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Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Architecture at:
The Savannah College of Art & Design
© June 2012, Maria Alicia Valdes
PROFESSOR of ARCHITECTURE _ COMMITTEE CHAIR
Dr. Hsu-Jen Huang 2012
PROFESSOR of ARCHITECTURE _ COMMITTEE MEMBER 1
Dr. Andrew Payne
BEHAVIOR CONSULTANT + OUTREACH COORDINATOR _ COMMITTEE MEMBER 2
Maranda Porter, MS/P
2012
2012DATE
DATE
DATE
of
Author 2012DATE
The author hereby grants SCAD permission to reproduce and to distribute publicly paper and electronic thesis copies of document in whole or in part in any medium now known or hereafter created.
Maria A. Valdes
of
RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMICMARIA VALDES . M.ARCH THESIS SUMBISSION for the SAVANNAH COLLEGE of ART + DESIGN . 2012
“Dans les champs de l’observation le hasard ne favorise que les esprits préparés.”
Louis Pasteur 1854
of
Maria A. Valdes
All images and text [unless otherwise noted] copywrite © Maria A. Valdes, and may not be reproduced or used in any manner without the artist’s permission.
Dr. Hsu-Jen HuangDr. Andrew Philip PayneMaranda Porter
A Master of Architecture thesis proposal is a statement of an arguable position that is put forward as a premise or contention, to be addressed by the proposed design inquiry. Such architectural thesis design is to be of a significance intended for the advancement of the field of architecture. The thesis proposal will include a specific architectural design objective, with its conceptual basis, and intended supportive research. The analysis and refinement of concepts for the thesis is communicated by written and graphic skills and demonstrated through application in development of the design.
In that the Master of Architecture thesis is a transition to professional careers, the two-quarterthesis studios focus on development of the
candidate’s ability to define an architectural problem and develop an architectural solution. The parameters of the thesis proposal should be appropriate in size, complexity, and scope of the project commensurate with design skills for graduate students. The proposed project is seen as an appropriate vehicle for the thesis exploration; a means by which students can verify, support and confirm the arguable position. Approval of proposals for alternatives to the arguable position application is at the discretion of the thesis committee chair.
Overview of Thesis Review GuidelinesSchedule
Requirements for the reviews:
Architectural principles and
proposed goals.Justification.
Context analysis and
regional descriptions.Site analysis.
The written component of the architectural design thesis provides documentation of the candidate’s topic, research and analysis, and experiments pertaining to the arguable position in the development of architectural design objectives and strategies. The written component is to be
substantiated in a wide spectrum of primary research sources. It is to be completed at the pace as directed by the Committee Chair. Conclusions for each part of the written component are recommended to summarize the significance of the subject matter to the overall topic.
Planning the Thesis
Throughout this document the term “thesis” is used to describe both the final year of the Master of Architecture degree program as well as an investigative / research approach to the final project.
Program.Quantitative program development. Schematice site and building design.
Spring Quarter 2012
Winter Quarter 2012
Requirements for the reviews:
Design Development.
Design Defense.Final Defense.
Design Documentation.
Review dates:
February 3, 2012March 9. 2012April 27, 2012May 18, 2012
Foreword
As foreword to this thesis, I again recall my initial investigative process and inspiration. I believe architecture has serverely excluded its responsibility to the developmentally disabled populous, and should begin to reclaim its duty as a positive means of environmental treatment. When I remember my parents’ struggle of merely finding proper facitlies and resources for Daniel, I could not help but think of architecture as the problem and the solution.
In 1995, with the nearest thearpy center for children with ASD in the neighboring county of Palm Beach (a 50 mile drive each way), it became apparent quite quickly that in order for Daniel to recieve proper services, something would need to change. The following year, my brother joined three other children (the only diagnosed cases of autism in Martin County at the time) in the first ASD program for the Martin County public school system. Nearly twenty years later, the school district now recognizes 306 students K-12 who fall within the autistic spectrum. With a 7550% increase in 17 years, very little has changed in reference to proper facilities for autism treatment and research in the county. The major centers for advanced treatment techniques still reside at larger universities outside of feasible daily travel, and the school system has become flooded with a myriad of children whose needs for specialized attention are hardly met. Additional services such as one-on-one speech pathology, occupational therapy and physical training are either incohesive to the teaching environment by separation of distance or price of the service desired.
It is with this need in mind, I propose a research and treatment center for children with ASD in Martin County, FL. Similarly, I also plan to challenge the current state of architecture facilitating an autistic individual. Autism’s unique and complex states of manifestion require a specific architectural proposition, if not an entirely new archetype. For this to take place, we
must ulitmately disect the meaning of architecture and its compositional elements in order to configure an answer for this growing need. I believe architecture, when designed holistically, can not only evoke emotion and inspiration, but cause one to behave in ways never thought possible. Architecture speaks silently and assuredly to every person it comes into contact with. For those with autism, who cannot express these thoughts coherently, it is now the responsiblity of the designer to translate the message.
It is for this reason I have chosen to pursue my thesis to its complete potential. I can only hope that future initiatives of a similar thought will not be far behind. And hopefully in the next twenty years, we shall see a world where individuals with autism are given ample opportunity to receive the services they need without compromise.
B . F . A . in Architecture from the Savannah College of Art & Design 2011
M . Arch Candidate 2012
Maria A. Valdes
This book is a product of the Master of Architecture candidate submission for the Savannah College of Art & Design (SCAD). Per final review, this book will act as a catalog of the student’s process and progress throughout the thesis and should provide ample documentation for cohesive thought. From intial investigations to refined architecture, this thesis book will propose to support the argument for a more responsive architecture based upon the autistic child. It is my hope that any reader of this thesis will build upon the knowledge and experiences shared between the architecture and autism awareness communities, and utilize them
in a most beneficial way. As a case study for all future intitives, this project aims to produce an architecture which can be examined, customized and changed based upon the specific situational needs of an individual with autism.
Whether a parent, trained medical professional, or therapist specialized in related areas of research, I do hope that this information will be useful for all who are affected by autism. I believe it is our duty to design for those who cannot otherwise do so themselves. Thank you for taking the time to consider my thesis.
Background
InspirationIn the early 1990s, I found outwhat autism was. At three yearsold, my younger brother Danielwas clinically diagnosed with the disorder. I watched my parents scramble to find early interventiontreatment, medical attention andeducational programs only todiscover that resources were beyond scarce. Faced with a multi-year waitlist for the Lovaas Program at UCLA and a school district whohad never before acknowledged theneed for a specified ASD program,they did the only thing they couldfor their son - they found a way. It ismy family’s struggle that has beenmy inspiration.
I don’t fancy myself an expert in the realm of autism, not in the slightest. And my knowledge of the disorder didn’t find me through reading assignments or research papers. Instead, I lived it.From personal experiences that have shaped my character and passion, I chose to pursue the ideal of architecture as a means to facilitate the treatment of autism for the specific purpose of supplementing an infinite need for proper spatial considerations. The disorder of autism has grown unproportionately within the general limitations
of society. Therefore, architecture has been only reactionary to the problem thus far. It is my desire to change this current method of design and propose a proactive, user-based architecture meant to enhance treatment quality and experience.
Purpose of this Book
For more about the inspriation behind this thesis, please read my foreword and acknowledgements for further detail.
Finalization of design intiatives and thoughts / Completion of building through construction documentation
Table of Contents
ABSTRACT
INTRODUCTION and HYPOTHESIS OVERVIEW
CURRENT AUTISM PREVALENCE and SUPPORTING DATA
ABA MODEL and LOVAAS PROGRAM INTRODUCTION
THE TACTILE ENVIRONMENT of AUTISM
SITE ANALYSIS and CONTEXTUAL RESEARCH
CONCEPTUAL DESIGN and PROGAMMATIC DATA
SCHEMATIC DESIGN
DESIGN DEVELOPMENT
FINAL DOCUMENTATION and THOUGHTS
CONCLUSION
ACKNOWLEDGEMENTS
WORKS CITED
Summary of thesis proposal, agrument and significance for further investigation
Statistical data and studies demonstrating the rate of increase for children diagnosed with autism
Analysis of the ABA Model of teaching and what makes it so effective
Understanding the argument for a new archetype designed specifically for the autistic child
Analysis of the site chosen for the research and treatment center
Ideas governing initial design desicions and identifying programmatic needs
Continual design process of refining conceptual ideas / Development of a cohesive architecture
Final presentation documents
LIST OF FIGURES
List of Figures
Images
Image 1 : Chapter One Title . www.nextnature.net
Image 2 : Current Lovaas Treatment Facilities . by author
Image 3 : Chapter Two Title . www.popularmechanics.com
Image 4 : Autism Increase Rate Graph . by author
Image 5 : Current Diagnosis Rate . by author
Image 6 : Chapter Three Title . www.amazingdata.com
Image 7 : Chapter Four Title . www.flickr.com
Image 8 : Tactile Defensiveness . www.flickr.com
Image 9 : Violent Defense . www.flickr.com
Image 10 : Chapter Five Title . www.flickr.com
Image 11 : Anastasia Formation . www.sofia.usgs.gov
Image 12 : Wind Rose Diagrams_Average . by author
Image 13 : Wind Rose Diagrams_Gusts . by author
Image 14 : Chapter Six Title . www.flickr.com
Image 15 : Metabolist Movement . Yona Friedman
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INDEX + LIST FIGURES
Images Cont.
Image 16 : Area Comparison . by author
Image 17 : HOPE Center Treatment Method . photos by author
Image 18 : Spatial Configurations . by author
Image 19 : Site (Usable Land Area) . by author
Image 20 : Conceptual Installation . photo and model by author
Image 21 : Concept as Spine . composite by author
Image 22 : Building Formulation . by author
Image 23 : Chapter Seven Title . www.flickr.com
Image 24 : Modular Unit Origins . by author
Image 25 : Modular Unit Dimensions . by author
Image 26 : Units in Parallel . by author
Image 27 : Units in Opposition . by author
Image 28 : Understanding of Exterior Skin . by author
Image 29 : Building Skin Precedent . Jared Vanlandingham
Image 30 : Origins of Exterior Form . by author
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List of FiguresImages
Image 31 : Exploration of Skin . photo and model by author
Image 32 : Various Skin Faces . by author
Image 33 : Hexagon Skin Details . by author
Image 34 : Module Structure and Construction . by author
Image 35 : Chapter Eight Title . www.flickr.com
Image 36 : Building Program . by author
Image 37 : Rolling Aerial View . by author
Image 38 : Explded Isometric . by author
Image 39 : Care Area + Computer Lab_Axonometric . by author
Image 40 : Care Area + Computer Lab_Flat Plan . by author
Image 41 : Administration_Axonometric . by author
Image 42 : Administration_Flat Plan . by author
Image 43 : Younger Child Class_Axonometric . by author
Image 44 : Younger Child Class_Flat Plan . by author
Image 45 : Cafeteria + Library_Axonometric . by author
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Images Cont.
Image 46 : Cafeteria + Library_Flat Plan . by author
Image 47 : DT + Physical_Axonometric . by author
Image 48 : DT + Physical_Flat Plan . by author
Image 49 : Upper Level_Axonometric . by author
Image 50 : Upper Level_Flat Plan . by author
Image 51 : Intermediate Class_Axonometric . by author
Image 52 : Intermediate Class_Flat Plan . by author
Image 53 : Advanced Class_Axonometric . by author
Image 54 : Advanced Class_Flat Plan . by author
Image 55 : Library Vestibule Rendering . by author
Image 56 : Sensory Room Rendering . by author
Image 57 : Exterior Corridor Rendering . by author
Image 58 : Younger Child Classroom Rendering . by author
Image 59 : Chapter Nine Title . www.flickr.com
Image 60 : Final Board One . by author
INDEX + LIST FIGURESof
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List of FiguresImages
Image 61 : Final Boards Two . by author
Charts
Chart 1 : Rate of Increase in Autism . by author
Chart 2 : Financial Support Comparison . by author
Chart 3 : Rate of Tactile Defensiveness . by author
Chart 4 : Martin Co. Population Growth . by author
Chart 5 : HOPE Center Faculty_Student Ratio Graph . by author
Chart 6 : Martin Co. Diagnosis Rate . by author
Chart 7 : Educational Context . by author
Chart 8 : Environmental Conditions . by author
Chart 9 : Programmatic Graph . by author
Maps
Map 1 : Geological Map of Florida . www.sofia.usgs.gov
Map 2 : Martin County Soil Conditions . www.mapwise.com
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Map 3 : Site Location Map . composite by author
Map 4 : Sea Level Rise . www.noaa.gov
Map 5 : School Proximity Map . Google Earth
Map 6 : Certified Behavioral Analyists . composite by author
Map 7 : Site Location Indicating Area . by author
INDEX + LIST FIGURESof
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Thesis Abstract
of
Maria A. Valdes
June 2012
This thesis is aimed at the understanding and integration of the built environment to the epidemic of autism. By concentrating upon architecture’s role within the community as a beacon of fundamental comprehension and change, we can begin to diminish the impact of autism and related disorders by specifying a typology catered to those effected.
It is with this in mind that I continue to search for an alternative answer of a helpful, not hindering, environment in which to teach and treat children diagnosed with autism. As the statistics will show, autism is nothing short of an epidemic in both numbers and problems created. Currently, the amount of people diagnosed as autistic is completely incongruent to the number of specialists, facitilies and services available. This severe schism desires valuable and timely change that can not only benefit but inspire and strengthen over time.
I believe it is our duty as designers and architects to assist those who cannot think, speak or do for themselves. As stewards to the physically and mentally disabled, may we find the courage within ourselves to give a voice where there is none and chance for hope when all hope seems lost.
May this aid and abet all efforts to do the same.
ABSTRACT STATEMENT
IMAGE 1
Examining the foundations of this thesis proposal is crucial for all following elements.
and
CHAPTER ONE
Autism by definition is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities. Given the onset of symptoms is typically identified before the age of three, the severity of impairment in the given domains varies from individual to individual, due to the relatively early age upon which the disease manifests. In terms of prevalence, autism has grown to become a condition of epidemic proportion currently effecting 1 in every 110 children born in the United States, with an accelerated rate of incidence of 1 in 80 for those born in military families.
Despite its endemic nature, autism is a relatively new disease in the eyes of the medical field, only formally indentified by Leo Kanner in the early 1940s. As a result, its lack of a definite, provable cure has left the search for plausible treatment options open to a wide range of acceptance as well as scrutiny within the autistic community. The plethora of current intervention opportunities ranges anywhere from psychological to therapeutic and from educational to biomedical, each with a myriad of variations within its perspective category.
Consequently, the availability of such autism research and treatment resources has remained in gravely low proportion to the exceedingly high demand of population and positive outcomes of their implementation. According to Howlin in an article from European Child and Adolescent Psychiatry, “It is indubitable that early identification of autism spectrum disorders makes early intervention plans, as well as access to specific and individual specialized treatment services, possible which, according to the experimental evidence, leads to a better prognosis. The earlier treatment is initiated, the better the results of the intervention . . .”
In specific regards to the Lovaas Model of Applied Behavioral Analysis (ABA), pioneered by Dr. Ivar Lovaas of UCLA as the most common and successful intervention method for autistic children, only eleven clinic-based treatment centers falling under the Lovaas Institute scope exist in the United States with an additional thirteen related organizations and replication sites nationally and internationally. Of the total twenty-four facilities, none reside within the state of Florida or any other southern state respectively. With an obvious desire for further behavioral treatment opportunities, there again lies a large fissure between its rate of success to those available for participation with a specific relation to lack of accessible facilities for professionals, parents and children with autism.
Introduction to Problem
ARCHITECTURE AUTISMof
What is Autism?
(n) : a variable developmental disorder that appears by age three and is characterized by impairment of the ability to form normal social relationships, by impairment of theability to communicate with others, and by stereotypedbehavior patterns
[AW-TIZ-UHM] from Greek ‘AUTOS’ : SELF
Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.
Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.
CHAPTER ONE ONEand
LOVAAS TREATMENT FACILITIES
FORMAL TREATMENT CENTERS of LOVAAS TEACHING
RELATED ORGANIZATIONS
NIMH REPLICATION SITES IMAGE 2
ARCHITECTURE AUTISMof
Purpose of Study
In favor of furthering the extent of intense behavioral treatment and research programs, such as the Lovaas Model for ABA, the purpose of this study intends to provide ample opportunities to meet the growing needs of autistic children in the southeastern region of the United States through the analytical application of architecture and the built environment. The project aims to address the major voids in current autism understanding and acceptance while initiating a cohesive dialogue between the general public and the autistic community. Furthermore, the study proposes architecture as a means of perceptive change through which the facility is designed as a responsive organism to the multiplicities of continual autism research and treatment methodology.
In relation to severely limited tactile resources, the scope of autistic behavioral reform also diminishes. Applied Behavior Analysis programs and similar models rely heavily upon rigorous teaching techniques and therapy sessions where children are engaged in a one-on-one learning environment in order to produce long-term results. Following the Lovaas Model for effective behavioral reform, the architecture should not only advance parental and community involvement but facilitate positive and constructive relationships throughout a child’s treatment.
Variables to be considered include but are not limited to the following: (1) changes in autism behavior treatment in relation to methodology and theory, (2) age of the child, (3) prospective treatment period, (4) acceptance and involvement of general public to specific treatment methods, (5) participation of parents, (6) local and state funding, (7) advancements in medical research, (8) availability of aides and trained professionals, (9) increase or decrease of diagnosed autism cases per year, (10) political decrees or legislative mandates effecting treatment autonomy, and (11) effectiveness or rate of patients described as “recovered”.
The successful social integration of autistic children will rely heavily upon the inclusion of parental and communal involvement regarding the architectural contingency of proper behavioral reform and treatment resources.
Hypothesis:
ARCHITECTURE AS PROACTIVE
PROPOSING A NEW ARCHETYPE
PSYCHOPHYSICAL+
ARCHITECTURAL
Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.
CHAPTER ONE TWOand
Significance of Study
Due to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.
The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.
Presently, the primary limitations of the proposal reside within the scope of autistic treatment types and the effectiveness of said treatments within various age groups. Children ages three through seven (or those beginning a steady transition into the public realm of education) are currently touted as those with the highest rate of success for early implementation of behavioral treatment models due to their early developmental stages of basic communication and interaction skills. However, the proposal does not intend to ostracize nor alienate any child or persons of autistic diagnosis based solely on unmet requirements within the broad scope of favorable age.
Similar limitations as a result of changing autisic demographics include medical professional, specialist and aide availability within the region trained to identify and properly manage autistic behavior. The ratio of adult to child treatment intensity and environment will also become underlying limitation factors of design programming data for the architecture.
Assumptions within the proposal are those based upon the generally accepted axiom that autism is a treatable disease: “ . . . evidence has indicated that behavioral treatment has developed to a point that it can produce substantial improvements in the overall functioning of young children with autism.” (Simeonnson, Olley, and Rosenthal, 1987). While is it assumed that behavioral treatment in autistic children is not only advantageous but highly effective, it is also founded upon the belief that implementation of such treatment will be a fundamentally acceptable means for society to afford developmental opportunities to those who cannot otherwise function within the standard environment for education.
Assumptions and Limitations
Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.
Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press,
IMAGE 3
and
CHAPTER TWO
The data supporting autism’s unbridled rate of increase demonstrates the need for a specific archetype.
The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.
As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention). Therefore, it is estimated that 1.5 million Americans may be diagnosed with the disease (noting that of the approximately 4 million babies born every year, 25,000 of them will eventually be identified as autistic).
In relation to its frequency, government statistics suggest the rate of autism is rising at an annual rate of 10 to17 percent (CDC) making it the fastest-growing serious developmental disability in the United States. In fact, it is the most prevalent developmental disorder to date outnumbering those children diagnosed with cancer, juvenile diabetes and pediatric AIDS combined. Recent studies also suggest boys are three times more
likely to develop autism than girls. In the United States alone, 1 out of 54 boys are suspected of being on the spectrum, with perhaps more going undiagnosed (CDC).
Yet recent research has indicated that changes in diagnostic practices may account for at least 25% of the increase in prevalence over time, however much of the increase is still unaccounted for and may be influenced by the environmental factors.
ARCHITECTURE AUTISMof
Facts and Statistics
1 : 5000
Autism has seen a 600% increase in the last 30 years
About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.
Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.
CHAPTER TWO ONEand
1 : 2500
1 : 250
1 : 150 1 : 881 : 500
IMAGE 4
ARCHITECTURE AUTISMof
CURRENT DIAGNOSIS RATE according to CDC DATA
IMAGE 5
CHAPTER TWO TWOand
Financial Support
Despite its staggering figures, autism remains one of the least understood and under-funded childhood diseases receiving only 5 percent of research funding in comparison to many less prevalent disorders. Of the total $30.5 billion budget from the National Institutes of Health Funds Allocation in 2011, only $169 million goes directly to autism research representing 0.6 percent of total NIH funding (Autism Speaks Inc.). In comparison to private funding, autism receives only $79 million annually, ranking far behind juvenile diabetes ($156 million), muscular dystrophy ($162 million) and leukemia ($277 million). Yet given its low monetary research revenues, autism has risen to be one of the most costly disorders for affected communities, parents and individuals. Currently, the Autism Society estimates that the lifetime cost of caring for a child with autism ranges from $3.5 million to $5 million, and that the United States is facing almost $90 billion annually in costs for autism (this figure includes research, insurance costs and non-covered expenses, Medicaid waivers for autism, educational spending, housing, transportation, employment, in addition to related therapeutic services and caregiver costs).
RATE of INCREASE in AUTISM per YEAR
The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg.com/inflation/.
AUTISM JUVENILEDIABETES
M.D. LEUKEMIA PEDIATRICAIDS$ 79 M
$ 156 M
$ 162 M $ 277 M
$ 394 M
1 : 88
1 : 500
1 : 100,000
1 : 1,200
1 : 300
CHART 1 + 2
IMAGE 6
CHAPTER THREE
The most effective treatment methods known today require proactive environments, not hindrances.
and
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Autism’s infamous reputation as an incurable yet effectively treatable disease has remained its primary conundrum within the scope of possible intervention opportunities and treatment options. This void of a verifiable cure has only led to an increasingly large scope of plausible treatment methods ranging from those based in behavioral therapy models to those of medicinal and biomedical interface. Among the most effective and widely acknowledged of established options is the Applied Behavioral Analysis (ABA) model with specific regards to the Lovaas Program.
In the 1960s, Dr. Ivar Lovaas, psychologist at the University of California at Los Angeles (UCLA), developed the ABA treatment program for young children with autism, particularly those aged three through seven, using general principles of behavioral therapy to build the necessary skills lacking for proper social integration, such as language, play, self-help, social, academic, and attention skills. In addition, the program aims to minimize the occurrence of unusual behaviors of children with ASD. The treatment regiment is typically delivered in the child’s home by a team of trained personnel. Between 30 and 40 hours of treatment are provided weekly, which are comprised of roughly 2 or 3 hour sessions. Within each session, short periods of structured time are devoted to the accomplishment of a certain task (3-5 minutes) followed by an equal amount of free play for the child (3-5 minutes). Longer breaks (10-15 minutes) are given at the end of every hour while free play and breaks are used for incidental teaching or practicing learned skills in new environments. Due in large part to the program’s highly intense process, the Lovaas Model of ABA intervention has garnered the reputation as the most successful program for autism and related conditions as well has possessing the most rigorously controlled early intervention research published to date (Lovaas, 1989).
Since the time that Lovaas published his original study on the effectiveness
of ABA for the treatment of autism, the field of ABA has grown substantially to include many sub-categorical areas of study. The ABA intervention approach includes certain features that are particularly useful when designing and evaluating similar intervention programs, such as the use of clear objectives that are measured in terms of observable and definable behaviors, specific techniques for achieving those objectives, and ongoing collection of data to assess the effectiveness of the intervention (The Lovaas Institute). The ABA model is particularly sensitive to the function of behavior rather than the form that the behavior takes, and in this way guides the intervention toward meaningful objectives. For example, challenging behaviors, such as aggression, are approached using what is referred to as a functional behavior analytic approach (in which an assessment of the child’s behavioral problems is presented in a comprehensive report designed to outline a customized plan of how to address key issues). Since it is assumed that challenging behaviors are often means of communicating desires and needs, the Lovaas perspective allows for an analysis of the reasons why desirable and undesirable behaviors would be maintained. Furthermore, the ABA model is sensitive to the issue of motivation and drive, key issues that affect the ability of autistic children to learn.
As a basic premise of the ABA model, it is initially assumed that many children with ASD do not benefit from group learning environments until they have acquired basic language, compliance, attentional, and imitation skills. Thus, teaching is initially done in a highly individualized, one-on one environment with specific treatment goals in mind. Once the child has mastered basic communication, social and attention skills, he or she is gradually introduced to a group learning situation. A member of the treatment team will initially accompany the child to the classroom to facilitate transfer of skills between the two settings with the underlying goal to eventually fade from the child’s need. Slowly, the aide will begin to
Behavioral Treatment Model: Lovaas Program
Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.” Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.
CHAPTER THREE ONEand
“shadow” the child within the classroom setting so as to fully integrate them into the regular school program. The rate at which complete transition will be achieved varies from child to child. Where some may rapidly progress to full independence, others may always require an aide or will continue to benefit from participation in a special education classroom.
What is ABA?
Applied Behavior Analysis (ABA) approach teaches social, motor, and verbal behaviors as well as reasoning skills. ABA uses careful behavioral observation and positive reinforcement or prompting to teach each step of a behavior.
A child’s behavior is reinforced with a reward when he or she performs each of the steps correctly. Undesirable behaviors, or those that interfere with learning and social skills, are watched closely. The goal is to determine what happens to trigger a behavior, and what happens after that behavior that seems to reinforce the behavior. The idea is to remove these triggers and reinforcers from the child’s environment.
POSITIVE INTERACTIONS
LANGUAGE + IMITATION
PLAY
MOTIVATION
SUCCESS
PARENTAL INVOLVEMENT
REQUESTING
In terms of measurable success, research has demonstrated that many children, especially those who are high-functioning, begin treatment early, and receive 2 years of ABA treatment, are able to enter and function well in typical first-grade classrooms, without special support. In addition, Lovaas’s study has found that the IQ scores of treated autistic children were far higher than those of untreated autistic children:
Some recent evidence has indicated that behavioral treatment has developed to the point that it can produce substantial improvements in the overall functioning of young children with autism (Simeonnson, Olley, & Rosenthal, 1987). Lovaas (1987) provided approximately 40 hours per week of one-on-one behavioral treatment for a period of 2 years or more to an experimental group of 19 children with autism who were under 4 years of age. This intervention also included parent training and mainstreaming into regular preschool environments. When re-evaluated at the mean age of 7 years, subjects in the experimental group had gained an average of 20 IQ points and had made major advances in educational achievement. Nine of the 19 subjects completed first grade in regular (nonspecial education) classes entirely on their own and had IQs that increased to the average range. By contrast, two control groups totaling 40 children, also diagnosed as autistic and comparable to the experimental group at intake, did not fare nearly as well. Only one of the control subjects (2.5%) attained normal levels of intellectual and educational functioning (McEachin, 360).
Yet despite obvious gains, the primary drawback to the treatment is the immense cost and effort of one-on-one care. Since almost none of the children studied by the Lovaas team who had received only 10 hours a week or less of the ABA model achieved the same success as those who had the recommended 40 hours a week of treatment, parents and professionals are reluctant to shorten or condense the program for economy. In regards to
a 1995 case study proposing Lovaas ABA treatment for eligible students within the Martin County, Florida school district, the estimated cost of the program would be $12,300.00 per child per year. This figure is broken down into the adjoining costs of a lead therapist ($400.00 per month for 12 months at the total of $4,800.00) and an additional therapist ($5.00 per hour for 30 hours a week for 50 weeks at the total of $7,500.00). Accounting for inflation, the cost of the same treatment program today would be approximately $17,400.00 (Friedman, 2011).
Assumptions and Limitations
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DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept. 1995: 1-6.
Simeonnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press, 1987.
The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 16 October 2011. http://www.westegg.com/inflation/ .
Regardless of financial hardship or economic instability, parents are more than willing to pursue such treatment options as the Lovaas Model in hopes of garnering their child the best opportunity to succeed and independently survive in society. Consequently, architecture and similar design initiatives have taken a silent position to what is understood as a developmental epidemic. Where architecture could present itself as a plausible means for effective treatment opportunities in the hopes of alleviating societal pressures and demographic necessities for children with autism, it has remained void. Instead, autism treatment is mostly confined to refitted office spaces in shopping plazas or classrooms in collegiate campuses offering the only means for implementation of the desired behavioral model. Instead of existing secondarily to autism research and treatment efforts, architecture should be a congruent variable within its active dialogue and equate itself to the substantial advancement of various treatment methodologies.
Conclusion
CHAPTER THREE TWOand
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CHAPTER FOUR
For an individual with autism, proper spatial qualities of an en-vironment will prove essential.
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Tactile defensiveness is a term familiar to most therapists and professionals who specialize within the behavioral aspects of autism and related disorders. Typically, this condition is described as a hypersensitivity or hyper-responsivity to touch situations that most persons would otherwise find nonthreatening or relatively unnoticeable (Royeen & Lane, 1991). In many cases, individuals who are diagnosed with any set of autism spectrum disorders (ASD) are often predisposed to abnormalities of sensory awareness, such as altered pain tolerance or an increased sensitivity to certain sounds and materials.
Clinical observations of children with developmental disabilities suggest that tactile defensiveness and stereotyped behaviors (i.e. repetitive hand movements, body rocking, unusual object manipulation, and focused interests) can often occur together, limiting the child from functioning properly in any set of circumstantial environments (Baranek, 1997). For example, occupational therapists who work with developmentally disabled children often reflect upon the sources of unusual “self-stimulatory” or “self-inflicted” behaviors, many of which become abrasive responses to environmental sensory stimulation. Even when compared with subjects displaying other forms of developmental disorders, such as Fragile X syndrome, children with ASD show a wide range of sensory problems, including those affecting the sense of taste and smell, with similar results seen in samples of children diagnosed with Asperger syndrome. Based on review of research, first-hand reports, and clinical accounts, between 30% and 100% of children with ASD are believed to have sensory-perceptual abnormalities of some kind (Dawson and Watling, 2000).
The Autistic Environment and Tactile Defensiveness
CHAPTER FOUR ONEand
Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.
Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.
Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.
RATE of TACTILE DEFENSIVENESS in AUTISM
CHART 3
A comparison study conducted by the University of Washington attempts to describe sensory based behaviors by comparing 40 autistic children with 40 children, who exhibit no form of disability, (ages three through six) in the following various sensory profiles: sensory seeking, poor registration, emotionally reactive, sensory sensitivity, low endurance / tone, sedentary, oral sensitivity, fine motor / perceptual, distractibility, and other.
The major finding from this study is that the scores of children with autism were significantly different from those of children without autism on 8 Sensory Profile factors: Sensory Seeking, Emotionally Reactive, Low Endurance/Tone, Oral Sensitivity, Inattention/Distractibility, Poor Registration, Fine Motor/Perceptual, and Other. This finding is consistent with the literature that describes hypersensitivities and hypersensitivities to sensory stimuli (Poor Registration factor), sensitivities to auditory and visual stimuli (Sensory Sensitivity factor),picky eating habits (Oral Sensitivity factor), poor attention and play skills (Inattention/Distractibility factor), poor coping and variability in emotional responses (Emotional Reactivity factor), hyperactivity (Sensory Seeking factor), and a variety of other abnormal perceptual responses (Other factor) among children with autism or pervasive developmental delays (Watling et al., 2001).
Conclusively, exactly 50% of the autistic children had scores that were lower than any of the children without autism on both the Emotionally Reactive and Other factors (Table 1). In addition, the finding that 85% of the autistic children scored lower than any of the children without autism on at least one factor provides basis for the assumption that children with autism are more likely to be deficient in any given area of sensorial perception.
Case Study: A Comparison of Sensory Profiles among Children with and without Autism
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Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.” The American Journal of Occupational Therapy vol. 55 no. 4, 2001: 416-423.
Factor Floor Ceiling M Median SD Low / High Mann Whitney U
Sensory SeekingAutismTypical development
Emotionally ReactiveAutismTypical development
Low Endurance / ToneAutismTypical development
Oral SensitivityAutismTypical development
Inattention / DistractabilityAutismTypical development
Poor RegistrationAutismTypical development
Sensory SensitivityAutismTypical development
SedentaryAutismTypical development
Fine MotorAutismTypical development
OtherAutismTypical development
17 8552.668.7
51.570.5
11.99.8
25/7341/82
p < .0001
16 8045.663.7
46.063.5
8.77.9
23/6549/76
p < .0001
9 4537.043.1
36.544.0
6.42.9
23/4531/45
p < .0001
9 4526.336.1
27.037.5
8.66.9
12/4418/45
p < .0001
7 3520.428.2
21.029.0
4.23.8
11/2817/35
p < .0001
9 4530.640.2
30.041.0
4.83.4
23/3930/45
p < .0001
4 2017.718.7
19.019.0
2.81.4
10/2014/20
p < .1962
4 2013.014.3
13.015.0
3.22.8
5/194/9
p < .0490
4 209.712.8
9.013.0
3.03.4
5/165/18
p < .0001
46 230165.7204.2
166.5203.0
22.212.5
111/213173/228
p < .0001
a b
a Lowest score possible on subscale b Highest score possible on subscale
Factor Scores for Children With and Without Autism
Table 1
Documented symptoms may vary but usually are manifested as an avoidance-withdrawal response when confronted with specific types of tactile stimulation, such as auditory or olfactory sensory overload. These behaviors often categorize themselves as “stereotyped behaviors” and include related terms such as “self-stimulatory behaviors”, and, less commonly, “twiddles” or “stimming.” Stereotyped behaviors may exist in a multitude of forms (Berkson, Gutermuth, & Baranek, 1995) including those of benign, non-violent intercourse or aggressive, self-injurious and even externally-injurious behavior.
Manifestations of Defensive Behavior
Most typically, self-stimulatory behaviors involve repetitive motor patterns (i.e. body rocking, hand gazing) and unusual object manipulations (i.e. spinning objects, lining up objects). Recently, behaviors such as abnormal focused affections (i.e. an affinity for the letter “s”, red clothing items), rituals (i.e. turning around three times before sitting down), and other behavioral rigidities (i.e. insisting that things maintain a certain order or appearance) do tend to occur and severely limit the child’s ability to fulfill basic life functions. Simple tasks such as bathing, buttoning a jacket or brushing one’s teeth can often be met with high resistance and tantrums that, as a result, account for the child’s inability to convey proper language to communicate emotional or physical sensations.
Less abrasive yet far more precarious is an autistic child’s tendency to flee or wander away. Although it is a less understood characteristic, wandering is perhaps the leading cause of death among autistic children reports CNN, who lists eight autistic children in the United States (ages 3 to 8) having died after wandering in 2010 with an additional two
from February 2011 (Ninh). According to Dr. Max Wiznitzer, pediatric neurologist, “[A] common underlying factor is impulsivity. They may feel stress or sensory overload from a situation and want to leave it; or, they may be attracted to a certain place and try to go there” (Landau).
Non-Violent Defense
CHAPTER FOUR TWOand
Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.” American Journal on Mental Retardation vol. 100, 1995: 137-145.
Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.
Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.
Violent Defense
As an extremely difficult problem to manage and treat, self-injurious behavior is characterized by severe forms of self-injury of a repetitive nature persisting over time, and is generally not responsive to the usual pharmaceutical and behavioral interventions. Examples of such violent reactions include punching / slapping one’s self, biting of lips or appendages, pulling of hair resulting in infection, self-digging of skin, etc. and can often be disfiguring and, in rare cases, life-threatening.
The exact prevalence of this kind of self-mutilating behavior is not known, yet several theories exist for its explanation. The two most popular theories are the pain theory and the addiction theory, both of which center upon chemical substances called opioids being released in the brain. According to the pain theory, brain opioids are significantly elevated in severe self-injurious behavior resulting in analgesia (Panksepp and Sahley, 1987). According to the addiction theory, self-injurious behavior induces the production of endorphins resulting in brain addiction; this disturbance of the endorphin system has also been proposed to explain the variance of pain deficits in autism (Willemsen-Swinkels, 1996).
In documented accounts of external violence, defined as any physical aggressive behavior that results in either serious injury or death to others (Raine et al., 1997), causes and mechanisms can be varied to include impulsivity, psychopathy or deficient fear processing. With specific regards to impulsive aggression, the individual responds to the precipitating trigger (such as a change in regiment, environment or any number of trivial stimuli) in an overwhelming manner.
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Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.
Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.” American Journal of Psychiatry vol. 154, 1997: 1265-71.
Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol. 168, 1996: 105-109.
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CHAPTER FOUR
The proposed site is in Palm City, Florida located in Martin County. All subsequent statistical data will reference these areas.
and
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GEOLOGICAL MAP of FLORIDA
QUATERNARY
HOLOCENE
Qh Holocene sediments
Qal Alluvium
PLEISTOCENE / HOLOCENE
Qbd Beach ridge and dune
Qu Undifferent Sediments
Qa Anastasia Formation
Qk Key Largo Limestone
Qm Miami Limestone
Qtr Trail Ridge sands
PLEISTOCENE
TERTIARY / QUATERNARY
PLIOCENE / PLEISTOCENE
TQsu Shelly sediments of Plio-Pleistocene
TQs Undifferent sediments
TQd Dunes
TQuc Reworked Cypresshead sediments
TERTIARY
PLIOCENE
Tc Cypresshead Formation
Tci Citronelle Formation
Tmc Miccosukee Formation
Tic Intracoastal Formation
Tt Tamiami Formation
Tjc Jackson Bluff Formation
MIOCENE / PLIOCENE
Thcc Hawthorn Group, Coosawhatchie Formation
Thp Hawthorn Group, Peace River Formation
Thpb Hawthorn Group, Bone Valley Member
MIOCENE
Trm Residuum on Miocene sediments
Tab Alum Bluff Group
Th Hawthorn Group
Thc Hawthorn Group, Coosawhatchie Formation
Ths Hawthorn Group, Statenwille Formation
Tht Hawthorn Group, Torreya Formation
Tch Chatahoochee Formation
Tsmk St. Marks Formation
OLIGOCENE / MIOCENE
Tha Hawthorn Group, Arcadia Formation
That Hawthorn Group, Arcadia Formation, Tampa Member
OLIGOCENE
Tro Residuum on Oligocene sediments
Ts Suwannee Limestone
Tsm Suwannee Limestone - Marianna Limestone
EOCENE
Tre Residuum on Eocene sediments
To Ocala Limestone
Tap Avon Park Formation
Anastasia Formation
Martin County . FL
MAP 1
CHAPTER FIVE ONEand38
Anastasia Formation
Anastasia Formation crops out in a narrow belt along the eastern coast of Florida, from the Anastasia Island (named by E. H. Sellards in 1912) in St. Johns County, opposite to St. Augustine, in the North, to Boca Raton in Palm Beach County in the South, a distance of more than 320 km. Exposures of the Anastasia Formation are found along the ocean, under water on the shelf, on the barrier islands, and in the Intracoastal Waterway. The basal portion of the Anastasia Formation is not exposed at any locality along Florida’s East Coast. Presumably it rest uncomformably on Caloosahatchee marl. South of Boca Raton, the Anastasia Formation grades into Miami Limestone, which has been dated as 130,000 years old.
The Anastasia Formation in Martin and Palm Beach Counties is exposed in several spots and represented by a variably sandy coquinoid limestone. When first cut, the rock is quite soft, but upon exposure to the atmosphere its surface become case hardened, making possible the development of sea cliffs in many outcrop areas.
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Martin County Soil Conditions
1
2
4
5
6
7
8
9
10
11
12
13
14
15
SOILS of THE SAND RIDGES and COSTAL ISLANDS SOILS of THE SLOUGHS and FRESHWATER MARSHES
3
SOILS of THE LOW RIDGES and KNOLLS
SOILS of THE FLATWOODS
Paola-St. Lucie
Palm Beach-Canaveral-Beaches
Salerno-Jonathan-Hobe
Woodland-Lawnwood-Basinger
Nettles
Wabasso-Winder
Wabasso-Riviera-Oldsmar
Pineda-Riviera
Pineda-Riviera-Boca
Bassinger-Ft. Drum-Valkaria
Winder-Riviera
Floridana-Jupiter-Hilolo
Chobee-Gator
Okeelanta-Canova VariantSOILS of THE TIDAL SWAMPS
Bessie-Okeelanta Variant-Terra Cera Variant
MAP 2
CHAPTER FIVE TWOand
MAP 3
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SEA LEVEL RISE MAP indicating ONE FOOT ELEVATIONS
MAP 4
Martin County Flood Zones
Aside from having subpar soil conditions, defined as “nearly level, poorly drained soils that have subsoil that is dark colored, weakly cemented, and sandy in the upper part and loamy in the lower part” (Florida Dept. of Agriculture), the 3.6 acres of land for the project is located in the “High Risk” AE flooding zone as designated by FEMA.
The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones. An area designated AE presents a 1% annual chance of flooding. This area is more commonly referred to as the base flood area or the 100-year flood plain. Because flood zone AE is prone to flood, property owners in these zones must buy flood insurance if they live in a community that participates in the National Flood Insurance Program (NFIP).
Using detailed hydraulic analysis and modeling, FEMA determines the base flood elevation (BFE), which is the predicted flood water elevation above mean sea level. Habitable areas of any new construction must begin above this level. For instance, if a property falls within an AE zone with a BFE of 5 feet, the first habitable floor must be above 5 feet. Habitable means floors with living areas on them.
As for areas designated as X500, they are currently defined as areas of moderate flood hazard, usually the area between the limits of the 100-year and 500-year floods. B Zones are also used to designate base floodplains of lesser hazards, such as areas protected by levees from 100-year flood, or shallow flooding areas with average depths of less than one foot or drainage areas less than 1 square mile. Since these zones pose a very low threat overall, flood insurance is not an immediate requirement for owners and renters although it is available. Similarly, depending upon condition
of site and in order to maintain the storage capacity of the flood plain, new construction is required to have pilings or columns rather than fill for the elevation of the structure within flood-prone areas. With this in mind, the cohesive design for the treatment center must consider all site and envirnomental requirements.
Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).
What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html.
What is Flooding Zone AE?
The Federal Emergency Management Agency determines flood risk for the United States, then creates maps to clearly show the geographic areas prone to flood. The designation AE indicates areas at high risk for flooding and provides the base flood elevations (BFEs) for them. The AE designation replaced the old designations of A1 to A30, known as the numbered A zones.
CHAPTER FIVE THREEand
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Martin County . FL
Formally created in 1925, Martin County has had a long-standing history of tropical tranquility and prosperity. With its neighboring counties of St. Lucie to the north and Palm Beach to the south, Martin County made a name for itself along the beautiful St. Lucie River by once piggy-backing its commerce trade to the introduction of the Flagler Railroad in the early 20th century.
Since its early settlement, Martin County has grown to become one of the most unique areas in the state of Florida. It has held numerous accolades such as Stuart “Sailfish Capital of the World” (1941) and Jensen Beach “Pineapple Capital of the World” (1895). Today, the county encompasses 752.8 square miles - 26% of which is water from either Lake Okeechobee or the Altantic Ocean.
County Statistics
TOTAL POPULATION :
TOTAL BIRTHS per 100,000 :
TOTAL HOUSEHOLDS :
TOTAL HOUSEHOLDS with FAMILIES :
AVG. HOUSEHOLD SIZE :
PERSONS
139,795
54.34
123,374
101,097
As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north. And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.
By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).
It is this underlying statistic that breeds great call for action from architects and designers alike. Should this fact be ignored for too long, the need will eventually outweigh the ability of its own control and lead to an epidemic circumstance of unmet need.
200520001990198019701960195019401930
CHAPTER FIVE FOURand
Population Growth since 1930 CHART 4
According to the Departmemt of Education and the Martin County School District, current student enrollment (K-12) in public and private schools is 180,010. In comparison to the the number of students diagnosed with ASD (306), the figure staggers at a 1 in 60 students with autism prevelance ratio. This statistic, however, does not account for students who are currently enrolled in home-schooling environments or those that do not attend school entirely.
This figure demonstrates the dire need for a center related directly to the specialization of the autistic child. The chart below signifies the growth of the HOPE Center, the lone charter school for children with autism in the county. In less than one decade, they have seen a 1000% increase in student enrollment in addition to an ever-growing waiting list. With future efforts in place for expansion, the HOPE Center continues to monitor the rapid increase of children diagnosed with autism in the county and aims to satisfy most of these students with proper teaching facilities and specialized learning environments.
HOPE Center Statistics
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faculty 7 : 3 students
55 : 3029 : 18
20 : 12
CHART 5
CURRENT DIAGNOSIS RATE in MARTIN COUNTY based on STATISTICAL DATA
CHAPTER FIVE FIVEand
CHART 6
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SCHOOL PROXIMITY MAP
MAP 5
Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting pre-kindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.
Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools. The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.
Educational Context
Pr.K - K 1 - 8 9 - 12 12+
Effected Student Enrollment
Martin County . FL
According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.
Adjacent Resources
CHAPTER FIVE SIXand
Jensen Beach 1
Stuart 11
Palm City 4
Hobe Sound 3
Ft. Pierce 4
Port St. Lucie 16
Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.
CHART 7
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CERTIFIED BEHAVIORAL ANALYSTS in AREA
MAP 6
86°
38°
CHAPTER FIVE SEVENand
Environmental Conditions
Martin County’s prime position on the east coast of Florida places it in a semi-tropical climate. Summers are very warm and winters are temperate. Interestingly, the area’s temperature does not vary drastically throughout the year due to its close proximity to the Atlantic Ocean. The area does, however, experience above average rainfall, tornado activity and hurricane activity in comparison with the rest of the United States.
By plotting the exact sun angles and path in relation to the site, we can begin to design with the principles of passive cooling and sun shading in mind while orienting the building to maximize its highest effeciency. The building must take heed for the high amounts of UV exposure, especially direct sunlight. Later explorations into the observable effects of children with ASD functioning in a space with artificial versus natural lighting will be provided as evidence for future design decisions. It is important to always keep in mind prevailing wind intesity and direction in order to fulfill maximum passive heating and cooling strategies.
8 9 9 10 10 9 9 9 8 87 7
1.5 2 1.8 2.5 2.7 4 4.2 4.3 6.7 5.8 2.8 1.7
73° 75° 77° 82°79° 86° 88° 88° 86° 82° 77° 75°
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
RAINFALL (in)
SUNSHINE (hrs)
CHART 8
JANUARY FEBRUARY MARCH APRIL
MAY JUNE JULY AUGUST
SEPTEMBER OCTOBER NOVEMBER DECEMBER
Wind Rose Diagrams . Average
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IMAGE 12
JANUARY FEBRUARY MARCH APRIL
MAY JUNE JULY AUGUST
SEPTEMBER OCTOBER NOVEMBER DECEMBER
Wind Rose Diagrams . Gusts
CHAPTER FIVE EIGHTand
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CHAPTER SIX
A great building must begin with the unmeasurable, must go through measurable means when it is being designed and in the end must be unmeasurable.
Louis Khan 1970
and
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First presented as a manifesto in the 1960s in Japan, “Metabolism” by definition is a theory of architecture contending that “buildings and cities should be designed and developed in the same continuous way that the material substance of a natural organism is produced.” From the time of Japan’s postwar redevelopment to its recent period of rapid economic growth, the theory gave birth to grand visions of future cities and encouraged the realization of much experimental architecture.
As the most widely known modern architecture theory to have emerged from Japan, likened theories such as those of the “functionalists” and the “structuralists”, have been based upon almost identical principles. One of the most influential manifestos for the structuralist movement was compiled by Aldo van Eyck in the architectural magazine Forum 7/1959, whose Amsterdam Municipal Orphanage displayed instances of what van Eyck defines as “reciprocity and ambiguity.” He advocates for designs of “labyrnth clarity” through repetition of cubical spaces arranged with irregular precision throughout the plan.
This modular formation of the architecture would simutaneously become the insprations of Yona Friedman’s conceptual theory on urban design. By disecting the very elements of basic urban fabric into maliable modular elements, Friedman began to experiement heavily with the constains of architectural manipulation at macro scale. He proposed super-structures over Paris stating that “functional differentiation of the elements is ensured by altering the relative position of the floor units within the used spaces in the construction. This inter-relation between floor units will conform to the specific conditions (e.g. sunlight, ventilation, traffic dimensioning, etc.) stipulated by the various functions. By rearranging the floor panels at will, the fabric of the city can be modified as as to accomidate different uses.”
Metabolist theory offers a unique glimpse into the juxtaposition between architecture as rigid and fluid. When applied on a smaller scale, the essential standards of design still hold true. The elastic nature of the building, one that can function as a living body through natural expansion, is essential to the conceptual design of the proposed treatment and research facility. Through modular architecture, the ability to expand based upon demographic needs will be provided with ease to the users and program of the building.
The Metabolist Movement
Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology. Ed. Joan Ockman. Rizzoli: New York, 1993.
Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.
CHAPTER SIX ONEand
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The approach of our program is aggressive, we believe and research proves that the earlier a child is given the proper educational tools, the more responsive they will be for continued progress. Successfully add programs for grades 3rd-5th that include community based instruction and inclusion opportunities.
All Hope Center Programs established will foremost maintain and continue to improve our high standards by continuing our current educational structure for our classrooms, related services, and student teacher ratios. This will be done in accordance to a continued focus on each students individual needs with a goal for their success in our community.
HOPE Center Long-Term Goals
Our goal is to have a physical location that will accommodate up to fifty children, ranging from age 2 through 5th grade (10 and 11 years old) while meeting the growing need in our community.
Mission Statement:
MAINTAIN CURRENT PROGRAM
Started year at 30 enrolled students
Current enrollment is 32 students
Maintain current budget
Maintain current rent at $5000
Continue to apply for grants and fund-raising efforts
INCREASE TO TOTAL 34 STUDENTS
Budget adjusted to include cost of ad-ditional staff and services
Rent increase to $6000 per month
Land payments increase to $26400 per year
Continue grant applications and efforts
Start build campaign
Increase fundraising efforts
Add amendment to contract for 3rd-5th grades and FCAT testing require-ments
INCREASE TO TOTAL 42 STUDENTS
Add 3rd-5th grades
Budget adjusted to include cost of ad-ditional staff and services
Add 1 administration person for older grades
Continue with 34 students in Pre K-2nd grades
Continue grant and building campaign efforts
Increase fundraising efforts
INCREASE TO TOTAL 48 STUDENTS
Add 3rd-5th grade classrooms
Budget adjusted to include cost of ad-ditional staff and services
Additional rent and property cost must be evaluated
Continue with 34 students in PreK-2nd grades
Grades 3rd-5th will increase to 14 students
Continue grant and building campaign efforts
Increase fundraising efforts
LONG TERM PLANNING GOALS
Continue working on funding for 3 year-olds and under
3 year-olds and under will require ad-ditional administration
3rd-5th grades will require additional administration
After-care services will require addi-tional administration
CHAPTER SIX TWOand
When given comparisons between normal-functioning children in a typical learning enivornments and those that facilitate children with autism, it becomes obvious that the spatial considerations per child must change. According to present code regulations, an educational use building (N1) for children grades pre-K through 3rd offers roughly 50 sq. ft. per child in a classroom setting. When compared to a child with autism of the same age group, the neccessary square footage per child is 250 ft² - a 450% increase from the average spaces already in place.
Similarly, circulation calculations (which come directly from the net area of the building) alot for 27% in the same settting. However, due to a child with autism’s constant need of adult supervision in conjunction with basic movement disabilities, the circulation proposed will be 38% of the total building area.
Further analysis of what comprises the 250 ft² area dedicated to the autistic child will be provided in the following documentation.
Programmatic Proposition Area Comparison
Requirements for autistic setting250 ft² per child300 ft² per child CircluationElementary : 38%Middle: 43%
450% increase in square footage needed per child
Spatial Requirements for Education
Requirements for normal settingPreK - 3 : 49 ft²
grades 4 -8 : 39 ft²
Circulation Elementary : 27%
Middle : 32%
typical area per child in an educational setting
area per child in an autistic educational setting
7 ft.
12 ft.12 ft.
15 ft.
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Below are a sequence of photographs taken at the HOPE Center for Autism in Stuart, FL demonstrating the typical exercise configuration of teacher to student. Typically the instructor will sit between two students and rotate exercises amongst them. For instance, while one student is running through a series of social skills assesments, the other student will either practice waiting quietly or occupy him or herself with the reward presented upon completion of a pervious exercise or group of exercises.
By breaking apart these moments of interaction and reclusion, we can begin to understand what amount of space is shared in comparison to what amount is individualized. And not only in the space within varied by interactions, it is also varied by the placement, depending upon which student is participating in the exercise and which student is resting.
Similarly, the space seen below is successful alone, but within the overall classroom layout, it is quite cumbersome and situated poorly. This problem has remained constant throughout all observation studies done thus far. In every case, students are placed too close to walls, windows and doors which impede free movement and occasionally cause anxiety in the student.
Understanding the Environment
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CHAPTER SIX THREEand
shared space ratio 6:1individual areas surround group area
12 ft.
15 ft.
OR
When presented with a space such as a “break-out room” or “social work area,” it is quite common to group students into teams where one instructor will work with each student in turns. In this case, each child is accompanied by their particular work materials (i.e. prompts, boards, flash cards, incentives, games) in addition to a designated work space on a table. The two students share not only the instructor but areas of the long table when either in work or rest mode.
It is through various configuration studies that we can find the optimum shared to individual area ratio when given a certain exercise. Below are two experiments into how these space can interact and frame each other. These options also demonstrate the possiblity of a singular plan with options of flexablity within.
15 ft.
12 ft.
15 ft.
22.5 ft.
15 ft.
7.5 ft.
12 ft.
shared space ratio 2:1 with larger group area
when given a 2-child activity, the spaces should not be viewed as separate from one another / instead it is
necessary to understand the shared spaces within15 ft.
Spatial Configurations
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General Program RequirementsMaximum square footage:35,000 ft² / 10,000 ft² per acre105,500 ft² 42,000 ft² of max. 105,500 ft²14,000 ft² per floor747.73 ft200 ft
63,300 ft²21,100 ft² per floor
Overall site area:3.6 acres
Max. height : 3 storyes
Circulation at 40%
Overall lengthOverall width
Area of design 60%
SOCIAL SKILLS AREA / D.T.
PSYCH / SOCIAL WORK AREA
CLASSROOM
BREAK-OUT ROOM / SPEECH
CENTERS ROOM
SENSORY LAB
QUIET ROOM
CAFETERIA
AUDITORIUM
1 - 4 students at one given time
1 - 2 students
4 - 6 students in younger grades / 8 - 12 students in older grades
1 - 2 students
4 - 6 students in younger grades / 8 - 12 students in older grades
5 students / will consist of various activity areas
1 student at any given time
customized to accomidate large groups
customized to accomidate large groups
PLAYGROUNDlarge group setting
Spatial Program
Parking RequirementsRatio:1 : 1,200 ft² min. 2 spaces for 20,001 ft² - 50,000 ft²
2.5 spaces per classroom or 1 space per staff / faculty
Zoning description:Elementary Education
Service Access
Martin Co. Regulations
Martin Co. Code Requirements3.69 EAreas which abut residential districts and accomidate active recreation, shall provide a Type 2 “bufferyeard” pursuant to Article 4 Division 15, Landscaping, Buffering and Tree Protection.
3.69 FThe educational institution shall have a structure designed to meet state requirements to serve as an emergency evacuation shelter.
Large Gathering Spaces
may act as areas of transition
points of interest
multi-use / adaptability
hierarchy
opportunity for community
necessity of spaces
CHAPTER SIX FOURand
ClassroomsCafeteriaAuditoriumPlayground Social / D.T. Psych.Speech Quiet Room Sensory Centers Play
Basic Unit of Module
variable upon uses desired and needed
directly proportional to circulation pattern
independent
Student Occupancy
CHART 9
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100 ft.100 ft.
612.
42 ft.
135
ft.
470.2 ft.
250.61 ft.
SITE LOCATION INDICATING AREA
MAP 7
CHAPTER SIX FIVEand
Overall code restrictions and constraints will limit the amount of buildable area on site considerably. Its narrow width is exaggerated even further by the 15 ft. setbacks on both the east and west perimeters, shortening the buildable area to 170 ft. The triangular parcel located at the southern end of the site plan will act as a noise buffer to the surrounding residential areas while a portion of land abutting Martin Highway will be dedicated to vehicular traffic, parking and a subsequent noise buffer.
Dimensional Analysis
North Area facing Martin Highway:100 ft. x 200 ft. = 20,000 ft²approx. 0.5 acres buffer to road traffic / allotment for parking and on site vehicular circulation
Triangular Parcel abutting Residential:(1/2) x 135 ft. x 450.61 ft. = 30,416.18 ft²approx. 0.7 acres buffer to residential zones / topography may pose problems with soil conditions
Site Setbacks (east & west):(2) x 512.42 ft. x 15 ft. = 15,372.6 ft²approx. 0.35 acres
Net Building Area on Site:170 ft. x 512.42 ft. = 87,111.4 ft²approx. 2.0 acres of buildable land
Building Program remains at 35,000 ft²
North Area facing Martin Highway
Triangular Parcel abutting Residential
Site Setbacks (East + West)
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Suspended from translucent wire, spaces demonstrated by subtle variations of white cubes hang in sequence of comparative height and width. Their light rotations, in reaction to either air currents or floor vibrations, cause the cubes to spin upon their axes - some slowly, others hardly at all.
In my effort to understand the entire scope of architecture within realism, I chose to create an installation piece within my studio work area. The cubes are meant to symbolize space as I see it in my head: linear and pure. Each box represents a separate space in the building program, such
as an individual work room, classroom or cafeteria. The spaces hang from a single line indicating the site’s narrow building restraints. As an aid to the design process, the experience comes from one’s circumambulation around and under the installation. Every view should offer a new perspective to the overall form, much as the architecture should provide to its users.
Conceptual Exploration
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CHAPTER SIX SIXand
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Concept as Spine
When referencing the inherent linear characteristics of the proposed site along with futher analysis of the afore mentioned artistic concept, overall concensus of site design began to mimic that of vertebrate spinal structure. In the abstracted thought of a series of spaces branching from
a main circulation path (understood as a simple spine and rib connection sequence), we can begin to utilize these natural forms and patterns as the basis for future design iterations.
IMAGE 21
CHAPTER SIX SEVENand
Through a series of informed spatial manipulations, the fundamental ideas of the project have come forth. Due to major site constraints, linear (often axial) pattern studies remain the natural state of design iterations within the project.
The overall site plan references the afore mentioned spine and rib connection sequence that has been distorted and conformed to general programmatic needs of the building. Each module or unit remains uniform in exterior form yet maintains flexibility in plan thereby allowing complete independence in overall planning. Depending upon influx of student enrollment at the center and desired areas of focus, the building form will begin to mold upon programmatic information.
Building Formulation
Creation of Spine
Division of Ribs
Realignment
Establishing Focal Points
Shifting Along the Axis
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CHAPTER SEVEN
Architecture, is the art you cannot avoid and it carries a burden that the other arts don’t - it must reconcile aesthetics and ideas with user functionality . . .
and
Lange
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Modular Unit
The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.
The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, one’s vision is not necessarily obstructed but rather narrowed to a easier area of focus. By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps. In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.
Spitting of the Module
Slanting of Circulation
Introduction of Vestibule
Mirroring Along the Path
IMAGE 24
CHAPTER SEVEN ONEand
Unit Dimensions and ProgrammingOverall square footage:Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft²(2) 8 ft. x 20 ft. = 320 ft² Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft²
Individual framing units:8 ft. x 15 ft. = 120 ft²8 ft. x 20 ft. = 160 ft² based on standard framing sizes for ease and efficiency of construction
8 ft. 8 ft.
8 ft.
24 ft.
30 ft.
10 ft.
40 ft.
24 ft. 8 ft. 8 ft.
20 ft.
15 ft.
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Variations to Module Sequence
The module units of the building program will provide ample flexibility for users that may be completely unrelated to one another’s programmatic needs. As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.
In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.
OR
Units in ParallelAdjacent units in unbroken continuity Separated units with release
point / broken continuity of path
IMAGE 26
CHAPTER SEVEN TWOand
OR
Units in OppositionAdjacent units create a focal point via intersecting axes
Separtated units channel pathways toward an inner siphon
IMAGE 27
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Exterior Skin
In addition, or rather in conjunction, to a modular building program and form, a secondary skin will be layered to encompass all units in order to create cohesion and continuity. The double skin, designed to embrace individual modules, will aim to create a true building fomulation and collective understanding.
Programmatically, the skin system will be entirely organic in nature, juxtaposing the linear rigidity of the arranged modules. In reference to user needs, the skin will not only add visual interest to students and teachers but evolve into a moment of familiarity. This comfort of its presence (seen throughout the building) will aim to become an act of way-finding for
students and staff. The pattern and detail can be followed throughout the building’s main circulation paths and experienced either from inside or outside spaces.
Practically, this system will become a second layer of thermal protection for the modules. The skin’s materiality will diffuse direct sunlight, leaving a softer, filtered light for interior use. It’s distance of contact from the modules will also allow it to provide passive heating and cooling year long utilizing natural air flow and convection.
section cut showing skin undulation as means for solar protection and passive heating / cooling from units
3-Dimensional Visualization
IMAGE 28
CHAPTER SEVEN THREEand
Structural System
Truss latice for free-form design of floor plan
By using a grid shell structural system comprised of a network of steel lattice frames, the optimum form (catered to the wide variety of programmatic changes within the building’s lifetime) can be acheived with optimum design aesthetic and physical strength. The steel construction allows for a greater span than concrete or heavy timber by using thinner members within the system.
Cladding can be applied using an array of materials and customizable panels along the surface of the lattice. The grid shell’s adherance to parametric dictations provide a unique opportunity for overall form to become openly practical in its relationship between span and height, often indicating programmatic heirarchy.
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Origin of Exterior Form
Optimum space usage of path along a singular axis
Primary paths within modular arrangement
Cross-sectional adjacencies indicating predominate corridors
Three-dimensional form generated from site
IMAGE 30
CHAPTER SEVEN FOURand
Simple sheets of vellum served as the basic plane of extraction and manipulation of form. Solids and voids were created by penetrations in the surface paired with the bending internal geometries. This hexagonal exploration blurs the notion of positive and negative space into a cohesive undulating body.
Explorations of Artistic Intent
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Variations of Planar Shapes
Through a series of geometric studies and investigations, the exterior skin took on several beautiful forms (the final gestures seen below). Of these forms it was crucial that whatever panel chosen would soften direct sunlight and act as a successful element of passive solar heating and cooling. By
fractioning the panels’ planar surface and further manipulating the form into a concave / convex form able to disperse light and heat over a larger surface area. It was from these formal studies that the realization of an effective double envelope system was understood.
Hexagon . 6 Point FacePyramid . 4 Point FaceParabola . Single Plane Faceparabolic “scoops” form indicating performance of shape along a deformed plane in spce
square-based pyramids offer a more geometric abstraction to form and can be applied isotropically along a plane
hexagonal points crest at the panel’s mid-section for optimum emphasis of form and light diffusion
IMAGE 32
CHAPTER SEVEN FIVEand
Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.
Construction Details
Structural Section . Skin
Isometric of Steel Casting . Formwork
Plan of Casting Structure + Column Support
Elevation of Casting + Support
The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.
Hexagonal Skin
“v”-shaped steel casting elements funnel the overall load of the roof into various points on site
the form of the support members ultimately tie back to the roof structure’s simple geometry and grid
IMAGE 33
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Module Structure
Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.
Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.
4” x 1” Steel Frame + Shear Wall
Pre-Cast Concrete Floor
W14 x 14s Steel Beam
12” dia. Concrete Footing
IMAGE 34
CHAPTER SEVEN SIXand
IMAGE 35
CHAPTER EIGHT
It is therefore indisputable that the limbs of architecture are derived from the limbs of man.
and
Michelangelo
ARCHITECTURE AUTISMof
In order to clearly and successfully defend all design decisions within the project, I felt it necessary to return to Dr. Ivar Lovaas’ theories of effective means of treatment within the educated environment for autistic individuals. In his extensive publication, The ‘Me’ Book, Lovaas hints upon key issues encompassing the learning environment of developmentally disabled children.
It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.
If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.
His points address a wide variety of problems encountered and learned through tried and failed attempts and outlines four major mistakes from the initial investigation, two of which relate specifically to environment. He remarks that first serious mistake was to treat children within an institutional (hospital or clinic) environment, which did not associate itself within the child’s common surroundings (home). This unique look at the need for familiarity within an architecture, while only lightly hit upon in the preface of the book, is truly the most important component to the overal design.
The second point of unsuccess was the isolation of the parents from their children’s treatment via programmatic discrepencies. Only recently has an effort been made to ammend the caverness gap between the educational and home environments, especially through the continuous inclusion of parents within the child’s understanding of educator. When the lines between the professions of home and school (living and learning) can be blurred within the treatment of autism, then we may hope to make progressive changes for the betterment of wholistic autism treatment.
Evidence in Support of Design
““
Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.
CHAPTER EIGHT ONEand
ADMINISTRATION
CARE AREA + COMPUTER LAB
YOUNGER CHILD CLASSROOM
CAFETERIA + LIBRARY
DISCRETE TRIAL + THERAPY
INTERMEDIATE CLASSROOM
OLDER CHILD CLASSROOM
CAFETRIA + AUDITORIUM[TENATIVE PHASE]
Building Program
BATHROOMS
IMAGE 36
ARCHITECTURE AUTISMof
ROLLING VIEW [AERIAL + ELEVATION]
IMAGE 37
CHAPTER EIGHT TWOand
Comprehensive Building Envelope
ETFE Membrane Skin + Steel Grid Shell 01
Concrete Support Column (3_5 ft. dia.) 02
4_Pronged Steel Strut Assembly 03
Pre_Fab Module 04
Bathroom Module [Proposed] 05
Green Roof 06
Entry Vestibule 07
Large Cafeteria + Auditorium [Proposed] 08
Wood Decking 09
Concrete Footings (1 ft. dia.) 10
Building Envelope
The overall building (as can be seen on the following page) is actually a series of intricate layers upon which a holistic system in based. The design from wooden decking to modules to secondary skin all facilitate an autism-sensitive environment aimed at providing the most optimum space for tactile deficient clients and their instructors.
By referring to the previous quote from Dr. Lovaas, the primary function and form of the architecture aims to become one of a suedo-neighborhood composed of small units (houses) along a specified pathway. This close assimilation between the home and teaching environments should provide students with optimum gains within their rigorous learning regiment and decrease issues within transitional actions.
ARCHITECTURE AUTISMof
EXPLODED ISOMETRIC
CHAPTER EIGHT THREEand
IMAGE 38
ARCHITECTURE AUTISMof
Module Placement
IMAGE 39
PICK-UP + DROP-OFF AREASide entrance for vehicular pick-up and drop-off so as to maximize spatial efficiency in human traffic
Care Area + Computer Lab
RECEPTION CHECK-INChild and parent / instructor check-in at reception desk for full accountability and response
CARE AREA [BEFORE + AFTER]For children who require before and/or after school programs in regards to transportation during the day
TEACHING AREASpace provided for child’s continual interaction with the teaching environment
A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
STORAGE + MECHANICALDue to the high demand for training materials and resources required
QUIET [RESET] ROOMMain quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”
COMPUTER LABFlex room capable of providing large groups (public or private) with technological interaction, instruction or lectures
CHAPTER EIGHT FOURand
TECHNOLOGY WORK STATIONSIndividualized area meant to introduce children to new technologies and interaction interfaces
TRANSITION VESIBULEProper area for the comings and goings of child transitions - into and out of the school IMAGE 40
ARCHITECTURE AUTISMof
Module Placement
IMAGE 41
Administration + Visitor Area
CHAPTER EIGHT FIVEand
ENTRY VESITUBLEArea of tranistion meant to imply architectural precedent that exists within the overall school plan
RESOURCE STORAGESufficient storage space for instructor resources, materials and texts
A.D.A BATHROOMLavatory area provided for teaching staff as well as visitors
INSTRUCTOR WORK STATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow
BREAK ROOMKitchen area for lunch breaks and/or snack storage. Includes a refridgerator, sink, microwave and cabinet space.
PRINCIPAL OFFICESeparate room for school principal and assitant principal
STORAGE + MECHANICALDue to the high demand for training materials and resources required
CONFERENCE ROOMArea for large meetings between school officials and parents, clients or general public
RECEPTION DESKCheck-in recetion required of all guests to the school
WAITING AREAAmple seating space for parents and/or public individuals with appointments to meet with instructorsIMAGE 42
ARCHITECTURE AUTISMof
Module Placement
IMAGE 43
ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided
Younger Child Classroom . Pre-K
STORAGE + MECHANICALDue to the high demand for training materials and resources required
KITCHEN AREAFor younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment
SPEECH ROOMRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting
FLEX ROOMFor student and/or instructor use where needed for variety of funtions or needs
A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
COMPUTER LABArea for communicative use or reward (iPads or other electronic devices)
CLASSROOMSNote that within the main classroom, partition walls may be installed
CHAPTER EIGHT SIXand
IMAGE 44
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Module Placement
IMAGE 45
Cafeteria + Library
CHAPTER EIGHT SEVENand
ENTRY VESITUBLEArea of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.
CAFETERIALunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.
CATERING KITCHENKitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting
KITCHEN COLD STORAGEAdequate storage for edible food stuffs
A.D.A. BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
STORAGE + MECHANICALDue to the high demand for training materials and resources required
LIBRARYSmall library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.
COMPUTER STATIONSArea for communicative use or reward (iPads or other electronic devices)
READING ROOMSeparate room for reading sessions between small groups or individuals
MOVIE ROOMRoom for moive screenings separate from main library space
IMAGE 46
Module Placement
ARCHITECTURE AUTISMof
IMAGE 47
Discrete Trial + Physical Therapy[Main Floor]
ENTRY VESITUBLEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided
PHYSICAL THERAPYStational play designed to enhance physical activity within students so as to develop neccessary motor skills
TEEACH STATIONSTEEACH stations nearby for easy access to physical play and resources
EXTERIOR ACCESSWide swing door provides egress to outside playground so as to mesh indoor and outdoor physical activity
A.D.A. BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
STORAGE + MECHANICALDue to the high demand for training materials and resources required
SPEECH ROOMSRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting
STAIRWAY ACCESSClosed egress for upper and lower level changes
SENSORY ROOMArea similar to physical therapy, housing tactile exercises meant to enhance sensory perception
DISCRETE TRIAL ROOMD.T. rooms designed to divide and grow based on user needs, complete with movable paritions
BREAK-OUT ROOMDesigned for futher intense behavioral therapy where distractions are greatly reduced
CHAPTER EIGHT EIGHTand
IMAGE 48
Module Placement
ARCHITECTURE AUTISMof
IMAGE 49
STAIRWAY ACCESSClosed egress for upper and lower level changes
Instructor Work + Roof Garden[Upper Floor]
MEETING ROOMInstructor collaborative area spacious enough for partial staff morning and afternoon meetings
INSTRUCTOR WORKSTATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow
BREAK-OUT ROOMDesigned for futher intense behavioral therapy where distractions are greatly reduced
STORAGE + MECHANICALDue to the high demand for training materials and resources required
ROOF TRANSITION VESIBULEExterior access for roof garden transition. Ample area for prepartation of experience.
ROOF GARDENExterior open plane designed for nature interaction and/or vocational training to older adults with autism
CHAPTER EIGHT NINEand
IMAGE 50
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Module Placement
IMAGE 51
ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.
Intermediate Child Classroom
STORAGEDue to the high demand for training materials and resources required
KITCHEN AREAFor younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment
SPEECH ROOMRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting
A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
CLASSROOMSNote that within the main classroom, partition walls may be installed
STAIRWAY ACCESSClosed egress for upper and lower level changes
CHAPTER EIGHT TENand
F
IMAGE 52
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Module Placement
IMAGE 53
Advanced Child Classroom
CHAPTER EIGHT ELEVENand
F
ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.
STORAGEDue to the high demand for training materials and resources required
KITCHEN AREAFor younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment
SPEECH ROOMRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting
A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
CLASSROOMSNote that within the main classroom, partition walls may be installed
STAIRWAY ACCESSClosed egress for upper and lower level changes
IMAGE 54
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LIBRARY VESTIBULE IMAGE 55
SENSORY ROOM
CHAPTER EIGHT TWELVEand
IMAGE 56
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EXTERIOR CORRIDOR IMAGE 57
CHAPTER EIGHT THIRTEENand
YOUNGER CHILD CLASSROOMIMAGE 58
IMAGE 59
CHAPTER NINE
Autism is an extremely variable disorder.
Temple Grandin
and
ARCHITECTURE AUTISMof
of
RELATIONSHIP of the BUILT ENVIRONMENT to the DEVELOPMENTAL EPIDEMICMARIA VALDES . ARCH 799 GRADUATE ARCHITECTURE STUDIO . THESIS II . PROFESSOR HSU-JEN HUANG . SAVANNAH COLLEGE OF ART + DESIGN . 2012
CURRENT DIAGNOSIS RATE according to CDC DATA RATE of TACTILE DEFENSIVENESS in AUTISMRATE of INCREASE in AUTISM per YEAR
AUTISM JUVENILEDIABETES
M.D. LEUKEMIA PEDIATRICAIDS$ 79 M
$ 156 M
$ 162 M $ 277 M
$ 394 M
1 : 88
1 : 500
1 : 100,000
1 : 1,200
1 : 300
Autism has seen a 600% increase in the last 30 years
Significance of StudyDue to autism’s lack of apparent cause(s), the significance of the study chooses to address the impact upon future design initiatives given the rate at which such facilities will be proposed. The study means to circumvent debate of comparable treatment methods and, instead, proposes an adaptable architecture designed to endure changes in autism research and analogous fields of study. The desired outcome exists within multiple levels of architectural connectivity between the medical profession as well as the autistic community as a whole.
The primary design initiative bases its significance upon the absence of architecture’s role as an effective means of change and promotion for those diagnosed with autism, and its immense potential as a catalyst for beneficial dialogue in relation to the matter. In theoretical focus, the study presents a possible model of design standards upon which future proposals could be supported. Likewise, the underlying architectural implications of the study recall manners through which design can dictate and enable positive behavior and the various means of social integration.
Financial Support vs. Rate of Incidence
The knowledge and understanding of the genesis and cure for autism has continued to elude the medicinal and psychotherapeutic community ever since its original diagnosis by psychiatrist Leo Kanner in 1943. Its reputation as a rogue neurobiological disorder, one which is characterized by varying degrees of impairment in communication skills and social abilities, has left a myriad of disproven theories and unanswered questions in its wake, proving itself a force of ambiguous descent and inconclusive findings. Presently, autism diagnosis resides within a grouping of developmental disorders known as Autism Spectrum Disorders (ASD) that include Asperger’s Syndrome (a milder form of autism), Rett Syndrome, PDD-NOS (Pervasive Developmental Disorder, Not Otherwise Specified), and Childhood Disintegrative Disorder (CDD). Symptoms within the ASD range from mild to severe and are typically determined within the first three years of a child’s life.
As a permanent mental disease, autism has not only become a major challenge for current research, entailing important implications for future practice, but one of an epidemic proportion. According to the Centers for Disease Control, autism currently affects as many as 1 in every 88 children born in the United States (Center for Disease Control and Prevention). Therefore, it is estimated that 1.5 million Americans may be diagnosed with
the disease (noting that of the approximately 4 million babies be identified as autistic).
In relation to its frequency, government statistics suggest the ratpercent (CDC) making it the fastest-growing serious developmthe most prevalent developmental disorder to date outnumberindiabetes and pediatric AIDS combined. Recent studies also sugautism than girls. In the United States alone, 1 out of 54 boysperhaps more going undiagnosed (CDC).
Yet recent research has indicated that changes in diagnostic increase in prevalence over time, however much of the increaseby the environmental factors.
Facts and Statistics
Rate of Increase in Autism from 1975 - Present (2012)
ETFE Membrane Skin + Steel Grid Shell 01
Concrete Support Column (3_5 ft. dia.)
4_Pronged Steel Strut Assembly
Pre_Fab Module 04
Bathroom Module [Proposed] 05
Green Roof 06
Entry Vestibule
Large Cafeteria + Auditorium [Proposed] 08
Comprehensive Building EnvelopeWood Decking 09
Concrete Footings (1 ft. dia.) 10
IMAGE 60
Palm CityMartin County . FL
1 : 5000 1 : 2500 1 : 250
1 : 150 1 : 881 : 500
It is clear that the disabled child’s school experiences have to overlap with his everyday home activities. Developmentally disabled children are very slow learners and they simply don’t learn enough to in a 3 to 6 hour teaching environment, hence the need to extend school to all hours of the day. It is pointless to teach skills in school if the child does not transfer and use those skills at home, and vice versa. The transfer will occur when part of the school is at home, and part of the home is at school.
If a child’s behavior is influenced by the environment in which he lives and learns, and since a child’s environment is composed of several different settings (such as school, home and neighborhood) then it follows that the child’s ‘total’ environment should be arranged to become theraputic and educational, if the child is to make maximal gains in treatment.
“
“born every year, 25,000 of them will eventually
te of autism is rising at an annual rate of 10 to17 ental disability in the United States. In fact, it is g those children diagnosed with cancer, juvenile ggest boys are four times more likely to develop s are suspected of being on the spectrum, with
practices may account for at least 25% of the e is still unaccounted for and may be influenced
Dr. Ivar Lovaas 1981
Evidence of Design Decision
TOTAL POPULATION :
TOTAL BIRTHS per 100,000 :
TOTAL HOUSEHOLDS :
TOTAL HOUSEHOLDS with FAMILIES :
AVG. HOUSEHOLD SIZE :
PERSONS
139,795
54.34
123,374
101,097
Pr.K - K 1 - 8 9 - 12 12+
Effected Student Enrollment
Martin County . FL
Within the public school system of Martin County, student demographics show a heavy list toward enrollment in grades 1st through 8th, up to 45% in fact. Denoting pre-kindergraden through 5th grade students as the primary user group, the center will aim to suffice the need for over half of the children affected by autism. However, the center also hopes to utilize its space for older students by implementing after-school mentorship programs or specialized work training.
Additionally, resources such as auditorium spaces, sports fields, etc. can be utilized via the surrounding public elementary and middle schools. The closest schools in terms of proximity, shown on the opposite page, are Palm City Elementary, Bessy Creek Elementary, Hidden Oaks Middle and Citrus Grove Elementary.
According to the Behavioral Analyst Certification Board (BACB), there are 19 certified behavioral analysts currently registered in Martin County with another 20 residing in nearby St. Lucie County.
Educational Context
Jensen Beach 1
Stuart 11
Palm City 4
Hobe Sound 3
Martin County . FL
TOTAL AREA (SQ. MILES) : 752.8
FAMILY HOUSEHOLD RESIDENCES: 82%
County Statistics
As is the case with much of the state of Florida, Martin County has experienced exponential growth in terms of overall population in less than one century. During the 1970s and 1980s, the area became a featured destination for retirees looking to escape the harsh winters of the north. And although the county has maintained a steady elderly demographic, young professions and families have begun to make their homesteads here as well. Out of the total residential houses in the area today, 82% are family households.
By plotting the population growth against the prevelance of autism overall, we can clearly see that the need for facilities designed specifically for those children will not only be desired but critical. If the rate of growth continues in its current trend, the area’s population is set to see a 50% increase by 2025, implying a 8-fold increase in the area’s autistic demographic (should birth rates also remain unchanged).
CHAPTER NINE ONEand
ARCHITECTURE AUTISMof
SENSORY PLAYROOM LIBRARY MODULE YOUNGER CHILD CLASSROOM
EXTERIOR CORRIDOR BETWEEN MODULES
ENTRY VESTIBULEProper area for transitional issues. Adequate space for backpack and lunchboxes (etc.) is provided.
RECEPTION DESKCheck-in reception required of all guests to the school, parents and students who enter through the main offices
WAITING AREAAmple seating space for parents and/or public individuals with appointments to meet with instructors
CONFERENCE + MEETING ROOM Area for gatherings between school officials and parents, clients or general public
STORAGE + MECHANICALDue to the high demand for training materials and resources required
A.D.A BATHROOMOptimum for students who are still too young to be fully potty trained. Will be phased out in older classrooms.
KITCHEN AREAFor younger students, eating in the classroom will be more effective in maintaining an intense yet specialized environment
INSTRUCTOR WORK STATIONSPersonalized instructor computer stations arranged for collaborative interaction and cohesive work flow
PRINCIPAL OFFICESeparate room for school principal and assitant principal
CARE AREA [BEFORE + AFTER]For children who require before and/or after school programs in regards to transportation during the day
QUIET [RESET] ROOMMain quiet room for sensory issues. Located at the main module for the purpose of assosiating the “beginning” with “starting over”
COMPUTER LAB [LARGE]Flex room capable of providing large groups (public or private) with technological interaction, instruction or lectures
SPEECH ROOMRoom for one-on-one therapy away from surrounding distractions but not removed from classroom setting
FLEX ROOMFor student and/or instructor use where needed for variety of functions or needs
COMPUTER LABArea for communicative use or reward (iPads or other electronic devices)
CLASSROOMSNote that within the main classroom partition walls may be installed
LIBRARYSmall library housing books and quiet games for children. Divided into beginner, intermediate and advanced reading levels.
MOVIE ROOMRoom for moive screenings separate from main library space
CATERING KITCHENKitchen equiped for preparation of catered food. Pick-up window provided for students to adjust themselves to cafeteria setting
KITCHEN COLD STORAGEAdequate storage for edible food stuffs
CAFETERIALunch room setting for maximum of 24 individuals at any given time. Access afforded to outside seating area.
PHYSICAL THERAPYStational play designed to enhance physical activity within students so as to develop neccessary motor skills
TEACCH STATIONSTEACCH stations nearby for easy access to physical play and resources
BREAK-OUT ROOMDesigned for futher intense behavioral therapy where distractions are greatly reduced
STAIRWAY ACCESSClosed egress for upper and lower level changes
DISCRETE TRIAL + THERAPYOLDER CHILD CLASSROOM
VARIOUS MODULE FLOOR PLANS
OLDER CHILD CLASSROOM
Main Floor Main Floor
Upper FloorDISCRETE TRIAL + THERAPYUpper Floor
Programmatic Plan
EAST ELEVATION of BUILDING
IMAGE 61
Due to the organic nature of a grid shell’s form, customized steel supports must be fabricated specifically to the undulation of the desired surface at various points throughout the form. The tapered triangular arms branch out in a quadrangular pattern and hook into the lattice frame at its points of weakness and greater changes in elevation. The casting is then welded into a circular column which transfers the load into the ground.
Construction Details
Structural Section . Skin
Isometric of Steel Casting . Formwork
Plan of Casting Structure + Column Support
Elevation of Casting + Support
The hexagon (six-sided polygon) was chosen due to its ability to diffuse direct light from multiple surfaces along a single plane. Its form as a skin was also optimum for design appeal since it negated the often jagged look of the pyramidal and scalar forms. Its profile was found to be the most unique and desirable amongst all studies, mostly for the fact that each panel did not adhere to the Cartesian coordinate system of grid.
Hexagonal Skin
“v”-shaped steel casting elements funnel the overall load of the roof into various points on site
the form of the support members ultimately tie back to the roof structure’s simple geometry and grid
Module Structure
Steel frame structural systems provide adequate hurricane (high-speed wind) resistance for safe occupancy. The building’s core (highlighted in the deeper purple) show flexible interior wall placement for a variety of module plans.
Concrete flooring, steel beams and circular concrete footings also add to the reinforcement against lateral loads upon the structure.
4” x 1” Steel Frame + Shear Wall
Pre-Cast Concrete Floor
W14 x 14s Steel Beam
12” dia. Concrete Footing
Origin of Exterior FormOptimum space usage of path along a singular axis
Primary paths within modular arrangement
Cross-sectional adjacencies indicating predominate corridors
Three-dimensional form generated from site
Unit Dimensions and Programming Overall square footage:Smaller Unit: 772 ft² (4) 8 ft. x 15 ft. = 480 ft²(2) 8 ft. x 20 ft. = 320 ft² Larger Unit: 884 ft² (6) 8 ft. x 20 ft. = 960 ft²
Individual framing units:8 ft. x 15 ft. = 120 ft²8 ft. x 20 ft. = 160 ft² based on standard framing sizes for ease and efficiency of construction
8 ft. 8 ft.
8 ft.
24 ft.
10 ft.
40 ft.
24 ft. 8 ft. 8 ft.
20 ft.
15 ft.
SENSORY ROOMArea similar to physical therapy housing tactile exercises meant to enhance sensory perception
ENTRY VESTIBULE [Non-CLASSROOM]Area of transition between spaces not of classroom distinction. Note the squeeze chairs and bench for waiting.
DISCRETE TRIAL ROOMD.T. rooms designed to divide and grow based on user needs, complete with movable paritions
ROOF GARDENExterior open plane designed for nature interaction and/or vocational training to older adults with autism
ROOF TRANSITION VESIBULEExterior access for roof garden transition. Ample area for prepartation of experience.
ADMINISTRATIONCARE AREA + COMPUTER LABYOUNGER CHILD CLASSROOMCAFETERIA + LIBRARY
Variations to Module Sequence
The module units of the building program will provide ample flexibility for users that may be completely unrelated to one another’s programmatic needs. As the proposition for a new archetype, the primary focus of the building is circulation. The path of circulation, wayfinding and overall understanding will be reliant upon desired moments of transition interjected at various points along the path. A simple two unit configuration will yeild many interations feelings and habits, although only four options are shown below.
In each instance, a different transition is given. Some allude to directing attention towards or away from the modules. Others aim to provide places of meeting and interaction while others still remain dormant to the users.
OR
Units in ParallelAdjacent units in unbroken continuity Separated units with release
point / broken continuity of path
OR
Units in OppositionAdjacent units create a focal point via intersecting axes
Separtated units channel pathways toward an inner siphon
Modular Unit
The unit as a linear box cannot provide the program or users ample flexibility nor definition of space. With this in mind, I sought to create a module maliable enough to support fundamental changes and progress with the users themselves, yet rigid enough to act as repeating pieces whose fit will vary.
The final form of study came primarily from the desire to brake the plane of vision when moving along the path of circulation. Truly, one’s vision is not necessarily obstructed but rather narrowed to a easier area of focus. By limiting distractions and the feelings of overwhelming repetion (often felt when staring down a straight, long corridor), a child can begin to understand circumambulation of site in a form of steps. In addition, the rigid undulation of circulation patterns provide moments for rest, reclusion, privacy and comfort.
Programmatic Plan
CHAPTER NINE TWOand
This thesis is not imaginary nor is it theoretical in nature. This thesis was not born from the desire to create beauty for beauty’s sake nor can it be misconstrued as an architectural folly. Instead, this thesis is concieved within the very real and very serious matter of autism and the unbridled epidemic we are currently facing as a human race.
The architecture proposed within this thesis aims to merge the seemingly fathomless gap between home life and school life for a child with autism. It also means to cater such an architecture to the tactile deficiencies often found within autistic individuals, through new usages of square footage and the multi-dimensionality of the spaces within.
This idea of a cohesive environment (melded between home and school) is reinforced specifically within building form and functionality, utilizing prefabrication technologies and secondary skin systems as a way to mitigate exposure to overt solar radiation and exterior distractions. For this point of view, each module acts as its own “house” within the “neighborhood” system and allows the child to progress forward according to his own abilities and needs. In this sense, the architecture is flexible and non-site specific which will allow for greater feasibility in a variety of climate and user groups.
As a reflective thought, my desire is to pursue this project whole-heartedly into possible realization. It is my dream that one day, in the near future, there will be an architectural answer to the autistic epidemic.
Conclusion
ARCHITECTURE AUTISMof
CHAPTER NINE THREEand
Acknowledgements
I would like to thank my committee members, without whose knowledge and guidance thisproject would be nothing. I would also like to acknowledge my friends, colleagues and peerswhose laughter and insight have provided me with such joy throughout these last five years.
I dedicate this thesis to my loving and supportive parents, Sergio and Joanne Valdes. Your wisdom and unconditional love have molded me into the person I am today.
And, of course, this thesis ultimately belongs to my brother, Daniel Valdes, and the many other children like him whose lives are not defined by the paths they cannot travel but by the
journeys they dare to embark.
ARCHITECTURE AUTISMof
CHAPTER NINE FOURand
Works Cited
ARCHITECTURE AUTISMof
About Autism. Autism Society 2012. 24 May 2012. http://www.autism-society.org/.
Autism Spectrum Disorders (ASDs). Centers for Disease Control and Prevention. 24 May 2012. http://www.cdc.gov/.
Baranek, Grace T., et al. “Tactile Defensiveness and Stereotyped Behaviors.” The American Journal of Occupational Therapy vol. 51, no. 2, 1997: 91-95.
Berkson, G., Gurermurh, L., & Baranek, G. T. “Relative prevalence and relations among srereoryped and similar behaviors.” American Journal on Mental Retardation vol. 100, 1995: 137-145.
Certificant Registry Search Results, BACB. 10 February 2012. http://www.bacb.com/index.php?page=100650.
Dawson, G., & Watling, R. “Interventions to facilitate auditory, visual, and motor integration: A review of the evidence.” Journal of Autism and Developmental Disorder vol. 30, 2000: 415–421.
DeSancits, Elizabeth, Laura Prado, Beverly Studer, and Joanne Valdes. “A.T.A.C. [Appropriate Teaching for Autistic Children]” Presented to the Martin County School Board 8 Sept. 1995: 1-6.
Facts about Autism.Autism Speaks Inc. 2005-2011. 27 September 2011. http://www.autismspeaks.org/.
Friedman, Yona. “ Summary of the program of mobile urbanism.” Architecture Culture 1943-1968: A Documentary Anthology. Ed. Joan Ockman. Rizzoli: New York, 1993.
Friedman, Yona. “Programme for Mobile City Planning: An Update.” Exit Utopia: Architectural Provocation 1956-76. Eds. Martin van Schaik and Otakar Macel. Prestel Verlag: Munich, 2005.
Howlin, P. “Prognosis in autism: do specialist treatments affect long-term outcome?” European Child and Adolescent Psychiatry vol. 6 1997: 55-72.
The Inflation Calculator. Statistical Abstracts of the United States, S. Morgan Friedman. 24 May 2012. http://www.westegg.com/inflation/.
Landau, Elizabeth. “’Eye on the door’: Life with autism wandering.” CNN Health., 11 April 2011. Web. 14 Nov. 2011.
Lovaas Institute: Methods. Lovaas Institute. 2005-2011. 27 September 2011. http://www.lovaas.com/.
Lovaas, O. Ivar. The ME Book: Teaching Developmentally Disabled Children. University Park Press: New York. 1981.
Lovaas, O. I. and Smith, T. “A comprehensive behavioral theory of autistic children: paradigm for research and treatment.” Journal of Behavioral Therapy and Experimental Psychiatry vol. 20, 1989: 17-29.
Works Cited Cont.
Ninh, Amie. “A Little Known Problem in Children With Autism: Wandering Away.” TIME Magazine., 13 April 2011. Web. 14 Nov. 2011.
Panksepp, J. and Sahley, T.L. “Possible brain opioid involvement in disrupted social intent and language development of autism.” In E. Schopler and G. B. Mesibov (eds) Neurtobiological Issues in Autism. New York: Plenum Press.
Pérez, Juan Martos, et al. New Developments in Autism. London: Jessica Kingsley Publishers, 2007.
Planning considerations for flood-prone areas, 1 Section 60.22. pt. 15 (2002).
Raine, A., et al. “Interactions between birth complications and early maternal rejection in predisposing individuals to adult violence: Specificity to serious, early-onset violence.” American Journal of Psychiatry vol. 154, 1997: 1265-71.
Royeen, C. B., & Lane, S. J. “Tactile processing and sensory defensiveness.” In A. Fisher, E. Murray, & A. Bundy (Eds.), Sensory Integration: Theory and Practice. Philadelphia: 1991.
Simionnson, R. J., Olley, J. G., & Rosenthal, S. L. “Early intervention for children with autism.” In M. J. Guralnick & F. C. Bennett (Eds.) The effectiveness of early intervention for at-risk and handicapped children. Orlando, FL: Academic Press. 1987.
Watling, Renee L., et al. “Comparison of Sensory Profile Scores of Young Children With and Without Autism Spectrum Disorders.” The American Journal of Occupational Therapy vol. 55 no. 4, 2001: 416-423.
What is Flood Zone AE?, Carlie Lawson. 28 January 2012. http://www.ehow.com/about_5407910_ae-flood-zone_.html
Willemsen-Swinkels, S., et al. “Plasma beta-endorphin concentrations in people with learning disability and self-injurious and/or autistic behavior.” British Journal of Psychiatry vol. 168, 1996: 105-109.
CHAPTER NINE FIVEand