Sensory Gardens for Children With Autism Spectrum Disorder
| dc.contributor.advisor | Johnson, Lauri M | en_US |
| dc.contributor.author | Wilson, Beverly Jean | |
| dc.creator | Wilson, Beverly Jean | en_US |
| dc.date.accessioned | 2011-12-05T14:12:58Z | |
| dc.date.available | 2011-12-05T14:12:58Z | |
| dc.date.issued | 2006 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/193299 | |
| dc.description.abstract | One of every 166 children born today could be diagnosed with Autism Spectrum Disorder (ASD) (CDC 2006). Growing bodies of evidence show sensory integration issues may be at the root of many of the symptoms children with ASD exhibit. Sensory integration is defined as the ability to feel, understand, and organize sensory information from the body and environment. The issues surrounding sensory integration are reflected in both hypersensitive and hyposensitive reactions by children with ASD to the vestibular, proprioception, visual, audio, tactile, and olfactory senses.The goal of this paper is to address the sensory integration issues of children with ASD by creating a sensory garden which would allow them to focus on therapeutic and diagnostic interventions. By using the principles and elements of design, guidelines for this garden focused on producing calming effects for hyper reactive children with ASD and stimulating effects for hypo reactions. | |
| dc.language.iso | EN | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | sensory gardens | en_US |
| dc.subject | healing gardens | en_US |
| dc.subject | autism spectrum disorder | en_US |
| dc.subject | sensory integrative dysfuntion | en_US |
| dc.subject | multisensory environment | en_US |
| dc.title | Sensory Gardens for Children With Autism Spectrum Disorder | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Thesis | en_US |
| dc.contributor.chair | Johnson, Lauri M | en_US |
| dc.identifier.oclc | 659746434 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1877 | en_US |
| thesis.degree.discipline | Landscape Architecture | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.name | MLA | en_US |
| refterms.dateFOA | 2018-06-24T13:22:40Z | |
| html.description.abstract | One of every 166 children born today could be diagnosed with Autism Spectrum Disorder (ASD) (CDC 2006). Growing bodies of evidence show sensory integration issues may be at the root of many of the symptoms children with ASD exhibit. Sensory integration is defined as the ability to feel, understand, and organize sensory information from the body and environment. The issues surrounding sensory integration are reflected in both hypersensitive and hyposensitive reactions by children with ASD to the vestibular, proprioception, visual, audio, tactile, and olfactory senses.The goal of this paper is to address the sensory integration issues of children with ASD by creating a sensory garden which would allow them to focus on therapeutic and diagnostic interventions. By using the principles and elements of design, guidelines for this garden focused on producing calming effects for hyper reactive children with ASD and stimulating effects for hypo reactions. |
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