طراحی قرارگاه رفتاری: نگرشی نو بر آموزش و درمان کودکان مبتلا به اختلالات طیف اوتیسم (نمونه موردی: کودکان 7-4 سال مرکز اوتیسم بوشهر)

محورهای موضوعی : تکتونواستراتیگرافی

رضوان زارعی ¹ (دانشجوی دکتری معماری، گروه معماری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران)
احمد ترکمان ² (استادیار، گروه معماری، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
محمد علی رحیمی ³ (استادیار، گروه معماری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران)

تاریخ دریافت : 1401/07/04 تاریخ پذیرش : 1401/12/09 تاریخ انتشار : 1401/11/01

کلید واژه: "مدل‌های آموزشی-درمانی روانشناختی", "طراحی معماری", "قرارگاه رفتاری", "کیفیت محیطی", "اختلال اوتیسم",

چکیده مقاله :

طراحی مکان‌های آموزشی-درمانی بمثابه مجموعه‌ای از قرارگاه‌های رفتاری، به ‌لحاظ توجه به ابعاد کیفیات محیطی، می‌توانند در شکل‌گیری الگوهای رفتاری کاربرانشان، اثربخش عمل نمایند. از این‌رو، شناخت مولفه‌های تاثیرگذار بر شکل‌گیری و کارکرد درست قرارگاه‌های رفتاری بعنوان تسهیلگر، مهم می‌نماید. بنابراین هدف پژوهش، شناسایی مولفه‌های سنجش کیفیت محیطی در طراحی قرارگاه‌های رفتاری، و ارزیابی تاثیر آن‌ها بر آموزش و درمان کودکان اوتیسم 7-4 سال است.
پژوهش از نوع کاربردی و روش تحقیق آن توصیفی-تحلیلی و نیمه‌آزمایشیست. در این پژوهش جامعه آماری برای دو گروه از متخصصان و آزمایش‌شوندگان از مرکز اوتیسم بوشهر مشخص شد. جامعه آماری متخصصان43 نفر گزارش گردید، که از طریق روش نمونه‌گیری تصادفی‌ ساده و توسط فرمول کوکران، 38 نفرشان برای حجم‌‌‌نمونه انتخاب شدند؛ و جامعه آماری برای گروه آزمایش نیز، از میان 18نفر از کودکان اوتیسم 7-4 سال مشخص، و بدلیل محدودیت تعداد، کل 18نفر بعنوان حجم‌‌‌نمونه تعیین گردید. گردآوری اطلاعات در دو بخش نظری و میدانی؛ و برای تجزیه و تحلیل اطلاعات از آمارهای توصیفی و استنباطی(آزمون‌های تی-جفت نمونه‌ای و فریدمن)، از طریق نرم افزار SPSS انجام شد.
یافته‌ها نشان می‌دهد میان مولفه‌های سنجش کیفیت محیطی(موثر) در طراحی قرارگاه‌های رفتاری و روند آموزش و درمان کودکان اوتیسم 7-4 سال، تاثیر معناداری برقرارست؛ که تاثیرگذاری این مولفه‌ها نسبت به‌ یکدیگر متفاوت بوده و به ‌ترتیب شامل: مولفه‌های"کارکردی-رفتاری"، "ساختاری-فیزیکی" و "ادراکی-شناختیست".
به‌نظر می‌رسد با برقراری تعادل میان مولفه‌های موثر مکان‌ساز(کارکردی-رفتاری، ساختاری-فیزیکی، ادراکی-شناختی)، می‌توان سطح کیفیت و کارایی قرارگاه‌های رفتاری را در جهت آموزش و درمان بهتر کودکان اوتیسم ارتقاء بخشید و موجبات پیشرفت آنان را مهیا نمود.

چکیده انگلیسی:

The design of educational-therapeutic places as a set of behavioral setting can be effective in the formation of behavioral patterns of their users in terms of attention to the dimensions of environmental qualities. Therefore, it is important to know the components that influence the formation and proper functioning of behavioral setting. The aim is to identify the components of environmental quality assessment in the design of behavioral setting, and to evaluate their impact on the education and treatment of autistic children aged 4-7years.
The research is applied and its research method is descriptive-analytical and semi-experimental. The statistical population and sample size were determined for two groups of experts and subjects from Bushehr Autism Center. Through the simple random sampling method and by the Cochran formula, 38experts were selected; And from the center's 4-7year-old autistic children, all 18of them (experimental group) were selected for the sample size. Gathering information in two theoretical and field sections; And to analyze information from descriptive and inferential statistics (Paired sample t-tests and Friedman), it was done through SPSS software.
There is a significant effect between the components of environmental quality assessment in the design of behavioral setting, and the education and treatment of autistic children aged 4-7years; That the effectiveness of the components is different from each other and includes:"Functional-behavioral","Structural-physical","Perceptual-cognitive"components respectively.
By establishing a balance between the place-making components, it is possible to improve the quality of behavioral setting for the better education and treatment of autistic children and provide the means for their progress.

منابع و مأخذ:

References

1. Frith Autism: A Very Short Introduction. Translated by Hamidreza Pouretemad and sara mahabadi. 1th ed. Tehran: Elm Publication; 2014.]in persian[


2. Efrosini Educational and therapeutic approaches for children with autism. Translated by Ali Akbar Ebrahimi. 1th ed. Tehran: Publication of the article; 2014.]in persian[


3. Sartip Zadeh L, Ghasemi Sichani M, Mojahedi H. Analyzing educational centers for children with autism spectrum disorders (ASD) Case Study: three autism centers in Isfahan. Journal of Disability Studies 2017; 7(13): 51.[Doi:‎1001.1.23222840.1396.7.0.14.2].


4. Ragheb H. Evaluation of communication skills in preschool students with autism. Quarterly Journal of Exceptional Children 2013; 13(2):81-94.]Doi:20.1001.1.16826612.1392.13.2.7.1.[


5. Love J.S. Sensory spaces: sensory learning-an experimental approach to educating our future designers to design autism schools, Archnet-IJAR 2018; 12(3):152.[Doi:10.26687/archnet-ijar.v12i3.1704].


6. Khaki A, Mahdavi M. Designing learning spaces for children with autism Spectrum Disorder. Journal of Exceptional Education 2020; 2(160):71-82.[https://www.magiran.com/p2219102].


7. Higgins D. J, Bailey S. R, Pearce J. C. Factors associated with functional style and coping strategies of families with a child with an autism spectrum disorder. Autism 2005; 9(2):125–137.[Doi: 10.1177/1362361305051403].


8. Pasalar The Effects of spatial layouts on students’ interactions in middle schools: Multiple case analysis [Ph.D. Thesis]. United States of America: North Carolina State University; 2003. [http://www.lib.ncsu.edu/resolver/1840.16/5083].


9. Altman A. Environment and social behavior: privacy, personal space, territory and congestion. Translated by Ali Namazian. 1th ed. Tehran: Shahid Beheshti University; 2011.]in persian[


10. Pakzad J. Theoretical Foundations and Urban Design Process. 8th ed. Tehran: Shahidi Publications; 2017.]in persian[


11. Madani R, Shafaei M. Principles of designing children's educational spaces based on the model of creativity. Scientific Journal of Educational Technology Research 2010; 4(3):215-222. [https://doi.org/10.22061/tej.2010.1348].


12. Humphreys S. Architecture and autism. The Journal of Recent Advances in Autism Spectrum Disorder 2005; 2, 9-13.[ Doi: 10.5772/53679].


13. Mostafa An Architecture Autism: concept of design  intervention for  the  autistic user. The jornal of Architectural Research 2008; (2)1:189-211.[Doi:10.26687/ARCHNET-IJAR.V2I1.182].


14. Vogel L. Identifying Classroom Archtitecture Performance Standards for Populations with Autism[Master of Science]. United States of America: University of Wisconsin-Madison; 2008. [http://www.designshare.com/index.php/archives/901].


15. Khare R, Mullick A. Designing inclusive educational spaces with reference to autism. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting. Sage CA: Los Angeles, CA: SAGE Publication 2009; 53)8(: 517- 520.[Doi:10.1177/154193120905300807].


16. Beaver C. Autism-friendly environments. The autism file 2010;34:82-85. https://senmagazine.co.uk/specific-needs/autism-asd/10/how-can-we-design-autism-friendly-schools/].


17. Mcallister K, Barry M. Design Considerations for the Autism Spectrum Disorder-Friendly Key Stage 1 Classroom, Support for Learning 2012; 27(3): 103-112. [Doi:10.1111/j.14679604.2012.01525.x].


18. Richer J.M, Nicoll S. Iv-A playroom for Autistic chihdren, and its companion therapy project: a synthesis of ideas from ethology. The Journal of psychology, nursing and design 2014; (17)33:132-143. [https://doi.org/10.1179/bjms.1971.020].


19. Kinnaer M, Baumers S, Heylighen A. Autism-friendly architecture from the outside in and the inside out: An explorative study based on autobiographies of autistic people. The Journal of Housing and the Built Environment 2016; 31(2):179-195.[Doi:10.1007/s10901-015-9451-8].


20. Altenmüller-Lewis U. Designing Schools for Students on the Spectrum. The Design Journal 2017; 20(1): 2215-2229.[https://doi.org/10.1080/14606925.2017.1352738].


21. Daim Al-Khadmeh S. Designing educational centers for children with autism(Study of Physical-Spatial Components). Master's Thesis in Architectural Engineering. Sabzevar: Hakim Sabzevari University; 2014.[in persian[


22. Mashhadi Fathali H. Educational spaces for autistic children from the perspective of environmental psychology. Shabak Publication 2015; 2(4):189-194. [https://www.magiran.com/p1598047].


23. Kazemi Shishwan M, Sharif Khajeh Pasha S. The role of the physical architecture environment on the treatment of autism in children 4-10 years in Urmia. Armanshahr Journal of Architecture and Urban Planning 2019; 12(29):153-166.[Doi:10.22034/AAUD.2020.102372].


24. Ehsani Far H. Designing therapeutic and educational spaces for autism spectrum disorder. 2th ed. Tehran: Science and Science Publishin; 2019.[in persian[


25. Barker R. Ecological Psychology: Concepts and Methods for Studing the Environment of Human Behavior. Stanford, CA: Stanford University; 1968.[Doi:10.1016/B978-0-12-375000-6.00142-7].


26. Pirgloo F, Hashemi M. A study of safe education spaces with the approach of behavioral settings. Semnan Law Enforcement Quarterly 2018; 8(28):87-114. [https://civilica.com/doc/995283].


27. Lawson B. The language of Space. Architectural Press. 1th ed. Elsevier Publishing; 2001. [https://www.routledge.com/Language-of-Space/Lawson/p/book/9780750652469].


28. Kopaei G, Naghizadeh M, Habib F. The effect of the physical factors of play spaces on the creativity of 6-12 year old children in urban parks. Urban Studies Scientific-Physical Quarterly 2016; 6(21):39-50. [https://www.magiran.com/p1736428].


29. Mardomi K, Delshad M. Flexible learning environment (experiential child world, educational system changeable). Scientific-research journal of the Scientific Association of Architecture and Urban Planning of Iran 2010; 1(1):109-118 .[https://doi.org/10.30475/isau.2010.61930].


30. Gibson J. The Theory of Affordances: The Ecological Approach to Visual Perception. Boston: Houghton Mifflin;


31. .Greeno J.J. Gibson`s Affordances. Psychological Review 1994; 101(1): 336–342. [http://dx.doi.org/10.1037/0033-295X.101.2.336].


32. Shahcheraghi A, Bandarabad A. Surrounded by environment (the application of environmental psychology in architecture and urban planning). 1th ed. Tehran: Jihad University; 2014.[in persian[


33. Kytta M. Children in outdoor contexts: Affordances and independent mobility in the assessment of environmental child friendliness [D. Thesis]. Finland: Helsinki University of Technology; 2003.[http://urn.fi/urn:nbn:fi:tkk-001620].


34. Heft H. Ecological Psychology in Context: James Gibson, Roger Barker, and the Legacy of William James`s Radical Empiricism, Lawrence Erlbaum Associates. 1th ed. New York: Inc. Publishers; 2001.[ https://doi.org/10.4324/9781410600479 ].


35. Canter D. The pschology of place, the architectural press Ltd. London: I.v Publishers 1977. [https://www.researchgate.net/publication/232600712].


36. Salehinia M, Memarian G. Sociopetaloid of architecture space: Synthesis and synomorphy of humane- physical factors. International Journal of Architectural Engineering & Urban Planning 2012; 22(1):7-19.[https://www.com/p1007265].


37. Baran M, Yilmaz A, Erbas M. An approach to the design criteria of Autism Education Centers Diyarbakır Sample. Current Researches on Social Sciences 2017; 7(3):279-286. [Doi: 10.26579/jocress-7.3.19].


38. Volkmar R, Paul A, Klin D, Cohen S,  Ashwood p, Wills S, Van de water J. Schoolbased programs In F. R: The immune respond in autism: a new frontier for autism research. Journal of biology 2006; 80(1):1-15.[Doi: 10.1189/jlb.1205707].


39. Brooks Developing a learning environment which supports children with profound autistic spectrum disorder to engage as effective learners [Ph.D. Thesis]. [Coventry, UK]: Coventry University in collaboration with the University of Worcester; 2010.


40. Larki S. practical strategies for working with autistic children. translated by Azar Zamani and Munira Azizi. Tehran: Publishing edit; 2016.[in persian[


41. Milton D.E.M, Martin N, Melham P. Beyond reasonable adjustment: autistic-friendly spaces and Universal Design. Autism and Intellectual Disability in Adults. avilion Publishing and Media Ltd 2016; 1:81-85.[https://openresearch.lsbu.ac.uk/item/8715v].