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Can Characteristics of the Physical Environment Impact Engagement in Learning Activities in Children with Autism? A Systematic Review

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Title: Can Characteristics of the Physical Environment Impact Engagement in Learning Activities in Children with Autism? A Systematic Review
Language: English
Authors: Nicole Dargue (ORCID 0000-0001-8156-9239), Dawn Adams, Kate Simpson
Source: Review Journal of Autism and Developmental Disorders. 2022 9(2):143-159.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Descriptors: Learning Activities, Learner Engagement, Children, Autism Spectrum Disorders, Physical Environment, Lighting, Acoustics, Classroom Design
DOI: 10.1007/s40489-021-00248-9
ISSN: 2195-7177
2195-7185
Abstract: Physical aspects of the environment (e.g. lighting, background noise) can impact engagement with tasks in individuals with autism, particularly within education settings. However, whether modifying the aspects of the physical environment improves engagement with tasks has received little attention. This systematic review is the first to explore the impact of modifications to the design of the physical environment on task engagement in individuals with autism. Ten studies met the inclusion criteria. Most included studies (n = 8) were single-subject experimental designs that investigated different environmental modifications (e.g. lighting, background noise, or seating), limiting the generalisability of results. To better determine whether physical environmental modifications benefit task engagement in individuals with autism, more high-quality evidence is required. Such evidence includes more quality single-subject designs focused on the same manipulation to better inform future controlled experiments and randomised controlled trials.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422467
Database: ERIC
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  Data: Can Characteristics of the Physical Environment Impact Engagement in Learning Activities in Children with Autism? A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Nicole+Dargue%22">Nicole Dargue</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8156-9239">0000-0001-8156-9239</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dawn+Adams%22">Dawn Adams</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Simpson%22">Kate Simpson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+Journal+of+Autism+and+Developmental+Disorders%22"><i>Review Journal of Autism and Developmental Disorders</i></searchLink>. 2022 9(2):143-159.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 17
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Lighting%22">Lighting</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Design%22">Classroom Design</searchLink>
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  Data: 10.1007/s40489-021-00248-9
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  Data: 2195-7177<br />2195-7185
– Name: Abstract
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  Data: Physical aspects of the environment (e.g. lighting, background noise) can impact engagement with tasks in individuals with autism, particularly within education settings. However, whether modifying the aspects of the physical environment improves engagement with tasks has received little attention. This systematic review is the first to explore the impact of modifications to the design of the physical environment on task engagement in individuals with autism. Ten studies met the inclusion criteria. Most included studies (n = 8) were single-subject experimental designs that investigated different environmental modifications (e.g. lighting, background noise, or seating), limiting the generalisability of results. To better determine whether physical environmental modifications benefit task engagement in individuals with autism, more high-quality evidence is required. Such evidence includes more quality single-subject designs focused on the same manipulation to better inform future controlled experiments and randomised controlled trials.
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  Data: 2024
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        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Children
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Physical Environment
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      – TitleFull: Can Characteristics of the Physical Environment Impact Engagement in Learning Activities in Children with Autism? A Systematic Review
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