Designing Everyday Activities Living Environments for Adults with Autism Katie Gaudion t
About the research partners
The Kingwood Trust Kingwood is a registered charity providing support for adults and young people with autism. Its mission is to pioneer best practice which acknowledges and
promotes the potential of people with autism and to PIONEERS IN AUTISM disseminate this practice and influence the national agenda. Kingwood is an independent charity and company limited by guarantee. www.kingwood.org.uk
The Helen Hamlyn Centre for Design, Royal College of Art The Helen Hamlyn Centre for Design provides a focus for people-centred design research and innovation at the Royal College of Art, London. Originally founded in 1991 to explore the design implications of an ageing society, the centre now works to advance a socially inclusive approach to design through design research and projects with industry. Its Research Associates programme teams new RCA graduates with business and voluntary sector partners. www.hhcd.rca.ac.uk
BEING BEING was commissioned by The Kingwood Trust to shape and manage this ground-breaking project with the Helen Hamlyn Centre for Design. BEING is a specialist business consultancy that helps organisations in the public, private or charitable sectors achieve their goals through the effective application and management of design. www.beingdesign.co.uk Contents
2 Foreword
3 Expert Reference Group
4 Introduction
8 Context
12 Research
14 Objects of Everyday Use
20 Doing Things with Things
26 Key Findings
30 Design Guide
42 Conclusion
46 Bibliography
48 About the Author
1 Foreword Lady Hornby, Chair, Kingwood
One of the greatest challenges we face at Kingwood is helping the people we support live happy, fulfilled lives; ones that are as rewarding as possible. A key ingredient of this is how they experience everyday activites and use everyday objects that one might find in an average home.
Vacuuming, boiling a kettle, washing I am once again delighted that clothes or making a sandwich can Kingwood continues to play a all pose a challenge for people with pioneering role in developing new autism, but all can form an important ways of supporting people with part of their everyday lives and in autism, one that takes a person- some instances are key to living centred approach and focuses on independently. each individual’s goals and aspirations to help them realise their potential This publication captures 12 months and find ways for them to live active of research on how the sensory lives at home and within the wider preferences and special interests community. of the people Kingwood support can influence how they experience As always we are grateful to the RCA everyday activities and be an indicator design team, to Kingwood staff and as to what they like to do. the people we support and to all who have contributed to this project. We These insights contributed towards hope it will increase our understanding the development of prototypes and of how people with autism experience a design guide which provides a range everyday activities and help them of ideas for people with autism, family to become more actively engaged members and support staff to think within their own homes and the about how to tailor, adapt, extend wider community. and create everyday activities around a person’s needs and aspirations, making them more meaningful and enjoyable.
2 Expert Reference Group
The role of the Expert Reference Group was to provide and assess the findings and results. A formal meeting was guidance and support for the project, broaden its perspective held at the Royal College of Art in April 2013.
Name Role Organisation
Sue Osborn Chief Executive The Kingwood Trust, UK Kevin Charras Administrator ARPEnv (Association for Research in Environmental Psychology)
Monica Cornforth Media Relations Consultant Independent, UK Parent of adult with autism Valerie Fletcher Executive Director Institute for Human Centered Design, USA Dr Matthew Goodwin Assistant Professor Bouvé College of Health Sciences, Northeastern University, USA Derek Hooper Equality and diversity consultant Derek Hooper Ltd, UK and trainer
Colum Lowe Design Advisor BEING
Richard Mazuch Director of Design Research Nightingale Associates, UK and Innovation Marc Sansom Director International Academy of Design & Health, UK Richard Seymour Director Seymour Powell, UK Frances Sorrell Chair Sorrell Foundation, UK Teresa Tavassoli Postdoctoral Fellow Seaver Autism Center, Mount Sinai School of Medicine, New York, USA Dr Sandy Toogood Senior Lecturer in Applied Behaviour Bangor University, UK Analysis Ad Verheul Founder of Snoezelen De Hartenberg Center, The Netherlands John Zeisel President Hearthstone Alzheimer Care, USA
3 Introduction Everyday activities and autism
Everyday activities are important to enable adults with The research project described autism to lead more independent and fulfilled lives. But here was undertaken at The Kingwood Trust with people of limited verbal how they might perceive those activities – and the domestic communication and learning objects associated with them – can be a challenge. Can disabilities. They can be described as having ‘high support’ needs, a design-based approach encourage greater engagement which is defined as requiring more in daily activities? than 15 hours a week, or in some cases constant support. This publication is the fourth in a In addition to this people with autism series that describes design research might experience hyper-sensitivity They are not necessarily typical of projects carried out by the Helen (over sensitive) and/or hypo-sensitivity most people with autism and it is Hamlyn Centre for Design at the (under sensitive) to the sensory important to point out that the Royal College of Art in partnership elements of the environment. Sensory findings of the study might not be with The Kingwood Trust. The overall sensitivities are now recognised as a generalisable. Indeed, due to the aim of the work is to improve the core symptom of autism and in 2013 diverse nature of autism as a everyday experiences for those with they were included in the fifth edition spectrum disorder, it would be very autism spectrum disorder (ASD) of the diagnostic and statistical difficult to create a generic set of through a better understanding of manual of mental disorders (DSM-5) design guidelines and outputs. their needs, aspirations and physical for autism spectrum disorder. With an environment. estimated prevalence rate of 1 in 100 Sharing experiences (NAS), autism is by no means rare. However, while this publication Autism is a lifelong and complex relates specifically to the needs and neurodevelopmental disorder that People with autism may require help aspirations of the people that affects the way a person communicates to live in their own homes. Depending Kingwood supports, and its ideas may and reacts with other people and the on their needs, this help may range not be easily transferable to other world around them. As a spectrum from a few hours a week to 24-hour people on the autism spectrum, it disorder it affects people in different cover. They may need assistance with nevertheless documents a set of ways. People with autism may have personal care and all house-related approaches about making everyday rigid routines and special interests; tasks – including meal preparation, activities more interesting and they can be sociable or find social cleaning and grocery shopping – stimulating that can be shared more relations difficult; some have learning or simply a few hours a week of widely. The experience of working with disabilities whilst others possess high emotional support or assistance people with limited speech is valuable levels of intellectual ability. with managing finances. in itself in many contexts.
4 The research investigates how those Stone, W et al 1999). Further difficulties Interestingly some research studies whom Kingwood support perceive in organising, planning and sustaining suggest that daily living skills improve everyday activities and engage with attention while performing an activity with age (Freeman et al 1999, Green them. The project seeks to help may also present challenges. Unusual et al 2011) but the rate of skills Kingwood’s support staff to develop sensory sensitivities may impact development slows down as the child a design framework that will help to a person’s experience with both enters adolescence. The presence of transform or adapt everyday activities everyday objects and the physical a learning challenge may further in the home. The objective is to make environment in which the activity is decelerate skills development. the ordinary extraordinary – to design to be performed (Bagby et al 2012). (Feeman BJ, Green et al 1999, activities that foster opportunities Szatmari et al 2009). to develop skills and encourage A different perception meaningful interactions between A person with autism may also There has been little research people with autism and Kingwood perceive and conceptualise people, exploring the development of support staff. objects, the physical environment independence in daily living skills from and activities to be performed very adolescence to adulthood in people Everyday activities such as doing differently from the way neuro-typical with autism. However a recent ten- laundry, cleaning, cooking a meal people would. year longitudinal study (Leann et al or operating electrical appliances 2012) took a sample of people with help us to develop life skills, to live There is some research that exlores autism aged between 10-52 years independently and to keep our a person's idiosyncratic relationships and explored the effect age may have homes clean and enjoyable to live in. with objects (Charlop et al 1998, on the levels of daily living skills. Most of us take this for granted even Ungerer et al 1981, Baron-Cohen 1987, though performing these activities Williams et al, 1999, William et al 2005, This study concluded that such skills demands a substantial amount of Williams et al 2006 and Loveland improved during adolescence but body co-ordination, motivation and 1991/1994). For example, we vacuum began to plateau for people in their adaptive skills such as physical our floors to keep them clean by early twenties and then decline. Leann dexterity, motor skills, planning, removing dirt and dust particles. et al concluded that ‘future research organisational abilities and social However, what if we did not understand needs to explore what environmental communication skills. the concept of dirt and dust? Would factors may be associated with we still want to vacuum our floors? continued gains of daily living skills Research has found that such What would the presumed purpose for adults with ASD as well as the best everyday activities may present and motivation be, and how would practices for teaching these skills’. challenges for people with autism we even understand what a vacuum This project addresses those future (Liss, M et al 2006, Perry, A et al 2009, cleaner was for? research needs.
5 Introduction Opportunities for development
How can adults with autism continue to acquire daily living extending and correlating their skills even if they are no longer in the education system? sensory preferences and special interests; and embracing the way Once educational support ends at This research project set out to they like to do things. These the age of 21, young adults are turned explore how adults with autism could guidelines will also provide ideas over to systems typically set up for continue to acquire daily living skills on how to re-design everyday maintenance and safety, not growth even if they are no longer in the objects and offer advice on and development. educational system and reside in purchasing such objects with supported living accommodation. reference to how well they might As people with autism spend the meet the needs and interests of majority of their lifetime as an adult, Everyday activities are filled with people with autism. one might wonder why this is the case. opportunities for growth and Under the current system the majority development, so the research aimed 3. Two staff development workshops of adults with autism do not keep up to create people-centred support for support staff entitled 'Ready with the skills development of their tools for the Kingwood staff to use Steady Make' and 'Doing Things peers by attending college or getting and so tap the learning potential of With Things Differently'. These competitive employment after performing these everyday activities. workshops promote the school (Taylor et al 2011). development of skills and the Furthermore, the support tools will exchange of experiences among Until recently, support has generally allow adults with autism to acquire life support staff. The sessions also consisted of individualised skills that can be deployed in different explore how adults with autism programming, one-to-one intervention contexts outside the home. might perceive their surroundings, and ongoing interaction with so leading to participants teachers and therapists. This high- The project has three main outputs: generating helpful ideas related intensity programming is costly and 1. Visual profiling tools that help to the growth and development not always within reach of everyone. both adults with autism and their of the people they support. support staff to identify, express Therefore it is no surprise that nearly and observe preferred home two-thirds of adults with autism in activities. England do not have enough support to meet their needs and at least one 2. Prototypes and a design guide in three adults with autism experience to illustrate how people can be severe mental health difficulties due motivated to become more actively to a lack of support (Rosenblatt, 2008). engaged with their own homes by:
6 7 Context Key Approaches
Taking part in any activity is important. Participation in social-communication difficulties everyday activities benefits quality of life both directly – (Happe 1999; Wing 1997). Their understanding of the world may be through performing tasks that are useful and interesting in developed through their interactions themselves – and indirectly, by promoting health gains and with the physical environment rather than interactions with people. As a increasing the range of possibilities for social interaction. result, their shared interpretations and understanding of how to do This research project focuses on Everything we do is a social act. All things can be unique. activities of daily living in the home, knowledge is taught, created and something that can be usefully divided mediated through an environment Kingwood play a pioneering role in into two levels of activity. Lawton and that has various levels of affordance developing new ways of supporting Brody (1969) were the first to describe (Gibson 1979) i.e. an affordance is the people with autism to realise their these two distinct levels. ‘Activities of fit between a person's capabilities potential by concentrating on the Daily Living’ (ADL) included the basic and the environmental supports, individual and focusing on what tasks of dressing, bathing, grooming, which then create opportunities for is positive and achievable in their using the toilet, eating, walking and action. Almost every action in life is lives. Below are a series of practical getting in and out of bed. ‘Instrumental impossible without some sort of past interventions and support tools Activities of Daily Living’ (IADL) action or present reaction from our that help adults with autism to plan, delineated more complex tasks such fellow humans. organise and structure everyday as cooking and cleaning. These tasks activities, so helping them require skills that are important for Take the act of making a phone call. independently participate in independent living. It is upon this level It requires technology developed by everyday living. that the present research focuses. someone else and someone else to talk to. It is through shared dialogues, Asdan: Kingwood Short Stories IADL is further defined as follows: meanings and understanding with An Asdan project for 12 individuals '...instrumental activities of daily living other people that we begin to learn supported by Kingwood was launched functions are concerned with a person's how to do different things. in 2011. The project is a natural ability to cope with her/his environment progression of the Trust’s active in terms of such adaptive tasks as So how do we learn to do things if support approach and involves the shopping, cooking, housekeeping, we find it difficult to relate to and recording and evidencing of skills using transport, managing money, communicate with other people? This learned and achieved, and enables managing medication and the use is the vexing question for many people the skills and achievements of each of the telephone.' Katz, (1983). with autism who are characterised by individual to be formally recognised.
8 The charity Asdan is a development organisation that offers educational programmes and qualifications to enable people with learning disabilities to acquire skills for employment as well as skills for life.
Some of the people that Kingwood support are currently working towards Asdan qualifications and have been awarded certificates of achievement. Asdan has six stages of learning to be used by support staff:
• Stage 1: ER–Experience Recorded You are provided with an experience of the activity without taking part • Stage 2: SE–Sensory Experience You are given the opportunity of being involved through a sensory experience i.e. hearing, touch, sight or taste • Stage 3: PH–Physical Help You are helped by someone holding you and/or helping you to move • Stage 4: GH–Gestural Help You are helped by someone using hand signals or other gestural prompts • Stage 5: SH: Spoken/Signed Help You are helped by someone speaking or signing suggestions to you • Stage 6: NH–No Help
9 Context Key Approaches
Active Support 3. Keeping Track. Simply by recording • Phase 3: Picture Discrimination. Kingwood recognises that the role the daily opportunities people The person learns to select from two of the support staff is essential to encounter, it is possible to monitor or more pictures to ask for their participation in everyday activities. progress and implement improve- favourite things. These are placed In response to this, an Active Support ments on the basis of observed in a communication book, a ring programme has been implemented evidence. binder with velcro strips where across the Trust. It is designed to pictures are stored and easily help staff to encourage the people The Picture Exchange Communication removed for communication. they support to become involved System (PECS) with the activities and relationships The Picture Exchange Communication • Phase 4: Sentence Structure. that comprise day-to-day living. Active System (PECS) was developed in 1985 The person learns to construct Support promotes teamwork that is (Frost & Bondy) and is a unique simple sentences on a detachable focused on individual needs. augmentative alternative training sentence strip using an 'I want' package that enables people who picture followed by a picture of the The Active Support programme,Jones have limited verbal communication item being requested. et al (2009) has three components, to develop expressive communication which help keep track of progress, skills through the exchange of pictures. • Phase 5: Answering Questions . providing feedback to the staff team It is widely practiced amongst people The person learns to use PECS and informing regular reviews: with autism spectrum disorder. to answer the question, 'What do 1. Interacting to Promote you want?' Participation. Personal abilities Below are the six phases of PECS vary and so those who support an training: • Phase 6: Commenting individual learn how to give him or • Phase I: How to Communicate. The person is taught to comment in her the appropriate level of The person learns to exchange single response to questions such as, What assistance to undertake typical pictures for items or activities they do you see?, What do you hear? and daily activities. really want. What is it? They learn to make up sentences starting with I see, I hear, 2. Activity Support Plans. These • Phase 2: Distance and Persistence I feel, It is a, etc. provide a way to organise .Still using single pictures, the household tasks, personal self- person learns to generalise this new Try Another Way care, hobbies, social arrangements skill by using it in different places, Try Another Way is a systematic and other activities in response to with different people and across teaching approach for people with individual needs while managing distances. They are also taught to be learning disabilities designed by Dr and maximising support resources. more persistent communicators. Marc Gold (1939-1982) and is based on
10 'If you could only know me for who I am, instead of who I am not, there would be so much more to see, because there’s so much more that I’ve got'. Dr Marc Gold the following observations and opinions: his students with severe disabilities had much more potential than anyone realised; all people with disabilities should have the opportunity to live their lives much like anyone else; and everyone can learn if we can figure out how to teach them.
Dr Gold’s technique involved many of the same tools used by behavioural psychologists including task analysis (breaking a task down into its smallest components) and physical prompting (hand-over-hand guidance) coupled with the single verbal prompt, ‘Try Another Way.' Gold’s landmark research, involved enabling people with profound disabilities to master the complex task of assembling a bicycle brake.
11 Research Overview of Methods
When designing for people with autism, it is important an important research factor. to have an understanding of their individual sensory This process involved an in-depth exploration of specific activities: preferences and special interests. • Task analysis of the steps involved Participatory observation on this assessed. This in turn led to identifying • How the activity is carried out and study helped to reveal essential under-lying reasons for those structured for each person insights into the preferences of those preferences. • How the staff demonstrate activities with communication difficulties. and encourage task performance People can be motivated to participate Collaboration with Kingwood staff from the people they support. in activities they like but they may and observation of how they currently not be able to communicate their engage with those they support helped The research explored how to enhance likes and dislikes verbally. to better understand how to structure, communication among support participate and communicate in staff, encouraging an exchange of Consequently participatory activity sessions. skills and promoting consistency in observation – where a person’s documenting individuals’ strengths observed behaviours may provide Co-design workshops with Kingwood and incremental achievements. It valuable clues – formed an important staff generated dialogue and ideas also investigated the potential of part of the research. on how to adapt everyday activities everyday objects as common points to individual interests and sensory of communication, reference and Research methods helped to preferences. An extensive literature understanding between support staff understand how a person with review and interviews with experts in and the people they support. autism perceives and conceptualises the field informed an audit of existing everyday activities around the home. interventions for the development of Support staff were encouraged Observing how people with autism life skills among adults with autism. in the study to take photographs of participate in and perform these the people they support performing activities, as well as physically relating Analysis, trialling and assessment different activities in the home. Through to objects provided to assist them, of existing Activities of Daily Living analysis, the images helped to inform supported this understanding. questionnaires determined to what design ideas in relation to individual degree they are appropriate for people needs, abilities and strengths. Having identified those domestic with autism. Observation and analysis activities that individuals like or dislike, of the three-way interaction between Prototyping and piloting of design patterns and correlations between support staff, those they support concepts were intended to investigate those likes and dislikes were then and a given activity were considered how design alterations to everyday
12 someone hypersensitive is likely to prefer quieter activities such as pegging clothes on a line, polishing objects or compiling a shopping list. Tailoring everyday activities to individual sensory preferences and special interests is likely to encourage participation.
In summary, the research aims to evaluate and understand a person’s ability, level of independence and limitations when performing certain activities combined with their sensory preferences and special interests. It will then help to develop guidelines and prototypes for the future, both in terms of planned interventions and the monitoring of individual progress. objects and the home environment Spaces: outdoor environments for could stimulate participation in adults with autism' (Gaudion et al 2012). Participatory observation, interviewing everyday activities. support staff and encouraging them Through understanding an individual’s to record their own observations This research study built on the sensory profile, we can begin to map were priorities in the study. Our design methods developed during out what everyday activities (or parts design methods took into account two earlier related projects. These thereof) he or she might enjoy and how the fact that the research team will methods include: the visual sensory best to structure the environment to not necessarily be in attendance profiling cards that were developed encourage participation. and indeed might distract from the during the project 'Exploring Sensory established relationship between Preferences: living environments Someone who is hyposensitive to experienced support staff and those for adults with autism' (Brand et al sound, for example, might enjoy they support. 2011) and the ‘Tree of Opportunity’ activities that involve noisy objects special interests visual questionnaire – vacuum cleaning, mowing the lawn developed during the project ‘Green and washing clothes. Conversely
13 Research Objects of Everyday Use
As a visual aid to help adults with autism identify the everyday activities that might appeal to them, the research team designed a set of 43 cards called Objects of Everyday Use. Each card depicts a different type of activity, which is described in simple words and images.
Many daily tasks involve the use of an We might decide to purchase a red object. Designed objects usually have Henry vacuum cleaner with a smiley characteristics that either imply how face rather than a visually more a given object might be used, or that sophisticated model simply because prompt an inference about its usage we like the colour and smiley face. that may or may not be correct. We might eat with chopsticks rather than western cutlery if we come from Even if a person understands the a country where that is the norm. We implied affordance accurately, using might like to use a vacuum cleaner an object still demands some or all of because we like the sound it makes. a range of human skills: motivation, We might prefer to dry dishes rather physical dexterity, motor skills, than wash them because we prefer planning and organisational and not to get wet hands. We might enjoy social communication skills. mowing the lawn because we like the smell of freshly cut grass. Most of us have acquired these skills and use them unthinkingly in our daily A simple activity like boiling an egg lives. However, we all have different requires the support of objects or needs, abilities, cultural values, ‘mediating artefacts’ (Hutchins 1996). interests and sensory preferences Taking the egg from its protective box, which influence our decisions about pouring water into a saucepan, turning what objects we choose to use and on the hob, waiting for the water to boil which activities we prefer. We might and finally peeling a hard-boiled egg, decide to use a mechanical lawn are all actions that stimulate sight, mower rather than an electrical sound, touch, smell and eventually one because we prefer the sound. taste. Every designed object in that
14 domestic process engages a sensory physical environment upon an autistic response. In other words, designed person’s ability to perform everyday objects stimulate our reaction to them. activities. For example, a person with autism may score low on their A key aspect of the research was the performance when using a telephone, use of self-reported questionnaires not because of the task itself but and performance-based assessment because a particular instrument’s commonly used by healthcare design may inhibit its use in their case. practitioners to help determine a person’s ability and level of Someone who is hypersensitive to independence in performing everyday sound may be able to cook a meal only activities. These include Katz’s Index if the kitchen is quiet. If the kitchen of Independence in Activities of is noisy and full of people, this may Daily Living (1970) and The Lawton prevent them from cooking altogether, Instrumental Activities of Daily Living so resulting in a negative answer in a (IADL) scale (Lawton & Brody 1969). questionnaire that does not allow for These questionnaires help to create such shades of response. be and express preferences. The an understanding of the limitations name of the everyday object’s inventor involved with an everyday activity In response, the research team used was also added (quite incidentally and help to develop guidelines for the activities featured in these daily revealing that many of the objects were interventions in planning for someone’s living questionnaires as a basis for invented long before any contemporary future and monitoring their progress. designing a set of 43 visual cards, awareness of the nature of autism). called Objects of Everyday Use. Each This leaves the question of the card featured a photographic image, On the reverse side of each card there usefulness of such questionnaires which acted as a visual prompt that were three simple questions about to a person with autism. The explicitly represented each everyday each activity. There was also space questionnaires immediately exclude activity. The cards were held together for responders to expand their answers anyone who finds it difficult to read and with a pivotal screw that made it easy and convey a little more about why they write. The use of tick boxes also leaves to concentrate on one card/activity at enjoyed certain activities. no room for more shaded responses. a time while the pivoting design created
a playful and tactile object in itself. Such questionnaires further fail to take into account the diverse nature The images helped the participant of autism and the variable effect of the conceptualise what the activity might
15 Objects of Everyday Use
16 17 Objects of Everyday Use Results
The research team invited 18 people that Kingwood support to take part in the Objects of Everyday Use exercise. Some of the participants’ responses were expressed through drawing. The insights gained encouraged Kingwood staff and those they support to work together and prompted a reassessment of everyday activities seen in terms of personal likes or dislikes.
The cards enabled the research team to explore patterns and correlations between the most popular and least popular activities, the amount of support required to perform an activity and the reasons, when possible, why the participants liked or disliked various activities. The diagram opposite illustrates this.
‘The cards made me think about if someone really likes the sound of the cutlery when setting the table. The first thing I’m going to do, to be more person centred, is to talk about cutlery or pick the cutlery up.' Kingwood support worker
Support staff observations
18 0 2 4 6 8 10 12
The diagram illustrates what everyday activities the participants like to do
19 Research Doing Things with Things
To help explain how people participate in everyday of one activity depending on their activities and perform tasks, the research team designed abilities and preferences. For example, some may iron the collar of a shirt a series of booklets called Doing Things With Things. Each before the sleeves, some will wash booklet breaks an activity down into manageable steps to dishes starting with drinking glasses and leaving cutlery to the end. Some help identify those parts people enjoy most. will rinse plates before putting them into a dishwasher, and others may Most people learn how to perform may also represent an educational enjoy vacuum cleaning but not empty each step within a given activity process in itself. Looked at in this the container when it is full. by reading instructions, listening or light, everyday activities can offer watching other people. For those with opportunities to learn new skills Physical and mental ability also autism who have learning disabilities, that will not only enable their own influences how a person does things understanding and remembering how completion but also offer lessons to and chooses what to do. Everyday to do everyday activities can be a be applied elsewhere – for example, activities are composed of a sequence particular challenge. developing language awareness by of steps that require different levels looking at clothes tags, washing of motivation, coordination, physical Someone with autism may powder directions or cake recipes; or dexterity, motor skills, planning and simultaneously encounter difficulties grasping the rudiments of maths when organisation. For example when with 'executive function' (which is measuring detergent and reading dials. boiling an egg, concentration is traditionally used as an umbrella needed to monitor the length of time term for functions such as planning, The simple act of laying a table it takes for the water to boil, then working memory, impulse control, engages skills in matching, counting strength for lifting the heavy inhibition, and shifting) and the and problem solving. Watering plants saucepan to drain the water and lastly initiation and monitoring of action and caring for pets may help people good fine motor skills will help to peel (Rabbitt 1997; Roberts et al 1998). to understand science concepts. a hardboiled egg. Difficulty with executive function Washing clothes involves decision- can make organising and remembering making about whether the items are The steps within an activity can the steps involved in carrying out an to be dry-cleaned or hand washed. therefore have varied levels of everyday activity very challenging. Washing machine settings encourage complexity, some of which may be Therefore those steps need to be further decision-making. prohibitive. In the previous example a given close consideration. person may decide not to hard boil an People perform activities in different egg because they do not like the final Difficult as it may be, mastering steps ways and may enjoy different parts step of peeling it. An individual may
20 decide not to mow the lawn because also enabled the participant to see to participate over a two-week period. they find emptying the cuttings how different parts of the activity are Using a highlight pen, the participants difficult, or they may avoid ironing connected to create the whole activity were invited to invited to mark and shirts because they find the sleeves and how actions in a chain are related gesture the steps they were able to too awkward. By understanding to a process. complete within a task. Then on the these little preferences such as facing page they expressed what they this in ourselves, insights into what With this in mind, the research team liked/disliked or found easy/hard people with autism encounter can designed Doing Things With Things, about each step. be identified and addressed, thereby booklets that focus on the whole turning activities into valuable activity process, not just the final The stages for each activity in educational experiences. outcome. Based on the data gained terms of sequence and content from the Objects of Everyday Use were not prescriptive, and the Actions in a chain cards, the activities of vacuum cleaning, booklets were simply intended Kingwood staff chart the activities of washing clothes and toasting bread to identify preferences. This self- each person they support on a weekly were selected for closer investigation. evaluation identified progress basis. This current method does not These were the activities that most through various activity steps and reveal whether the whole task was participants liked to do as well as the in so doing suggested opportunities completed or only part of it. This study ones that required the most support. for further support. proposed breaking the activity down into steps to create more achievable Three people with autism and their and manageable goals. This approach Kingwood support staff were invited
21 Doing Things With Things
Observations and feedback made by support staff
22 23 Doing Things With Things Results
Altogether 36 activities were observed and recorded, including 13 vacuum cleaning, 14 clothes washing and eight bread-toasting activities. The Doing Things With Things booklets provided a valuable source of qualitative data that informed the methods the support staff might use in future to prompt and motivate those they support in performing activities.
Generally, the booklets encouraged support staff to observe and record how someone they support chooses to engage with different activities. This data can inform future support techniques, encourage a transfer of experiences, knowledge and support techniques among support staff, with individual insights being shared and patterns of use identified. This can be of particular value to new members of staff who then benefit from a growing data bank of expertise. Support staff observations and feedback
24 15
13
11
9 Series1 7
5
3
1
0 2 4 6 8 10 12 14
Vacuum cleaning: the graph above shows how many of the 16 steps involved in vacuum cleaning the participants were able to complete
14 13 12 11 10 9 8 7 Series1 6 5 4 3 2 1
0 2 4 6 8 10 12 14 16
Washing clothes: the graph above shows how many of the14 steps involved in washing clothes the participants were able to complete
25 Key Findings Sensory preferences
The research identified four key findings from the Objects of Everyday Use cards and the Doing Things With Things booklets, which support an initial hypothesis as described below.
Everyday environments are furnished with myriad items that stimulate an assortment of sensations. For people who find it difficult to filter, adjust and process stimuli, these can trigger • I like putting my clothes • I like listening to the • I like the noise either enjoyment or anxiety. For in the washing machine eggs bumping against • I like Henry because he example some people with autism • I like watching clothes the pan when boiling is blue and I like him on low speed are affected by details and aspects spin around • I like the way the egg • I like switching the moves around • I like to turn the of the environment that many people machine on and see it • I put the egg in water vacuum cleaner on may never register or consider: filling up with water and watch it boil and off walking on a shiny floor or listening to the extractor fans and things in C minor pitch.
The design methods revealed that a person’s choice of everyday activity can be influenced by such sensory preferences. Understanding an individual’s particular sensitivities can help support staff to anticipate how they may respond to new • I like to see my clothes • I like the noise • I like hearing the toaster activities. On the right are some lining up nicely • I like to put the cutlery click • I like how the wind in the tray and hear the • I like it when the toast examples of the activities that blows the clothes clinging sound of forks pops up Kingwood residents enjoyed doing • I like to touch and smell and knives • I like to smell and feel and the reasons why. the clothes when I pass • I don’t like it when the the heat during toasting knives and forks mix up
Observations made by support staff
26 Key Findings Special interests
The design methods revealed Special Interest: Special Interest: that special interests can influence Thomas the Tank Engine Bubbles someone’s choice of everyday activities.
Understanding an individual’s interests may help support staff to anticipate or introduce new related activities that motivate them and may also be extended out into the community. For example, if someone enjoys helping around the kitchen, they might be interested in taking a cooking class. If they like watering plants, they might enjoy a trip to a This person is interested in Thomas 'He would spend all day washing up park or garden centre. If they enjoy the Tank Engine and the reason she because he likes the bubbles.' feeding their pets, they might enjoy lives in Didcot is because that is Support staff a trip to the zoo. where Thomas is from. As Thomas is blue, blue is her favourite colour. The examples on the right illustrate 'He takes part in every decision The external and internal walls in how some of the people Kingwood in his flat, the Argos catalogue is her house are painted blue as well support chose everyday objects great for this and very visual etc… as her furniture, lighting and based on their special interests. he is very particular about what objects i.e. her Henry vacuum things look like- he wanted a pink cleaner and washing equipment. iron, red, yellow and blue pots, purple kettle, toaster and cleaning products.' Her home is also furnished and Support staff accessorised with lots of images of Thomas the Tank Engine including DVDs, drawings, posters, cushions and fridge magnets.
27 Key Findings Affordances
The physical environment generates opportunities for action (Gibson, 1979) that create shared dialogues, meanings and understanding in which to interact and connect with other people. Playing football, cooking and reading all facilitate social interaction and communication. But how inclusive are these activities for 'She collects fans and extractor someone who avoids social interaction fans, but it has to be a specific and who may perceive these things make: The Vent-Axia T series. She very differently? A football as an loves the C minor tone, which this 'He likes to talk to the fridge and object to bite, for example, or a book fan gives and has a collection of often personalises inanimate objects' as an object to flick and tear? If a You-Tube clips where she captures Support staff person has little understanding of the the sound and motion of her fans'
shared values, norms and accepted Support staff behaviours of ‘our’ society, will they have difficulty learning the socially constructed preferred affordances of the environment?
The research revealed how some of the people that Kingwood support were interested in the unintended affordance of everyday objects. On the right is a selection of everyday objects and how some adults with autism perceived and interacted with them. 'He enjoys flushing the toilet 'He loves listening to the sound and and will also flush all sorts of watching the window of the washing household objects down the toilet. 'We see things not as they are, but as machine. He will put it on all day in Is it the sound, the spiral motion of we are ourselves' his flat even when it’s empty' the water that he likes or the reaction Tomlinson (1919) Support staff of pressing the flush?' Support staff
28 Key Findings Support staff
Above: a support worker designed a visual communication food system to enable the person she supports to make independent decisions about his choice of food at meal times while simultaneously learning more about food
At Kingwood Trust the support staff the person to anticipate what is about encourage adults with autism to learn to happen. Support staff are already new skills and take part in different independently taking a people- everyday activities. Planning, time- centred approach and adapting tabling structuring the environment, things to accommodate the needs and smoothing transitions from one and preferences of those they support. activity to the next are key factors in facilitating an activity and helping
29 Design Guide Introduction
Learning and understanding what a The four principles involved can be The simple ideas described in each person likes to do is an important key to defined as follows: section are based on the responses and making their everyday activities more insights gathered from the people that motivating, meaningful and enjoyable. Extend: this refers to taking a sensation Kingwood support. All illustrate how: that is enjoyed in one context (for This project shows how the sensory example, the ‘spinning’ of a washing • Being aware of someone’s sensory feedback of an everyday activity and machine) and extending it to a new preferences and interests can object can affect a person’s level of context or activity (for example, a salad influence the design and choice of motivation for doing an activity. It also spinner or rotating shoe rack). everyday objects suggests that tailoring everyday activities to someone’s sensory preferences Tailor: this is about tailoring activities • Spatial arrangements can provide and special interests can make those to avoid those things that a person clues and reminders that influence activities more meaningful and enjoyable. dislikes (for example, choosing a quieter how someone experiences, perceives For example, if a person dislikes manual lawn mower over a loud electrical and performs an activity vacuuming but likes to do the washing one, if a person is hyper-sensitive to up because of the bubbles, then what if sound) or choosing and tailoring the • It is important to note that due to the we designed a vacuum cleaner that blew colour of everyday objects to a person's diverse nature of autism, the design bubbles, would they then like to do the preference. guide is not prescriptive, rather it vacuuming? aims to stimulate thought about how Embrace: this refers to embracing the people with autism might perceive If a person does not wash their clothes way people with autism like to do things, and experience everyday activities because they dislike the sound of the rather than conforming to social norms and objects. washing machine, then what if we (for example, support staff sitting down designed a washing machine with volume to watch the spinning washing machine control? Would this then encourage the with the person's they are supporting). individual to use the washing machine? Create: this is about creating new The following design guide is divided into activities to enhance particular sensory four sections. Each section offers simple preferences and interests (for example, ideas for how people with autism, their if a person likes listening to the sound families and support staff can extend, of a washing machine, place a bell into tailor, embrace and create new everyday a pair of socks to create new interesting activities that relate to the sensory sounds). preferences and special interests of the person they support.
30 30 DesignDesign GuideGuide Principlexxx 1: Extend
If a person likes a sensation, then • If a person enjoys vacuum cleaning • If a person enjoys vacuuming the extend its application to a new context. because they like the sensation of floor because they like the sensation and setting an alarm clock. winding up the cord then extend the listening to the loud sound then extend Below are some examples of how you application of winding; for example, the application of the loud sound; If a person enjoys using automated might think about extending what a winding a garden hose, winding a for example, there are lots of other equipment because of the instant cause person likes about an activity and mechanical coffee grinder and everyday activities that involve objects and effect of switching the equipment applying it to other everyday activities: winding and sorting wires for that make loud sounds i.e. a lawn on and off, then extend the application; machinery. mower, a dust buster and a drill for example, our homes are filled with • If a person enjoys the experience of to do DIY. switch operated devices that help us lining up clothes on a washing line, then • If a person enjoys using their vacuum smells; for example, arranging flowers perform an activity and also enable us to extend the application of lining things cleaner because they like the sensation for the home, mowing the lawn to smell make some changes to our environment up to other contexts, e.g. lining up of the colour blue then extend the fresh cut grass and choosing a new i.e. fans, lights and music. shoes on a rack, food tins in a cupboard application of blue; for example, soap, picking whichever you find most or books on a shelf. choose a blue ironing mat, a blue appealing in scent and colour. If a person enjoys washing their clothes hairdryer and a blue watering can. If a person enjoys vacuum cleaning because they like the sensation of • If a person enjoys washing up because because they like the sensation of listening to the sound of the last spin, they like the sensation of the bubbles, • If a person enjoys stacking a winding up the cord then extend the then extend the application of the high- extend the application of bubbles e.g. dishwasher because they like the application of winding; for example, pitched sound; for example use a stove make a hot drink using a transparent sensation of repetition then extend winding a garden hose, winding a top kettle that whistles, a drill and an kettle, wash a car, boil an egg or try the application of repetition - there are mechanical coffee grinder and winding electric whisk. using a milk frother. lots of everyday activities that involve and sorting wires for machinery. repetition, for example planting seeds If a person enjoys stacking a dishwasher • If a person enjoys putting away the in rows and putting cutlery away. If a person enjoys using their vacuum because they like the sensation of cutlery because they like the particular cleaner because they like the sensation repetition then extend the application noise it makes, then extend the • If a person enjoys washing their clothes of the colour blue then extend the of repetition – there are lots of everyday application of the chiming sound, e.g. because they like the sensation of application of blue; for example, choose activities that involve repetition, for sorting a toolbox or creating a wind watching them spin in the washing a blue ironing mat, a blue hairdryer and a example planting seeds in rows and chime out of cutlery. machine, then extend the application blue watering can. stacking plates. of spinning; for example, make a • If putting away the cutlery is enjoyable smoothie in a blender, dry salad leaves If a person enjoys washing their clothes because of the reflective metal, then using a salad spinner, hang clothes on because they like the sensation of extend the application of reflective a rotary washing line, attach 'spokey turning the dial and numbers, then materials, e.g. polishing mirrors, car dokeys' to a bicycle wheel, or acquire extend the application of turning and hubcaps, bicycle spokes or sorting a rotating shoe rack. numbers; for example, turning the dial DVDs. on the toaster and oven, turning clocks
31 31 Design Guide Principle 2: Tailor
If a person doesn’t like a sensation, a piece of music called Grand, Grand they find using pegs too difficult and then tailor the application to avoid it. Overture which was part performed fiddly, then tailor the application of at the last night of the Proms 2006. hanging clothes; for example, try pegs Below are some examples of how you A collection of vacuum cleaners of different shapes and sizes, there are might begin to think about tailoring were part of the orchestra which all also lots of clothes line systems that everyday activities to avoid the things a produced different sounds.) do not require clothes pegs i.e. Ezyline person dislikes, in order to anticipate the Pegless Clothes Line. introduction of new everyday activities. • If a person does not enjoy using a Although we all dislike doing certain microwave or oven because they dislike • If a person does not like washing their things, small environmental adjustments the sensation of waiting for the food to clothes because they find it difficult to can make a difference. cook, then tailor the application of the understand and make decisions about microwave and oven; for example, use which wash settings to apply to which • If a person does not enjoy vacuum egg timers, sand timers, alarm clocks clothes, then tailor the application; cleaning because they dislike the and purchase microwaves and ovens for example, colour code the clothes sensation of being confused about with transparent window front labels and have them correspond with which part of the floor they have to provide some visual distraction the colour of the laundry basket, which vacuumed, then tailor the application whilst a person waits. also show the symbols of the washing of vacuum cleaning. For example, machine dial on them. use Shake and Vac, that way you can • If a person does not enjoy putting the visually see which part of the floor you cutlery away because they dislike the • If a person does not like to boil eggs have vacuumed and what’s left to go. sensation of seeing the knife, forks and because they find it difficult to know You could also create your own game spoons all mixed up, then tailor the when the water has boiled, tailor and place small paper shapes around application of putting the cutlery away. the application of boiling water. For the floor to help visually guide and For example use different colours for example accentuate the sound by orientate a person. the forks, knives and spoons so help a placing a special device in the pan person visually see where they need to that rattles when boiling. • If a person does not enjoy vacuum go and colour code the compartments cleaning because they dislike the of the cutlery tray so that they relate sensation of the loud sound the to the colour of the knife, forks and vacuum cleaner makes, then tailor the spoons or try a freestanding hanging application. Different vacuum cleaners cutlery organiser to prevent them from can make different pitched sounds and getting mixed up. at different volumes so think about the sound when choosing a vacuum • If a person does not enjoy hanging cleaner (Malcolm Arnold composed clothes on the washing line because
32 Design Guide Principle 3: Embrace
If a person wants to do something way to help a person to structure and ‘From the booklets and discovering what differently, then embrace that activity. see what is happening throughout elements of the activities they enjoyed, the day and week, involve the person I will now write in his communication The research study encouraged as much as possible in creating the passport that the person I support likes Kingwood support staff to observe and timetable and choosing what to do the smell of washing powder. A new develop more understanding of how the each week. member of staff will come in, read this people they support experience and and see that he likes the smell of washing perceive everyday activities. Many filled • If a person finds it difficult to powder. They may think, I’m going to go to out the cards and booklets on behalf transition from one activity to another, the cupboard and go – oh that smells nice of the person they support, which gave try different ways of providing clear – as a way to encourage him. It’s about them lots of insights and ideas about markers between activities. For the way you approach things with the how they like to do things. Below are example perform activities in different people we support.' some examples (inspired by support spaces, or put on an apron to signify staff themselves) that illustrate how a transition into cleaning. 'The booklets have made me think about a person might be encouraged to things like, if someone really likes the embrace the activity: • To encourage a person to be more sound of the cutlery when setting the actively engaged in their own homes table. The first thing I’m going to do, to • If a person enjoys the smell of washing it might be fun to introduce a heart be more person centred, is to talk about powder as the first step to washing rate monitor, that way you can see cutlery or go and pick the cutlery up. clothes, then encourage them in that how many steps you have walked Working with what works more for them.' activity by engaging them through the whilst doing different activities. sense of smell. Kingwood Support staff
• If a person has difficultly remembering how to do something, then try to associate activities with a particular piece of music or smell.
• When verbally demonstrating an activity, make clear and relatively unambiguous instructions, avoiding descriptions such as ‘a pinch of salt’ and ‘beat until fluffy’. will • Weekly visual timetables are a good
33 Design Guide Principle 4: Create
If a person likes a sensation, create • If a person likes to rip magazines and new ways to experience and enjoy it. newspapers, this activity can be used for many things, for example, making The research project revealed how papier-mâché or tearing old clothes some people with autism may enjoy to make rags to clean mirrors and the unintended affordance of everyday windows. A person might also enjoy objects. Below are some examples that shredding documents. show how perceiving everyday objects differently can create new applications:
• If a person likes bubbles when The following pages show two washing up, think about what other prototypes that have been developed activities or objects could create in collaboration with Kingwood support bubbles - a bubble-making vacuum staff to show how the ‘create’ principle cleaner, for example? might work.
• If a person chose a vacuum cleaner because they like the smiley face, there are lots of smiley face stickers you could purchase and stick onto different everyday objects.
• If a person likes listening to the sound of a washing machine, place a bell into a pair of socks to create new interesting sounds inside the machine.
• If a person likes to look through the window of a washing machine, then this could be a fun place to put stickers or create a custom-made spinning disc that attaches to the window of the washing machine.
34 35 Everyday Activities Vacuum cleaning
Vacuum cleaners are used to clean floors by removing Concept: Hubble Bubble Vacuum dust and dirt particles. But what if we did not understand Cleaner A Henry vacuum cleaner was the concept of dust and dirt and the importance of keeping selected for the first Hubble Bubble our floors clean? What if we did not understand the prototype. Due to the simple design, wind-up cord, expressive intended affordance of a vacuum cleaner? face and range of colours available, a Henry vacuum cleaner was This can be the case for people with due to the bubbles. In response the the most popular choice for the autism whose individual experiences design team began to explore ways of Kingwood community. and perceptions of vacuum cleaning extending bubbles into other activities can be unique. The Objects of such as vacuum cleaning, so making The Hubble Bubble vacuum cleaner Everyday Use cards revealed that the pleasurable element – the bubbles is being piloted at Kingwood to many of those registering an opinion – intrinsic to more than one activity. evaluate how, by changing its disliked vacuum cleaning and found it affordance to incorporate an difficult to do. They did not understand Below are some initial design individual’s specific focus of what a vacuum cleaner was for in concepts which were presented to interest, this may in itself motivate the first place, nor how to engage Kingwood’s support staff and designer them to use it. Observation will also and interact with it; they were hyper- Richard Seymour. They explore ways reveal whether the visual appeal sensitive to the sound. Therefore the in which a vacuum cleaner can blow of the bubbles offsets the negative design team began to explore ways in bubbles whilst a person is vacuum effect of the noise for those hyper- which vacuum cleaning can become cleaning. It was also proposed that sensitive to the sound. a more meaningful and enjoyable the bubble liquid might also act as experience whilst simultaneously a carpet conditioner. learning important life skills.
We began this research by reflecting back onto the Objects of Everyday Use cards to look for patterns and correlations around the everyday activities the participants liked to do and the reasons given. The cards revealed that washing up was a particularly popular activity largely
36 37 Everyday Activities Washing clothes
Washing machines are designed to wash clothes, but for Concept: Spinny Disc a person with autism the experience of a washing machine Many people who Kingwood support enjoy watching their clothes in action can stimulate unique responses. being spun inside the washing machine. The design team wanted Research revealed that some people enjoy looking at the washing machine to celebrate and accentuate this may particularly enjoy the by-products as it spins around. feature. Spinny Disc adds an extra of operating a washing machine. fun step within the process of The research team found these washing clothes. Once washing has For example: insights inspirational and began been put into the machine, a person • Listening to the sound of it so much to explore whether the unintended can then choose a spinny disc. and wanting it to be on all the time. affordance of everyday objects, Attach, switch it on and watch the once identified, can inspire new different patterns on the disc spin • Enjoying listening to the washing design ideas that are meaningful and around – individuals can even make machine, particularly when the enjoyable to someone with autism. their own patterns. pitch changes during the last spin. This prompted the idea that it might The Spinny Disc prototype is being • Using the washing machine because be possible to enrich the experience of trialled at Kingwood. The task of getting pleasure from putting in washing clothes for everyone, inviting analysis for washing clothes within the washing powder, because of people to perceive, experience and the Doings Things With Things liking the smell. appreciate activities in the same way workbooks revealed that step 1 a person with autism might. (sorting coloured clothes), step The Objects of Everyday Use cards 14 (hang to dry) and step 8 (add also revealed that many people also washing powder) proved the most difficult for the participants to do.
It is hoped that creating a new step based on something identified as enjoyable may encourage those with autism to try to master more steps within this particular activity.
38 39 Ready-Steady Make Workshop
The workshops invited 12 of Kingwood’s support staff to design and make decorations that reflect the sensory preferences and special interests of the person they support.
To begin with, participating staff During the creative process, were asked to write down the sensory participants began to exchange preferences and special interests of ideas and share experiences and the person they support into a Guess draw connections between the Who game frame (right). interests and sensory preferences of the people they support. Using the Guess Who frame as a reference point, each participant was The exercise was a creative process then given a tree and asked to make that encouraged support staff to decorations for the tree. explore and understand the sensory preferences and special interests of Once the trees had been decorated, the person they support. each participant described their tree and why certain design decisions Illustrated opposite: trees decorated were made, while everyone else had by individual support staff, to reflect to try and guess who the tree was the interests of the people they decorated for. support.
40 'He likes things that roll, things that 'She likes crunching things, and she 'He likes soft touchy things, he likes are round, bright colours that he can likes horses so there is a picture of a to smell staff's hair so I’ve put scents look at. He likes spinning things so horse. She likes colour blue, red and in the cotton wool. He likes colour on the top of the tree there’s some- squishy things, she likes music so and expressions and twiddling things. thing that resembles that, its round there are bells and there are lots of I've some soft textures in the tree and and it spins so I thought that would scents at the top of the tree because its quite visual and bouncy. I think the be good to put at the top of the tree.' she likes perfumes.' person I support would enjoy it!'
'I’ve put little steering wheels and 'This tree was created for someone 'He absolutely loves plastic and also cars on his tree. The person I support who likes red, he likes red cars. He likes to walk no matter what the likes to flick things, so I’ve made loves traffic lights so there are some weather, so I have put some snow some flicky twirls and a cracker so red stars.' on the tree and lots of plastic things. when it bursts, cars come out. There He is also into horror films and is also thunder bolts coming out anything to do with zombies and because he likes loud sounds.' space hence the plastic space ships.'
41 Conclusion
This research project set out to expand our understanding gathered during the project did not derive first hand from the people that of the important role played by everyday activities for Kingwood support, but was largely adults with autism. It also sought to explore ways in which interpreted by the support staff through direct observation. design might be used to help make those activities – and the domestic objects associated with them – more enjoyable The diverse nature of autism as a spectrum disorder makes it and educational in terms of personal development. impossible to create a generic set of guidelines and design outputs. By focusing on the special interests and so on – in daily activities and This is not, therefore, a ‘how to’ and sensory preferences of people the way they are perceived by people publication; instead it seeks to share with autism, the study suggests that with autism. Accordingly a key part experiences and approaches in the design-based initiatives can avert of the study was to observe and interests of reaching out to support or minimise negative reactions to document individuals’ relationships staff, service professionals, family particular activities whilst beneficially with everyday objects. Simple design members and adults with autism exploiting the more positive ones, on probes were devised to tease out themselves, aiming to make everyday an individual basis. personal responses to designed activities become more meaningful objects and their related activities and enjoyable. The research built upon three major in order to gain insights that might assets: the day-to-day experiences encourage support staff, family of the Kingwood support staff; members and designers to consider a comprehensive review of past ways of extending, tailoring or research that relates to the subject otherwise modifying the appeal, and to which the research team was function and experience of able to bring a new and more specific everyday objects. focus; and three previous research publications in the present Kingwood The majority of the participants in series that address other aspects of this study are not typical of most how people with autism experience people with autism – they have limited their environment. verbal communication and learning difficulties, so their support staff A central focus of the research was played an important role in mediating the role of designed objects – kettles, the contact between the researchers washing machines, vacuum cleaners and the participants. Much of the data
42 43 And finally...
Dr Sandy Toogood, Active Support or diminish a person's motivation Programme, explains: "Researchers to engage in activity. Thoughtful, to date have paid scant attention sensitive and personalised attention to to the effect of equipment, such the design of equipment may increase as washing machines and vacuum a person’s motivation to engage in cleaners, may have upon people activity. An activity may become when performing activities. This is intrinsically more fun or less arduous surprising since it seems obvious that as a consequence of attending to the the design of equipment may enhance critical features of equipment design. or diminish a person's motivation to In this regard design may become a use the equipment, and that this may natural bedfellow of active support, especially be the case where a person working hand-in-hand with the has a diagnosis of autism and his or arrangement of the physical and social her sensory perception is thought to environment to create conditions that have been altered in some way. correspond optimally with what it is Affordances may, of course, enhance that a person wants or needs."
44 45 Bibliography
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47 About the Author
Katie Gaudion holds a Master of Philosophy in Textile Acknowledgements Design from the Royal College of Art (RCA). She received We would like to thank the following people for their help the Helen Hamlyn Design Award for Creativity in 2010. and support during the project: She has presented her design research at a number of Lady Hornby and Sue Osborn of the Kingwood Trust. Colum international conferences including China and the USA. Menzies Lowe of BEING, and Jeremy Myerson, Rama Katie’s specialist interest lies in co-designing with adults Gheerawo, Margaret Durkan and Mark Byrne, at the Helen and children with learning disabilities and neurological Hamlyn Centre for Design, Royal College of Art. A special conditions. She is interested in learning and discovering thank you to Elizabeth Roberts for her dedication, help the latent needs of people whose perspective and and inspirational ideas. experience of the world is individual and unique. Katie is the founding member of Angles between Curves, a design We would like to thank the Monument Trust for making this research practice that focuses on materials development work possible. and people-centred design to create tactile, interactive The following people generously gave their time and and performance textiles for product and environment. expertise to the project: In 2012 Katie began a PhD by Practice at the RCA entitled: • Members of our Expert Reference Group, including 'An exploration of empathic design approaches to improve Sandy Toogood who joined us this year. everyday life for adults with autism'. The PhD is supported • Hazel Hand and her team at Beeching Way, Kate Allen by the Kingwood Trust, and brings together three and her team at Kingwood Headquarters. distinctive and relevant forms of expertise: the people- centric design ethos of the Helen Hamlyn Centre for • Rebecca Day for her ongoing support and expert Design, the innovation and making orientation of RCA's advice. Innovation Design Engineering programme and the • All the staff who participated in the Ready Steady Make autism expertise at the Centre for Research in Autism workshops and Lynn Longwood to help organise. and Education (CRAE). [email protected] A special thank you to family members and Kingwoods' support staff, especially the people they support, for taking part in the research and inviting us into their homes.
48 Author: Katie Gaudion
Editor: Graham Vickers
Design: Margaret Durkan
Illustrations and Photography: Katie Gaudion and Petr Krejci
Printed by: Circle Services Group www.circleservices.co.uk Designing Everyday Activities Living Environments for Adults with Autism
© 2013 The Helen Hamlyn Centre for Design Royal College of Art
ISBN 978-1-907342-81-3
British Library Cataloguing-in-Publication Data. A catalogue record for this book is available from the British Library. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the publishers.
Published by: The Helen Hamlyn Centre for Design Royal College of Art Kensington Gore London SW7 2EU +44 (0)20 7590 4242 [email protected] www.hhcd.rca.ac.uk This is the fourth in a series of research-based books exploring the interaction of design, the environment and the sensory perceptions of adults with autism. It focuses on everyday activities in the home. Katie Gaudion’s in-depth research, undertaken in collaboration with the Kingwood Trust’s support staff, investigates both the challenges and opportunities inherent in daily tasks and their related objects for those with atypical sensory sensitivities. By proposing strategies to identify incentives and disincentives for each individual – and suggesting some modifications to familiar designs – this publication shows how daunting tasks may be transformed into enjoyable activities or even valuable educational experiences for adults with autism.