2.81.4

10/2014/20

p < .1962

4 2013.014.3

13.015.0

3.22.8

5/194/9

p < .0490

4 209.712.8

9.013.0

3.03.4

5/165/18

p < .0001

46 230165.7204.2

166.5203.0

22.212.5

111/213173/228

p < .0001

a b

a Lowest score possible on subscale b Highest score possible on subscale

Factor Scores for Children With and Without Autism

Table 1

Documented symptoms may vary but usually are manifested as an avoidance-withdrawal response when confronted with specific types of tactile stimulation, such as auditory or olfactory sensory overload. These behaviors often categorize themselves as “stereotyped behaviors” and include related terms such as “self-stimulatory behaviors”, and, less commonly, “twiddles” or “stimming.” Stereotyped behaviors may exist in a multitude of forms (Berkson, Gutermuth, & Baranek, 1995) including those of benign, non-violent intercourse or aggressive, self-injurious and even externally-injurious behavior.

Manifestations of Defensive Behavior

Most typically, self-stimulatory behaviors involve repetitive motor patterns (i.e. body rocking, hand gazing) and unusual object manipulations (i.e. spinning objects, lining up objects). Recently, behaviors such as abnormal focused affections (i.e. an affinity for the letter “s”, red clothing items), rituals (i.e. turning around three times before sitting down), and other behavioral rigidities (i.e. insisting that things maintain a certain order or appearance) do tend to occur and severely limit the child’s ability to fulfill basic life functions. Simple tasks such as bathing, buttoning a jacket or brushing one’s teeth can often be met with high resistance and tantrums that, as a result, account for the child’s inability to convey proper language to communicate emotional or physical sensations.

Less abrasive yet far more precarious is an autistic child’s tendency to flee or wander away. Although it is a less understood characteristic, wandering is perhaps the leading cause of death among autistic children reports CNN, who lists eight autistic children in the United States (ages 3 to 8) having died after wandering in 2010 with an additional two

from February 2011 (Ninh). According to Dr. Max Wiznitzer, pediatric neurologist, “[A] common underlying factor is impulsivity. They may feel stress or sensory overload from a situation and want to leave it; or, they may be attracted to a certain place and try to go there” (Landau).

Non-Violent Defense

CHAPTER FOUR TWOand

Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.” American Journal on Mental Retardation vol. 100, 1995: 137-145.

Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.

Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.

Violent Defense

As an extremely difficult problem to manage and treat, self-injurious behavior is characterized by severe forms of self-injury of a repetitive nature persisting over time, and is generally not responsive to the usual pharmaceutical and behavioral interventions. Examples of such violent reactions include punching / slapping one’s self, biting of lips or appendages, pulling of hair resulting in infection, self-digging of skin, etc. and can often be disfiguring and, in rare cases, life-threatening.

The exact prevalence of this kind of self-mutilating behavior is not known, yet several theories exist for its explanation. The two most popular theories are the pain theory and the addiction theory, both of which center upon chemical substances called opioids being released in the brain. According to the pain theory, brain opioids are significantly elevated in severe self-injurious behavior resulting in analgesia (Panksepp and Sahley, 1987). According to the addiction theory, self-injurious behavior induces the production of endorphins resulting in brain addiction; this disturbance of the endorphin system has also been proposed to explain the variance of pain deficits in autism (Willemsen-Swinkels, 1996).

In documented accounts of external violence, defined as any physical aggressive behavior that results in either serious injury or death to others (Raine et al., 1997), causes and mechanisms can be varied to include impulsivity, psychopathy or deficient fear processing. With specific regards to impulsive aggression, the individual responds to the precipitating trigger (such as a change in regiment, environment or any number of trivial stimuli) in an overwhelming manner.


Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.

Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.” American Journal of Psychiatry vol. 154, 1997: 1265-71.

Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol. 168, 1996: 105-109.

CHAPTER FOUR THREEand

IMAGE 9

IMAGE 10

CHAPTER FOUR

The proposed site is in Palm City, Florida located in Martin County. All subsequent statistical data will reference these areas.

and


GEOLOGICAL MAP of FLORIDA

QUATERNARY

HOLOCENE

Qh Holocene sediments

Qal Alluvium

PLEISTOCENE / HOLOCENE

Qbd Beach ridge and dune

Qu Undifferent Sediments

Qa Anastasia Formation

Qk Key Largo Limestone

Qm Miami Limestone

Qtr Trail Ridge sands

PLEISTOCENE

TERTIARY / QUATERNARY

PLIOCENE / PLEISTOCENE

TQsu Shelly sediments of Plio-Pleistocene

TQs Undifferent sediments

TQd Dunes

TQuc Reworked Cypresshead sediments

TERTIARY

PLIOCENE

Tc Cypresshead Formation

Tci Citronelle Formation

Tmc Miccosukee Formation

Tic Intracoastal Formation

Tt Tamiami Formation

Tjc Jackson Bluff Formation

MIOCENE / PLIOCENE

Thcc Hawthorn Group, Coosawhatchie Formation

Thp Hawthorn Group, Peace River Formation

Thpb Hawthorn Group, Bone Valley Member

MIOCENE

Trm Residuum on Miocene sediments

Tab Alum Bluff Group

Th Hawthorn Group

Thc Hawthorn Group, Coosawhatchie Formation

Ths Hawthorn Group, Statenwille Formation

Tht Hawthorn Group, Torreya Formation

Tch Chatahoochee Formation

Tsmk St. Marks Formation

OLIGOCENE / MIOCENE

Tha Hawthorn Group, Arcadia Formation

That Hawthorn Group, Arcadia Formation, Tampa Member

OLIGOCENE

Tro Residuum on Oligocene sediments

Ts Suwannee Limestone

Tsm Suwannee Limestone - Marianna Limestone

EOCENE

Tre Residuum on Eocene sediments

To Ocala Limestone

Tap Avon Park Formation

Anastasia Formation

Martin County . FL

MAP 1

CHAPTER FIVE ONEand38

Anastasia Formation

Anastasia Formation crops out in a narrow belt along the eastern coast of Florida, from the Anastasia Island (named by E. H. Sellards in 1912) in St. Johns County, opposite to St. Augustine, in the North, to Boca Raton in Palm Beach County in the South, a distance of more than 320 km. Exposures of the Anastasia Formation are found along the ocean, under water on the shelf, on the barrier islands, and in the Intracoastal Waterway. The basal portion of the Anastasia Formation is not exposed at any locality along Florida’s East Coast. Presumably it rest uncomformably on Caloosahatchee marl. South of Boca Raton, the Anastasia Formation grades into Miami Limestone, which has been dated as 130,000 years old.

The Anastasia Formation in Martin and Palm Beach Counties is exposed in several spots and represented by a variably sandy coquinoid limestone. When first cut, the rock is quite soft, but upon exposure to the atmosphere its surface become case hardened, making possible the development of sea cliffs in many outcrop areas.

IMAGE 11


Martin County Soil Conditions

1

2

4

5

6

7

8

9

10

11

12

13

14

15

SOILS of THE SAND RIDGES and COSTAL ISLANDS SOILS of THE SLOUGHS and FRESHWATER MARSHES

3

SOILS of THE LOW RIDGES and KNOLLS

SOILS of THE FLATWOODS

Paola-St. Lucie

Palm Beach-Canaveral-Beaches

Salerno-Jonathan-Hobe

Woodland-Lawnwood-Basinger

Nettles

Wabasso-Winder

Wabasso-Riviera-Oldsmar

Pineda-Riviera

Pineda-Riviera-Boca

Bassinger-Ft. Drum-Valkaria

Winder-Riviera

Floridana-Jupiter-Hilolo

Chobee-Gator

Okeelanta-Canova VariantSOILS of THE TIDAL SWAMPS

Bessie-Okeelanta Variant-Terra Cera Variant

MAP 2

CHAPTER FIVE TWOand

MAP 3


SEA LEVEL RISE MAP indicating ONE FOOT ELEVATIONS

MAP 4

Martin County Flood Zones

Aside from having subpar soil conditions, defined as “nearly level, poorly drained soils that have subsoil that is dark colored, weakly cemented, and sandy in the upper part and loamy in the lower part” (Florida Dept. of Agriculture), the 3.6 acres of land for the project is located in the “High Risk” AE flooding zone as designated by FEMA.

The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones. An area designated AE presents a 1% annual chance of flooding. This area is more commonly referred to as the base flood area or the 100-year flood plain. Because flood zone AE is prone to flood, property owners in these zones must buy flood insurance if they live in a community that participates in the National Flood Insurance Program (NFIP).

Using detailed hydraulic analysis and modeling, FEMA determines the base flood elevation (BFE), which is the predicted flood water elevation above mean sea level. Habitable areas of any new construction must begin above this level. For instance, if a property falls within an AE zone with a BFE of 5 feet, the first habitable floor must be above 5 feet. Habitable means floors with living areas on them.

As for areas designated as X500, they are currently defined as areas of moderate flood hazard, usually the area between the limits of the 100-year and 500-year floods. B Zones are also used to designate base floodplains of lesser hazards, such as areas protected by levees from 100-year flood, or shallow flooding areas with average depths of less than one foot or drainage areas less than 1 square mile. Since these zones pose a very low threat overall, flood insurance is not an immediate requirement for owners and renters although it is available. Similarly, depending upon condition

of site and in order to maintain the storage capacity of the flood plain, new construction is required to have pilings or columns rather than fill for the elevation of the structure within flood-prone areas. With this in mind, the cohesive design for the treatment center must consider all site and envirnomental requirements.

Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).

What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html.

What is Flooding Zone AE?

The Federal Emergency Management Agency determines flood risk for the United States, then creates maps to clearly show the geographic areas prone to flood. The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones.

CHAPTER FIVE THREEand


Martin County . FL

Formally created in 1925, Martin County has had a long-standing history of tropical tranquility and prosperity. With its neighboring counties of St. Lucie to the north and Palm Beach to the south, Martin County made a name for itself along the beautiful St. Lucie River by once piggy-backing its commerce trade to the introduction of the Flagler Railroad in the early 20th century.

Since its early settlement, Martin County has grown to become one of the most unique areas in the state of Florida. It has held numerous accolades such as Stuart “Sailfish Capital of the World” (1941) and Jensen Beach “Pineapple Capital of the World” (1895). Today, the county encompasses 752.8 square miles - 26% of which is water from either Lake Okeechobee or the Altantic Ocean.

County Statistics

TOTAL POPULATION :

TOTAL BIRTHS per 100,000 :

TOTAL HOUSEHOLDS :

TOTAL HOUSEHOLDS with FAMILIES :

AVG. HOUSEHOLD SIZE :

PERSONS

139,795

54.34

123,374

101,097

As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north. And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.

By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).

It is this underlying statistic that breeds great call for action from architects and designers alike. Should this fact be ignored for too long, the need will eventually outweigh the ability of its own control and lead to an epidemic circumstance of unmet need.

200520001990198019701960195019401930

CHAPTER FIVE FOURand

Population Growth since 1930 CHART 4

According to the Departmemt of Education and the Martin County School District, current student enrollment (K-12) in public and private schools is 180,010. In comparison to the the number of students diagnosed with ASD (306), the figure staggers at a 1 in 60 students with autism prevelance ratio. This statistic, however, does not account for students who are currently enrolled in home-schooling environments or those that do not attend school entirely.

This figure demonstrates the dire need for a center related directly to the specialization of the autistic child. The chart below signifies the growth of the HOPE Center, the lone charter school for children with autism in the county. In less than one decade, they have seen a 1000% increase in student enrollment in addition to an ever-growing waiting list. With future efforts in place for expansion, the HOPE Center continues to monitor the rapid increase of children diagnosed with autism in the county and aims to satisfy most of these students with proper teaching facilities and specialized learning environments.

HOPE Center Statistics


faculty 7 : 3 students

55 : 3029 : 18

20 : 12

CHART 5

CURRENT DIAGNOSIS RATE in MARTIN COUNTY based on STATISTICAL DATA

CHAPTER FIVE FIVEand

CHART 6


SCHOOL PROXIMITY MAP

MAP 5

Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting pre-kindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.

Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools. The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.

Educational Context

Pr.K - K 1 - 8 9 - 12 12+

Effected Student Enrollment

Martin County . FL

According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.

Adjacent Resources

CHAPTER FIVE SIXand

Jensen Beach 1

Stuart 11

Palm City 4

Hobe Sound 3

Ft. Pierce 4

Port St. Lucie 16

Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.

CHART 7


CERTIFIED BEHAVIORAL ANALYSTS in AREA

MAP 6

86°

38°

CHAPTER FIVE SEVENand

Environmental Conditions

Martin County’s prime position on the east coast of Florida places it in a semi-tropical climate. Summers are very warm and winters are temperate. Interestingly, the area’s temperature does not vary drastically throughout the year due to its close proximity to the Atlantic Ocean. The area does, however, experience above average rainfall, tornado activity and hurricane activity in comparison with the rest of the United States.

By plotting the exact sun angles and path in relation to the site, we can begin to design with the principles of passive cooling and sun shading in mind while orienting the building to maximize its highest effeciency. The building must take heed for the high amounts of UV exposure, especially direct sunlight. Later explorations into the observable effects of children with ASD functioning in a space with artificial versus natural lighting will be provided as evidence for future design decisions. It is important to always keep in mind prevailing wind intesity and direction in order to fulfill maximum passive heating and cooling strategies.

8 9 9 10 10 9 9 9 8 87 7

1.5 2 1.8 2.5 2.7 4 4.2 4.3 6.7 5.8 2.8 1.7

73° 75° 77° 82°79° 86° 88° 88° 86° 82° 77° 75°

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

RAINFALL (in)

SUNSHINE (hrs)

CHART 8

JANUARY FEBRUARY MARCH APRIL

MAY JUNE JULY AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

Wind Rose Diagrams . Average


IMAGE 12

JANUARY FEBRUARY MARCH APRIL

MAY JUNE JULY AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

Wind Rose Diagrams . Gusts

CHAPTER FIVE EIGHTand

IMAGE 13

IMAGE 14

CHAPTER SIX

A great building must begin with the unmeasurable, must go through measurable means when it is being designed and in the end must be unmeasurable.

Louis Khan 1970

and


First presented as a manifesto in the 1960s in Japan, “Metabolism” by definition is a theory of architecture contending that “buildings and cities should be designed and developed in the same continuous way that the material substance of a natural organism is produced.” From the time of Japan’s postwar redevelopment to its recent period of rapid economic growth, the theory gave birth to grand visions of future cities and encouraged the realization of much experimental architecture.

As the most widely known modern architecture theory to have emerged from Japan, likened theories such as those of the “functionalists” and the “structuralists”, have been based upon almost identical principles. One of the most influential manifestos for the structuralist movement was compiled by Aldo van Eyck in the architectural magazine Forum 7/1959, whose Amsterdam Municipal Orphanage displayed instances of what van Eyck defines as “reciprocity and ambiguity.” He advocates for designs of “labyrnth clarity” through repetition of cubical spaces arranged with irregular precision throughout the plan.

This modular formation of the architecture would simutaneously become the insprations of Yona Friedman’s conceptual theory on urban design. By disecting the very elements of basic urban fabric into maliable modular elements, Friedman began to experiement heavily with the constains of architectural manipulation at macro scale. He proposed super-structures over Paris stating that “functional differentiation of the elements is ensured by altering the relative position of the floor units within the used spaces in the construction. This inter-relation between floor units will conform to the specific conditions (e.g. sunlight, ventilation, traffic dimensioning, etc.) stipulated by the various functions. By rearranging the floor panels at will, the fabric of the city can be modified as as to accomidate different uses.”

Metabolist theory offers a unique glimpse into the juxtaposition between architecture as rigid and fluid. When applied on a smaller scale, the essential standards of design still hold true. The elastic nature of the building, one that can function as a living body through natural expansion, is essential to the conceptual design of the proposed treatment and research facility. Through modular architecture, the ability to expand based upon demographic needs will be provided with ease to the users and program of the building.

The Metabolist Movement

Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology. Ed. Joan Ockman. Rizzoli: New York, 1993.

Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.

CHAPTER SIX ONEand

IMAGE 15


The approach of our program is aggressive, we believe and research proves that the earlier a child is given the proper educational tools, the more responsive they will be for continued progress. Successfully add programs for grades 3rd-5th that include community based instruction and inclusion opportunities.

All Hope Center Programs established will foremost maintain and continue to improve our high standards by continuing our current educational structure for our classrooms, related services, and student teacher ratios. This will be done in accordance to a continued focus on each students individual needs with a goal for their success in our community.

HOPE Center Long-Term Goals

Our goal is to have a physical location that will accommodate up to fifty children, ranging from age 2 through 5th grade (10 and 11 years old) while meeting the growing need in our community.

Mission Statement:

MAINTAIN CURRENT PROGRAM

Started year at 30 enrolled students

Current enrollment is 32 students

Maintain current budget

Maintain current rent at $5000

Continue to apply for grants and fund-raising efforts

INCREASE TO TOTAL 34 STUDENTS

Budget adjusted to include cost of ad-ditional staff and services

Rent increase to $6000 per month

Land payments increase to $26400 per year

Continue grant applications and efforts

Start build campaign

Increase fundraising efforts

Add amendment to contract for 3rd-5th grades and FCAT testing require-ments


Add 3rd-5th grades


Add 1 administration person for older grades

Continue with 34 students in Pre K-2nd grades

Continue grant and building campaign efforts



Add 3rd-5th grade classrooms


Additional rent and property cost must be evaluated

Continue with 34 students in PreK-2nd grades

Grades 3rd-5th will increase to 14 students

Continue grant and building campaign efforts


LONG TERM PLANNING GOALS

Continue working on funding for 3 year-olds and under

3 year-olds and under will require ad-ditional administration

3rd-5th grades will require additional administration

After-care services will require addi-tional administration

CHAPTER SIX TWOand

When given comparisons between normal-functioning children in a typical learning enivornments and those that facilitate children with autism, it becomes obvious that the spatial considerations per child must change. According to present code regulations, an educational use building (N1) for children grades pre-K through 3rd offers roughly 50 sq. ft. per child in a classroom setting. When compared to a child with autism of the same age group, the neccessary square footage per child is 250 ft² - a 450% increase from the average spaces already in place.

Similarly, circulation calculations (which come directly from the net area of the building) alot for 27% in the same settting. However, due to a child with autism’s constant need of adult supervision in conjunction with basic movement disabilities, the circulation proposed will be 38% of the total building area.

Further analysis of what comprises the 250 ft² area dedicated to the autistic child will be provided in the following documentation.

Programmatic Proposition Area Comparison

Requirements for autistic setting250 ft² per child300 ft² per child CircluationElementary : 38%Middle: 43%

450% increase in square footage needed per child

Spatial Requirements for Education

Requirements for normal settingPreK - 3 : 49 ft²

grades 4 -8 : 39 ft²

Circulation Elementary : 27%

Middle : 32%

typical area per child in an educational setting

area per child in an autistic educational setting

7 ft.

12 ft.12 ft.

15 ft.

IMAGE 16


Below are a sequence of photographs taken at the HOPE Center for Autism in Stuart, FL demonstrating the typical exercise configuration of teacher to student. Typically the instructor will sit between two students and rotate exercises amongst them. For instance, while one student is running through a series of social skills assesments, the other student will either practice waiting quietly or occupy him or herself with the reward presented upon completion of a pervious exercise or group of exercises.

By breaking apart these moments of interaction and reclusion, we can begin to understand what amount of space is shared in comparison to what amount is individualized. And not only in the space within varied by interactions, it is also varied by the placement, depending upon which student is participating in the exercise and which student is resting.

Similarly, the space seen below is successful alone, but within the overall classroom layout, it is quite cumbersome and situated poorly. This problem has remained constant throughout all observation studies done thus far. In every case, students are placed too close to walls, windows and doors which impede free movement and occasionally cause anxiety in the student.

Understanding the Environment

IMAGE 17

CHAPTER SIX THREEand

shared space ratio 6:1individual areas surround group area

12 ft.

15 ft.

OR

When presented with a space such as a “break-out room” or “social work area,” it is quite common to group students into teams where one instructor will work with each student in turns. In this case, each child is accompanied by their particular work materials (i.e. prompts, boards, flash cards, incentives, games) in addition to a designated work space on a table. The two students share not only the instructor but areas of the long table when either in work or rest mode.

It is through various configuration studies that we can find the optimum shared to individual area ratio when given a certain exercise. Below are two experiments into how these space can interact and frame each other. These options also demonstrate the possiblity of a singular plan with options of flexablity within.

15 ft.

12 ft.

15 ft.

22.5 ft.

15 ft.

7.5 ft.

12 ft.

shared space ratio 2:1 with larger group area

when given a 2-child activity, the spaces should not be viewed as separate from one another / instead it is

necessary to understand the shared spaces within15 ft.

Spatial Configurations

IMAGE 18


General Program RequirementsMaximum square footage:35,000 ft² / 10,000 ft² per acre105,500 ft² 42,000 ft² of max. 105,500 ft²14,000 ft² per floor747.73 ft200 ft

63,300 ft²21,100 ft² per floor

Overall site area:3.6 acres

Max. height : 3 storyes

Circulation at 40%

Overall lengthOverall width

Area of design 60%

SOCIAL SKILLS AREA / D.T.

PSYCH / SOCIAL WORK AREA

CLASSROOM

BREAK-OUT ROOM / SPEECH

CENTERS ROOM

SENSORY LAB

QUIET ROOM

CAFETERIA

AUDITORIUM

1 - 4 students at one given time

1 - 2 students

4 - 6 students in younger grades / 8 - 12 students in older grades

1 - 2 students

4 - 6 students in younger grades / 8 - 12 students in older grades

5 students / will consist of various activity areas

1 student at any given time

customized to accomidate large groups

customized to accomidate large groups

PLAYGROUNDlarge group setting

Spatial Program

Parking RequirementsRatio:1 : 1,200 ft² min. 2 spaces for 20,001 ft² - 50,000 ft²

2.5 spaces per classroom or 1 space per staff / faculty

Zoning description:Elementary Education

Service Access

Martin Co. Regulations

Martin Co. Code Requirements3.69 EAreas which abut residential districts and accomidate active recreation, shall provide a Type 2 “bufferyeard” pursuant to Article 4 Division 15, Landscaping, Buffering and Tree Protection.

3.69 FThe educational institution shall have a structure designed to meet state requirements to serve as an emergency evacuation shelter.

Large Gathering Spaces

may act as areas of transition

points of interest

multi-use / adaptability

hierarchy

opportunity for community

necessity of spaces

CHAPTER SIX FOURand

ClassroomsCafeteriaAuditoriumPlayground Social / D.T. Psych.Speech Quiet Room Sensory Centers Play

Basic Unit of Module

variable upon uses desired and needed

directly proportional to circulation pattern

independent

Student Occupancy

CHART 9


100 ft.100 ft.

612.

42 ft.

135

ft.

470.2 ft.

250.61 ft.

SITE LOCATION INDICATING AREA

MAP 7

CHAPTER SIX FIVEand

Overall code restrictions and constraints will limit the amount of buildable area on site considerably. Its narrow width is exaggerated even further by the 15 ft. setbacks on both the east and west perimeters, shortening the buildable area to 170 ft. The triangular parcel located at the southern end of the site plan will act as a noise buffer to the surrounding residential areas while a portion of land abutting Martin Highway will be dedicated to vehicular traffic, parking and a subsequent noise buffer.

Dimensional Analysis

North Area facing Martin Highway:100 ft. x 200 ft. = 20,000 ft²approx. 0.5 acres buffer to road traffic / allotment for parking and on site vehicular circulation

Triangular Parcel abutting Residential:(1/2) x 135 ft. x 450.61 ft. = 30,416.18 ft²approx. 0.7 acres buffer to residential zones / topography may pose problems with soil conditions

Site Setbacks (east & west):(2) x 512.42 ft. x 15 ft. = 15,372.6 ft²approx. 0.35 acres

Net Building Area on Site:170 ft. x 512.42 ft. = 87,111.4 ft²approx. 2.0 acres of buildable land

Building Program remains at 35,000 ft²

North Area facing Martin Highway

Triangular Parcel abutting Residential

Site Setbacks (East + West)

IMAGE 19


Suspended from translucent wire, spaces demonstrated by subtle variations of white cubes hang in sequence of comparative height and width. Their light rotations, in reaction to either air currents or floor vibrations, cause the cubes to spin upon their axes - some slowly, others hardly at all.

In my effort to understand the entire scope of architecture within realism, I chose to create an installation piece within my studio work area. The cubes are meant to symbolize space as I see it in my head: linear and pure. Each box represents a separate space in the building program, such

as an individual work room, classroom or cafeteria. The spaces hang from a single line indicating the site’s narrow building restraints. As an aid to the design process, the experience comes from one’s circumambulation around and under the installation. Every view should offer a new perspective to the overall form, much as the architecture should provide to its users.

Conceptual Exploration

IMAGE 20

CHAPTER SIX SIXand


Concept as Spine

When referencing the inherent linear characteristics of the proposed site along with futher analysis of the afore mentioned artistic concept, overall concensus of site design began to mimic that of vertebrate spinal structure. In the abstracted thought of a series of spaces branching from

a main circulation path (understood as a simple spine and rib connection sequence), we can begin to utilize these natural forms and patterns as the basis for future design iterations.

IMAGE 21

CHAPTER SIX SEVENand

Through a series of informed spatial manipulations, the fundamental ideas of the project have come forth. Due to major site constraints, linear (often axial) pattern studies remain the natural state of design iterations within the project.

The overall site plan references the afore mentioned spine and rib connection sequence that has been distorted and conformed to general programmatic needs of the building. Each module or unit remains uniform in exterior form yet maintains flexibility in plan thereby allowing complete independence in overall planning. Depending upon influx of student enrollment at the center and desired areas of focus, the building form will begin to mold upon programmatic information.

Building Formulation

Creation of Spine

Division of Ribs

Realignment

Establishing Focal Points

Shifting Along the Axis

IMAGE 22

IMAGE 23

CHAPTER SEVEN

Architecture, is the art you cannot avoid and it carries a burden that the other arts don’t - it must reconcile aesthetics and ideas with user functionality . . .

and

Lange


Modular Unit

The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.

The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, one’s vision is not necessarily obstructed but rather narrowed to a easier area of focus. By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps. In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.

Spitting of the Module

Slanting of Circulation

Introduction of Vestibule

Mirroring Along the Path

IMAGE 24

CHAPTER SEVEN ONEand

Unit Dimensions and ProgrammingOverall square footage:Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft²(2) 8 ft. x 20 ft. = 320 ft² Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft²

Individual framing units:8 ft. x 15 ft. = 120 ft²8 ft. x 20 ft. = 160 ft² based on standard framing sizes for ease and efficiency of construction

8 ft. 8 ft.

8 ft.

24 ft.

30 ft.

10 ft.

40 ft.

24 ft. 8 ft. 8 ft.

20 ft.

15 ft.

IMAGE 25


Variations to Module Sequence

The module units of the building program will provide ample flexibility for users that may be completely unrelated to one another’s programmatic needs. As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.

In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.

OR

Units in ParallelAdjacent units in unbroken continuity Separated units with release

point / broken continuity of path

IMAGE 26

CHAPTER SEVEN TWOand

OR

Units in OppositionAdjacent units create a focal point via intersecting axes

Separtated units channel pathways toward an inner siphon

IMAGE 27


Exterior Skin

In addition, or rather in conjunction, to a modular building program and form, a secondary skin will be layered to encompass all units in order to create cohesion and continuity. The double skin, designed to embrace individual modules, will aim to create a true building fomulation and collective understanding.

Programmatically, the skin system will be entirely organic in nature, juxtaposing the linear rigidity of the arranged modules. In reference to user needs, the skin will not only add visual interest to students and teachers but evolve into a moment of familiarity. This comfort of its presence (seen throughout the building) will aim to become an act of way-finding for

students and staff. The pattern and detail can be followed throughout the building’s main circulation paths and experienced either from inside or outside spaces.

Practically, this system will become a second layer of thermal protection for the modules. The skin’s materiality will diffuse direct sunlight, leaving a softer, filtered light for interior use. It’s distance of contact from the modules will also allow it to provide passive heating and cooling year long utilizing natural air flow and convection.

section cut showing skin undulation as means for solar protection and passive heating / cooling from units

3-Dimensional Visualization

IMAGE 28

CHAPTER SEVEN THREEand

Structural System

Truss latice for free-form design of floor plan

By using a grid shell structural system comprised of a network of steel lattice frames, the optimum form (catered to the wide variety of programmatic changes within the building’s lifetime) can be acheived with optimum design aesthetic and physical strength. The steel construction allows for a greater span than concrete or heavy timber by using thinner members within the system.

Cladding can be applied using an array of materials and customizable panels along the surface of the lattice. The grid shell’s adherance to parametric dictations provide a unique opportunity for overall form to become openly practical in its relationship between span and height, often indicating programmatic heirarchy.

IMAGE 28


Origin of Exterior Form

Optimum space usage of path along a singular axis

Primary paths within modular arrangement

Cross-sectional adjacencies indicating predominate corridors

Three-dimensional form generated from site

IMAGE 30

CHAPTER SEVEN FOURand

Simple sheets of vellum served as the basic plane of extraction and manipulation of form. Solids and voids were created by penetrations in the surface paired with the bending internal geometries. This hexagonal exploration blurs the notion of positive and negative space into a cohesive undulating body.

Explorations of Artistic Intent

IMAGE 31


Variations of Planar Shapes

Through a series of geometric studies and investigations, the exterior skin took on several beautiful forms (the final gestures seen below). Of these forms it was crucial that whatever panel chosen would soften direct sunlight and act as a successful element of passive solar heating and cooling. By

fractioning the panels’ planar surface and further manipulating the form into a concave / convex form able to disperse light and heat over a larger surface area. It was from these formal studies that the realization of an effective double envelope system was understood.

Hexagon . 6 Point FacePyramid . 4 Point FaceParabola . Single Plane Faceparabolic “scoops” form indicating performance of shape along a deformed plane in spce

square-based pyramids offer a more geometric abstraction to form and can be applied isotropically along a plane

hexagonal points crest at the panel’s mid-section for optimum emphasis of form and light diffusion

IMAGE 32

CHAPTER SEVEN FIVEand

Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.

Construction Details

Structural Section . Skin

Isometric of Steel Casting . Formwork

Plan of Casting Structure + Column Support

Elevation of Casting + Support

The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.

Hexagonal Skin

“v”-shaped steel casting elements funnel the overall load of the roof into various points on site

the form of the support members ultimately tie back to the roof structure’s simple geometry and grid

IMAGE 33


Module Structure

Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.

Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.

4” x 1” Steel Frame + Shear Wall

Pre-Cast Concrete Floor

W14 x 14s Steel Beam

12” dia. Concrete Footing

IMAGE 34

CHAPTER SEVEN SIXand

IMAGE 35

CHAPTER EIGHT

It is therefore indisputable that the limbs of architecture are derived from the limbs of man.

and

Michelangelo


In order to clearly and successfully defend all design decisions within the project, I felt it necessary to return to Dr. Ivar Lovaas’ theories of effective means of treatment within the educated environment for autistic individuals. In his extensive publication, The ‘Me’ Book, Lovaas hints upon key issues encompassing the learning environment of developmentally disabled children.

It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.

If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.

His points address a wide variety of problems encountered and learned through tried and failed attempts and outlines four major mistakes from the initial investigation, two of which relate specifically to environment. He remarks that first serious mistake was to treat children within an institutional (hospital or clinic) environment, which did not associate itself within the child’s common surroundings (home). This unique look at the need for familiarity within an architecture, while only lightly hit upon in the preface of the book, is truly the most important component to the overal design.

The second point of unsuccess was the isolation of the parents from their children’s treatment via programmatic discrepencies. Only recently has an effort been made to ammend the caverness gap between the educational and home environments, especially through the continuous inclusion of parents within the child’s understanding of educator. When the lines between the professions of home and school (living and learning) can be blurred within the treatment of autism, then we may hope to make progressive changes for the betterment of wholistic autism treatment.

Evidence in Support of Design

““

Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.

CHAPTER EIGHT ONEand

ADMINISTRATION

CARE AREA + COMPUTER LAB

YOUNGER CHILD CLASSROOM

CAFETERIA + LIBRARY

DISCRETE TRIAL + THERAPY

INTERMEDIATE CLASSROOM

OLDER CHILD CLASSROOM

CAFETRIA + AUDITORIUM[TENATIVE PHASE]

Building Program

BATHROOMS

IMAGE 36


ROLLING VIEW [AERIAL + ELEVATION]

IMAGE 37

CHAPTER EIGHT TWOand

Comprehensive Building Envelope

ETFE Membrane Skin + Steel Grid Shell 01

Concrete Support Column (3_5 ft. dia.) 02

4_Pronged Steel Strut Assembly 03

Pre_Fab Module 04

Bathroom Module [Proposed] 05

Green Roof 06

Entry Vestibule 07

Large Cafeteria + Auditorium [Proposed] 08

Wood Decking 09

Concrete Footings (1 ft. dia.) 10

Building Envelope

The overall building (as can be seen on the following page) is actually a series of intricate layers upon which a holistic system in based. The design from wooden decking to modules to secondary skin all facilitate an autism-sensitive environment aimed at providing the most optimum space for tactile deficient clients and their instructors.

By referring to the previous quote from Dr. Lovaas, the primary function and form of the architecture aims to become one of a suedo-neighborhood composed of small units (houses) along a specified pathway. This close assimilation between the home and teaching environments should provide students with optimum gains within their rigorous learning regiment and decrease issues within transitional actions.


EXPLODED ISOMETRIC

CHAPTER EIGHT THREEand

IMAGE 38


Module Placement

IMAGE 39

PICK-UP + DROP-OFF AREASide entrance for vehicular pick-up and drop-off so as to maximize spatial efficiency in human traffic

Care Area + Computer Lab

RECEPTION CHECK-INChild and parent / instructor check-in at reception desk for full accountability and response

CARE AREA [BEFORE + AFTER]For children who require before and/or after school programs in regards to transportation during the day

TEACHING AREASpace provided for child’s continual interaction with the teaching environment

A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.

STORAGE + MECHANICALDue to the high demand for training materials and resources required

QUIET [RESET] ROOMMain quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”

COMPUTER LABFlex room capable of providing large groups (public or private) with technological interaction, instruction or lectures

CHAPTER EIGHT FOURand

TECHNOLOGY WORK STATIONSIndividualized area meant to introduce children to new technologies and interaction interfaces

TRANSITION VESIBULEProper area for the comings and goings of child transitions - into and out of the school IMAGE 40


Module Placement

IMAGE 41

Administration + Visitor Area

CHAPTER EIGHT FIVEand

ENTRY VESITUBLEArea of tranistion meant to imply architectural precedent that exists within the overall school plan

RESOURCE STORAGESufficient storage space for instructor resources, materials and texts

A.D.A BATHROOMLavatory area provided for teaching staff as well as visitors

INSTRUCTOR WORK STATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow

BREAK ROOMKitchen area for lunch breaks and/or snack storage. Includes a refridgerator, sink, microwave and cabinet space.

PRINCIPAL OFFICESeparate room for school principal and assitant principal


CONFERENCE ROOMArea for large meetings between school officials and parents, clients or general public

RECEPTION DESKCheck-in recetion required of all guests to the school

WAITING AREAAmple seating space for parents and/or public individuals with appointments to meet with instructorsIMAGE 42


Module Placement

IMAGE 43

ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided

Younger Child Classroom . Pre-K


KITCHEN AREAFor younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment

SPEECH ROOMRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting

FLEX ROOMFor student and/or instructor use where needed for variety of funtions or needs


COMPUTER LABArea for communicative use or reward (iPads or other electronic devices)

CLASSROOMSNote that within the main classroom, partition walls may be installed

CHAPTER EIGHT SIXand

IMAGE 44


Module Placement

IMAGE 45

Cafeteria + Library

CHAPTER EIGHT SEVENand

ENTRY VESITUBLEArea of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.

CAFETERIALunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.

CATERING KITCHENKitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting

KITCHEN COLD STORAGEAdequate storage for edible food stuffs

A.D.A. BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.


LIBRARYSmall library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.

COMPUTER STATIONSArea for communicative use or reward (iPads or other electronic devices)

READING ROOMSeparate room for reading sessions between small groups or individuals

MOVIE ROOMRoom for moive screenings separate from main library space

IMAGE 46

Module Placement


IMAGE 47

Discrete Trial + Physical Therapy[Main Floor]

ENTRY VESITUBLEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided

PHYSICAL THERAPYStational play designed to enhance physical activity within students so as to develop neccessary motor skills

TEEACH STATIONSTEEACH stations nearby for easy access to physical play and resources

EXTERIOR ACCESSWide swing door provides egress to outside playground so as to mesh indoor and outdoor physical activity

A.D.A. BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.


SPEECH ROOMSRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting

STAIRWAY ACCESSClosed egress for upper and lower level changes

SENSORY ROOMArea similar to physical therapy, housing tactile exercises meant to enhance sensory perception

DISCRETE TRIAL ROOMD.T. rooms designed to divide and grow based on user needs, complete with movable paritions

BREAK-OUT ROOMDesigned for futher intense behavioral therapy where distractions are greatly reduced

CHAPTER EIGHT EIGHTand

IMAGE 48

Module Placement


IMAGE 49


Instructor Work + Roof Garden[Upper Floor]

MEETING ROOMInstructor collaborative area spacious enough for partial staff morning and afternoon meetings

INSTRUCTOR WORKSTATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow



ROOF TRANSITION VESIBULEExterior access for roof garden transition. Ample area for prepartation of experience.

ROOF GARDENExterior open plane designed for nature interaction and/or vocational training to older adults with autism

CHAPTER EIGHT NINEand

IMAGE 50


Module Placement

IMAGE 51

ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.

Intermediate Child Classroom

STORAGEDue to the high demand for training materials and resources required






CHAPTER EIGHT TENand

F

IMAGE 52


Module Placement

IMAGE 53

Advanced Child Classroom

CHAPTER EIGHT ELEVENand

F


STORAGEDue to the high demand for training materials and resources required






IMAGE 54


LIBRARY VESTIBULE IMAGE 55

SENSORY ROOM

CHAPTER EIGHT TWELVEand

IMAGE 56


EXTERIOR CORRIDOR IMAGE 57

CHAPTER EIGHT THIRTEENand

YOUNGER CHILD CLASSROOMIMAGE 58

IMAGE 59

CHAPTER NINE

Autism is an extremely variable disorder.

Temple Grandin

and


of

RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMICMARIA VALDES . ARCH 799 GRADUATE ARCHITECTURE STUDIO . THESIS II . PROFESSOR HSU-JEN HUANG . SAVANNAH COLLEGE OF ART + DESIGN . 2012

CURRENT DIAGNOSIS RATE according to CDC DATA RATE of TACTILE DEFENSIVENESS in AUTISMRATE of INCREASE in AUTISM per YEAR

AUTISM JUVENILEDIABETES

M.D. LEUKEMIA PEDIATRICAIDS$ 79 M

$ 156 M

$ 162 M $ 277 M

$ 394 M

1 : 88

1 : 500

1 : 100,000

1 : 1,200

1 : 300

Autism has seen a 600% increase in the last 30 years

Significance of StudyDue to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.

The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.

Financial Support vs. Rate of Incidence

The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.

As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention). Therefore, it is estimated that 1.5 million Americans may be diagnosed with

the disease (noting that of the approximately 4 million babies be identified as autistic).

In relation to its frequency, government statistics suggest the ratpercent (CDC) making it the fastest-growing serious developmthe most prevalent developmental disorder to date outnumberindiabetes and pediatric AIDS combined. Recent studies also sugautism than girls. In the United States alone, 1 out of 54 boysperhaps more going undiagnosed (CDC).

Yet recent research has indicated that changes in diagnostic increase in prevalence over time, however much of the increaseby the environmental factors.

Facts and Statistics

Rate of Increase in Autism from 1975 - Present (2012)

ETFE Membrane Skin + Steel Grid Shell 01

Concrete Support Column (3_5 ft. dia.)

4_Pronged Steel Strut Assembly

Pre_Fab Module 04

Bathroom Module [Proposed] 05

Green Roof 06

Entry Vestibule

Large Cafeteria + Auditorium [Proposed] 08

Comprehensive Building EnvelopeWood Decking 09

Concrete Footings (1 ft. dia.) 10

IMAGE 60

Palm CityMartin County . FL

1 : 5000 1 : 2500 1 : 250

1 : 150 1 : 881 : 500

It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.

If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.

“

“born every year, 25,000 of them will eventually

te of autism is rising at an annual rate of 10 to17 ental disability in the United States. In fact, it is g those children diagnosed with cancer, juvenile ggest boys are four times more likely to develop s are suspected of being on the spectrum, with

practices may account for at least 25% of the e is still unaccounted for and may be influenced

Dr. Ivar Lovaas 1981

Evidence of Design Decision

TOTAL POPULATION :

TOTAL BIRTHS per 100,000 :

TOTAL HOUSEHOLDS :

TOTAL HOUSEHOLDS with FAMILIES :

AVG. HOUSEHOLD SIZE :

PERSONS

139,795

54.34

123,374

101,097

Pr.K - K 1 - 8 9 - 12 12+

Effected Student Enrollment

Martin County . FL

Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting pre-kindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.

Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools. The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.

According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.

Educational Context

Jensen Beach 1

Stuart 11

Palm City 4

Hobe Sound 3

Martin County . FL

TOTAL AREA (SQ. MILES) : 752.8

FAMILY HOUSEHOLD RESIDENCES: 82%

County Statistics

As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north. And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.

By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).

CHAPTER NINE ONEand


SENSORY PLAYROOM LIBRARY MODULE YOUNGER CHILD CLASSROOM

EXTERIOR CORRIDOR BETWEEN MODULES


RECEPTION DESKCheck-in reception required of all guests to the school, parents and students who enter through the main offices

WAITING AREAAmple seating space for parents and/or public individuals with appointments to meet with instructors

CONFERENCE + MEETING ROOM Area for gatherings between school officials and parents, clients or general public




INSTRUCTOR WORK STATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow

PRINCIPAL OFFICESeparate room for school principal and assitant principal

CARE AREA [BEFORE + AFTER]For children who require before and/or after school programs in regards to transportation during the day

QUIET [RESET] ROOMMain quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”

COMPUTER LAB [LARGE]Flex room capable of providing large groups (public or private) with technological interaction, instruction or lectures


FLEX ROOMFor student and/or instructor use where needed for variety of functions or needs

COMPUTER LABArea for communicative use or reward (iPads or other electronic devices)

CLASSROOMSNote that within the main classroom partition walls may be installed

LIBRARYSmall library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.

MOVIE ROOMRoom for moive screenings separate from main library space

CATERING KITCHENKitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting

KITCHEN COLD STORAGEAdequate storage for edible food stuffs

CAFETERIALunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.

PHYSICAL THERAPYStational play designed to enhance physical activity within students so as to develop neccessary motor skills

TEACCH STATIONSTEACCH stations nearby for easy access to physical play and resources



DISCRETE TRIAL + THERAPYOLDER CHILD CLASSROOM

VARIOUS MODULE FLOOR PLANS

OLDER CHILD CLASSROOM

Main Floor Main Floor

Upper FloorDISCRETE TRIAL + THERAPYUpper Floor

Programmatic Plan

EAST ELEVATION of BUILDING

IMAGE 61

Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.

Construction Details

Structural Section . Skin

Isometric of Steel Casting . Formwork

Plan of Casting Structure + Column Support

Elevation of Casting + Support

The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.

Hexagonal Skin

“v”-shaped steel casting elements funnel the overall load of the roof into various points on site

the form of the support members ultimately tie back to the roof structure’s simple geometry and grid

Module Structure

Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.

Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.

4” x 1” Steel Frame + Shear Wall

Pre-Cast Concrete Floor

W14 x 14s Steel Beam

12” dia. Concrete Footing

Origin of Exterior FormOptimum space usage of path along a singular axis

Primary paths within modular arrangement

Cross-sectional adjacencies indicating predominate corridors

Three-dimensional form generated from site

Unit Dimensions and Programming Overall square footage:Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft²(2) 8 ft. x 20 ft. = 320 ft² Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft²

Individual framing units:8 ft. x 15 ft. = 120 ft²8 ft. x 20 ft. = 160 ft² based on standard framing sizes for ease and efficiency of construction

8 ft. 8 ft.

8 ft.

24 ft.

10 ft.

40 ft.

24 ft. 8 ft. 8 ft.

20 ft.

15 ft.

SENSORY ROOMArea similar to physical therapy housing tactile exercises meant to enhance sensory perception

ENTRY VESTIBULE [Non-CLASSROOM]Area of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.

DISCRETE TRIAL ROOMD.T. rooms designed to divide and grow based on user needs, complete with movable paritions

ROOF GARDENExterior open plane designed for nature interaction and/or vocational training to older adults with autism

ROOF TRANSITION VESIBULEExterior access for roof garden transition. Ample area for prepartation of experience.

ADMINISTRATIONCARE AREA + COMPUTER LABYOUNGER CHILD CLASSROOMCAFETERIA + LIBRARY

Variations to Module Sequence

The module units of the building program will provide ample flexibility for users that may be completely unrelated to one another’s programmatic needs. As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.

In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.

OR

Units in ParallelAdjacent units in unbroken continuity Separated units with release

point / broken continuity of path

OR

Units in OppositionAdjacent units create a focal point via intersecting axes

Separtated units channel pathways toward an inner siphon

Modular Unit

The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.

The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, one’s vision is not necessarily obstructed but rather narrowed to a easier area of focus. By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps. In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.

Programmatic Plan

CHAPTER NINE TWOand

This thesis is not imaginary nor is it theoretical in nature. This thesis was not born from the desire to create beauty for beauty’s sake nor can it be misconstrued as an architectural folly. Instead, this thesis is concieved within the very real and very serious matter of autism and the unbridled epidemic we are currently facing as a human race.

The architecture proposed within this thesis aims to merge the seemingly fathomless gap between home life and school life for a child with autism. It also means to cater such an architecture to the tactile deficiencies often found within autistic individuals, through new usages of square footage and the multi-dimensionality of the spaces within.

This idea of a cohesive environment (melded between home and school) is reinforced specifically within building form and functionality, utilizing prefabrication technologies and secondary skin systems as a way to mitigate exposure to overt solar radiation and exterior distractions. For this point of view, each module acts as its own “house” within the “neighborhood” system and allows the child to progress forward according to his own abilities and needs. In this sense, the architecture is flexible and non-site specific which will allow for greater feasibility in a variety of climate and user groups.

As a reflective thought, my desire is to pursue this project whole-heartedly into possible realization. It is my dream that one day, in the near future, there will be an architectural answer to the autistic epidemic.

Conclusion


CHAPTER NINE THREEand

Acknowledgements

I would like to thank my committee members, without whose knowledge and guidance thisproject would be nothing. I would also like to acknowledge my friends, colleagues and peerswhose laughter and insight have provided me with such joy throughout these last five years.

I dedicate this thesis to my loving and supportive parents, Sergio and Joanne Valdes. Your wisdom and unconditional love have molded me into the person I am today.

And, of course, this thesis ultimately belongs to my brother, Daniel Valdes, and the many other children like him whose lives are not defined by the paths they cannot travel but by the

journeys they dare to embark.


CHAPTER NINE FOURand

Works Cited


About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.

Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.

Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.

Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.” American Journal on Mental Retardation vol. 100, 1995: 137-145.

Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.

Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.

DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept. 1995: 1-6.

Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.

Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology. Ed. Joan Ockman. Rizzoli: New York, 1993.

Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.

Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.

The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg.com/inflation/.

Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.

Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.

Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.

Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.” Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.

Works Cited Cont.

Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.

Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.

Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.

Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).

Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.” American Journal of Psychiatry vol. 154, 1997: 1265-71.

Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.

Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press. 1987.

Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.” The American Journal of Occupational Therapy vol. 55 no. 4, 2001: 416-423.

What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html

Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol. 168, 1996: 105-109.

CHAPTER NINE FIVEand

architecture of autism

Documents

architectural thesis

architectural design

thesis exploration

term thesis

thesis committee chair

design skills

arch thesis sumbission

proposed design inquiry