Impact of classroom acoustic conditions on children with ASD: insights from a neuroarchitectural perspective in a preliminary study in Pakistan

Purpose Children with autism spectrum disorder (ASD) are affected by challenging acoustic conditions in classrooms due to altered sensory processing. Current guidelines on classroom acoustics lack established standards specifically for children with ASD. The aim of this preliminary, exploratory study is to examine the potential correlation between classroom acoustical parameters upon ASD children’s sensory behaviour from a neuroarchitectural perspective, testing threshold value for reverberation time (RT) = 0.4s, mid-frequency (Tmf). Design/methodology/approach In a single-case experimental design study A-B-A, data from four ASD children in two classrooms with varying RT (ranging from 1.1 to 0.4 s) was analysed. Findings The overall findings for ASD (N = 4) indicated the potential significance of acoustic intervention impact on repetitive, ear-covering and loud vocalising behaviours. The RT modulation, when decreased to 0.39 Tmf, indicated a promising positive correlation on the sensory behaviour frequency. Research limitations/implications The generalizability of the results was delimited by small sample size and a specific ASD population conducted in a single educational context of a classroom setting in Pakistan. Further research is required to determine and test the most effective acoustic conditions for a classroom environment that reduces sensory disruptions and promotes learning. Practical implications The findings provide exploratory evidence on the impact of classroom acoustics on the sensory behaviours of children with ASD. Originality/value Overall, the research underscores the significance and potential of establishing evidence-based guidelines for RT and noise thresholds in educational environments tailored to children with ASD.