Checklist For Autism-Friendly Environments

Checklist forAutism-Friendly Environments Stephen Simpson 2015Copyright- Not to be used without consent of author1

Stephen SimpsonRNLD, BPhil (Autism)Service versionIntroductionSome people with Autism can experience severe difficulties with theworld around them including ‘unfriendly’ environments. The effect couldbe anything from a person having mild discomfort to symptoms of acutepain and deterioration in functioning. If the environment is distressingfor the person this may stop them from accessing it. Social, Health,Education and Leisure opportunities can therefore become reduced.Everyone with Autism is unique and affects them in different ways andthey have their own specific needs to be considered.An environment can be described as anything from a space or room toa whole building. This document seeks to identify some of the waysthat environments can be changed to be friendlier.The checklist is divided into TWO parts. All services need to completePart A whilst Part B is for more specialist providers.Part A – Core RequirementsThese are essential and are minimum requirements to create a moreAutism Friendly Environment.1. Sensory Sight/visualSmell/olfactoryHearing/auditoryBody awareness/proprioception2.Communication Systems3.Escape4.Awareness – Core Stephen Simpson 2015Copyright- Not to be used without consent of author2

Part B - Enhanced (if applicable) requirements1.Sensory Touch/tactile Taste/gustatory Balance/vestibular2. Awareness - Enhanced3. Theory of Mind /Flexibility of ThoughtEach area has a number of questions that will have a response yes orno.Decide and tick in the relevant column to whether you believe theenvironment fully addresses the question raised. If not score ‘no’.Totalling up ‘yes’ scores will give an overall friendly rating. It will be theanalysis of each category rather than the deficits of the environmentwhich maybe of most benefit.After each question there is a section named solutions/discussion. Thisis to be completed to indicate how you aim to change the currentenvironment if needed to address that particular question you haveticked ‘no’.If you have ticked yes however please write down how you have doneso.Solutions will always be specific to each area rather than for particularindividuals therefore you will need to give generic solutions rather thanindividual.To begin the process starts with the smallest space then expand tolarge areas. Stephen Simpson 2015Copyright- Not to be used without consent of author3

Note - In this document 'autism' refers to 'autism spectrum disorders'encompassing autism, Asperger's syndrome and atypical autism (orpervasive developmental disorder not otherwise specified) in additiondifferent individuals and groups prefer a variety of terms for autismincluding autistic spectrum condition, autistic spectrum difference andneurodiversity.Author informationStephen Simpson works as a Specialist Nurse Practitioner in AutismSpectrum Conditions for South West Yorkshire Partnership FoundationNHS Trust. He has worked in the field of Autism for over 15 years andqualified with a B.Phil degree from the University of Birmingham.Stephen currently works in the specialist ASD/ADHD service inWakefield. His recent work has included consultation on NICE guidanceand Quality Standards in Autism. He has collaborated with Kirkleesborough council in producing this assessment tool.Thanks to Dr Marios Adamou, Gary Wainwright and design team . Stephen Simpson 2015Copyright- Not to be used without consent of author4

Part ADate:Environment:Assessor:Sight / Visual questions1Are the colours in the environment low arousal such as cream andpastel shades and not red or vibrant?ANDYesNoDo any rooms /spaces need a change of paint or wallpaper?2Have you considered if the environment is cluttered with furniture?“It has been suggested that people with Autism find it helpful if furnitureis kept to the sides of a room and the central space is kept clear.”(Nguyen, 2006)3Does the environment have many patterns, shapes and surfaces thatmay be sensitive to the eye?ANDHave you considered curtains, blinds and pictures etc?ANDHave you considered whether staff clothing or jewellery could besensitive?4Does the environment have fluorescent or harsh lighting, rather than more sulightingalternatives?5Have you considered the effect of sunlight from windows or skylights?ANDwhere the light is at different times of the day?ANDreflective surfaces? Stephen Simpson 2015Copyright- Not to be used without consent of author5

Solutions/Discussion Sight / Visual questions Stephen Simpson 2015Copyright- Not to be used without consent of author6

Smell / Olfactory questions1Have you considered the toxicity/acute smells of paint or wallpaperpastes used to decorate the environment?2Have you considered the smells of cleaning materials used?E.g. polish, air fresheners, bleach3Have you considered the smells of individuals (including pets) using theenvironment? (e.g. deodorants, perfumes and aftershaves)4Do smells drift around the building from room to room?ANDHave you considered how you might isolate them?YesNoSolutions/ Discussion Smell / Olfactory questions Stephen Simpson 2015Copyright- Not to be used without consent of author7

Hearing / Auditory questions1Have you considered the general noise level in the environment?2Have you considered hypersensitive hearing and looked at specificnoises that may irritate such as clocks ticking, humming from lights,road noises or building/gardening work in the distance?3Is there noise from flooring and can this be deadened if needed?4Have you considered noise levels at different times of the day? Whenpeople are in the environment at the same, mix of sensory needs?5Have you any specific quiet and louder areas that people can choose from?6Have you considered the pitch of noises as well as the level?YesNoSolutions/ Discussion Hearing / Auditory questions Stephen Simpson 2015Copyright- Not to be used without consent of author8

Body Awareness / Proprioception questions1Is the environment free of unnecessary obstructions?2Have rooms been made easier to navigate? e.g. using colours todistinguish floors, walls and furniture, as well as from room to room)3Have you considered differing Heights that individuals may needto navigate such as steps, stairs and kerbs?4Have you considered adjustments for those people who have finemotor difficulties? (e.g. locks, cutlery, door handles)YesNoSolutions/Discussion Body Awareness / Proprioception questions Stephen Simpson 2015Copyright- Not to be used without consent of author9

Communication questions1Does the environment have clear signs to indicate the use of each room?2Are there directional signs to each area? Discuss whether it would beappropriate.3Have you considered to what extent are communication systemssupported by the use of symbols, pictures, photos or objects?4Are rooms given one purpose only?ANDIf not, can you indicate when it is used for different functions?5Are there photographs used to aid recognition of people(staff/unfamiliar) if needed?6Do you plan for changes to routines, staff leaving and building work?7Have you considered ‘literal’ meanings when designing yourenvironment?YesNoSolutions/Discussion Communication questions Stephen Simpson 2015Copyright- Not to be used without consent of author10

Escape questions1Is there a system to know when a person with autism needs toescape from an environment?2Is there a space / room to escape to?3Is this room /space used solely for this purpose?If not why not-discuss?4Have you considered to what extent is this room / spacelow stimuli and safe?5Is there an alternative to the escape room / space(e.g. the garden)YesNoSolutions/Discussion Escape questions Stephen Simpson 2015Copyright- Not to be used without consent of author11

Awareness questions - CoreYes1Are you able to make changes to the Core sensory environment?(e.g. are there practical or financial restraints.) Discuss.2Have you considered to what extent is the environment primarily‘safe’ for people with autism?3Are you up to date with Autism Awareness training to support thischecklist?NoSolutions/Discussion Awareness questions-Core Stephen Simpson 2015Copyright- Not to be used without consent of author12

Part BSensory-Touch/tactile questions1Are there sensory materials available for individuals to exploreYestouch in the environment? e.g. sand, water play, textilesANDDo you have a variety of materials and enough needed for each individualseeks sensory stimulation?2Are there opportunities for soft play/rough and tumble for individualsto access if needed?ANDAre the opportunities appropriate?3Is there massage available to Individuals, if needed?(Consider how often, by whom)4Is there a body map available where individuals can indicateplaces they like/dislike to be touched?ANDIf no body map can you determine where someone likes/dislikesto be touched?5Are there small spaces where individuals can squeeze into, if they wish?ANDCould you position furniture to facilitate this if needed.6Are there indicators to point out where hot surfaces are?ANDHave you considered safety for people who are hypo sensitive totouch and how to manage this? Stephen Simpson 2015Copyright- Not to be used without consent of authorNo13

Solutions/ Discussion Sensory-Touch/tactile questions Stephen Simpson 2015Copyright- Not to be used without consent of author14

Taste / Gustatory questions1Do you have a wide range of foods available of different texturesand temperatures?2Are there options to intensify the flavour of foods by addingseasoning or spices?3Is there clear guidance on what to do when someone ismouthing or eating inedible food?4Have you considered whether people prefer foodstuffs not totouch?5Have you considered whether people prefer certain coloured foodsor acute tastes?YesNoSolutions/ Discussion Taste / Gustatory questions Stephen Simpson 2015Copyright- Not to be used without consent of author15

Balance / Vestibular questions1Is the environment geared for people who seek movement?YesNo(e.g. lots of space,soft play, swings, trampoline)2Are there opportunities to move indoors and out?ANDHave you considered how restrictions on movement effectIndividuals?3Is the environment geared for people who are oversensitive tomovement?e.g. support equipment when moving to help with balance.4Are routines flexible to those who struggle with movement disorders?For example enough time given for movement in the daySolutions/Discussion Balance / Vestibular questions Stephen Simpson 2015Copyright- Not to be used without consent of author16

Awareness questions- Enhanced1Have you considered to what extent are you fully awareof each individuals sensory difficulties?YesNo(see the sensory profile devised by Bogdashina, 2003)2Are you able to make changes to the sensory environment?(e.g. are there practical or financial restraints.) Discuss.3Have you considered to what extent is the environment‘safe’ for people with autism?4Are you up to date with Autism training to support thischecklist?Solutions/Discussion Awareness questions- Enhanced Stephen Simpson 2015Copyright- Not to be used without consent of author17

Flexibility of Thought /Theory of Mind questions1Are you aware of the absorbing interests of people in theenvironment and how to facilitate and manage differences?2Are you/staff aware of the concept of Flexibility of Thought?ANDHave you considered that because there has been a good/badresponse in one environment this cannot be generalised toa similar environment?3Have you considered that people with Autism may have difficultunderstanding or interpreting others by not being ableto empathsise and put themselves in to someoneelse’s consciousness?AndHow will this affect your approaches in the environmentsthey live?4Are you aware of the coping mechanisms for individuals in theenvironment?YesNoSolutions/Discussion Flexibility of Thought /Theory of Mind questions Stephen Simpson 2015Copyright- Not to be used without consent of author18