The autistic child friendly school environment model for behavioral development in children with autism.

Background: Autism spectrum disorder (ASD) presents unique challenges in educational settings, particularly in resource-limited regions such as Indonesia. This study explores the impact of the Autistic Child-Friendly School Environment (Lingkungan Sekolah Ramah Anak Autis/LISRAA) model, an autism-friendly school environment, on the behavioral development of children with autism.

Materials and methods: A mixed-methods approach, combining narrative inquiry and quasi-experimental design, was employed. Data were collected through interviews, focus group discussions, and the Autism Behavior Checklist (ABC). Identical sensory-friendly adjustments, including noise control, lighting modifications, and quiet zones, were implemented across selected schools to ensure uniformity. Behavioral outcomes were assessed before and after the intervention using paired samples t-tests.

Results: The findings reveal significant improvements in behavioral outcomes following the implementation of the LISRAA model. The mean ABC score improved significantly from 5.00 at pre-test to 15.33 at post-test 1 (P < 0.001), demonstrating enhanced focus, reduced hyperactivity, and improved emotional regulation. Although a slight decrease to 14.67 was observed at post-test 2, this change was not statistically significant (P = 0.102), indicating sustained behavioral improvements over time, despite a minor reduction in post-test 2 scores. Reduced variability in scores post-intervention also demonstrated greater consistency in behavioral improvements among participants.

Conclusion: This study highlights the effectiveness of the LISRAA model in fostering behavioral improvements for children with autism, even in resource-limited settings. Structured sensory-friendly environments and consistent support significantly enhance focus, emotional regulation, and hyperactivity. These findings contribute to the growing body of literature on autism-friendly educational practices and provide a foundation for scaling up sustainable interventions in resource-limited settings.