| This is the Checklist which is described in Using an | | | | 2 Are there opportunities to move indoors and out? |
| Environmental Check for People with Autism | | | | 3 Is the environment geared for people who are |
| Spectrum Conditions(Part 1). | | | | oversensitive to movement?e.g. support equipment |
| The categories for this checklist are divided into 4 | | | | when moving to help with balance. |
| areas- | | | | 4 Are routines flexible to those who struggle with |
| 1.Sensory | | | | movement disorders? |
| - Touch/tactile | | | | For example enough time given for movement in the |
| - Sight/visual | | | | day |
| - Smell/olfactory | | | | Solutions |
| - Hearing/auditory | | | | Body Awareness / Proprioception questions |
| - Taste/gustatory | | | | 1 Is the environment free of unnecessary |
| - Balance/vestibular | | | | obstructions? |
| - Body awareness/proprioception | | | | 2 Have rooms been made easier to navigate? |
| 2.Communication Systems | | | | e.g. using colours to distinguish floors, walls and |
| 3.Escape | | | | furniture, as well as |
| 4.Other | | | | from room to room |
| Each area has a number of questions that will have a | | | | 3 To what extent have you considered those who |
| response yes or no | | | | have fine motordifficulties? ( e.g. locks, cutlery, door |
| Decide to whether you believe the environment you | | | | handles) |
| are assessing fully addresses the issue raised. | | | | Solutions |
| Totalled up yes' will give an overall friendly rating. It | | | | Communication questions |
| will be the analysis of each category however rather | | | | 1 Does the environment have clear signs to indicate |
| than the deficits of the environment which maybe of | | | | the use ofeach room? |
| most benefit. | | | | 2 Are there directional signs to each area? |
| After each question there is a section named | | | | 3 To what extent are communication systems |
| solutions. This is to be completed to indicate how you | | | | supported by use of symbols, pictures, photos or |
| aim to change the current environment to address | | | | objects? |
| that particular question. | | | | 4 Are rooms given one purpose only? |
| Solutions will always be specific to each area and | | | | 5 Are there photographs used to aid recognition of |
| individual therefore it is difficult to give generic | | | | people |
| solutions. Please refer to other sources | | | | (Staff/unfamiliar) if needed? |
| Sensory-Touch/tactile questions | | | | Solutions |
| 1 Are there sensory materials available for individuals | | | | Escape questions |
| to touchin the environment? e.g. sand, water play | | | | 1 Is there a system to know when a person with |
| Decide whether you have a variety of materials and | | | | autism needs to escape from an environment? |
| enough needed foreach individual who seeks sensory | | | | 2 Is there a space/ room to escape to? |
| stimulation | | | | 3 Is this room /space used solely for this purpose? |
| 2 Are there opportunities for soft play/rough and | | | | 4 To what extent is this room / space low stimuli |
| tumble for individuals to access? | | | | and safe? |
| Consider how often and whether the opportunities | | | | 5 Is there an alternative to the escape room / |
| are appropriate | | | | space |
| 3 Is there massage available to Individuals, if needed | | | | (e.g. the garden) |
| Consider how often, by whom | | | | Solutions |
| 4 Is there a body map on the wall where individuals | | | | Other questions |
| can indicateplaces they like/dislike to be touched? | | | | 1 To what extent are you fully aware of each |
| Consider if no body map how you would determine | | | | individuals sensorydifficulties?(see the sensory profile |
| where someonelikes/dislikes to be touched. | | | | devised by Bogdashina, 2003) |
| 5 Are there small spaces where individuals can | | | | 2 Are you able to make changes to the sensory |
| squeeze into, if they wish. | | | | environment? |
| Consider if you could position furniture to facilitate | | | | (e.g. are there practical or financial restraints.) |
| this. | | | | 3 To what extent is the environment safe for people |
| 6 Are there indicators to point out where hot | | | | on the autism spectrum? |
| surfaces are? | | | | Solutions |
| Consider safety and how to manage this. | | | | Maximum score is 44 x yes |
| Solutions | | | | Your Score……………….. |
| Sight / Visual questions | | | | Date to review and repeat the |
| 1 Are the colours in the environment low arousal such | | | | checklist…………………….. |
| as cream and pastel shadesand not red or vibrant. | | | | References / further reading |
| Consider whether all rooms /spaces needneed a | | | | Attwood.T (1998) – Asperger Syndrome: a |
| change of paint or wallpaper | | | | guide for parents and professionals. London. Jessica |
| 2 Is the environment cluttered with furniture? | | | | Kingsley publishers. |
| " It has been suggested that people | | | | Bogdashina. O- (2003) -Sensory Perceptual Issues in |
| with ASD find it helpful if furniture is | | | | Autism: Different Sensory Experiences - Different |
| kept to the sides of a room and the | | | | Perceptual Worlds, London. Jessica Kingsley Publishers. |
| central space is kept clear" | | | | Clements, J. and Zarkowska, E. (2000)Behavioural |
| (Nguyen, 2006) | | | | concerns and autistic spectrum disorders: explanations |
| 3 Does the environment have many patterns, shapes | | | | and strategies for change. London Jessica Kingsley |
| and surfaces that may be sensitive to the eye. | | | | Publishers |
| Consider curtains, blinds and pictures etc. | | | | Gillberg .C (2002) - A guide to Asperger syndrome. |
| Consider whether staff clothing or jewellery could be | | | | Cambridge. Cambridge University Press. |
| a problem. | | | | Godwin Emmons, P. and McKendry Anderson, L. |
| 4 Does the environment have fluorescent or harsh | | | | (2005) Understanding sensory dysfunction: Learning, |
| lighting, rather than dimmable or subtle lighting. | | | | Development and Sensory Dysfunction in Autism |
| 5 Have you considered sunlight from windows or | | | | Spectrum Disorders, ADHD, Learning Disabilities and |
| skylights and where the light is at different times of | | | | Bipolar Disorder. London. Jessica Kingsley Publishers. |
| the day? | | | | Howlin.P (1998) – Children with Autism and |
| Solutions | | | | Asperger syndrome: A guide for practitioners and |
| Smell / Olfactory questions | | | | carers. Chichester. Wiley |
| 1 Have you considered the toxicity of paint or | | | | Jordan .R (2001) –Autism with Severe Learning |
| wallpaper paste used to decorate the environment | | | | Difficulties: A guide for parents and professionals. |
| 2 Have you considered the smells of cleaning | | | | London. David Fulton |
| materials used? | | | | Humphreys, S (2005) ‘Autism & |
| E.g. polish, air fresheners | | | | architecture' _feb-mar_2005 accessed 16 March 2006 |
| 3 Have you considered the smells of individuals | | | | Morgan.H (1996) –Adults with Autism; A guide |
| (including pets) usingthe environment? (e.g. | | | | to theory and practice. Cambridge, Cambridge |
| deodorants, perfume and aftershave) | | | | University Press |
| 4 Do smells drift around the building from room to | | | | Morton-Cooper (2004)-Health Care and the Autism |
| room and how might you isolate these? | | | | Spectrum –A Guide for Health Professionals, |
| Solutions | | | | Parents and Carers, London, Jessica Kingsley |
| Hearing / Auditory questions | | | | Publishers. |
| 1 Have you considered the general noise level in the | | | | National Autistic Society (2006 a)-Information sheet: |
| environment? | | | | What is autism? London. National Autistic Society. |
| 2 Have you considered hypersensitive hearing and | | | | National Autistic Society (2006 b) - Information sheet: |
| looked at specific noises that may irritate such as | | | | What is Asperger syndrome? London. National |
| clocks ticking, humming from lights, road noises or | | | | Autistic Society. |
| building/gardening work in the distance? | | | | Nguyen.A (2006), Creating an autism-friendly |
| 3 Is there noise from flooring and can this be | | | | environment,London. The National Autistic Society. |
| deadened? | | | | Plimley.L (2004) Analysis of a student task to create |
| 4 Have you considered noise levels at different times | | | | an autism-friendly living environment. BILD.Good |
| of the day? | | | | Autism Practice Journal 5.2 Pp35-41 |
| 5 Have you any specific quiet areas? | | | | Schopler.E (1995) –Parent Survival Manual; A guide |
| 6 Have you considered the pitch of noise as well as | | | | to crisis resolution in Autism and related |
| the level? | | | | Developmental disorders. New York and London, |
| Solutions | | | | Plenum Press |
| Taste / Gustatory questions | | | | Whitaker.P (2001) –Challenging Behaviour and |
| 1 Do you have a wide range of foods available | | | | Autism-Making sense, making progress; A guide to |
| ofdifferent textures and temperature? | | | | preventing and managing challenging behaviour for |
| 2 Are there options to intensify the flavour of foods | | | | parents and teachers. London. National Autistic |
| by adding seasoning or spices | | | | Society. |
| 3 Is there clear guidance on what to do when | | | | Whitehurst .T (2006)-The impact of building design on |
| someone is mouthing or eating inedible food? | | | | children with autistic spectrum disorders. BILD Good |
| Solutions | | | | Autism Practice Journal 7.1 pp31-9 |
| Balance / Vestibular questions | | | | Wing.L (1996)-The Autistic Spectrum; a guide for |
| 1 Is the environment geared for people who seek | | | | parents and professionals. London. Constable and |
| movement? | | | | Robinson. |
| (e.g. lots of space, soft play, swings, trampoline) | | | | |