research list
A list of publications where Simon Humphreys’s work and research has been published or cited that provides academic rigour to the subject of designing for autism. His work and research has also been personally influenced by having lived with Mark his brother who was autistic. This list does not include all publications available by any means but nevertheless provides an invaluable resource when designing for the neurodivergent and autistic population. All
available free on the internet.
University of Guelph Canada 2023
An application of autism landscape design.
Zihan Xu
Tilburg University Netherlands 2022
Sense City: Architecture as an interface between two worlds.
Vanity Orgers
Azad University Iran 2022
Design criteria affecting behavioural problems for autistic children in schools.
Karbalai, Ghiasvanda, Soheilib, Matinic.
Jersey GAP 2022
Development of a participatory tool to enable autistic people to influence the interior design of their homes
Anna Sheehan
Architectus 2022
Educational spaces for students with autism spectrum disorders
Julia Pogoda Joanna Majczyk
International Journal of Environmental Research and Public Health Basil Switzerland 2021
Built Environment Design and People with Autism Spectrum Disorder (ASD): A Scoping Review
Giulia Tola, Valentina Talu , Tanja Congiu , Paul Bain and Jutta Lindert
IQD Italy 2021
Transition for Autism
Simon Humphreys riba
International Workshop Trieste 20th April 2021
Architecture and Autism. Sensory Perception and Independent Living
Living Environments and Autism Design Aspects in Literature and Guidelines
Anna Dordolin
Indoor Acoustic Requirements for Autism-Friendly Spaces
Federica Bettarello, Marco Caniato, Giuseppina Scavuzzo and Andrea Gasparella
AT Autism Conference: London 2020
Autism Friendly Environments : Can Universal Design Bring Success
Simon Humphreys riba
Living Environments and Autism: Sensitive Home 2020
Design Aspects in Literature and Guidelines
Anna Dordolin
University of KwaZulu-Natal Durban, South Africa 2020
Exploring the spatial needs of Autistic individuals in the built environment: Towards a Learning Centre for Durban
Roman Naidoo
Berlin International University Of Applied Sciences 2020
The Effect of Multi-Sensory Environments in Autism Centres through Design
Rawan Al-Janabi
Autism Europe: Link 2019
Atmospheres for Autism
Simon Humphreys riba
Accomplish Group Conference, Gloucester UK, 2019
Why Taking Account of the Autism is so Important (The role of a specialist and the need for specialist services)
Dr Steve Hinder
University of Oregon 2019
Designing Spaces that Support Health for the Whole Person: A Sensory Processing Perspective of Healthcare Design in Community Based Settings
Molly Pierce
University of Firenza 2019
Day Centre for Preschool age Children with Autism Planning and Design Strategy for Autism Friendly Interventions
Junik Balisha
Autism 360 2019
Autism Spectrum Disorder: The lived experience with the environment & support
Magda Mustafa
University of Edinburgh 2018
Neurodivergent Themed Neighbourhoods as A Strategy to Enhance the Liveability of Cities: The Blueprint of an Autism Village, Its benefits to Neurotypical Environments
Ms Eurydice Rayanna Lo Chan
Archnet 2018
Designing for Autism: An ASPECTSS™ Post Occupancy Evaluation of Learning Environments
Magda Mostafa
Ministry of Education Christchurch New Zealand 2018
The Impact of ‘Place’ on Autistic Children The move towards collaborative/flexible learning spaces in New Zealand and the needs of children on the autistic spectrum.
John Stackhouse
Asian Journal of Home Science Volume 12 2017
Furniture arrangement for children with autism
Bavita and Shalini Agarwal
Federation for Autism: Geneva 2017
An Architecture that benefits Autism Spectrum Disorder
Simon Humphreys riba
Master of Architecture University of Washington 2016
Building Better Schools: A New Model For Autism Inclusion in Seattle
Michelle Yate
The Autism Show: London Manchester Birmingham 2016
Autism & Architecture
Simon Humphreys riba
British Journal of Special Education 2016
Designed by the pupils for the pupils: An Autism Friendly School
Keith Mcallister Sean Sloan
Design Principles & Practice: An International Journal 2015
Built environment performance in accordance to the autism ASPECTS index.
Magda Mustafa
Creating an Autism Friendly World London
Simon Humphreys riba
American International Journal of Research in Humanities, Arts and Social Sciences 2015
The impact of Interior Design in educational spaces for children with Autism
Dr. Inas Hosny Ibrahim Anous
McMaster University Hamilton Canada 2014
Towards a therapeutic and autism friendly home environment
Wasan Nagib
The Pennsylvania State University Schreyer Honors College 2013
Autismtecture: The Influence of architecture on the development of children with autism
Dominique D. Doberneck
Eindhoven University of Technology 2013
A home for rhythmic living a smart living environment for people with autism spectrum disorders in a former monastery
Schouten
Faculty of Medicine- University of Madrid Spain 2013
Recent Advances in Autism Spectrum Disorders Autism and Architecture
Francisco Segado Vazquez and Alejandra Segado Torres
The Northern Ireland Arts Council 2013
Aldo Goes to Primary School: Experiencing school through the lens of the autistic spectrum
McNally Morris
The National UAE 2012
Architecture Shapes the Way Autistic Children Learn
Simon Humphreys riba
Scottish Autism: Design for Autism 2011
Creating an Encouraging Environment
Autism Europe Link 55 2011
Autism and Architecture
Simon Humphreys riba
School of Architecture University of Hawai‘i Manoa 2011
Comprehensive Autism Treatment, Resource, and Support Centers: A Holistic, Family‐Centered Approach to the Treatment of Autism
Michael D. Eller
Intech 2011
Autism and the Built Environment from Genes to Environment 2011
Pilar Arnaiz Sánchez , Francisco Segado Vázquez and Laureano Albaladejo Serrano
University of Worcester 2010
Developing a Learning Environment Which Supports Children With Profound Autistic Spectrum Disorder to Engage as Effective Learners Volume I
Tamara Brooks
Research Gate Mobility Mood and Place: Good Autism Practice University of Edinburgh 2009
Designing learning spaces for children on the autism spectrum
Iain Scott
Graduate School of Natural and Applied Sciences of Middle East Technical University 2009
Design Guidelines for Special Education Schools for Children with Autism
Zeynep Oktem
Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2009
Designing Inclusive Educational Spaces with Reference to Autism.
Khare, R. & Mullick, A.
UDDA Brussels 2008
Architecture & Autism
Simon Humphreys riba
Georgia Tech University of Atlanta USA 2008
Educational Spaces for Children with Autism: Design Development Process
Rachna Khare Abir Mullick
The impact of building design on children with autistic spectrum disorders 2006
Whitehurst T
Autism London 2005
Architecture & Autism
Simon Humphreys riba
12 Design Pillars for Autism
The Muiriosa Foundation reviews user themes woven through the 12 Design Pillars for Autism
The 12 Design Pillars for Autism created and developed by Simon Humphreys articulate how to shape spaces that are calm, predictable, intelligible and humane, while remaining agile to different nervous systems. Below, each Pillar is stated with a brief note linking it to repeated patterns across the autism audited sites.
1. Calm “In a stable, ordered, secure environment… reduce abrupt sensory changes… design in good calming ambient temperature, acoustics and odours.” (Humphreys, S.) Applied across sites: warm, low-glare, dimmable light, soft acoustics and managed odours set a kind baseline that reduces effort.
2. Proportion “Well-proportioned spaces can uplift the human spirit… We feel pleasure and protection when the body discovers its resonance in space.” (Humphreys, S.). Applied across sites: right-sized volumes and seating clusters help large rooms feel protective rather than echoic and exposed.
3. Proxemics “The circle of care is the amount of space around the body so autistic users do not feel threatened and can have support.” (Humphreys, S.) Applied across sites: wider pass-by routes, small nooks and predictable personal distance support comfort and co-regulation.
4. The Seven Senses “Design and create spaces for all the senses… sight, smell, touch, taste, hearing, vestibular, proprioception.” Applied across sites: odour control at kitchens, tactile cues on routes, daily proprioceptive and vestibular options as ordinary, not occasional. (Humphreys, S.)
5. Atmosphere “Consider how light falls… avoid sharp shadows… reduce drama and background noise, consider texture more than normal.” (Humphreys, S.) Applied across sites: indirect light at warm colour temperatures, matt finishes and gentle textures improved comfort immediately. (Humphreys, n.d.-a; Spence, 2020)
6. Trust and Safety “Autistic people need a space that they feel and are safe in, and emotionally they can trust… spaces need to be agile enough to accommodate both seekers and avoiders.” (Humphreys, S.) Applied across sites: homely layouts, rebalancing alcoves instead of time out rooms or sensory rooms, and unobtrusive supervision. (Humphreys, n.d.-a; BPS, 2024)
7. Materials Materials create atmospheres… they should be beautiful, durable… limit the use of different materials to create balance and harmony.” (Humphreys, S.). Applied across sites: natural, forgiving materials and restrained palettes reduced visual noise and worry about perfection. (Humphreys, n.d.-a)
8. Agility “A certain level of agility, flexibility and adaptability may need to be provided… lighting should be adjustable… furniture should be flexible… RGB colour can be temporary and adaptable.” (Humphreys, S.) Applied across sites: user control is a principle. If direct control is not guaranteed, the default still must be warm, low-flicker and indirect, with labelled, symbol-supported controls visible. (Humphreys, n.d.-a; IASLT & PSI, 2022)
9.Transition and Movement “Platforms of transition provide the basis for reducing the anxiety of change… time to stop, pause and reflect… looking back and looking forward a sneak preview of what is coming… reducing the change in floor textures… a gentle process of a slow reveal of sensory information reducing abruptness.” (Humphreys, S.) Applied across sites: small pause bays at thresholds and covered indoor to outdoor steps created softer journeys. (Humphreys, n.d.-d; Humphreys, n.d.-e)
10. Sensory Zoning “Group spaces with similar sensory stimulation levels together into high, moderate, and low stimulation zones… transition zones help the user recalibrate their senses as they move from one level of stimulus to the next.” (Humphreys, S.) Applied across sites: whole-space zoning works better than a single sensory room. Kitchens and busy hubs away from quiet rooms, with mid-level buffers between. (Humphreys, n.d.-a; Mostafa, 2021)
11. Intuitive Wayfinding “Less reliance on props… more autonomy and independence of movement. Consider space orientation, anchor points, constant multisensory reference points such as courtyards, textures, odours, sounds, vistas, pause points and gathering points to provide independent direction and orientation.” (Humphreys, S.) Applied across sites: calm related pastels, one symbol set with words, tactile cues at grasp points, and repeated anchors like planter groups. (Humphreys, n.d.-a)
12. Inclusive Universal Design “Allow inclusion in both directions, not too special.” Applied across sites: adapt the environment, not the person. The same moves that reduce sensory load for autistic people also reduce staff workload and incidents. (Humphreys, n.d.-c; HSE/DCEDIY, 2025)
Themes from user audits - woven through the 12 Pillars
Across the audits, the same needs kept surfacing, and they map closely to these pillars. Calm sat at the centre: where light was harsh, radios constant and odours drifted, bodies had to work to stay regulated. Calm in practice meant warm, low-glare light that people can adjust, soft acoustics and managed smells so the baseline is already kind. Proportion and Proxemics showed up in very large, echoic rooms and narrow corridors that made passing others effortful. Right-sized volumes, seating clusters that shrink big spaces to human scale and wider pass-bys respected the circle of care that changes through the day.
The Seven Senses and Atmosphere mattered in every corridor and kitchenette. Shiny or speckled floors, whining fans and travelling cooking smells frayed attention. Atmospheres improve with indirect light at warm colour temperatures, matt finishes that do not glare, quieter mechanicals and textures that invite touch. Trust and Safety and Materials were visible wherever rooms felt institutional. People do better in spaces that look and feel like real places to be, with forgiving, natural materials, a coherent palette and small hideaways for short retreats (Humphreys, n.d.-a; Spence, 2020; Mostafa, 2021).
The strongest theme was user control, which is Agility made concrete. There is little point installing dimmable or colour-tunable fittings if the people using the space cannot reach the controls or request a change. Where direct user control cannot be guaranteed, fittings must default to warm, indirect, low-flicker settings as standard rather than as an upgrade later. Controls should be simple, at entry height, and paired with visible AAC so requests can be made without speech. When the environment adapts quickly, masking falls and participation rises.
Transitions and Movement were a constant pressure point. People need time and cues to recalibrate between zones. Abrupt thresholds, bright doorways and long hard corridors created a sense of rushing. Small pause bays with a bench, soft lamp and planting give a slow reveal of what is next and make indoor to outdoor journeys gentler, especially when Irish weather asks for cover. Sensory Zoning works best when it is whole space rather than a single sensory room. Kitchens, printers and busy hubs belong together at the higher end of the spectrum, with quieter rooms protected by mid-level transition spaces. Wayfinding becomes easier when Intuitive Wayfinding cues are used consistently and quietly. Calm related pastels, one symbol set with words, tactile cues at grasp points and repeated anchors like a planter group or a timber band helps people know where they are without working hard.
Inclusive Universal Design tie it together. The same changes that reduce sensory load for Autistic people reduced staff load and made rooms feel less like places to manage and more like places to live. Living plants are the most affordable and effective regulator. They softened glare at windows, reduce echo, steady humidity, purify air and offer gentle touch and visual anchors. Open play and movement needed to be normal for adults, with proprioceptive and vestibular access in ordinary rooms. Language and naming matters because they shape expectations of place. Co-created names and signage align with autonomy and belonging. When we read behaviour as communication and design the environment to remove avoidable effort, the Pillars move off the page and into daily practice (Humphreys, n.d.-a; IASLT & PSI, 2022; BPS, 2024).