Developing a Questionnaire on Autistic Learning Environment

Roslinda Ghazali; Siti Rashidah Md Sakip; Ismail Samsuddin

doi:10.21834/e-bpj.v5i13.1722

Authors

Roslinda Ghazali Department of Post-graduate, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia.
Siti Rashidah Md Sakip Department of Landscape Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia Green Safe Cities Research Group, Universiti Teknologi MARA, Shah Alam Campus,40450, Selangor, Malaysia.
Ismail Samsuddin Department of Architecture, Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA Perak Branch, Seri Iskandar Campus, 32610, Perak, Malaysia.

DOI:

https://doi.org/10.21834/e-bpj.v5i13.1722

Keywords:

Autism, validity, reliability, questionnaire

Abstract

Developing a new questionnaire as a tool used in data collection might be the greatest challenge. Â The survey must be both valid and reliable.The purpose of the paper is to describe the processes undertaken to develop the questionnaire to measure awareness and knowledge among who involves in the autistic learning environment. The researcher refers to the expertise to check the quality of the tool. Each expert independently evaluated all details regarding the relevance, the clarity, and the understandability of the instrument. The overall content of the questionnaire comprises of sensory stimulation, sensory sensitivity, sensory design, and physical learning environment.Â

Keywords: Autism, pre-testing, questionnaire;

eISSN: 2398-4287 Â© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
DOI: https://doi.org/10.21834/e-bpj.v5i13.1722

References

Beaver, C. (2006). Designing Environments for Children & Adults with ASD. In Autism Safari 2006 2nd World Autism Congress & Exhibition.

Gaines, K., Bourne, A., Pearson, M., & Kleibrink, M. (2016). Designing for Autism Spectrum Disorders. https://doi.org/10.4324/9781315856872

Hebert, B. B. (2003). Design Guidelines of a Therapeutic Garden for Autistic Children. Louisiana State University.

Hosny, I., & Anous, I. (2015). The impact of Interior Design in educational spaces for children with Autism. 90â€“101.

Khare, R., & Mullick, A. (2008). Educational Spaces for Children with Autism; Design Development Process. Building Comfortable and Liveable Environments for All :

International Meeting Education And Training, Georgia Tech University, Atlanta, USA., (May), 66â€“75.

Kothari, C., Kumar, R., & Uusitalo, O. (2014). Research Methodology. In New Age International.

https://doi.org/http://196.29.172.66:8080/jspui/bitstream/123456789/2574/1/Research%20Methodology.pdf

Liss Radunovich, H., & Kochert, J. L. (2014). Creating a Successful Early Learning Environment for Children Who Have Autism Spectrum Disorders 1 What Are Autism

Spectrum Disorders? IFAS Extension, 1â€“6.

M. Kanakri, S. (2017). Spaces Matters: Classroom Acoustics and Repetitive Behaviors in Preschool Children with Autism. American Journal of Pediatrics, 3(6), 89.

https://doi.org/10.11648/j.ajp.20170306.15

MacKison, D., Wrieden, W. L., & Anderson, A. S. (2010). Validity and reliability testing of a short questionnaire developed to assess consumers use, understanding and

perception of food labels. European Journal of Clinical Nutrition, 64(2), 210â€“217. https://doi.org/10.1038/ejcn.2009.126

Mostafa, M. (2015). An Architecture for Autism: Built Environment Performance in Accordance to the Autism ASPECTSSTM Design Index. Design Principles and

Practices: An International Journalâ€”Annual Review, 8(1), 55â€“71. https://doi.org/10.18848/1833-1874/CGP/v08/38300

Paron-Wildes, A. J. (2005). Sensory Stimulation and Autistic Children. Implications, 06(04), 1â€“5.

Parsian, N. (2019). Developing and validating a questionnaire to measure womenâ€™s sexual behaviors: A psychometric process. Global Journal of Health Science, 1(1),

â€“214.

Radhakrishna, R. B. (2007). Tips for Developing and Testing Questionnaires / Instrumen Step 1--Background Step 2--Questionnaire Conceptualization. Journal of

Extension, 45(1), Online. Retrieved from http://www.joe.org/joe/2007february/tt2.php

Reynolds, J. D. (2015). A View of Parents of Children with Autism Spectrum Disorder. Liberty University.

Schaffhauser, D. (2018). Sensory Room Provides Focus for Autistic Students. THE Journal -Special Needs. Retrieved from

file:///C:/Users/User/Dropbox/ORGANIZER/AUTISM/sensory design/Sensory Room Provi des Focus for Autistic Students -- THE Journal.html

Shaari, M. F., & Ahmad, S. S. (2016). Physical Learning Environment: Impact on Children School Readiness in Malaysian Preschools. Procedia - Social and Behavioral

Sciences, 222, 9â€“18. https://doi.org/10.1016/j.sbspro.2016.05.164

Society, T. N. A. (2015). Autism Friendly Design. Your Autism Magazine, 49(2), 513600â€“513600. Retrieved from

http://www.autism.org.uk/professionals/others/architects/autism-friendly-design.aspx

Tsang, S., Royse, C. F., & Terkawi, A. S. (2019). Guidelines for developing , translating , and validating a questionnaire in perioperative and pain medicine. 11(Suppl 1),

â€“15. https://doi.org/10.4103/sja.SJA