Research Report

DETERMINANTS OF

ATTENTION

Maud Jansen Research in Immersive Storytelling 2018/2019

Research Proposal: 1

Application Letter When I was three years old, I started reading books. My mom didn’t believe I was actually

T reading, she thought I just remembered the story from a previous time. So she gave me another book, one I had never seen before, and I read. So, as long as I remember I’m interested in stories. R During my former studies, ‘Scandinavian languages and cultures’, I analyzed some headpieces of the Norwegian literature, while nowadays, during my internship at Filmding bv.,

A I’m more focused on storytelling in marketing videos and interactive videos for businesses. The main question I wanted to answer in my research is how interactivity in video influences

P the way people experience video, especially in a society where everyone is used clicking links everywhere. I wanted to investigate whether or not interactivity in video adds value to the person watching. I concluded that interactivity in video doesn’t create a better experience. The main reason I found is that people get less immersed, because they are constantly interrupted while watching. You can’t be part of the story if you have to step out of the story constantly to make decisions. In virtual reality, interactive installations or in games however, you’re already part of the story, cause you’re moving through it. This is the field where I believe great results can be booked by creating an immersive experience by using the power of storytelling. For me it would be not just to create fun experiences, but mainly to make people aware of their behavior. I do believe that an immersive experience could for example make people aware of environmental problems like climate change or global warming. It’s not hard to imagine for example that the immersive experience of Olafur Eliassons ‘The Weather Project’ could be a statement about the depletion of the ozone layer. In this case it isn’t, but it could be in my opinion. Though I’m not that much interested in environmental change, I am interested in helping people deal with social issues or mental health problems. Because I believe in the great power of stories, I do believe that immersive experiences can help people deal with for example depression or social anxiety. Or maybe it could work the other way around, we could break the stigma’s around depression or other mental health diseases by creating an immersive experience for people that aren’t affected by mental health problems, so that they could understand what it feels like. Using the great power of storytelling to help people deal with certain diseases, whether the experience is for them or for their surroundings, is what I would like to explore during this minor. I’m a really motivated and enthusiastic student, who likes to challenge herself. My main strength is doing research and explore the possibilities of a new concept. I’m not a great graphic designer, though I always try to improve my skills. In this minor I would like to learn more about the art of storytelling and explore the ways we can use it to create an immersive experience that will help people. I see it as a challenge to work with international students, cause I experienced before that different cultures have different ideas and different ways of working.

- 2 - One work that inspired me is that of University of Michigans professor Sean Ahlquist. Ahlquist. Sean of Michigans professor me is that of University that inspired One work The interesting thing about the videos of The National Autistic Society is the fact that The National thing about the videos of The interesting ‘normal’ to the to adapt have that people with autism always interesting really I find it I experienced a little more problems in deciding what would be my goal in researching in researching goal be my deciding what would in problems little more I experienced a How can I create a story experience where neurotypical people need to adapt to autistic people need to adapt a story neurotypical can I create experience where How needs? how to create a story in order to create an autism friendly design, where neurotypical people neurotypical where design, friendly an autism a story to create to create in order how autistic needs and to start for to raise awareness in order to autistic needs, need to adapt world.’ autism friendly a more creating research after doing research question towards: already I sharpened my Even further along the way, Remark: As a designer I would like to research what’s known about autism and I would like to know to know like and I would about autism known what’s to research like As a designer I would experience. friendly an autism a story to create to create in order how sharpened My goal research statement. in my still no explicit goal was there I realized Along the way Remark: towards: during the courses and workshops we had, to know like about autism and I would known what’s to research like ‘As a designer I would These contemplations along some general information about autism shaped my research research my about autism shaped These contemplations along some general information question as follows: Question: Main Research adapt to all the things they don’t naturally do. Why is this? Is this something we should want, want, should is this? Is this something we Why do. naturally don’t to all the things they adapt in their natural can behave autistic children wherein example a world for create or can we ways? to his project He adapted jungle gym his autistic daughter. for He designed a soft immersive time. and in her own way in her own so she could develop her needs, informa much is too There time watching these videos. a hard someone with autism is having autism get sensory people with overloaded. tion in these videos whereby and be social in some way normally, to behave have they to school, to go have They world. Who will the story be for? For the people with autism? Their family? Or for general other Or for Their family? Who will the story the people with autism? For be for? people about Do I want to inform What point do I want to make? autistic? people that aren’t videos been made quite some good already are There think so. it is to be autistic? I don’t how example Autistic Society for The National autism. it is to have and experiences about how autism. to have about what it is like video’s some great created to create a storyworld, a plot and especially how to write it down or deliver my message to my deliver or to write it down how a plot and especially a storyworld, to create a medium. putting it in other people by about au information some general I started with reading a story about it. autism and make I asked and Libraries lectures the Narrative points in research some interesting I found tism, in depth. a bit more point focus questions so I could determine my some myself Research Question. Research to people I decided and helping health disorders in mental been interested always Since I have Autism. case: in my in this area, research my for choose a subject so I decided I would this minor is the storytelling about factor, like I really The other thing how characters, to create how to start how a story, a story, create to how to know like really 3 -

‘Not knowing everything about autism is my first starting first point’ about autism is my everything ‘Not knowing second starting story a point’ to create is my how ‘Not knowing What is autism? behavior? What is autistic point? exist and what is their focus do What kind of treatments with autism? people been made for What is already people with autism? to design for How a story? do I create How immersion? do I create How I’ll test the things I’ve found with a child living next door of my parents, who has parents, with a child living next door of my found I’ll test the things I’ve was diagnosed with autism at the age of 24 and She friend Floor. is my My last source learned about during the cour method is the one we research Another interesting To get a better understanding of how it is to have autism or deal with autism, I will autism or deal with autism, it is to have get a better understanding of how To - - 1) 2) 3) 4) 5) 6) 7) me already aware of some patterns and themes I could use in relation to autism for further to autism for of some patterns and themes I could use in relation aware me already research. able she’s on high school, were her since we know Since I already her. this explained a lot for and I can observe her behavior. way autism in her own to explain having made rules, them using different and ordening pictures for Searching Libraries. seNarrative videos that deal with autism. I’ve also heard of tv-series that handle autism. of tv-series that also heard I’ve videos that deal with autism. I could test ways him. same for the I’ll try about autism are the things I read to see if autism. with him without him getting help me to communicate that would about, I thought and read I can discuss with on the spectrum as well. of our classmates are Two sensory overloaded. autism. to have them what it is like To gain knowledge about autism I would first of all do some secondary research. There has There first of all do some secondaryresearch. about autism I would gain knowledge To a good will provide so secondary research about autism, been done a lot of research already starting about the facts and symptoms of autism. point some I will look for Besides reading or about autistic people. written by some novels read Methods Research Sub questions: In order to be able to create related to autism friendly design I had two starting points: two design I had autism friendly to related to create to be able In order subquestions. different These starting points made me formulate

- 4 ------On Kickstarter a project was released to create a community of designers, to design of designers, a community to create was released On Kickstarter a project people with Nowadays for society. opinion beneficial autism is in my Designing for Even ‘normal’ world. to the themselves needs and adapt to neurotypical need to adapt with a huge impact! Even design can be just a small change in society, Autism friendly In England, businesses are being challenged to become Autism Friendly with the Au with the Autism Friendly being challenged to become businesses are In England, Dr. Magda Mostafa, a world leading expert on autism friendly building design, states: states: leading expert building design, on autism friendly a world Magda Mostafa, Dr. autism de evidence-based first set of Mostafa is the author of the world’s Magda Dr. huis, eten ongezond, bewegen en slapen te weinig en zijn voortdurend bezig (Swarte)” en zijn voortdurend te weinig en slapen bewegen eten ongezond, huis, for people who are not on the autism spectrum disorder, I believe autism friendly design autism friendly I believe not on the autism spectrum disorder, people who are for people deal with and more more world where A world full of stimuli. will be beneficial in a daar zelf een deel zijn we en voor burn-out ontstaat door langdurige stress “Een burnouts. naar tot laat in de avond kijken We De mobiel gaat altijd mee én aan. voor. verantwoordelijk mee naar werk nemen We blijven. wakker we waardoor beeldschermen die blauw licht geven designing for autism together to share their knowledge and build a community (designingfo a community and build their knowledge autism together to share designing for rautism).” autism difficulties to adapt. who have them, especially when it’s especially for autism. David and Kohzy want “to foster knowledge sharing and attract all knowledge “to foster want and Kohzy David autism. for especially combined knowledge synthesize everyone’s can we excited to tackle the question: who are Can the autism community? better designed solutions for for an environment to create autism the designing for as a discipline? (Kickstarter: design stand on its own autism-friendly “A cross-country meetup series to bring people who are is Their promise meetup series)”. the most autism-friendly nation in the world (The National Autistic Society - Autism Friendly Autism Friendly - Autistic Society (The National nation in the world the most autism-friendly Award). people with au been made for “What is already (see subquestion Gray when Carol Already to design for people think of ways tism”) started people with autism, for making Social Stories to their needs. or adapt people with autism. at the United Nations as a framework for international autism design policy (The National international autism for at the United Nations as a framework Autistic Society). to autistic people. differences a huge make Small changes can already Award. tism Friendly Autistic Society is trying to turn the UK into The National Award, Autism Friendly With the with challenges and special needs, and no group among those can benefit more from the sen the from among those can benefit more and no group with challenges and special needs, Autistic those with autism (The National than provides, sorythat the built environment input Society).” presented recently in 2013 and which was trademarked ASPECTSS™, Autism sign guidelines, “There is still a lack of awareness about how much environment can affect people with au can affect environment much about how is still a lack of awareness “There because addition, In to bring in specialists. of the need often unaware are architects and tism, autism-friend differently, each person condition which affects complex autism is an extremely of hard-and- rather than a set to be interpreted framework a conceptual design requires ly Few with disabilities. people used to when designing for are which is what architects fast rules, than those architecture effective by offered need of the possibilities in more are user groups Discourse Friendly Autism Design. Autism Friendly one of fits is the research which my The discourse in are but there and interior design, inside the field of architecture developed design is mainly well. as Design in other fields Autism Friendly for people that strive 5 If we approach design through design through approach If we

Julie Truong states about Autism Friendly architecture that: that: architecture Autism Friendly states about Truong Julie create timeless, enjoyable and multifunctional spaces for all. spaces for and multifunctional enjoyable timeless, create Acoustics, in lieu of accommodation. standardization do not prioritize we an autistic lens, all By understanding design. essential in quality and materials are spatial configuration lighting, spaces and serve better all who inhabit can create we research, through human experience (Truong).” It’s also stated that people who get more stimuli are more susceptible for burnouts according according burnouts for susceptible more are stimuli who get more stated that people also It’s Ze mensen. en meest perfectionistische de vriendelijkste “Het zijn vaak de Swarte: to Julliete ‘ja’. zeggen vaker toe, laten meer prikkels focuses can These design autism. just benefit those who have ASD does not “Designing for

Research: 2

1. What is autism? If I want the world to become more autism-friendly, I need to know what Autism is and how

T people with autism are differ from other people.

Autism is not one specific disorder, it’s a spectrum disorder, shortened as ASD (Autism spec- R trum disorder). Previously Asperger’s syndrome, PDD-NOS and autistic disorder were de- fined separately but nowadays (since the DSM5) they are combined to the Autism Spectrum

A Disorder (ASD). ASD is a developmental disorder, that affects communication and behavior. It’s called a developmental disorder, because people start showing symptoms in their first two

P years, it’s probably genetic. The percentage of people with ASD worldwide is approximately 1%, 1 on 59 children. It affects four times more boys than girls (AutismSpeaks, Autism facts and figures). People that aren’t on the Autistic Spectrum Disorder are called neurotypical.

General criteria There are some general criteria that define people on the spectrum (AutismeSpeaks, “What are Symptoms”): - Social Communication Challenges, this means they experience difficulty with verbal and non-verbal communication. They may not understand or appropria tely use spoken languages, gestures, eye contact, facial expressions or expressi ons that are not meant to be taken seriously. - Restricted, repetitive behaviors. These are different for every person but can include things as repetitive body movements (handflapping, spinning or running back and forth), repetitive motions with objects (moving a toy forth and back), staring at lights or spinning objects, ritualistic behaviours (repeatedly touching objects in a set order), narrow or extreme interests and the need for routine. For a full list of symptoms, I refer to the appendix A.

‘If you’ve met one person with autism, you’ve met one person with autism.’ (Dr. Stephen Shore)

The quote above describes the variety in autism. It has many forms that affect people in different ways and in different degrees. So not two people with autism are the same, not even when they are brothers. There’s been done research with siblings on the spectrum, but they often have total different symptoms (Carey).

Details first. People on the spectrum have a different way of processing information. Incoming information through the senses is processed differently, causing a different experience of someones surroundings. They focus on details first instead of an overall picture. So when they see a painting or a living room, they’ll notice the different elements separately and it takes a while before they see the overall picture.

Nonverbal Some people on the spectrum stay non verbal. This is the case in approximately 25 - 50% of the people diagnosed with ASD (Patten, et al). Other children start talking really late or don’t

7 - - - I also really noticed this with my friend Floor. When she is telling you a story When she is telling you and you friend Floor. noticed this with my I also really possible out every through go so they Some small changes can cause panic reactions, sensitive, someone struggles to deal with everyday sensory information. This can cause stress, stress, This can cause sensory information. to deal with everyday someone struggles sensitive, ‘sensory or sometimes in challenging behavior This results pain. physical anxiety and possibly Senses can be over- or under-sensitive. For someone on the spectrum their ears can work their ears can work someone on the spectrum For or under-sensitive. Senses can be over- might try They to turn their ears off, that picks up a sound and amplifies it. a microphone like people on the autism Autism.org states that many deaf. are they so in some cases it looks like or undersensi sensoryover due to information everyday difficulty processing spectrum have over If senses are behavior. their and this can affect Their sensory input is different senses. tive what is going need to know They the house. leaving come or obstruction in their head before people on the spectrum This is why the situation. can oversee so they on forehand, to happen lives. in their daily structure like Senses et al). They are always trying to see the world in a logical way. It’s like a puzzle they need to a puzzle they like It’s trying in a logical way. to see the world always are They et al). try they to and the situation, the world over control to retain In order complete all the time. logical and fully isn’t that the world The fact remains logical and predictable. the world make and might lose control They causing anger. all the time, tend to lose control so they planned, get a nerve breakdown. of seconds a couple silent for keeping She’s responding. not she’s to ask a question, interrupt question or comment. to your without responding her story, and then continuing processing Information people (Miller, than neurotypical differently information on the spectrum process People about a subject someone else isn’t interested in. They have difficulties understanding the back difficulties have They in. interested about a subject someone else isn’t really It might feel to someone. might occur weird they Therefore and forth of a conversation. not like It’s someone on the spectrum is trying to get in touch with you. unnatural the way to become friends with so how know often don’t but they friends, want to have don’t they it themselves. without knowing people, or offend might show They meone. other people also have a mind and that they might be different then their owns. Cause they Cause they then their owns. might be different a mind and that they other people also have empathy. difficulties understanding other people and show have they understand this, don’t Social interaction for a long time can talk They difficulties in social interaction. on the spectrum have People Autism is often a whole-body disorder, cause autism is often accompanied by seizures, seizures, autism is often accompanied by cause whole-body disorder, Autism is often a deficit attention challenges, feeding eating and sleep disturbances, disorders, gastrointestinal or bipolar disorder. schizophrenia depression, anxiety, (ADHD), disorder and hyperactivity Theory of mind that realize don’t They ‘theory of mind’. a the so called got on the spectrum haven’t People produce meaningful sentences themselves. They just repeat, called echolalia. echolalia. called repeat, just They themselves. meaningful sentences produce point don’t they Also, way. unnatural body-language or in a really use often don’t Besides they with others. their interests at certain things or share Whole-body dissorder - 8 ------appen

for more works I read/watched. I read/watched. works more for appendix C He starts searching for his live partner, but to do so he designs a questionnaire where where but to do so he designs a questionnaire partner, his live for He starts searching Leong states: “Art is for all, and should be made accessible to all,” claims Leong. She claims Leong. be made accessible to all,” and should “Art all, is for Leong states: For someone with autism it feels like: “If I get sensory overload then I just shut down; then I just shut down; sensory“If I get overload like: with autism it feels someone For First to understand sensory to mention in order overload. videos I like two are There for url. for the opposite She’s up. til Rosie shows No one suits his questionnaire, wives. he can test future Grame Simson - Het Rosie Project Grame quite but socially scientist, a good He’s Tillman. in genetics Don is about professor This novel exists of routines, His live a couple names Gene and Claudia. friends, has two He only clumsy. and deals with problems everything He has a schedule for week. eating the same every like Tillman is on the spectrum. Don rationally. pure of responding to the world and detailfocused perception” (Sutherland). Her work falls within falls within Her work (Sutherland). perception” and detailfocused to the world of responding maintains that being neurodi movement The neurodiversity festival. the Neurodiverse-City result of natural variati rather it is the is not a deficit, (the opposite of neurotypical) vergent (Suther people experience the world many the way ons in the human genome and is simply land). of Sydney (2017)”. In this videomonologue Leong shows all the smells she experiences on Leong shows In this videomonologue (2017)”. of Sydney in public environments happening what’s video that shows interesting a really It’s a busride. attention to. pay never you where way “aware” including a more realm, the neurotypical to offer much autistic artists have says To get a better understanding of what it’s like to be on the autism spectrum I read some no spectrum I read to be on the autism like get a better understanding of what it’s To and useful a couple I found I’ll describe artworks. for and searched watched some movies vels, to the refer An Olfactory Map of Sydney “An Olfactory Map senses in her installation: sensitive overly Leong shows Artist Dawn-Joy people to keep their promises. If you say something, you should do so. It feels really bad for bad for really It feels should do so. you something, say If you their promises. people to keep said befo as Though, or something is ethical incorrect. the law against them if something goes and honest. straightforward in general really are they the same, autistic persons are no two re, Autism Understanding 2. dix B Metaphors. it’s people on the spectrum that for she explained friend Floor, my with conversation In my and also expect neurotypical straightforward really are they to understand metaphors, hard be experienced as loud as the voice of the one that next to you, talking to you. to you, of the one that next as loud as the voice be experienced TV channels” (au tuned into 40 being like weird, as fragmentation...it’s known get what’s you “sensory”). sism.org, See “Autism and sensory sensitivity”. and second it to the end?” make “Can you of all: overload’ or meltdown (ausism.org, “sensory”). (ausism.org, or meltdown overload’ Sensory overload might get sensory they overloaded. sensory issues, on the spectrum have Since a lot of people can music background ‘normal’ sounds like neurotypicals For can cause this. stimuli much Too

- 9 - - - - The interesting thing about this serie is the denial of the parents about their kid being thing about this serie is the denial of the parents The interesting This novel really showed me the benefits and disadvantages of having autism. The autism. benefits and disadvantages of having me the showed really This novel The thing I took with me from this book is the fact that someone with ASD is taking that someone with this book is the fact with me from The thing I took they live under supervision, but also parents can be the responsible persons taking care of persons taking care can be the responsible but also parents under supervision, live they them. 3. Treatments Treatments 3. that some treatments are but there be cured, It can’t but a disorder. an illness, Autism isn’t treat Two to deal with the symptoms and the disorder. learn autistic people and their parents explained here. so these are research, in my ments often come forward Sometimes and need help all their lives. on themselves rely can’t autistic people, Some severe I can imagine that having a child with autism isn’t really nice to hear if the environment belie nice to hear if the environment really a child with autism isn’t I can imagine that having this fact. deny so you due to you, it’s ves in denial about him ha really are his parents living next door, I can also see this with the boy not as bad in his autism and he’s a speech disorder just having he’s often say They ving autism. around. the other way opinion it was In my once met together. as another child we this is due to about what caused this and I believe I did some research diagnosed with autism. parents from refrigeration of emotional in terms cause Kanner described autism’s Leo Känner. He warmth (Cohmer). to the lack of parental often attributing autism 1960s, into the early term. positive which is not experienced as a really mothers’, ‘refrigerator coined the term the The A-word always He’s other kids. from different is a kid who’s Joe is a BBC series about Joe. A word The diagnosed with When he’s and walks on his own. music by and is obsessed on his own playing but in try has autism, They to hide that Joe is huge. struggle with this fact his family’s autism, vain. and a writer of speeches that can’t have eye contact. eye have and a writer of speeches that can’t with to live ways are that there it shows But overall use to deal with life. mechanisms they of a child with is also of importance development in the environment autism and that your autism. This autobiography is about Kamran, who is on the spectrum, visiting his former classmates. classmates. his former visiting who is on the spectrum, is about Kamran, This autobiography In this school he people. autistic him to a school for send his parents When he was young, succeeded. his classmates how wondering he’s learns to deal with his autism and pack one that is delivering and killed herself, one that was depressed friends, He visits four the use of puppet dolls himself by one that expresses be touched, bicycle and can’t ages by everything literally and tries to make the world logical. They’re also trying to make their world their world also trying to make They’re logical. world the and tries to make literally everything think that autistic people I often hear that people people also do. neurotypical like ‘better’, try that they to the neuroty shows to adapt but this book really world, in their own just live of feelings. pical world begrijpen. leerden Of hoe wij de wereld de gekken. - Daar komen Nazeer Kamran of the things he like, but they get along really well. Is he able to deal with feelings? able to deal with Is he well. really get along they but he like, of the things taking He’s situations. funny and causes interesting which awkward, is socially Tillman Don impossible when which is logical, things trying to make always and he’s literally everything talking about love. 10 - - -

Be clear about what you say. Just tell one thing at a time and use short, clear tell one thing at a time and use short, Just say. Be clear about what you let them use a time schedule and when something changes, predictable, Behave on forehand. know link their habit to punish don’t they on the spectrum, punish children Don’t to rules and schedu adjust themselves can easily they clear rules, Make ments. something else than them. upset about the child/person when you’re Tell

- - - - Further research showed me that this treatment focuses on better social skills and focuses that this treatment me showed Further research le. For people around someone on the spectrum, there are some guidelines that make the com some guidelines that make are there someone on the spectrum, people around For better. munication sentences. understanding other people. It’s about making the connection between expressions and un expressions between about making the connection It’s understanding other people. when Even crying. opinion always Floor explained me that her mother is in her derstanding. helped her understand TOM-training The she sees it if as her mother is crying. laughing, she’s this better. Guidelines (Gezondheidsplein): to the treatment, cause she would be to nervous. She didn’t know on forehand what was on forehand know She didn’t be to nervous. she would cause to the treatment, the treatment. during about to happen and behavior understanding her own about to her, according itself was, TOM-training The drama and visual. theory, sports, example: for used to teach this, subjects were Different body. TOM (Theory of Mind) TOM She she learned she is on the spectrum. friend Floor what she did when she heard my I asked on who an individual mentor, She got TOM-training. explained to me she participated in the gone have she wouldn’t because of her, explained to me that if it wasn’t She relied. she really language development. A child can for example learn to dress himself, which is a difficult task himself, learn to dress example can for A child language development. a small kid with autism. for Some behavior. good showing when the children is rewarding of this treatment The focus Withal, learning the task. before small steps, to be learned is divided in really thing that is need child itself to every adapted in that way and on their initial level is concentrated the treatment (ABA psychologen). ABA (Applied Behavior Analytic) ABA Behavior (Applied best It’s autism. for Interventions treatment is an academic Analytic Applied Behavior ABA or learn a lot of with autism often don’t Since children age. at an early to start this treatment Skills that can be skills in small steps. life ABA teaching everyday on is focused skills naturally, and play motor skills, or fine and gross social- cognitive self-reliance, ABA are with treated

11 - (in dutch). (in dutch). appendix D It should describe a situation from the perspective of someone with ASD. of someone with the perspective It should describe a situation from behavior. appropriate It should contain guidelines for It should be written in first person. - - - see the full guideline to write a social story, For Autism-Friendly theatre. Autism-Friendly theatre. their to make professionals; theatre Autistic Society has written a guide for The National experience at an autism-friendly/ a good autistic people have “If autism friendly. theater more Others will them to attend a general show. open the door for it may performance, relaxed because of sensory need an adjusted show overload.” always made some interactivity videos were they get answers on questions as: what does the re on questions as: get answers they made some interactivity videos were Are the lifts small? Are What do the toilets look like? When is it busy? look like? ception area What noises can I expect to hear? (Barrett). smells in parts of the building? strong any there these kind know already when they to such a place, to go easier ASD it’s someone with For of things. video tours:Interactive can they what know don’t they cause places, new to go to hard often it’s ASD with people For and his team Adam Barrett making them nervous. to them, expect and this is unpredictable The three general guidelines are: The three are written from their perspective. Because of this, people with ASD have little left where little left where have ASD people with Because of this, their perspective. written from are She made social stories. introduced Gray Carol learn from. to and therefore can relate they so they individual unique perspective, ASD’s to the literature adapting for formula an effective people. as neurotypical them as well can learn from can write social stories. so everyone public, are The guidelines she developed In the appendix you’ll find an example of a Snoezelen room. room. find an example of a Snoezelen you’ll In the appendix - Social Stories Gray Carol social learning and understanding the to promote tool is a powerful literature In general, literary because few works ASD often lack these basic social concepts, with Children world. senses to sound, touch, taste, smell and light. The toolbox consists of different switches with switches consists of different The toolbox smell and light. taste, touch, senses to sound, to ASD to learn or get used can be used to teach people with which sensory information, “Impairment in sensory can mean our sensory can feel processing world sensory information. and lead to mood swings may This of frustration. feelings which can lead to overwhelming can be adjusted up or in a Snoezelen room of stimulation The level of loss of control. feelings (Snoezelen). of sensory and to modify behavior” arousal to manage levels down 4. What’s already been made for people with autism? people for been made already What’s 4. Snoezelen: people to deal to stimulate developed It’s sensory input. with different Snoezelen is a toolbox, or under sensitivity to autism often experience over with People with sensory information. 12 - - - . These guidelines can also be . appendix E

Lights left on low. Sound turned down. in the film). embedded are (unless they No trailers or advertisements Staff trained in autism awareness. Disabled access. Chill out zone. like. you where and sit around to move Freedom and drink. food own Bring your social storyFree template. A relaxed environment where people understand the needs of children and and people understand the needs of children where environment A relaxed families with autism. All staff attend an autism awareness session. session. autism awareness All staff attend an of an aisle to enable a per example at the end for is provided, Suitable seating mem minimal intrusion to other audience if needed with away son to move nearby. is available A quiet room or need assistance if they asked is or carer their parent The autistic person, is expected at the to explain what behaviour provided Visual supports are make if they leave to be asked may should explain that individuals This theatre. amount of noise. an excessive giving the individual a warning that is a policy in place that includes staff There to leave. will be asked they sound continues if excessive A guideline for visual design is added in the is added visual design A guideline for use don’t straightforward, you’re sure make ASD, with kids with working When you’re ------general people on the spectrum think in visuals. someone needs to think about sounds, Besides these guidelines, used in designing rooms. a full list of criteria. for Also see the appendix lights and space-planning. information too much better not to give It’s and be clear about what to expect. metaphors because in also an advantage, are Visual clues sentences. but divide it in several at one time, How to design for people with autism? to design for How of infor into account their way need to take we someone with autism, When designing for to good ASD it’s design for When you the general symptoms of autism. and mation processing get over cause they and sensory meditation rooms activities, think about calming elements, whelmed quite soon.

king into account sensory sensitivity. People with ASD respond very well to these adaptations to these adaptations very well ASD respond with People king into account sensory sensitivity. & Brugen). (Roxby Adjustments that can be made include: Autism Friendly Cinema: ta making some adjustments, by Screenings Autism Friendly try cinemas to introduce Several adjustments. Things a theatre can do to make a show more autism friendly are (Wildsmith): (Wildsmith): are autism friendly more a show can do to make theatre Things a bers.

13 - - When I create a story I need to take into account the willingness in participating into account a story of When I create I need to take During Story most important Concepts I learned that the message is one of the things audience has some your sure to make have you message, a create when you Second, I noticed Storytelling Libraries and the Immersive on film lecture, During Narrative During the minor I learned about the steps of the Heroes Journey. The exposure, the The exposure, Journey. Heroes I learned about the steps of the During the minor or happens Something an inciting incident. In traditional storytelling is always there First of all the animated books. several get a better understanding of stories I read To actually see to make things logical. This I find really interesting. They see things, which aren’t which aren’t see things, They interesting. really This I find things logical. see to make actually there. meaning the message and give need to be able to process They sort this message. of need for to it in some way. we didn’t or things fill in blind spots, They elements. connections between that people make other people. A lot of people are passive and they need to win something (knowledge, fun or need to win something (knowledge, and they passive are A lot of people other people. them? What is in it for participating. something meaningful to them) by in the message you’re need to believe really you First of all as a designer or artist, of a story. tell someone else. can’t you in it yourself, believe don’t If you telling. we’ve also learned about in the storytelling lessons of Nina. She also told us about the five-act also told us about the five-act She also learned about in the storytelling lessons of Nina. we’ve the villain. and the hero acts, the five - Metamorphosis to reveal Kafka’s I analyzed structure, I At last, work. own my we I can think of in is also something act structure or five The three useful a really She gives met de held. op reis - Storytelling in 12 stappen, Bouma’s Mieke read on. steps a story can rely schedule of twelve mine Gallo’s ‘The Storyteller’s secret’. He claims that powerful businesses are developed due developed are businesses He claims that powerful secret’. ‘The Storyteller’s mine Gallo’s a story story, is telling a great who is successful He claims that everyone storytelling. to great for the underpinnings of successful storytelling, reveals He to. in or can relate people believe we something unexpected, attention to the to pay hardwired example that our brains are something structure, back to the three-act also relates He storytelling. can use in our own changes what causes the lead character to challenge himself. I think in immersive storytelling, storytelling, I think in immersive to challenge himself. changes what causes the lead character VR experience or in an installation, example during a For is also an inciting incident. there a trigger needed. is always there something needs to happen, Car I read Second, storytelling. beings like as human we explaining why a book storyteller, message you wanna tell and how you express this to your audience. audience. to your this express you wanna tell and how message you but joins Someone is rejecting someone is called into an adventure. whereby inciting incident to adapt he needs to face challenges, is someone helping him, There in the end. the adventure knowledge. loaded with new but he came from, back to where and in the end go world a new How do I create a story? do I create How A story a told story or a movie. a story as a book, saw the minor started I always Before Story during and especially During the minor Concepts and a plot. a world needed characters, uncon telling or on totally can tell stories without We true. always that this isn’t I realized but the most important is the storytelling, Everything a medium for can be media. ventional - - 14 ------for a screenshot). for appendix F

In Brussels I saw the work ‘L’archipel du moi’ of Ariane Loze, a really interesting work work interesting a really Ariane Loze, du moi’ of ‘L’archipel the work In Brussels I saw So the thing I need to remember is that you can reach immersion without complica immersion without can reach you is that So the thing I need to remember It’s The Greeting. experience in immersive a really is also creating Viola The artist Bil During Story something instead of just try I learned that I should Concepts to make a to create learned how we workshop, and Performativity During the 360 spaces-VR two people are the same, or if it’s a precaptured video of someone underneath a black blan a precaptured or if it’s the same, people are two (see VR experience in or let people believe something we ket, consisting of multiple characters, all played by the same person, Ariane Loze. Her filming skills Ariane Loze. the same person, by all played characters, consisting of multiple especi interesting, and the story good made with the same characters was really really were it was knew though we Even as in the movie. in the same environment were because we ally interacting with each other. were they believed we the same person, matter if It doesn’t you tell them. when to see what people believe I find it interesting Overall forty-five seconds, but in the slowmotion around five minutes. The most interesting thing was The most interesting minutes. five around but in the slowmotion seconds, forty-five different totally own stories, We made up or filled in the details. I really friend and that my in the happening What’s looking angry? was that woman Is she jealous? Why each others. from to see it almost ten minutes over but stayed missed the beginning at first, We background? twice! a son was swallowed by Kronos. Kronos. by a son was swallowed ted technologies. lasted it only life In real slowmotion. extreme persons in three a video of a meeting between fering to the Greek Mythology. The most interesting thing I realised is how easy it is to actual is how thing I realised The most interesting Mythology. Greek to the fering some balloons and the noises had a sleeping bag, We experience. immersive a physical make ly immersed in our expe really The participator and felt was blindfolded of being in a stomach. also used an unexpec We on an air mattress. him/her around moving were we where rience, on the person when A bag of potatoes dropping to; Carmine Gallo related which ted element, was that our first idea our feedback this, did In Hoax Design we all the time. overthinking would we done it, hadn’t but if we work it didn’t did it anyway, We not work. probably would a hoax. really Though it wasn’t successful. which was really campaign, our new reached have n’t re the stomach of Kronos, created students we other with two Together experience. physical How do I create immersion? do I create How something experience, get a full To important to raise the stakes. it’s immersion In creating Hoax Design we by Especially the story. at certainneeds to be added points that strengthen but I learned a first, at out too well work this didn’t Our project stakes. needed to plan these course. this lot from

Design development and conclusion 3

To develop my final project I started with the key idea that ‘people should design more autism-friendly in order to develop a world more bearable to people on the spectrum, which is also beneficial for neurotypical people’. T

To continue I distracted some themes resulting from my research to start making concepts R about: - Details: Someone on the spectrum doesn’t see the overall picture at first. They see at A first all the details and the overall picture only in the end. They can’t find their overall focus. Therefore they need to process a lot of information all the time. P

- Losing Control: Someone on the spectrum is always trying to make things logical. When so mething suddenly changes they get upset. They can’t make it logical soon en- ough, so they tend to lose control and live on the edge all the time. I could make something about losing control.

- Straightforward: Someone on the spectrum doesn’t understand metaphors. They take every thing literally. I could play with this.

- Repetitive behavior: Repetitive behavior is a symptom of ASD. I could create something out of re petitive behavior, for example music.

- Miscommunication: Not understanding the key social elements and theory of mind causes a lot of miscommunication. A neurotypical person doesn’t understand why someone on the spectrum is getting upset. Someone on the spectrum doesn’t under stand why something is happening, so there is a lot of miscommunication. I could for example create some kind of escape room, where someone is coun- teracting the participant all the time, cause he/she doesn’t understand.

- Sensory over-sensitiveness: A lot of people on the spectrum are over or undersensitive to sensory input. Research showed that most of the adaptations made for someone on the spectrum are dealing with reduced sensory input. I could for example made a really pressing lighting show.

Remark on lighting show: When I was thinking about over sensitiveness and what I could possibly make I visited Ann Veronica Janssens show in de Pont, Tilburg. In the corridor she created a really pressing lighting show, where even I as a neurotypical people felt oppressed (see appendix G for an impression).

16 -

appendix H. Focus rewards, linking to the symptom of autism that someone on the spec rewards, Focus trum is seeing all the details first. sensory to discourage Detaching stimuli meltdown. - - An example of detaching stimuli is creating a 360 degree screen surrounding someone. Pictu someone. surrounding screen a 360 degree is creating An example of detaching stimuli to a full of stimuli picture pressing a really from time, and change over be displayed would res sooner Because I learned during the minor I should prototype quiet and peaceful surrounding. is Something interesting to test this. below I made the picture and try instead of overthinking, here. happening in the to find which are concepts, several I created But what would happen in an autism friendly environment? The puzzle wasn’t the strongest the strongest puzzle wasn’t The environment? in an autism friendly happen But what would on the themes again. so I decided to focus idea, ideas remained: and stronger core When discussing these themes two My first idea was an installation were you had to make something logical, some kind of puzzle some logical, something make you had to were idea was an installation My first below. moodboard the I created Therefore environment. in an autism-friendly 17 - - - ). A lot of in ). appendix I

Making connections is something someone with autism is having difficulties with. They They difficulties with. someone with autism is having Making connections is something The interesting thing about this is that everyone creates his/her own story. Like no Like story. own his/her creates thing about this is that everyone The interesting The eyetracker worked and the idea developed to create some new form of interac form some new to create developed and the idea worked The eyetracker Focusing on separate parts ‘tells’ you the story. the story. you ‘tells’ on separate partsFocusing with autism, you’ve met one person with autism.’ is this story not the same for two people. people. is this story two not the same for met one person with autism.’ you’ve with autism, do as neurotypi something we see, the things you all about making connections between It’s example. Viola for of Bill I mentioned in the work like cal human beings, you do in this video-installation. like on the separate details at first, tend to focus screen, you can see something happening, but you might not know why you see this. When see this. you why might not know but you can see something happening, you screen, a connection can make You something. reveal this may look at the left part of the screen you see. you the images between met one person ‘If you’ve said Stephen Shore the same as Dr. autism are people with two First of all I thought of creating a Jan van Haasteren like puzzle (see puzzle like a Jan van Haasteren First of all I thought of creating a couple of seconds it for on something focus one image and if you in displayed is formation with a story. you is rewarding focus your so and live, move start to sharpen, would look into the right piece of the If you parts. be divided into three would The screen video. tive Foundation: project. final my for is the foundation above The idea mentioned of the screen at the right corner looked If you gaze. determining your I build an eyetracker look away would If you starts seconds the video on that place to play. than two more for play. video would that in the left corner, look would If you stop. that corner it would from Another idea I had was a blurred screen where someones focus was triggered by giving hints by was triggered focus someones where screen blurred idea I had was a Another of a couple for on the ball focus would When you the screen. trough ball moving red a like focused were long as you As the story. through and lead you sharpen would seconds the ball blurred become would the screen lose focus would As soon as you the story continue. would miss that part of the story. would again and you

- 18 - One symptom of One symptom of Determinants Determinants of Attention. In the end, I would still like to try to make the 360 degree video which is changing video degree the 360 to try to make still like I would In the end, In addition to my statement to create a more Autism Friendly World, I could have I could have World, Autism Friendly a more to create statement to my In addition ched, the attitude of people who don’t really know about autism could be changed. autism could be changed. about know really the attitude of people who don’t ched, a calm environment. towards pressing really from Besides the causes and the range of the spectrum, I could have researched what people in researched I could have of the spectrum, Besides the causes and the range I that when surroundings I noticed in my Autism Spectrum Disorder. about the general know are just think they They a lot about autism. know still don’t they project was talking about my what isn’t at all, look at you ASD doesn’t smart that someone with as Rainman or know really When this is being resear world. in their own just live cases and that they true in multiple have a ASD. I believe we’re already doing a great job, but when I would have researched the researched have I would but when job, doing a great already we’re I believe ASD. a have Autism of a more people aware to make approaches different found have I might causes more, World. Friendly Autism Spectrum Disor collected into the name now Autism are kinds of Although all former PDD-NOS etc. Asperge, as forms different the former researched I could have der. story pieces I’ve seen during the minor and especially the fact that I became aware that a lot fact that I became aware the during the minor and especially seen story pieces I’ve give to You just have it logical. fill in holes to make People of storytellingis about not telling. stakes. guide them and raise the them clues, as something As long as autism is experienced causes of autism. in depth the more researched fact they on the spectrum to deal with the and people parents for hard probably it’s different, Reflection Reflection to autistic people need to adapt a story neurotypical can I create experience where “How needs?” in question is answered The main research several The story from arose telling a story. a video-installation to create ASD is highlighted

Bibliography: 4

The Autism Friendly Award - National Autistic Society. (n.d.-d). Retrieved from https://www. autism.org.uk/autismfriendly T Autism Facts and Figures. (n.d.). Retrieved September 17, 2018, from https://www.autism speaks.org/autism-facts-and-figures R Autism-friendly Design. (n.d.). Retrieved from www.autism.org.uk/professionals/others/architects/autism-friendly-design.aspx A

Barrett, A. D. A. M., & Director, Access Social Ltd. (2017, July 19). Interactive video tours for au- P tistic people. Retrieved September 17, 2018, from https://network.autism.org.uk/sites/default/ files/ckfinder/files/Interactive%20video%20tours%20for%20autistic%20people.pdf

Behandeling van autisme. (2017, March 28). Retrieved September 17, 2018, from https://www. gezondheidsplein.nl/aandoeningen/autisme/behandeling/item34072

Carey, B. (2015, January 26). More Differences Than Similarities Are Found in Autistic Siblings. Retrieved October 17, 2018, from https://www.nytimes.com/2015/01/27/health/autism-diagno- sis-in-siblings-serves-as-poor-indicator-of-risk.html

Cohmer, Sean, “Early Infantile Autism and the Refrigerator Mother Theory (1943-1970)”. Em- bryo Project Encyclopedia (2014-08-19). ISSN: 1940-5030 http://embryo.asu.edu/handle/10776/8149.

David & Kohzy. (2016, March 29). The Designing for Autism Meetup Series. Retrieved from https://www.kickstarter.com/projects/217044503/the-designing-for-autism-meetup-series

De Swarte, J. (2018, May 22). Aantal burn-outs neemt spectaculair toe in onze ‘VUCA wereld’ | ZiPconomy. Retrieved October 13, 2018, from https://www.zipconomy.nl/2018/05/aantal- burn-outs-neemt-spectaculair-toe-in-onze-vuca-wereld/

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Patten, E., Ausderau, K. K., Watson, L. R., & Baranek, G. T. (2013). Sensory Response Patterns in Nonverbal Children with ASD. Autism Research and Treatment, 2013, 1–9. https://doi. org/10.1155/2013/436286

Roxby, P., & Van Brugen, S. (2001, August 13). Autism-friendly film gets people relaxed about cinema. Retrieved October 8, 2018, from https://www.bbc.com/news/health-14494676

20 - autismspeaks.org/what-are-symptoms-autism Truong, J. (2018, January 29). Create Better Spaces: Autistic-Friendly Designs | Organization Designs | Organization Autistic-Friendly Better Spaces: Create January 29). (2018, J. Truong, https://researchautism. from 2018, 2, November Retrieved [Blog post]. Autism Research for org/create-better-spaces-autism-friendly-designs/ https://www. from 2018, September 17, Retrieved Autism? (n.d.). the Symptoms of Are What Snoezelen. (n.d.). [What is Snoezelen]. Retrieved from http://www.snoezelen.info/ from Retrieved [What is Snoezelen]. (n.d.). Snoezelen. https://www.ggzoostbrabant.nl/tom-training-theory-of- from Retrieved (n.d.). training. TOM mind Scottish Autism Registered Office. (n.d.). Thinking and processing styles. Retrieved from http:// from Retrieved styles. processing Thinking and (n.d.). Office. Registered Autism Scottish www.autismtoolbox.co.uk/understanding-autism/Thinking-and-processing-styles/ htt from 2018, 10, October Retrieved (n.d.). Autistic Society. - National Sensory differences ps://www.autism.org.uk/sensory

Appendix: 5

Appendix A: Full list of ASD symptoms.

T List of ASD symptoms, as referred to in subquestion ‘What is autism?’ People with ASD may show symptoms like: - Repeat certain behaviors or have unusual behaviors. R - Have overly focused interests, such as with moving objects or parts of objects and repeat motions, like spinning wheels, shacking sticks etc.

A - Have a lasting, intense interest in certain topics, such as numbers, details, or facts

P - Be upset by a slight change in a routine or being placed in a new or overstimu lating setting - Make little or inconsistent eye contact - Tend to look and listen less to people in their environment - Rarely seek to share their enjoyment of objects or activities by pointing or showing things to others. - Respond unusually when others show anger, distress, or affection - Fail or be slow to respond to their name or other verbal attempts to gain their attention. - Have difficulties with the back and forth of conversations. - Often talk at length about a favorite subject but won’t allow anyone else a chance to respond or notice when others react indifferently - Repeat words or phrases that they hear, a behavior called echolalia - Use words that seem odd, out of place, or have a special meaning known only to those familiar with that person’s way of communicating - Have facial expressions, movements, and gestures that do not match what they are saying - Have an unusual tone of voice that may sound sing-song or flat and robot-like - Have trouble understanding another person’s point of view, leaving him or her unable to predict or understand other people’s actions

Appendix B: Video’s to understand sensory overload.

https://www.youtube.com/watch?v=Lr4_dOorquQ https://www.youtube.com/watch?v=ycCN3qTYVyo&fe- ature=youtu.be

22 - - - - Monday 17 september 2018 on NPO2. 17 september 2018 on Monday about autism. Other works to understand Autism. to understand Other works De zus van Einstein (2004). De zus van Einstein (2004). autistic people. She teaches them to deal with daily structures and to live their lives as they as they their lives and to live structures She teaches them to deal with daily autistic people. to autistic needs to adapt clear about the fact that the environment is really Corrie want it. vision. This supports my around. people instead of the other way Rupert (2010). Isaacson - De paardenjongen van Matthijs (2012) . De regels Documentary: Vinger aan de Pols (2004) aan de Pols Vinger he experiences man explains how An autistic grown-up This episode was about autism. a real and having parents still living with his he’s structure, He needs a lot of space and autism. very limited. are His interests situations. to new time adapting hard living on a farm together with 17 She’s tells her story. (Corrie) a woman Besides this man, the manager of compulsive education disagrees with these exceptions, cause every child has cause every with these exceptions, education disagrees the manager of compulsive to the needs of should be able to adapt we She states that in 2018 to school. the right to go children. to the needs of autistic more we should adapt cause I believe interesting, really I find This, society in general. inclusive a more and create children This serie also shows the need for autistic people to live a ‘normal’ life. ‘normal’ life. a people to live autistic the need for This serie also shows NPO 2 De monitor 18-09-2018 21.25 uur of this being disclosed are children Several This episode was about compulsory education. Roozemond, autism. example being bullied or having of for because compulsary education, stand the world around him. him. around stand the world old and still struggles 18 years thing about this serie is that Sam is already The interesting talking to a psycho him by his mind works of how get an insight view We with his autism. to deal with his autism in certain of how himself a notebook to remind keeping He’s logist. situations. all his questions and his repetitive hunger to knowledge, but Siri never gets tired of answering of answering gets tired but Siri never hunger to knowledge, and his repetitive all his questions his live. improved This technology really questions. Atypical on Netflix. inde who wants to get more spectrum, old Sam on the about the 18 year Atypical is a serie Sam struggles to under their contact. to loosen hard both it’s For his parents. pendent from Appendix C: C: Appendix than human. human More 2Doc: in this documen thing The interesting of technology. power AI and the This series was about of answering tired got His parents who was on the spectrum. tary was a boy was that there 23

How to use socialstories. How Appendix D: D: Appendix

24 25

26 Visual guidelines Appendix E: E: Appendix 27

Ann Veronica Ann Veronica Janssenss VR Experience Appendix G: Appendix G: Appendix F: F: Appendix

28 Concepts. Concepts. Appendix H: H: Appendix 29

30 31

Jan van Haasteren puzzle. puzzle. Jan van Haasteren Appendix I: Appendix I: