Background and Aims Autism spectrum disorder (ASD) is characterized by challenges in social communication, repetitive behaviors, and sensory processing difficulties. Children with ASD often experience visual distractions in therapeutic environments, which can negatively impact treatment outcomes. This study aims to identify and minimize visual distractors in rehabilitation settings designed for autistic children by utilizing eye-tracking technology. Methods The research follows a structured two-phase methodology. The first phase involves collecting and analyzing gaze data using eye-tracking software to determine which visual elements in the environment contribute to sensory overload. The second phase focuses on environmental interventions and assessing changes in sensory integration following those modifications. Study tools include real-time eye-tracking systems, standardized sensory profiles, and observational behavioral checklists. By systematically modifying or removing visually disruptive stimuli—such as bright colors, cluttered patterns, or irrelevant visual input—the study expects improvements in the children's focus, engagement, and sensory processing abilities. Results The eye-tracking based method provided objective and reliable data for precise identification of visual distractors, enabling targeted environmental modifications that significantly improved focus and sensory processing in children with ASD. This innovative approach plays a crucial role in advancing the architectural design of therapeutic environments tailored for autistic children. Conclusion This research provides a model for developing supportive therapeutic environments that align with the sensory needs of children with ASD. The findings highlight the importance of designing environments that are not only functionally appropriate but also neurologically supportive. The implications extend to the design of rehabilitation centers, special education schools, and learning environments for children with special needs, offering practical guidelines for therapists, architects, and educators to enhance the effectiveness of therapeutic interventions.
Kalantari et al. (Tue,) studied this question.
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