User Research
ethical considerations
Due to the premise of our study focusing on the experiences of both autistic people and neurodivergent people in relation to sensory areas, we had to follow ethical considerations drawn up by the Psychological Society of Ireland (PSI).
The code of ethics consists of four principles. (PSI, 2019). The principles are as follows:
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Respect for the rights and dignity of the person. These principles concern many aspects, such as to ‘do no harm’ towards anyone, remain unbiased, non-intrusive and humane toward anyone involved in a study.
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Confidentiality is imperative and the responsibility falls on researchers to solve ethical dilemmas effectively and safely.
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In terms of competence, a researcher must make sure not to exceed their skill limits and take care to maintain their skills and improve them regularly.
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Anonymity in a study must be maintained where requested, and no mental or physical harm should come to any participant in a study. There regulations are a researcher's responsibility (PSI, 2019).
In relation to these ethical considerations, along with our ethical application form submitted to and approved by the DPTEC, we chose to follow the ‘amber route’ ethical path.
We were unable to directly survey the desired group as they are considered a vulnerable group, and to do no harm, we instead did online research, reading peer reviewed psychological articles to decipher beneficial aspects for our sensory garden, along with conducting surveys with students and experts, and a qualitative interview over the phone with the father of an autistic child, to not directly survey the vulnerable participant group.
Our questions during the interview were open ended, non-invasive and unbiased.
defining the user group
Personas were generated so that we could emphasize with our user group more, understanding their pain points, frustrations, and needs. The empathy map helped us to identify what they were thinking so that we could get into the shoes of those needing a sensory garden.
Persona 1 - Jane
Persona 2 - rachel
Persona 2 - rachel
empathy map
user needs statement
user journey map
user research - surveys
In addition to competitor research, surveys were curated and dispersed among college students and professionals who work with or in the area of neurodivergent individuals in order to gain a more in depth understanding of their needs.
Ethical approval was sought for both surveys and the feedback from which was used to decipher what would be beneficial to include within our sensory garden prototype.
feedback from students
Responses from 34 participants were recorded and just under 80% of participants would benefit from a sensory garden and all participants described having a sensory garden on college campus as beneficial
The majority suggested having a space full of light with others prefer a mix of a light and dark space.
Participants explained they would prefer a quiet space with some preferring “Watery noises like from a stream or water feature”.
100% of participants recommended having a seating area within the sensory garden.
91.2% suggested having a pond and/or water feature.
73.5% felt that having touch stimuli features would be beneficial.
other useful comments from students
feedback from professionals
Overall, the responses given from the individuals who completed the survey expressed that a sensory garden would be beneficial for both neurodivergent individuals and would be helpful to the individual in working with neurodivergent individuals.
All five senses were deemed stimulating for neurodivergent individuals however it was also explained that each individual is different and might enjoy/learn from certain senses over others. It was also suggested to investigate “vestibular (concerning balance) and proprioceptive (concerning body awareness)” and allow for kinaesthetic learning.
It was recommended that “soft colours” including “greens, blues,”, “Pinks and lilacs, greens and blues, soft orange and neutral colours are suitable” would be calming. However, it was again reiterated that everyone is “unique in every way”.
In regard to sensory tools/equipment, it was advised that wind chimes, tactile surfaces, mirrors, water, seating/swing, scented plants be included within the sensory garden.
Finally, the participants offered some suggestions to include within the sensory garden from their own experiences in working with neurodivergent individuals. A recurring point was that each individual would need to be catered to as some are “sensory seeking”, and others are “sensory avoiding”. A large area for all ages to have space, seating areas, water features and sensory guided walks were all important aspects mentioned. A notable suggestion was that “sensory experiences do not always need to be calming. There is a need to facilitate for alerting and organising the senses, as well as calming. For example, stepping stones with different textures, monkey bars for hanging upside down, tunnels with rainbow lighting, etc.”
Interview with expert
The person we decided to interview was someone that a lecturer kindly mentioned during one of the lab sessions. When we reached out to him he was more than happy to have a brief phone call to get some first-hand knowledge on setting up your own sensory space. This person is Andy - a father who designed and created a sensory room and garden for his son who is on the autism spectrum. His son started using the room at 6 years of age and now, at 10, he is still reaping the therapeutic benefits of it. Andy is currently teaching carpentry at the Dun Laoghaire Institute of Further Education, having used his carpentry skills to create the sensory spaces. Before begining the interview, persmission was requested to record the interview and use direct quotes to publish on this website.
Question 1:
why did you decide to create a sensory space?
In school there was a sensory space that the son seemed to enjoy so he thought it would be a good idea to also have one at home. It's a space where he can go when he feels stressed or upset, and it really calms him down. Sensation and feel is very important, so he made frames with rocks and sandypaper for texture and artificial grass.
Question 2:
did you carry out any research?
He didn’t really do research, except Pinterest, but he was taking small bits of information and then went off what his son personally needed. A lot was cheap but useful. Every person is unique so you need to design to what suits them and what their individual needs are.
Question 3: Any other benefits you have seen?
Yes - self regulation, stopped hitting himself, and went in the room instead. Now he goes in before he gets upset. Helped a huge amount. Every different child can use it, all intellectual differences on the spectrum. It’s not fair on them and you want them to be happy and content. If you get it right it’s great, trial and error. Individual children are different, whatever they like and need. Give it time.
Question 4: Would you have any other advice for us?
Frames are great, make them up with different textures. They are inexpensive to make and fun, and kids love to feel all the different sensations, especially neurotypical kids. Artificial grass has benefits such as drying out in the rain - you can go straight back out after the rain. Lights, such as LEDs can be great. He loves being outside too, so swings might be an idea.
Every person is unique so you need to design to what suits them and what their individual needs are