Iowa State University, Ames, IA, USA.
HERD. 2022 Oct;15(4):114-130. doi: 10.1177/19375867221111467. Epub 2022 Jul 12.
This exploratory mixed methods experiment aimed to determine whether the application of wayfinding aids (colored doors, shapes on the floor, and signage) as an intervention could help children with autism spectrum disorder (ASD) find their way to a destination to promote independence.
Several individuals with ASD have described the difficulties they experienced finding their way in the environment. This is especially relevant to complex environments like healthcare.
Participants with ASD aged 8-11 ( = 9) were randomly assigned to control or treatment groups. The test location was an empty school corridor unfamiliar to participants. Each participant was shown the way to a destination using a script pointing out existing cues (control group) or applied wayfinding aids (treatment group). Participants were taken back to the start and then asked to lead the way to the destination. Afterward, they were interviewed about their experience. Data collection included observation, behavioral mapping, and video recording.
The variable of wayfinding scripts helped all participants find their way to the destination, but those in the treatment group found their way directly compared to 75% of the control group. Wayfinding aids made the environment more memorable to those in the treatment group. Some children were distracted by environmental stimuli, and some noticed surprising elements that helped them wayfind.
Study results suggest that wayfinding instruction could be used as an intervention in environments with and without the application of wayfinding aids. This needs further testing in other environments. Issues included recruitment and random assignment.
本探索性混合方法实验旨在确定导向辅助（彩色门、地板上的形状和标识）的应用是否可以帮助自闭症谱系障碍（ASD）儿童找到前往目的地的路线，从而促进其独立性。
一些 ASD 患者描述了他们在环境中寻找路线时所经历的困难。这在像医疗保健这样的复杂环境中尤为相关。
8-11 岁（ = 9）的 ASD 参与者被随机分配到对照组或治疗组。测试地点是一个对参与者来说陌生的空旷学校走廊。每个参与者都按照脚本被引导至目的地，该脚本指出了现有的线索（对照组）或应用了导向辅助（治疗组）。参与者被带回起点，然后被要求带路前往目的地。之后，他们被询问有关他们体验的问题。数据收集包括观察、行为映射和视频记录。
导向脚本变量帮助所有参与者找到了前往目的地的路线，但治疗组的参与者直接找到了路线，而对照组只有 75%的参与者找到了路线。导向辅助使治疗组的参与者对环境更有记忆。一些孩子被环境刺激分散了注意力，而有些孩子则注意到了帮助他们找到路线的惊喜元素。
研究结果表明，导向指导可以作为有或没有应用导向辅助的环境中的干预措施。这需要在其他环境中进一步测试。存在的问题包括招募和随机分配。
