Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. make a move a multi-sensory, movement coordinated furnishing support system for children with ADHD a thesis submitted in partial fulfillment of the degree of master of design Massey University // Wellington // New Zealand // 2012 written and designed by brigid burnham We must allow the time to think more deeply and broadly about our [design] . . . Deep inquiry . . . is critical . . . Broader thinking also helps us break out of our current mindset. Looking [differently] can reveal new opportunities, and challenge more entrenched thinking.1 The contemporary school chair is representative of the conflict between established traditional student behaviour in the conventional classroom and the ADHDer’s desire and need for more movement and sensory stimulation. Classroom furnishings, by their active potential, have the ability to change the dynamic embodied in existing class- room environments. New furnishings in the classroom may positively affect the traditional culture of conventionality (standardized classroom behaviours) in a positive way by directly involving students in the interplay between active learning and sensory stimuli. Ultimately, my design ap- proach is to provide a furnishing that responds to the AD- HDer’s learning experience in the classroom environment. Using my individual experience of having ADHD as an inves- tigative blueprint, my study took on a design process that overlapped four explorative modes: I examined the context of traditional classrooms (searched for understanding), developed contextualisation (searched for ideas), tested the concepts (searched for solutions), and logically rea- soned (searched for meaning) an optimal design. These ex- plorative modes were not done entirely sequentially. There was an ebb and flow throughout my whole design process. The interrelatedness between the explorative modes, and iterative process of learning and knowledge generally, helped generate a reactive design process which was ulti- mately represented by my design solution. 1. Laurel, Brenda. Design Research, Methods and Perspectives. MIT Press: Cambridge, Massachusetts; London, England, 2003, 148. abstract // Key Words ADHD ADHDer Developed Disorders Disabled Learners Self Directed Movement Body-Brain Connection Sensory Stimulation Coordination Product Interaction Learning Experience Classroom Furnishings The contemporary school chair. I wish to express my gratitude for all those who have of- fered their support, guidance, time and assistance through the course of my investigation. Firstly, I would like to thank my supervisors, Mrs. Juliean- na Preston and Rodney Adank whose advice, direction, and positive reinforcement challenged my abilities as a design researcher and opened my eyes to new aspirations. I ap- preciate your time, dedication, and unrelenting efforts. My parents, Tom and Mary Jane Burnham, what would I have done without you? Rob Butler, stepping in as a fam- ily figure & mentor, thank you for listening to my weekly rants over a “decaf” coffee! Saveth Man, thank you for your friendship and patience in teaching me the ins and outs to Rhino. To my brother and roommate- Richard- thank you for putting up with me during the challenging parts of this study and keeping me motivated. My editor, best friend, and partner, Brad Marrett, thank you for encouraging me the whole way through and giving me the ongoing support I needed to maintain momentum during the ups and downs of this study. Finally, a special thanks to those fellow graduate students, the design workshop staff, and other areas of IDIE who made me feel at home here in Wellington. The warmth shown has made up for all the windy days in Wellington. acknowledgements // PURPOSE OF THIS STUDY INTRODUCTION Research Questions & Procedures Research Objectives Assumptions & Limitations Summary & Definitions SEARCH FOR UNDERSTANDING EXAMINING CONTEXT ADHD: What is it? STRUCTURED METHODOLOGIES Inspired Impact Participant Survey Learning Environment Studies contents // 9 14 16 17 17 19 19 25 26 32 36 SEARCH FOR IDEAS DEVELOPING CONNECTIONS Visual Precedents CREATIVE METHODOLOGIES Brainstorm Movement Exploration Materializing the Senses System Defined SEARCH FOR SOLUTIONS TESTING PROCESS Concept Development Generated Outcomes Component examinations SEARCH FOR MEANING LOGICAL REASONING Finalized Design & Reflections IMAGE REFERENCE BIBLIOGRAPHY APPENDIX 43 43 49 50 52 56 60 63 64 66 68 75 75 78 80 85 The conventionalist. make a move // brigid burnham 9 If a child wants to stand or rock while writing, or if a child wants to feel something to get tactile stimula- tion while reading, these behaviours might actually be facilitating their independent work even if they don’t look ‘right’.2 The researcher’s interest in & perspective on this study. It started with a pen and a teacher. I was ten years old and had an uncommon fascination with pens. I collected a variety of pens ranging in type, texture, colour, and ink bleed. I loved to feel and hear the different ways the pens clicked, listening to the spring move back and forth while I applied pressure with my thumb. I liked to take apart the many components and put them back together, creating a plethora of new pen designs; the range of pen combina- tions I would create kept me entertained for hours! One day I was in class listening to my teacher give a lec- ture, when suddenly she snatched my pen from my hand and threw it in the trash can. I never forgot the day my collection became “minus one.” I felt so guilty and embar- rassed for the unconscious continual clicking noise that I had been making. If only I had been aware of the sound my movements were making, or the consequences that would ensue, I would not have done what I did . . . or would I have? Through my research I have learned that ADHD students tend to be under-aroused, constantly seeking external stimuli to bring themselves to a higher level of arousal. ADHDers, like myself, require more noise (or other sen- sory stimuli) than others to reach an arousal level that allows for effective cognitive functioning. Such cognitive purpose of this study // introduction 2. Harvard University. “ADHD: A Window into Disability as Variability.” October 11, 2010: 21. make a move // brigid burnhammake a move // brigid burnham 1110 functioning can be characterized as mental processes, dealing with perception, thinking, and reasoning about ideas. These external stimuli are usually novel and sali- ent to the ADHDer because “conventional” noises, feeling sensations, or movements in a learning environment do not give them (or me) a “normal” arousal level (normal meaning an arousal level that is consistent with the stand- ardized design of the traditional classroom environment). When a child is clicking their pen (like I was) or attend- ing to some other external stimulus, they are attempt- ing to self-regulate their individual arousal levels while also trying to find their unique homeostasis.3 While in the classroom environment, ADHDers often need sources of stimulus that are deemed unacceptable. Such stimuli, however, are commonly suppressed. Thus, the question may be asked, how are ADHDers ever going to be able to boost their arousal levels and focus with such uncon- structive conditions in the traditional classroom atmos- phere? There is a need to enable such students to engage those stimuli (even if it’s an action we would not personally do ourselves). My motivation behind this investigation was the disparag- ing passivity that my teachers displayed toward my unbe- knownst fidgeting: a passivity that I have discovered to be all too common within the learning community. As a de- signer and a student with ADHD, I have a deep understand- ing of how much the classroom environment can impact and shape one’s learning experience. My personal stance has developed through the interplay between my personal experiences and theoretical knowledge that I have gained through this research project. As a student who struggles with ADHD, I felt as though I was well-equipped to bring about a meaningful change to these individuals. I believe that through my investigation of personal principles and philosophies, as supported by scientific research conducted by other others in the field, my examination of various educational environ- ments, and through understanding the solutions that cur- rently exist, my development of this investigation could proceed with more formative assessment backing this thesis’s central claims. As an industrial designer, I know product interaction can be vital to the experience and connection that one develops with a particular design. Can this interplay positively aid ADHD students’ connection to the learning experience through the use of a classroom furnishing de- veloped solely for them? Validation. In 2007, Alvin Toefler wrote: ‘I just feel it’s inevitable that there will have to be change. The only question is whether we’re going to do it starting now, or whether we’re going to wait for catastrophe.’4 My intention is to break away from conventionality and, in a conscious way, enable learning to coexist with movement in the classroom environment. According to Sir Ken Robinson, there is an interrelatedness of movement and learning in the classroom environment; however, academics are often predisposed to ignore this relationship. As Sir Ken puts it, ‘Academic education is focused on developments from the neck upwards. One result is that people think of their bodies as a form of transport for their heads.’5 To involve both use of mind and body is vital to experience “learning.” American athlete, cardiologist, and author, Dr. George Sheehan would agree, “The mind’s first step to self-awareness must be through the body.”6 In a Los Angeles Times article written by Jeannine Stein, it was reported that the Paediatric Academic Societies found 3. Harvard, op.cit. 14, 15, & 21. 4. Le, Trung. “Redesigning Education: Designing Schools in a Spiky World.” Fast Company’s Co.Design & Mansueto Ventures LLC, July 2010. http://www.fastcode- sign.com/1661831/redesigning-education-designing-schools-in-a-spiky-world. 5. Robinson, Sir Ken. Out of our Minds: Learning to be Creative. Capstone Pub- lishing, June 15 2001. Kindle edition, 2061. 6. ThinkExist. “George Sheehan Quotes.” http://thinkexist.com/search/search- quotation.asp?search=George+Sheehan+Quotes (July 2011). 7. Stein, Jeannine. “Combining Exercise With School Lessons Could Boost Brain Power.” The Los Angeles Times, May 2, 2011. http://articles.latimes.com/2011/ may/02/news/la-heb-gym-academics-20110502. make a move // brigid burnhammake a move // brigid burnham 1312 that combining exercise with school lessons can boost ac- ademic performance.7 It follows that those who facilitate education need to break away from seeing “the new” in terms of the past and like Arthur J. Cropley states, ‘facili- tate a production of novelty.’8 There is a growing demand for formative experiences that cater to a child’s natural impulses. Although some may believe that making the learning environment more conducive to active learners is too costly and shouldn’t be considered, the fact that ‘[t] he social impact combined with the environmental impact may have a temporar[ily] greater monetary cost . . . should not outweigh the long term right thing.’9 Academic suc- cess should be reflective of and reactive to the demands of the students and readily permit personal learning and behaviour modification if necessary. What serves as a cost effective model in achieving academic success should be an increase in the attention to understanding and re- sponding to what best serves the needs of young children; to create wholesome and loving environments that enable children to fully actualize their human potential.10 Maybe there is resistance towards change because the education system we have is all we have ever known. The classroom environment is for learning. But is learning the ability to memorize facts and analyse a sequence of ideas by sitting in a stationary position, or is it instead the pro- cess of engaging with the surrounding environment and individually becoming aware of what is needed for one to independently flourish, comprehend, and learn in their own way by their own actions? Our minds are not vessels to be filled, but vital organs to be exercised. Teaching and learning are often preoccupied almost exclusively with one another without consideration of the learning needs of students outside the teaching style of the instructor. Sir Ken Robinson uses the word “[s]eptic focus” to describe the tendency to look at a prob- lem in isolation from its context. In his book he stated that a holistic doctor would recognize a problem someone was having with a particular body part by looking at the overall health of the individual. If that doctor were to only look and fix one part in isolation, he might not know what side ef- fects might occur to the other parts of the patient’s body.11 Teaching cannot be done properly if its relationship with learning remains underdeveloped. An ADHDer needs to be allowed to self-regulate. A teacher, who desires only students who sit, move, and behave the same, does not pay observance to the foundation of teach- ing as a holistic art. By solving one problem (classroom control via unified conduct) another set of other problems results (less mind stimulation, more boredom, less learn- ing) – thus, in net, conformity is no solution at all. The re- cent progression of unnatural behavioural modalities in 8. Cropley, Arthur j. Creativity In Education & Learning. London: Kogan Page Limited, 2001. 161. 9. Raffi Cavoukian in OWP/P Cannon Design Inc. VS Furniture & Bruce Mau Design. The Third Teacher: 79 Ways You Can Use Design to Transform Teaching & Learning, 1st Ed. Abrams Publishing, March 1, 2010. 10. Cavoukian, Raffi & Sharna Olfman. Child Honoring: How To Turn This World Around. Praeger Publishing: Westport, Connecticut; London, England, 2006. 11. Robinson, Intro. & Cap. 2. 12. RSA Animate. Changing Education Paradigms, video recording, April 2011. http://sirkenrobinson.com/skr/watch (March 2011). the conventional classroom environment demonstrates the growing need for a synthesis of mind and body in the field of “learning” as being prerequisite to an environment where total learning can be harvested and utilized. Agree- ing with Sir Ken Robinson, the education system will po- tentially stay dormant and over time, be less effective if things continue as is, and ultimately, intellectual capacity will radically decline.12 Learning drives human intelligence, and the way in which we learn varies amongst individuals; ADHD students are no exception. Alternative design solutions that bridge the gap between ADHDers’ learning experiences and the classroom environment are needed. make a move // brigid burnhammake a move // brigid burnham 1514 RESEARCH QUESTIONS The primary research question for this investigation was: Is there a furnishing design that can respond to the learning needs of the ADHDer, while also interactively involving the ADHDer in the classroom experience? In seeking an answer to the above inquiry, my research also sought answers to the following sub-questions: • What role can furnishings play in the classroom? • What user-focused pioneering educational studies and classroom learning theories already exist? • Who are the supporters of a user-focused, multi-sensory, movement coordinated learning approach in the education environment? • How can our perceptions of movement and fidgeting in the classroom environment change? • How can we accommodate students with varying behaviour and learning needs? • Can a furnishing be developed with the right level of salient stimuli to create the optimal level of arousal without generating detractive levels of noise boosting the ADHDers arousal levels? • Can a furnishing incorporate both sensory stimulation and movement variability? PROCEDURES Throughout my entire investigation I have been constantly researching and using the knowledge gained to further inform my design process. For ease of interpretation and evaluation this paper has been divided into four main parts: 1. Search for Understanding (Examining Context) 2. Search for Ideas (Developing Connections) 3. Search for Solutions (Testing Process) 4. Search for Meaning (Logical Reasoning) 13. Modified Source: Press, Mike & Rachel Cooper. The Design Experience: The Role of Design and Designers in the Twenty-First Century. Gower Pub Co., June 2003. 1 Search For Understanding 2 Search For Ideas 3 Search For Solutions 4 Search For Meaning Logical Reasoning Testing Process Developing Connections Examining Context I Design Process I13 make a move // brigid burnhammake a move // brigid burnham 1716 RESEARCH OBJECTIVES The focus of this research was to develop a new type of fur- nishing for use by ADHD students, which allows for diverse forms of movement, interaction, and sensory stimulation. I began by assuming as true the ideology that learning is a process (not an event) in order to foster creativity and in- novation through my design process. Taking a less uniform approach and developing an integrated design methodology through research, interaction, and experience, the goal of my thesis was to enhance the ADHDer’s ability to focus by modifying their distinctive classroom behaviours in an indirect way. My aim was to understand the context of the classroom en- vironment through the eyes of the ADHDer, using my own experience and classroom exploration as precedential cri- terion. The information gathered during design research activities aided in the cultivation of this creative process, it balanced aesthetic content with regard to use and helped shift my thesis toward self-discovery while simultaneously probing exploration. ASSUMPTIONS & LIMITATIONS The information gathered from this research explores the ineffectiveness of standard classroom furnishings through a participatory design process. This process is centred on developing a learning experience through the development of a new furnishing that engages those with ADHD. By con- ducting a multi-modal methodological approach and us- ing both deductive and inductive reasoning qualitative and quantitative data was collected. The use of this data was in- terpreted on an individual basis with the influences of other expert designers and educators. This information contrib- uted to the development of the final design solution. In hindsight, this research holds true for each individual – but the exact design proposed may be prepared and inter- preted in a completely different manner depending on the researcher’s own interpretation, instruments used, and theoretical foundation. SUMMARY This study explored an area that often goes unnoticed. The investigation of the learning experiences and behaviours of ADHD students in classroom environments provided 14. American Psychiatric Association. The Diagnostic & Statistical Manual of Men- tal Disorders, 4th rev. ed. Washington, DC: American Psychiatric Press, 2000. an answer to the following question: What school furniture design can respond to ADHDers learning experiences in the classroom environment? DEFINITIONS ADHDer- those who struggle with the various forms of At- tention Deficit Hyperactivity Disorder: defined as inattentive- ness, over-activity, impulsivity, or a combination thereof.14 make a move // brigid burnham 19 ADHD-WHAT IS IT? Just because I have ADHD doesn’t mean I know all there is to know about it. Thus, my design process began with a simple idea: would a deeper understanding of ADHD lead to designing a furniture solution that is more conducive to ADHDers in the classroom environment? I needed to know more. This initial investigation enhanced and supplemented my existing ADHD knowledge. For the sake of ADHDers like myself, I inquiringly studied the causes of ADHD, the various treatments readily available, the scope of our learning dif- ficulties, and the varying behaviours that accompany ADHD, in order to strengthen the foundation of my thesis. Attention deficit hyperactivity disorder (ADHD) is a develop- mental disorder previously known as “ADD” (attention defi- cit disorder).15 ADHD is the distinct disorder that can mani- fest itself in three conventional types of ADHDers (dependent upon the strength of the various symptoms): • Inattention (ADHD, Predominantly Inattentive Type) • Hyperactivity/impulsivity (ADHD Predominantly Hyperactive-Impulsive Type) • Combined Type (ADHD Combined type) ADHD initially manifests in childhood and affects three to seven percent of school age children (at least one student in a class of twenty five).16 The American Academy of Paedi- atrics estimates that as many as 3.8 million school children (mostly boys) are currently diagnosed with attention deficit hyperactivity disorder.17 Over seventy percent of children search for understanding // examining the context 15. Spencer, Thomas J., Joseph Biederman, Timothy E. Wilens, Stephen V. Far- aone, “Overview And Neurobiology Of Attention-Deficit/Hyperactivity Disorder,” Journal of Clinical Psychiatry vol. 63, no.12(2002): 3-9. 16. Attention Deficit Hyperactivity Disorder. National Institute of Mental Health Booklet, 2008. http://www.nimh.nih.gov/health/publications/attention-deficit- hyperactivity-disorder/complete-index.shtml. 17. Magno Zito, Julie, Daniel J. Safer, Susan DosReis, James F. Gardner, Myde Boles, & Frances Lynch. “Trends in the Prescribing of Psychotropic Medications to Preschoolers.” Journal of the American Medical Association, 2000. make a move // brigid burnhammake a move // brigid burnham 2120 diagnosed will continue to manifest the full clinical syn- drome in adolescence, and the majority will continue to have ADHD in adulthood.18 Causes. Confusion and controversy over ADHD’s diagnosis started with the preliminary assumption that all persons diagnosed with ADHD had some form of a brain defect. However, over time, we have learned of many possibilities as to why ADHD exists, which in turn has resulted in more accurate and numerous diagnoses. Diagnostics criterion has also broadened, so meeting the criteria for having the disorder has become more generalised. There are many theories that have shown that genetics, environmental factors, and developmental issues could all play a role in ADHD. ADHD may also be instigated from birth defects, genes, brain injury, toxic chemicals, diet, allergies, and/or one’s pure intelligence.19 Scientific studies have shown that ADHD is very likely to be caused by biological factors that influence neurotransmitter activity in certain parts of the brain, thus proving a strong genetic basis exists for the disorder. In one study using pos- itron emission tomography (PET) Scans, an ADHDer’s brain (in areas inhibiting impulse and attention control) and its levels of glucose were measured. The study found a direct link between a person’s ability to pay continued attention and the level of activity in the brain. Those with ADHD used less glucose, indicating that they were less active in some parts of the brain.20 More recently, with the use of single photon emission com- puterized tomography (SPECT) scans it has been found that ADHDers also have reduced blood circulation, indicating an association between the disorder and low neural activity. ADHD children have a delay in the development of the frontal cortex and temporal lobe, which are both areas responsible for focus and thinking control. Their genes have been found to affect dopamine transporters resulting in decreased functionality of dopamine in the brain.21 Even though there are genes linked to ADHD, no single gene has been shown to be the cipher unlocking the root cause of ADHD.22 Although an ADHDer has lower glucose levels, decreased do- pamine function, and reduced blood circulation, the ADHDer’s motor cortex (the area responsible for planning, control, and execution of voluntary movements) has been observed to ma- ture faster than in average, non-ADHD children.23 Could the combination of an ADHDer’s faster developing motor skills be the result of their “inattention” and/or other ADHD symp- toms? What the preceding findings have identified and sug- gested is that the issues regarding behavioural control mech- anisms and the motor development of ADHDers, signals the need for designing non-medicinal behavioural remedies. Longitudinal studies have failed to show that Ritalin or other psycho stimulants have consistent long- term behavioural effects. (Even if they did, another question would arise: Would you want to be depend- ent on a stimulant for the rest of your life?24 Treatments. According to the New England Medical Jour- nal, clear-cut clinical diagnostic criteria and ADHD testing, developments, and research, have required several dec- ades to achieve the current level of refinement.25 Today, ADHD is diagnosed through psychiatric assessment. In North America, the Diagnostic Statistical Manual of Men- tal Disorders (DSM) published by the American Psychiatric Association is often the basis for a diagnosis, while Euro- pean countries usually use the World Heath Organization’s International Classification of Diseases (ICD). If the DSM 21. Lou, HC, J Andresen, B Steinberg, T McLaughlin, and L Friberg. “The Striatum In A Putative Cerebral Network Activated By Verbal Awareness In Normals And In ADHD Children.” 5, no. 1 (1998): 67-74. http://www.ncbi.nlm.nih.gov/pubmed/10210814 22. Sadock, Benjamin J., Harold I. Kaplan, and Virginia A. Sadock. Kaplan & Sadock’s synopsis of psychiatry: Behavioral Sciences/Clinical Psychiatry. N.p.: Lippincott Williams & Wilkins, 2007. Cap. 43: 1206; Attention Deficit Disorders. 23. National Institute of Health. “Attention Deficit Hyperactivity Disorder (ADHD) Fact sheet.” 24. Mark Rapport in “Better Learning Through Fidgeting. Kids With ADHD May Seem Distracted, But All That Wiggling Can Help Them Focus.” John Cloud, Time Maga- zine, March 25, 2009. http://www.time.com/time/health/article/0,8599,1887486,00. html (July 2011). 25. American Psychiatric Association. The Diagnostic & Statistical Manual. 26. Singh, Ilina. “Beyond polemics: science and ethics of ADHD.” Nature Reviews: Neurosciences 9, no. 12 (2008): 957-964. 18. WebMD Medical Reference. “Attention Deficit Hyperactivity Disorder: ADHD in Adults.” http://www.webmd.com/add-adhd/guide/adhd-adults?page=3. 19. Nigg, Joel T. What Causes ADHD?. The Gilford Press. New York, New York, 2006. 20. Zametkin, AJ, LL Liebenauer, & GA Fitzgerald. “Brain Metabolism In Teen- agers With Attention-Deficit Hyperactivity Disorder.” Arch. Gen. Psychiatry, vol. 50, no. 5(1993): 333-340. make a move // brigid burnhammake a move // brigid burnham 2322 criteria are used, a diagnosis of ADHD is 3–4 times more likely.26 Are we either over- or under-diagnosing ADHD? This is a highly controversial issue amongst those who are educated in the ADHD subject. A strong correlation also exists between the rise in stand- ardized testing and the rise in ADHD diagnoses. According to the American Psychiatric Association, the percentage of ADHD child diagnosis has increased by 22% between 2003 and 2007.27 During that same period, the amount of money spent on standardized testing rose from $423 million to al- most $1.1 billion in 2008 (a 160% increase compared to a 19.22% increase in inflation over the same period), accord- ing to the Pew Center on the States.28 Have we started to classify unconventional, different behaviors as new pathol- ogies? Or could standardized testing be to blame for ADHD? These questions serve to express potential valid subjective opinion, which cannot be verified or denied. What serves as truth however, is that ADHD is recognized as a disabil- ity and if appropriate and reasonable accommodations are made at school for ADHDers, they have proven to work more efficiently and productively.29 Behavioural interven- tions have also proven to contribute substantially to the success of ADHDers.30 Some of the types of treatments that an ADHDer uses in order to learn coping skills and adaptive behaviours are: • Stimulant pharmacological medication • Behavioural therapy management • Individual/family counselling • Exercise and dietary guidelines The number of children taking psychiatric stimulants today has risen over forty-fold; current estimates are between six and seven million children are taking them.31 However, if appropriate classroom accommodations are made for the ADHDer, their individual learning styles and strengths are practiced, and their learning experience is heightened.32 27. RSA Animate. Changing Education Paradigms. 28. Vu, Pauline. “Do State Tests Make the Grade?.” January 17, 2008. http://www. stateline.org/live/details/story?contentId=272382 29. Learning Disabilities of Canada [LDAC]. “Fact Sheet #1: An Overview Of ADHD.” March 2005. http://www.ldaa.net/ld.php. 30. Barnhill, Frank. “Treatment Options For the ADHDer.” April 2009. http://adhdbehavior.com/index/modules/smartsection/item.php?itemid=32. 31. Citizens Commission on Human Rights. “The Hoax of Learning and Behaviour Disorders.” Pamphlet, 2001. 32. U.S. Department of Education: Office of Special Education Programs. “Teaching Children with ADHD: Instructional Strategies and Practices” in ADHD booklet, 2004. The ADHDer. make a move // brigid burnhammake a move // brigid burnham 2524 These methods can be used as a valuable source for de- sign criteria. Adapting and modifying traditional research methods to meet my own design research needs provid- ed key information that helped direct my design process. My structured methodologies employed three research approaches, they were: Inspired Impact, Participant Sur- vey, and Learning Environment Studies. Using these ap- proaches allowed me to clearly understand the design decisions I was making and enhanced the documented support for each decision. Through self-documentation, these methods provided a starting point for a continuous design research process spurring further investigation and improvement. RESEARCH QUESTIONS • What behaviors and interactions do students have with present classroom furniture? • What role can furnishings play in the classroom? • What ergonomic, aesthetic, and functional aspects need to be included in “this type” of furnishing? • How can we accommodate students with varying behavior and learning needs? • Can a furnishing incorporate both sensory stimu- lation and movement variability? structured methodologies // 33. Creative Thinkers are strategists that act as a key resource of vision and sup- port for a particular creative cause or movement. Their expertise and knowledge in an area or field is the key value to creative projects. 34. Aesthetics of interaction is the nature and understanding of the interaction with an object from an aesthetical standpoint in order to reconcile experiences with rational and feelings with thoughts. Key Principles Creative thinker33 Driver of change Production of novelty Contemporary individualism Kinaesthetic learner Spontaneous response Response mechanism Aesthetics of interaction34 Stimulus 3 Learning Environment Studies 2 Participant Survey 1 Inspired Impact I Structured Methods I make a move // brigid burnhammake a move // brigid burnham 2726 INSPIRIED IMPACT Drivers Of Change & Contemporary Individualism. I was fortunate enough to attend an educational confer- ence where Sir Ken Robinson was the honorary guest lec- turer. He is known to be one of world’s foremost creative thinkers. His words resonated with me and were greatly supportive to my design research, in one particularly sali- ent remark he said, “We are living in times of revolution, but of a different quality; [we are] living in times that are unprecedented . . . [k]ids nowadays are running an empire, multitasking is getting even faster . . . [l]ife is not lineal it is organic . . . [w]e need to stand outside of our current situa- tion and cultivate the possibilities . . . to act differently and create new solutions . . . [t]he gift of human imagination, if we invest properly, is we will see a harvest of human inno- vation unable to see it’s future.”35 Modern behaviour experts have observed a surge in re- search related to learning behaviours and the classroom environment. Researchers and practitioners have created new approaches and developed theories regarding be- haviour management and behavioural influences. Some of these experts are not educators themselves, but have taken an interest in the learning environment. Drawing upon my notes taken during Sir Ken’s lecture, I connected his ideologies with other revolutionary thinkers driving to- wards change. These “drivers of change” in one way, shape, or form support that there needs to be a change within the classroom-learning environment. Their research and find- ings together create a plethora of information and ideas supporting the movement towards what I have termed “contemporary individualism.” Sir Ken Robinson discussed the need to shift from the “tra- ditional” to “new habitats that create new habits.” It has been proven that humans move to develop and maintain neural networks and/or memories.36 Children raised in active, stimulating environments produce more and denser 35. Appendix A. Sir Ken Robinson, lecture for “Inspired Impact,” Massey University, Palmerston North, January 2011. 36. Van Praag, H. “Neurogenesis and Exercise: Past and Future Directions.” Neuromolecular Med., February 20, 2008. Sir Ken Robinson. make a move // brigid burnhammake a move // brigid burnham 2928 neural connections. Neural networks that are used are re- inforced and strengthened.37 The problem today, however, is that most schools neglect self-directed and independent learning. This weakness in the education system limits the abilities, values, attitudes, and self-image of learners re- sulting in unfavourable consequences that are particularly problematic for the production of novelty.38 Development of the mind via motion is a part of being hu- man, and choosing to ignore it or support it is a matter of choice. Personality and environment have a huge impact. A child’s social and school environment as well as aca- demic pressures at school are likely to be of influence.39 Sir Ken said, “For the most part, we override and ignore the diversity in our education system; obsessed with particular academic ability.” The modern school classroom environ- ment forces children into labels that assume their nature is a fault. Usual, unexpected behaviours are mostly discour- aged as classrooms have their “norms” through which so- cially accepted behaviours and ideas have been formulated. Such “norms” diminish creative and intellectual abilities.40 Cutting-edge educational research is proving that move- ment and other brain-compatible techniques support the development of thinking skills in students.41 Like Sir Ken described in his lecture, our power of imagination sepa- rates us from all other species on earth, but this power gets lost in times of conflict and shuts down. There is a high level of silent conformity regarding movement in the classroom. Such conformity leads a child to react counter- intuitively to classroom conventions, at least with respect the child’s unique learning style needs and behaviour. Be- cause of classroom conventions, the act of learning and its facilitation becomes predictable and standardization in classroom furnishing remains unchallenged.42 “You can’t fix the symptom without looking at the cause” said Sir Ken. “When rote learning occurs, non-collabora- tion and non-creativity develops.” He continued, “Promot- ing creativity and innovation is key to our success, but we ‘can’t’ do it because ‘we don’t have time.’ The key to trans- formation is changing our education system, which is mod- elled after the nineteenth century-reflecting industrializa- tion, regularity, and standardized age group. It may have worked then, but not now and not in the future. We have to reshape it into a different metaphor with creativity at the heart of it.” Some of the most notable commentators in the field sup- port the necessity to include movement during classroom learning activities. Helen Hirsh Spence once said, “Most of today’s classrooms are designed with teacher at the centre. If the classroom focused on the learner instead, the learn- ing becomes paramount.”43 Changing locations of regular activities allow children to explore new surroundings with their bodies and minds.44 Dr. Dieter Breithecker states that “we train kids to learn a behaviour that is far from natural . . . stimulating the balance system activates special hor- mones, such as neurotrophin that has a tremendous effect on brain activity. My fidgeting stimulates my brain to resist body and mind fatigue.”45 Howard Gardner also reiterated the need for education to “embrace multiple intelligences and appeal to diverse learning styles and intellects of chil- dren.” Children are guided by “stop rules” to which they choose the socially approved actions. Children do not re- act how they normally would in particular situations un- less their reaction is deemed as the socially acceptable “correct one.”46 “People with feelings and values make up human organi- zations,” said Sir Ken. “They have to live in synergy with their environment, successful organisms adapt and enrich 37.Bruer, J.T. “The Brain And Child Development: Time For Some Critical Think- ing,” Public Health Reports, 1991, 113(5): 388-397; Nash, M.J. “Fertile minds.” Time, 1997, 149(5): 48-56. 38. Cropley, Creativity In Education & Learning, 160. 39. Murphy, Suzanne. “The State of the Science on Dietary Sweeteners Contain- ing Fructose: Summary and Issues to Be Resolved.” The Journal Of Nutrition Paediatrics, June 2009. 40. Clancy, Mary Ellen. Active Bodies, Active Brains: Building Thinking Skills Through Physical Activity. Bonnie Pettifor and Bethany J. Bently: Versa Prints, 2006. Xi. 41. Ibid. 42.Ibid. 43. OWP/P Cannon Design Inc, The Third Teacher. 44. Ibid. 45. Breithecker, Dieter. Workplace School. Demands on Ergonomic School Furniture for Today’s Classroom. Federal Working Group for Entertainment & Exercise: Wies- baden, Germany, 2007 Revision. http://www.lsfurnishings.com/pdfs/VS/%2BBAG7_ Educational_Workplace_long_US.pdf 46. Cropley, Creativity In Education & Learning, 65. make a move // brigid burnhammake a move // brigid burnham 3130 their environment . . . We need to cherish diversity, not constant linear movement.” Stepping towards contempo- rary individualism stems away from behavioural inhibition and recognises the paradigm of classroom nonconform- ity. Education can facilitate contemporary individualism by enhancing the privatization and execution of a child’s four executive mental functions (working memory, private speech, emotional control, & creativity).47 I left Sir Ken’s lecture inspired more than ever before and began asking what could I – as an industrial designer – do to contribute to this forward movement that he and other 47. Barkley, Russell A. “Behavioural Inhibition, sustained Attention, and Execu- tive Functions: Constructing a Unifying Theory of ADHD.” The University of Mas- sachusetts Medical Centre, vol. 121. no.1 (1997). 65-94. 48. Pink, Daniel H. A Whole New Mind: Why Right Brainers will rule the future. Riverhead Trade, March 7, 2006.1. drivers of change speak so passionately about? For as one driver of change said, “The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers and meaning mak- ers. These people – artists, inventors, designers, storytell- ers, caregivers, consolers, big picture thinkers – will now reap society’s richest rewards and share its greatest joys.”48 I Drivers of Change I Maria Montessori Abraham MaslowAlbert Einstein Jean Paget Raffi Cavoukian Rudolf Steiner make a move // brigid burnhammake a move // brigid burnham 3332 PARTICIPANT SURVEY The survey results directed my research toward a specific age group. That age group is what I refer to in this paper as the target audience. Briefly the target audience includes children age seven to nine, in particular those with ADHD or other learning and cognitive disabilities. The survey results are analyzed with respect to the target audience in detail below. Before delving into the analysis, however, the survey itself must be discussed. According to the information graphic derived from the survey, I was able to evaluate more than seventy-five students’ perceptions of the learning atmosphere. With the investigation into these students’ early childhood edu- cational development and experiences, a pattern of simi- larities was derived and used as criterion variables in my research aimed at identifying possible classroom furnish- ing designs. Those surveyed believed that for the most part, classroom electronics were efficient, but furnishings were often outdated or did not satisfy their needs. The lack of personalization and individualization of the learning ex- perience along with the desire to increase physical activity and movement while in the classroom was obvious. These findings coincided with some of the previously found argu- ments held by the drivers of change; people such as Rudolf Steiner, Maria Montessori, and Dr. Deiter Breitheckir. But who would benefit most from a furnishing design that re- sponded to their learning experience? 60% 40%MALE 65% Think furnishings in the classroom need to be updated & changed. 54% Learn & Work better if given a stretch break every twenty minutes. When given the opportunity to customize something to make it feel more “their own” they: Colour Add things (stickers, pictures, drawings) Write their name Rearrange 67% Wish their work- space encouraged more movement & interaction. 78% Think that the multimedia present in the classroom are adequate as is. 51% Feel like their workspace did not allow for proper use of space & felt con- fined & restricted.60% Wish their workspace configured more to their specific needs. 57% believe teachers are more facilitators than educators. 0-16 16-24 25-40 40+AGE: NOTE TAKE PARTICIPATE FIDGET 66% 22% 10%2% Students learn, absorb, & remember informa- tion best when they: FEMALE What they want more of in the classroom environment: I Participant Survey I make a move // brigid burnhammake a move // brigid burnham 3534 Target Audience. The focus of this thesis was directed toward a specific ADHDer age group. According to the Adolescent Peak Hypothesis, a stereotype of intellectual growth, a child reaches peak performance in early adult- hood/adolescence with a plateau for the majority of the individual’s lifetime. Conformity to peer norms and pres- sures tend to peak in early adolescence and decline over time.49 I want to reach those individuals who may not yet be aware of their individual behavioural norms because, with intervention, those individual norms can be realised and supported before “conformity” pressures interject and the ADHDer’s intuitive nature is tarnished. In Piaget’s four classic stages of Developmental Theory, his Concrete Operational Stage (ages seven to eleven) states that brain and nervous system development allows for more complex behavioural and cognitive abilities as the central nervous system matures. Children are able to engage in increasingly difficult cognitive tasks, develop fine motor skills and achieve a sense of self-competence and confidence to do these skills.50 Epstein and Toepfer affirm: “[I]n perhaps of 85% of all youngsters between ages twelve and fourteen, the brain virtually ceases to grow . . . but there is a peak in fluid intelligence around age eleven (presumably when the brain is growing)”.51 Torrence (1968) also identified a slump in creativity at the age of six, a finding also confirmed by Shoumakova and Stetsenko (1993).52 Russia and Heller stated (1994) that there was a reduction in creativity with the increase in schooling.53 This could all be an effect of the school sys- tem’s inability to diverge from its conventional structure and facilitate creativity through accommodation of differ- ent learning modalities. Prior to the age of brain maturation and conformity to so- cial norms (age twelve according to Piaget’s concrete op- erational stage) and during the ages of high use of medi- cation to treat ADHD (ages nine to twelve) there is a zone of opportunity where, in an effort to boost the creative slump that Torrence speaks of and enhance a student’s 49. Berndt, T. J., & Keunho Keefe. “Friends’ Influence On Adolescents’ Adjust- ment To School.” Society for Research in Child Development, Blackwell Publish- ing. vol. 66 no. 5(Oct 1995): 1312-1329. 50.Piaget, J. The Origins of Intelligence. New York: W.W. Norton & Company, Inc., 1936, 1963. 51. Epstein, HT & CF Toepfer, “A Neuroscience Basis For Reorganizing Middle Grades Education,” Educational Leadership, vol. 35, no. 8 (May 1978), 656-8. 52. Cropley, Creativity In Education & Learning, 87. 53. Ibid. fine motor skills and self-competence, I determined that my thesis would focus primarily on discovering a furnish- ing design targeted to ADHDers ages seven to nine. These individuals are just starting the educational process and it is more likely that they are not yet as “conditioned” to conventionality as older individuals. Target Audience. make a move // brigid burnhammake a move // brigid burnham 3736 LEARNING ENVIRONMENT STUDIES In early education years, ADHD is usually identified by off- task behaviour, negative impact on self-esteem, poor aca- demic performance, disorganization, sloppy handwriting and work, disruptive or daydreaming behaviour, and social interaction difficulties. The consequences of having ADHD are multifaceted, but do not have to do with intellectual ability. Instead, they include activity limitations in daily liv- ing skills, academic challenges, diminished socialization skills, and motor difficulties.54 ADHDers are often labelled as Kinaesthetic learners be- cause they are active and fidgety. These students love to be physically absorbed in learning; actively exploring and moving around. They have trouble sitting for long periods of time and become bored or distracted when they are not “doing.” They are hands-on, tactile learners and when they are allowed to move they are more fully engaged in the learning process. According to Rory Stern, kinaesthetic learners benefit from being permitted to work standing up or holding something in their hands to fidget while they are doing work.55 ADHD makes it difficult for people to inhibit their “spon- taneous responses,” causing concentration, memory, and cognitive organization problems.56 It can be thought of as a defect in the mechanics of learning resulting in a learning- handicap. An ADHDer’s mechanics affect the quality and quantity of learning material acquired while being taught in a standardized environment. Mechanics includes an ADHDer’s sensory and motor capac- ity, perceptual skills, memory, direct-selection attention, and associative learning. Pragmatics are defined as the knowledge and skills that result through interactions with a particular environment.57 Acquiring skills and enhancing learning experiences through training (pragmatics) would help the child’s mechanics in the classroom environment. 54. Brossard Racine, Marie, Annette Majnemer, Michael Shevell, & Laurie Snider. “Handwriting Performance in Children With Attention Deficit Hyperactivity Disor- der (ADHD).” Journal of Child Neurology, vol . 23 no. 4 (April 2008). 399-406. Creating a design solution that assists an ADHDer in ac- quiring skills and enhances their learning experience may affect the development of their pragmatics through the in- teraction they have with the design solution. This in turn could aid the student in learning through auditory stimuli (i.e., information being taught) and further encourage the development of the student’s individual learning style. This study explores the nature of the existing classroom en- vironment in order to further understand and illustrate the myriad applications of classroom furnishings. This section considers six types of research objectives: (1) evaluation of existing furnishing innovations, (2) teachers’ perceptions of the classroom furnishings, (3) associations between class movement and classroom setting, (4) student behaviour and classroom furnishings, (5) determinants of classroom furnishings, and (6) use of qualitative research methods. Ethics. Classroom study driven research unearthed a vast amount of material. The research presented here addresses the core findings discovered in various class- room settings. Though specific details were observed, such observations are generalized in this thesis so that the find- ings may be applied more broadly. These generalized data are the result of video analysis of classroom environments and teacher interviews. In sum, the data seeks to generate knowledge and greater understanding of the role furnish- ings play with students’ interactions. This study makes no claim for traditional validity as it was designed according to its experimental “quasi” guidelines. ADHD LEARNING MECHANICS LEARNING PRAGMATICS DESIGN SOLUTION encouraging trainsimproves defect handicap Pragmatics, Mechanics, & ADHD. 57. Wikipedia. “Treatment Of ADHD Through Working Memory Training.” Last modified November, 2011. http://en.wikipedia.org/wiki/Treatment_of_ADHD_ through_working_memory_training. 55. Low, Kieth. “Understanding Your ADHD Child’s Learning Style. Helping Chil- dren with ADD or ADHD Learn.” About.com, March 25, 2008. http://add.about. com/od/childrenandteens/a/learningstyles.htm 56. Mostafa, Anna ,Dip HCM, PhD. “What is ADHD?.” The Doctors Blog, 2011. http://psychologistbahrain.com/home. make a move // brigid burnhammake a move // brigid burnham 3938 Evaluation of existing furnishing innovations • In New Zealand, there was a mix of plastic and Bodyfurn (made by furnware) chairs. • In the United States, Classrooms had the same four-legged hard plastic chairs. Teachers’ perceptions of the classroom furnishings • Too heavy to lift • Have to move it around everywhere • Cant fit more than one chair under the desk • Feet get in the way • Cost too much for a classroom set Class movement & classroom setting Associations. By creating “movement maps,” I was able to visually com- prehend the flow of various classes. Each map became an expression of movement and representative of a class’s unconscious daily motions. The maps communicate spatializations and information about the relationships classrooms can have with its inhabitants that may other- wise go unnoticed. From these maps I was able to observe that, on average, every ten to fifteen minutes the entire class moved from their desk to the floor, or from the floor to the desk. One teacher explained to me that she believed this was related to the “attention rule of thumb.” That rule states that if one takes the age of a child and adds or subtracts 5 from it, the result is the amount of time that a student could stay still without loosing focus; e.g., if the child is nine, they have a four to fourteen minute attention span. MEETING MAT Book Nook Computers ENTRANCE EXIT FRONT BOARDBACK MEETING MAT Teacher desk BAG RACK ENTRANCE ENTRANCE FRONT BOARD MEETING MAT Teacher desk Teacher desk MEETING MAT Computers ENTRANCE EXITEXIT Computers MEETING MAT ENTRANCE ENTRANCE MEETING MAT school chairs movement maps NZ NZ NZ USA make a move // brigid burnhammake a move // brigid burnham 4140 Understanding a classroom’s infrastructure, led to a deeper understanding of the traditional design’s functions, drawbacks, and potential design solutions. Can I develop a design solution that interacts with the child during their typical school day while also engaging their senses in order to enrich the ADHDer’s classroom learning experience? I find that sometimes the simplest movements inspire us to see differently. When I tracked the movements of the class as a whole, I started thinking: Since classroom movements were generally the same, were individual student movements also similar? Student behaviour and classroom furnishings. I began by studying a sample group of students. On an individual student basis I found that no two students were alike, but balancing on chair legs. not using back of chair while sitting. standing and not using chair. sitting cross-legged. balancing on knees using feet as cushion. hugging legs. rocking back and forth. *Fidget with waterbottles, hair, glasses, face. slouching forward leaning on desk. sitting backwards on chair. slouching back leaning on back of chair. kicking & tapping feet. feet up leaning on back of chair. Considerations. Undoubtedly, a design solution that is con- ducive to a student’s unique “learning” style can provide a meaningful “experience.” Linked to this “learning expe- rience” is contemporary individualism. A sensory design furnishing may be influential in aiding ADHDers. Allow- ing students to individually choose to enhance or reduce stimuli and sensory inputs may help to develop coping mechanisms, modify behavior, encourage focus, and foster memory development. generally each student’s individual movements tended to be fairly predictable. Further, the longer a teacher’s discussion wore on, the more overt a student’s movements became. (see “students’ body motions next page). Determinants of classroom furnishings. What I found most interesting was how the students and teachers ori- ented themselves around the classroom furnishings. It was fairly clear that the furnishings did not work effec- tively for the students or teachers. Moreover, it was also clear that neither the students nor the teachers were even aware of the ineffectiveness. Their movements, so innate and unconscious, had morphed into daily routine habits. The good news is, “Bad habits are easier to abandon today than tomorrow.”58 How could I as a designer make the classroom more inviting and accommodate both individual and class movements? And can it be done unobtrusively & less restrictively? 58. Yiddish Proverb. students’ body motions MOVEMENTS OBSERVED WHILE AT THEIR DESKS MOVEMENTS OBSERVED WHILE ON THE FLOOR make a move // brigid burnham 43 “If we knew what it was we were doing; it would not be called research.”59 A deeper inquiry proved necessary to further direct the de- sign development and ideation process of this study. This deeper inquiry focused around case studies of the various schools currently experimenting with encouraging move- ment and avant-garde learning techniques. VISUAL PRECEDENTS Finding a way to integrate movement into the classroom not only helps those with learning disabilities (ADHDers), but also helps facilitate a class’s incredibly diverse group of learners. Current research shows that regular physical ac- tivity helps children perform better in school.60 Movement encourages holistic learning. When “the whole-brain” ap- proach is utilized students can form interconnected neural highways for memory (Piaget 1963; Buschner 1990).61 The brain craves novelty, stimulation, and change – it craves movement. In adding movement to learning, the brain re- orients itself to the change and returns to more holistic function (Hannaford 1995; Promislow 1999).62 search for ideas // developing contextualisation 59. Albert Einstein. ThinkExist. “Albert Einstein Quotes.” http://thinkexist.com/ search/searchquotation.asp?search=If+we+knew+what+it+was+we+were+doing %3B+it+would+not+be+called+research. (July 2011). 60. Kuczala, Michael S., Traci Lengel, & The Regional Training Center. The Kines- thetic Classroom: Teaching and Learning Through Movement. 2010. 61. Clancy, Mary Ellen. Active Bodies, Active Brains: Building Thinking Skills Through Physical Activity. Bonnie Pettifor & Bethany J. Bently: Versa Prints, 2006. 6-7. 62. Ibid, 7. I Search for Ideas I Developing Context I make a move // brigid burnhammake a move // brigid burnham 4544 67. Aeris Pulse Furniture. “Sitting Still Makes You Ill And Leads To Bad Posture: At Last More Movement For Children When Sitting!” Swoppster, November 2008. www. swoppster.de. 68. Lee, Royan. “The Little Things.” The Spicy Learning Blog, May 19, 2011. http:// spicylearning.wordpress.com/2011/05/19/ the-little-things/. 69. Pytel, Barbara. “Chairs and Other School Hazards: Rocking In Chairs Leads To Acci- dents.” Educational Issues, Suite101, February 24, 2008. http://barbara-pytel.suite101.com/ chairs-and-other-school-hazards-a45694. 70. Saulny, Susan. “Students Stand When Called Upon, and When Not.” The New York Times. February 24, 2009. A1. http://www. nytimes.com/2009/02/25/us/25desks. html?ref=todayspaper. 63. Aupperlee, Aaron. “Teachers Use Movement To Keep Fidgeting Students Alert In Classroom.” MLive.com, August 2009. http://www.mlive. com/living/kalamazoo/index.ssf/2009/08/teach- ers_use_movement_to_keep.html. 64. Breithecker, Dieter. “BCSE school furniture masterclass bodies in motion: an ergo-dynamic concept for holistic learning and human develop- ment.” PowerPoint, 2010. http://www.slideshare.net/ IFordham/school-furniture-masterclass-bodies-in-motion. 65. Steelcase. “The Classroom of the Future: How does space influence Learning?.” A Steelcase Knowledge Paper, October 2008. http://www.steelcase. eu/en/resources/knowledge-library/documents/ the%20classroom%20of%20the%20future.pdf. 66. Breithecker, Dieter. Workplace School. Demands on Ergonomic School Furniture for Today’s Classroom. Moorsbridge Elementary Portage, Michigan, USA Students can stand & chew gum during lessons, stretch putty, squeeze small, squishy balls to help them learn. Allow children to use their natural tenden- cies to fidget in order to fo- cus, concentrate and learn. “If you need to stand to learn, you stand to learn.”63 BCSE School Furniture Masterclass (British Counsel For School Environments) “Bodies in Motion” by Dr. Dieter Breithecker explains the thinking through furni- ture and the importance of it in school design.64 Perspectives Charter School Chicago, Illinois,USA Did “attention endurance tests” which recorded the students’ attentiveness and ability to concentrate. They found that rocking, swiveling, and rolling, while seated increased levels of concentration during test taking.65 Steelcase Int’l & Ludwig-Maximilian University Munich, Germany In this case study, while standing more mobile positions both accuracy of thinking and idea innova- tion were higher than when sitting down, even though students felt marginally less comfortable working in a standing position. As a group, however, correct decisions were made 40% more often.66 Saarland University Germany Investigated how movement effects body temperature. They concluded that with dynamic seating, higher body temperatures occur, which in turn increases blood circulation allowing for more oxygen to enter the brain and contribute to easier concentration.67 Case Of The Pink Stool “It is used by one of my stu- dents (let’s call him gregory) in lieu of a chair. I noticed early in the year that he had difficul- ty sitting still for any reason. The stool changed everything. “Hey gregory, I notice you’re always jiggling. . . & moving in your chair. Wanna try kneel- ing on this stool instead?” “ Ya sure, mr. Lee, Oh mi-god! I love it!”68 Sedley Place Tom Wates, Max Chair This chair prevents school children from toppling backwards. For many peo- ple the rebuke of ‘you’ll fall and hit your head will bring back memories.’69 SAFCO Has developed a stand up desk; Their motto: stand up for learning. They state that “the benefits of standing are enhanced mental focus, increased caloric expendi- ture, improved body ergo- nomics, better handwriting, just to name a few...”70 make a move // brigid burnhammake a move // brigid burnham 4746 71. Turner, Troy, March 29, 2011. Sqeezits de- signed by Lavinia Chu. Yanko Design Blog. http:// www.yankodesign.com/2011/03/29/squizits/ . 72. Olsen, Kay, September 13, 2006, “Chairless Classroom Creates Spatial inequality.” Alas Blog, WordPress. http://www.amptoons.com/ blog/2006/09/13/chairless-classroom-creates- spatial-inequality/. 73. Saulny, Susan. “Students Stand When Called Upon, and When Not.” 74. Furnware, Bodyfurnsystem. http://www. furnware.co.nz/. 75.HDB’S Corporate Newsletter. “A Treat for the Senses.” House Word (2009): Nov/Dec is- sue. http://houseword.sg/newsletter/200911/ articles.php?aid=6. 76. Kingcraft, Protac Equipment. “Protac MyFitVest.” http://www.kingkraft.co.uk/solu- tions/children/protac-sensory-equipment/ protac-myfit-vest.html. 77. Shinoda, Makikoshinoda. “Material Teddy.” Shinoda Studio, 2011. http://www.makikoshi- noda.com/products/material-teddy/. Squizits Children with a way to re- lease excess energy through repetitive hand motions & various fidgets.71 Mayo Clinic Researchers have designed a chairless classroom that they say may cut down on childhood obesity even as it helps children focus on learning and being happier in school.72 Teachers in Minnesota & Wisconsin, USA Say they know from ex- perience that the standup desks help give children the flexibility they need to expend energy and focus better on their work rather than focusing on how to keep still.73 BodyFurn New Zealand’s Furnware Company has developed classroom furniture and reports that “a higher pro- portion of students said they lost concentration more easily prior to Bodyfurn than with Bodyfurn.74 Toa Payoh Sensory Playground Singapore The theme for this play- ground is ‘Play with Your Senses’. From the theme, it encourages the users to use their five senses when playing at the playground.75 Protac Myfit Vest A sensory stimulating vest with a weight helps to calm and improve the body aware- ness. The special design of the vest produces distributed point pressure on the body, thereby stimulating the sense of touch through muscle and joint sensation; it is ideal for those with Autism, ADHD, Learning Disabilities, and Dementia.76 Material Teddy Is made of various untreated natural materials that allow children to play and stimu- late their senses to encour- age the development of a healthy and balanced cogni- tive system. It reintroduces children to a rich sensory experience by stimulating the five senses.77 other inspirations. Finding new design developments created for those with sensory issues proved to be an important area to explore in order to help both under-responsive ADHDers & overloaded ones. The designs to the left helped to visually trans- late the tools used in connecting mind & body stimuli. Please see Appendix B for further examples of furniture designed to increase active movement. make a move // brigid burnhammake a move // brigid burnham 4948 Creative behavior is that which demonstrates uniqueness and value in its product. Thus, creativity is a function of knowledge, imagination, and evaluation. Without knowl- edge there can be no productive creativity.78 Hence, I too had to perform a research role and explore specific ele- ments of interaction and sensory stimulation most ap- propriate for a design solution – this exploration required active participation. The following explorative activities, (Brainstorming, Movement Exploration, and Materializing the Senses) were not undertaken sequentially rather they were done collectively. Through the rhythmic interplay of exploration and evaluation, these processes informed my final design. INTENT • Analyze the various response mechanisms of the classroom environment stimuli in order to gather information necessary to perceive the classroom through the sensations of an ADHDer. • Develop aesthetics of interaction that will improve an ADHDer’s decision-making and alter their cognition in an influential and meaningful way. • Increase a student’s interactive engagement through the implementation of new actions by means of a de- sign solution that generates an output of emotional, motivational, and brain-focused sensory response to the classroom environment stimulus. creative methodologies // 78. Parnes, S.J. Creative Behaviour Guidebook. Scribner Inc., January 2000. Objectives Remain curious & aware Reflect Defer judgment (incubation) Make connections Tolerate ambiguity Accept contradiction Recognize emotions Take note of behaviors Go beyond the verbal Brainstorming Movement Exploration Materializing the Senses design Solution I Creative Methods I make a move // brigid burnhammake a move // brigid burnham 5150 BRAINSTORM “Research is only as good as its interpretation.”79 ADHD has long been connected to giftedness.80 According to the Myers-Briggs type indicator, many of the personal- ity traits (e.g., daydreaming, sensation seeking, playful- ness, deficient social skills, etc.) of creative persons are also present in ADHDers.81 ADHDers are also energetic, productive, and have the ability to hyper-focus. Hyper-fo- cusing is a type of mental concentration, a sort of “tun- nel vision” where outside distractions are blocked out. An ADHDer’s ability to see things clearly and imaginatively is their gift – unfortunately, it is also their curse. Dabrowski’s “Theory of Disintegration” formulated in 1960 expresses those persons born with “over-excitabilities” have greater developmental potential than others. Holly A. White from the University of Memphis and Priti Shah of the University of Michigan, published an ADHD and creativity study showing that “adults with ADHD showed higher lev- els of original creative thinking . . . and higher levels of real world creative achievement, compared to adults without ADHD.” They also found that faced with a problem most people prefer to study the problem or refine ideas, ADH- Ders on the other hand prefer to generate new ideas.82 The ADHDer is usually right-brain dominant in their informa- tion processing and learning style. In order to get in touch with my creative right-brain side, I participated in a week- long brainstorming exercise. I set aside all worries, em- phasized making “designer-like drawings,” and gave my- self the freedom to just scribble, jot, doodle, and draw any and all visual ideations of furniture designs. Not taking into consideration the look of my drawings or how they would appear to the outsider was freeing. I let my hand do the talking and approached the exercise without reservation. 79. Ann Burdick in Laurel, Design Research, Methods and Perspectives, 82. 80. Wilson, Charles. “ADHD Health.” Last modified 2010. http://www.adhd-health. com/adhd-causes/gifted.php. 81. Mehl-Madrona, Lewis. “Conventional, Innovative And Alternative Therapies For The Treatment Of ADHD (Attention-Deficit Hyperactivity Disorder).” Forum on Alternative and Innovative Therapies, ADHD Treatments, 2008. http://www. healing-arts.org/children/ADHD/treatments.htm#College_of_Medicine. 82. Green, Rick. “ADHD and Creativity: A double-Edged Study?” Attention Deficit Disorder Association [ADDA], 2010. http://www.add.org/page/a_double_edged_study. Juxtaposed to a verbal language, drawing only has meaning through interpretation; yet, drawing can reveal a language of expression that is a uniquely different way of observing the world. One’s trajectory of experience is a matter of a viewer’s input, perspective, and their ability to step outside 83. Cross, A. “Intelligence: The Use Of Codes And Language Systems In Design.” Design Studies, vol. 7, no. 1 (1986). 14-19. of themselves.83 To my surprise, this unconventional practice unlocked many ideations that could be individually interpreted and analyzed. Visualizing various design iterations in picture form helped direct and align the next stages of analysis. consolidate reflectanalysedraw deduct make a move // brigid burnhammake a move // brigid burnham 5352 MOVEMENT EXPLORATION “True enjoyment comes from activity of the mind and exer- cise of the body; the two are united.”84 Movement helps a child’s working memory and informa- tion retrieval process. Long-time ADHD researcher Mark Rapport supervised a forthcoming study in the Journal of Abnormal Child Psychology. In the study, Rapport, a professor at the University of Central Florida in Orlando, notes that a person’s activity level — how much one move’s around in everyday situations — is one of the most fixed parts of a person’s personality. If you are a fidgety kid you will be a fidgety adult, even if you learn to manage your movements with caffeine, stress-reduction, a personal trainer, or other adult accoutrements.85 Often in classroom settings where sitting quietly is expect- ed, the various symptoms of ADHD materialize. For exam- ple, a student might be constantly fidgeting, squirming, moving around, climbing, always “on the go,” or have diffi- culty playing quietly or relaxing. There is a constant strug- gle for the student to feel at ease in their surroundings. Thom Hartman’s Hunter versus Farmer Theory of ADHD explains that these symptoms are because of ADHDers’ hunter ancestors. ADHDers are highly adaptive “hunters” and therefore more impulsive in nature. This gives them a thirst for excitement and an inability to be sedentary like the so-called “normal” people (i.e., Farmers). Hartman be- lieves that ADHDers do not have a disorder, but just need to find their ‘niche’ in our modern western society.86 Learning to manage the process of learning involves be- ing aware of what one is doing. John Flavell has termed 84. Alexander von Humboldt in Thompson, Catherine R. Prevention Practice: A Physical Therapists Guide To Health, Fitness, And Wellness. SLACK Inc., February 1, 2007. 23. 85. Cloud, John. “Better Learning Through Fidgeting. Kids With ADHD May Seem Distracted, But All That Wiggling Can Help Them Focus.” 86. Wilson, Charles. “ADHD Health.” Sec. ADHD Theories: Hunter Vs. Farmer Theory. 87. Triolo. Santo J. Attention Deficit Hyperactivity Disorder in Adulthood: A Practi- tioner’s Handbook. Brunner & Mazel, New York, January 1999. such an intuition of one’s mental processes as “metacogni- tion.”87 Aiding a learner in intuitively managing their learn- ing behaviours can prepare them for times when learning difficulty intervenes. Experimenting through feeling. “Design isn’t merely about the object, but the extensions of the object through its communications with the end user.”88 A classroom furnishing can have both direct and indirect impacts on an ADHDer’s stimulation. Furnishing can either be used as an object that aims and prepares the child for lat- er skills in life, or can damagingly impair the child’s learn- ing and developmental potential. By experimenting through feeling, I grew aware of the various emotional connections and movement embodiments of the ADHDer; these emo- tional discoveries helped influence original design concepts. In order to mimic the interactions a child might have with my potential furnishing design (on a small scale), I created mini mock-ups of objects, which provided a range of test movements. I then reflected on my personal experience of these movements by asking questions like, “What was I feeling when the frictional force of gravity and my hand interplayed? Did I like it? Was it a new feeling?” 88. Stacey Purpura in Laurel, Design Research, Methods and Perspectives, 63 make a move // brigid burnhammake a move // brigid burnham 5554 As we perform ourselves through an interactive design pro- cess, we seek understanding through intuition, observa- tion, and critical theory. In the construction of what we call ‘me’ are several different characters.89 Designer, daughter, sister, vintage shopper, yoga enthusiast, ADHDer; these are just some of my characters. My performances are created through the context of these characters.90 I immersed my- self into a performance exercise using the identified stu- dent movements discovered in the classroom study as a foundation.91 Actively participating in this performance in- creased the likelihood that I would design a furnishing that would enable students to perform traditional classroom actions with greater pleasure and ease. The importance of ensuring that movement did not over- stimulate became apparent through the experiment. Even the smallest changes in angular rotation or frictional force can help rouse the vestibular system (our sense of bal- ance, coordination, and eye movements). However, when the forces become too great movements can be interrupt- ed with either discomfort or fear. Such interruption oc- curred, for example, when the wooden board is was using smashed my hands. Rock. Designed to calm the ADHDer, this smooth rocking motion rhythmically soothes the ADHDer’s tendencies to squirm. Bump. Designed as an intervention tool, the bump- ing motion increases a student’s tolerance to stimulation. This distinctive movement delivers an unusual sensation that potentially has the ability of decreasing a student’s possible hypersensitivities to the classroom environment. Roll. Together, rock and bump form a rolling motion in- tended to help ADHDers keep their balance and work on coordination moves. Through the use of this object, the user can be aware of where their body parts are and how they are moving. These movements encourage the body to readjust itself towards a state of harmony and well being; ultimately encouraging learning to tran- spire. The tangible results from these tests established desired movements to further improve upon. 89. Laurel, Design Research, Methods and Perspectives, 49. 90. Ibid. 91. Figure. “Student Movements” p. 40. By trial and error, I experimented, practiced, and played around until I developed an object that provided the most comforting and salient sen- sations. These three engagements came to be known as a “Rock, Bump, and Roll” movement. rock bump roll bump rock roll make a move // brigid burnhammake a move // brigid burnham 5756 MATERIALIZING THE SENSES Often, ADHD students use all of their five senses for learn- ing, but usually favour one sense over another. The abil- ity to attend to a task depends on the ability to screen out, or inhibit, nonessential sensory information, background noises, and visual distractions.92 Sensory processing dis- orders are also often associated with an ADHD diagno- ses.93 Like how the eye responds differently to bright light versus darkness by adjusting the aperture of the pupil, so too should the acuity of sensory processing fit other sensa- tions. However, with some ADHDers, their senses respond with delay or with sub-optimal levels of effectiveness.94 ADHDers need a deliberate, conscious interplay between their short-term and long-term memory in order for facts to be absorbed. Accommodating various learning styles and developing sensory skills can lead to this.95 Investigating “through the senses.” ADHDers are hyper- sensitive beings. It is not unusual for an ADHDer to feel both emotionally and physically hypersensitive. Those with at- tention disorders may be highly sensitive to sights, sounds, or tactile sensations. The use of their senses: touch, taste, smell, sight, and sound (a child’s nervous system) maybe disturbed by sensory overload in a classroom, which may cause an ADHDer to “shut down.”96 This “shut down” can effect their imagination (or lack thereof), their communica- tion skills, and also their spatial perception. Hypersensi- tivities can also be major distractions; if one does not like the texture of their classroom chair or desktop, their at- tention will be focused on that and not the lesson at hand. Taking into consideration that ADHDers are emotional be- ings, singling out ADHDers from non-ADHDers is discour- aged. The negative labels associated with ADHD can cause 92. Stephens, Linda C. “Sensory Integrative Dysfunction in Young Children.” AAH- BEI News Exchange. Vol. 2, No. 1 (Winter 1997). 93. Scherer, Priscilla. “Is It Sensory Processing Disorder (SPD) or ADD/ADHD? Understand The Difference Between Sensory Processing Problems And Atten- tion.” ADDitude Magazine June/July (2004). http://www.additudemag.com/adhd/ article/793.html. 94. Gozal, David & Dennis L. Molfese. “Selective Attention and ADHD.” Attention Deficit Hyperactivity Disorder: From Genes To Patients. Humana Press Inc. 2005. 269-270. 95. Novak, Joseph D., & Bob D. Gowin. Learning How to Learn. 1st ed., Cambridge University Press, September 28, 1984. 96. Cook, Larry, & Deborah Merlin. Victory Over ADHD. EcoVision Communica- tions, March 10, 2006. http://www.thenaturalguide.com/adhd-index.html. ADHDers to feel more sensitive to the comments made from non-ADHD students and ultimately make them more nerv- ous and anxious about learning and classroom participation. Awareness and understanding of various sensitivities can allow the ADHDer to better deal with their disorder. When sensory stimulations are acted upon, organized, and co- ordinated effectively, learning is more likely to occur. With the use of simple aids, sensory stimulation can be well managed and a child can engage in multiple senses at once (e.g., listening, reading, and writing) enhancing their kinaesthetic, visual and auditory learning skills (Stern, Rory).97 By exposing ADHDers to various physical hyper- sensitivities in small amounts over time, their stress, anxi- eties, and/or fearful responses will be alleviated as their awareness of them increases.98 I now set out to answer the question, what materials would positively influence the sensory functionality of this design solution? Through acquiring various materials ranging in texture, colour, and feel, I experimented with the sensory and emo- tional connections associated with each material. 97. Low, “Understanding Your ADHD Child’s Learning Style. Helping Children with ADD or ADHD Learn.” 98. Matlen, Terry. “Managing Hypersensitivities in Children with ADHD.” Health- Central.com. Health Central, August, 2008. http://www.healthcentral.com/ adhd/c/57718/36468/hypersensitivities. make a move // brigid burnhammake a move // brigid burnham 5958 At one point, I created a set of textured seats. At first I thought this would be most desirable for ADHDers, how- ever, I soon found that these seats could be more detrimen- tal than beneficial. Some were soft; some were hard; some gave off feelings of discomfort, whereas others provided a sense of pleasure and peace of mind (soft, furry, bumpy, rough, smooth, cold). What I preferred one day changed the next. My own experience and reaction to the various materials became a very personal matter and was entirely different than others who also touched and played with the various seats. I realised that one’s hypersensitivities and desired sensory stimulants could vary on an individual and daily basis. Clearly, then, providing predetermined textured seats was not the answer. In fact, each ADHDer needs to develop a sense of autonomy, the sense of being separate, to individualize their own sensory exploration and be allowed to alternate their own sensory stimulation desires. Provid- ing the opportunity for individual alteration proved to be a better solution than forcing sensory stimulations. Mechanical Questions • Could I positively reinforce a child’s ability to hyper-focus through the interplay of their senses by introducing them to new sensations? • Could I develop something that could accommodate both the ADHDer and non-ADHDer? • Is there a way to help an ADHDer relax and self medicate their behaviour to potentially reduce the emotional sensitivities associated with having ADHD? • What was the simplest way to accommodate an ADHDer’s sensory fidget needs and wants? • How could I accommodate changing and varying sensory stimulation needs? Functionality Objectives • Involve the ADHDer s in the interplay of their nervous system and creative ability • Allow ADHDers to be apart of the design process • Provide individual appeal and alteration • Enhance fine motor skills • Satisfy fidget desires Physicality & Usability. The importance of individualized sensory stimulation cannot be overemphasized. As proven in this part of the design process, the proposed design solution must be conducive to varying ADHDers’ sensory desires and provide sensory stimulation and fidgeting opportunities on an individual level. To find the best way to accommodate different ADHDer sensory and fidget needs and wants, without singling out the ADHD student, I salvaged a plethora of materials (taking both fidgeting and various tactile sensations into consideration) and created miniature seat covers that could potentially be created or reproduced by the ADHD child, if they desired. After experimentation, I found that a stretch fishnet fabric molded to a seat cover was the best “fidgety sensory stimulator” because it provided the op- portunity for one to create an individualized furnishing by adding on any accessories the ADHDer might choose, and, alternatively, because it could also be left “as is” if one so desired. Both the ADHDer and non-ADHDer could design and re-design their cover using their hands or a large plastic needle to sew on ornaments, fidgets, fabrics, etc. make a move // brigid burnhammake a move // brigid burnham 6160 SYSTEM DEFINED Check-list. • Use at least two sensory modalities (vision, touch, hearing, etc.) • Communicate and connect emotionally to the design process • Emphasize the ADHDer as a source of inspiration for innovation • Provide behavior modification & enhance mobility • Have a experiential, physical, and social interaction • Satisfy the ADHDer by drawing upon their various needs By increasing reasonable accommodations for ADHD stu- dents, through a furnishing that is responsive to the ADHDer’s learning experience in the classroom environ- ment, learning and development of ADHDers can happen in “the right way.” This is ultimately achieved by Fueling, Stimulating, and Responding to the ADHDer’s learning, developmental, & social needs. In a child’s interaction with a furnishing there are two key sensory input “hot spots” that produce a range of sensory reactions and motor outputs, they are: 1. How the child interacts with the furnishing itself. 2. How the furnishing interacts with the ground on which it is placed. The System. This design solution was achieved by analyzing various components, their performance standards, and their results (experiences). When combined, the two main components provide both movement & sensory stimulation. F UEL S TIMULATE R ESPOND Body, Brain, & Muscle Connection. Involve hand/eye coordination, muscles, joints, & the vestibular system. Balance & Movement. Rocking, Rolling, bumping. stretching, swaying, twirling, etc. sensory integration & desensitization.personal & emotional connection. dopamine transmission & blood circulation to the brain. To ADHDer’s Developmental Needs. Physical: Growth, posture, gross & fine motor skills, flexibility, spontaneous body responses, fidgeting, & working memory. Social : sharing, waiting turn, self-esteem & individualism, organization, on task behaviours. F. S. R. RockBump Roll Arouse the senses Individual movements & motions Satisfy fidgeting Sit Stand Kneel Stretch Base Board. Cushion + Cover. design. 1 2 make a move // brigid burnham 63 In order to fine tune and optimize the performance of the proposed design solution, a comprehensive inquiry into the nature, origin, and fabrication of the design was necessary. That inquiry led to discovering a nexus between prior re- search and the self-monitored participatory design process I engaged in, offering further support for my design. Firstly, the anthropometric dimensions of students and the design solution’s dimensions must have a sound relationship. I looked at various furnishing dimensions (seat surface width and seat surface depth) already used in the class- room environment for children ages 7-9. Existing balance boards used by children in this age group were also duly noted. See Appendix C for an indepth analysis. search for solutions // testing process Seat surface widths range from 30-40cm. Seat surface depths range from 30-40cm. I Search for Solutions I Testing Process I 65 x 48 x 5cm 7.62 x 44.5x 44.5cm 55 x 24 x 15cm35.5cm 50 x 28 x 10cm a b c d e make a move // brigid burnhammake a move // brigid burnham 6564 CONCEPT DEVELOPMENT Form Generation. This process helped me take a step away from my unconscious thoughts in regards to design shape and appearance, as I did not want to rule out any forthcoming ideas. • Visual references • 2 dimensional images • Concept sketches • Anthropometric data of target audience99 This data was calculated with the 95th per- centile rule of the combined sexes of eight- year-old children. The 95th percentile is the smallest number that is greater than 95% of the numbers in a given set. 99. Snyder, Richard G., Martha L. Spencer, Clyde L. Owings, & Lawrence W. Sch- neider. “Physical Characteristics of Children: As Related to Death and Injury for Consumer Product Design and Use.” May, 1977. http://ovrt.nist.gov/projects/anthrokids/ make a move // brigid burnhammake a move // brigid burnham 6766 GENERATED OUTCOMES Three-dimensional drawings & free-form fabrication. I developed an analytical prototype using free form fabri- cation technologies (Computer Aided Design or CAD). This enabled a more realistic view of what my potential design could look like and allowed me to superimpose a variety of new formations. This helped to narrow down feasible parameters and insti- gated an individual examination of each component. Now that I could see what it “might” look like, I was left with the probing questions: • What does it feel like? • Does it feel like I want it to? • Does it act like I want it to? 100. Modified Source: Ulrich, Karl, & Steven Eppinger. “Planning Template for Test Prototypes” in Product Design and Development. 5th Ed., McGraw-Hill/ Irwin, New York, July 13, 2007, 303. Analytical Prototype CAD Design Examination Purpose Plan Question & Concerns Unanticipated Detrimental Phenomena Reversing (play with where parts go; handles along the edge(?) place detail; change size & scale; experi - ment with parts (less/ more /hidden/ integrated); decrease complexity; manipulate & play with materials Develop and refine design concepts into one tentative design prototype. Are measurements right? Does this form actually work? Is the component placement correct? Learned a lot more about the dimensions & size of design concept. Gave way to a more cohesive directional aesthetic appeal. Initiated material explora - tion, and concept testing. make a move // brigid burnhammake a move // brigid burnham 6968 COMPONENT EXAMINATIONS Analytical prototypes can serve as a tool for detect- ing unanticipated detrimental phenomena that may arise in the final product . . .[but] they can never reveal phenomena that are not part of the underlying analytical model on which the prototype is based. For this reason the development of a physical works-like prototype became vital. Through a cognitive walkthrough ap- proach, I conducted a series of usability experiments. I was able to fine-tune my analytical prototype and confirm the de- sign. I wanted to test possible design flaws and the design’s ease of use, two things that are critical for a product’s success. THE BOARD Movement test 1. This primary test was done with the first three boards developed. These boards consisted of various rock and bump heights. I played with these boards: I stood on them, sat on them, kneeled on them, so on and so forth, until I was able to determine which board allowed for the best movement quality, felt the safest, and gave the most sensory salience. Board #2 with a rock and bump height of 40 millimetres provided the best movement. I also determined the proper placement of and distance be- tween the bumpers and rockers. A closer distance between the pairs made a harsher circular movement, whereas a larger distance allowed less freedom of movement. Using data drawn from experimentation with the rockers 60 mil- limetres apart and the bumpers 90 millimetres apart, I arrived at an optimal distance for motion function. How does the shape of the board effect its movement? Would a different rock & bump height allow an even better movement? Did I need both pairs of rockers & bumpers or would one of each suffice? Movement test 2. I made two new board shapes with dif- fering rock and bump heights and tested them out just like I did in the initial movement test. I found that the more square the board was, (1) the less I was able to move about, (2) the more difficult it became for me to go side to side, and (3) movement became more rigid. Movement was also less desirable when the rocker and bumper did not have their corresponding pair. 101. Ulrich, Karl, & Steven Eppinger. Product Design and Development, 298. bump/rock height (mm) 1 10 20 40 50 board 1 board 2 board 3 experiment 1: Movement test with various bump & rock heights movement ( 1- too little/ 10- too much) 1 10 20 40 50 30 experiment 2: Movement test with added bump & rock heights & new board shapes bump/rock height (mm) board 1 board 2 board 3 board 4 board 5 movement ( 1- too little/ 10- too much) make a move // brigid burnhammake a move // brigid burnham 7170 This test confirmed that Board #2 with the rock and bump height of 40 millimetres was most suitable. What about the thickness of the board? What is too thick or too thin? What is the easiest thickness to hold onto? What thickness allows for the best hand grasp with least likeli- hood of them getting smashed? Board Thickness Test. For my hand grasp, Boards #2, #3, #4, & #5 all seemed to be a bit too thin, whereas board #1 seemed to a bit too thick. I needed to find a board thickness that would satisfy the user’s needs. Using an experimental method similar to the one used to determine the appropriate rock and bump height, I dis- covered that a board approximately 35 millimetres thick proved to be the best solution. More than 30 millimetres and less than 40 millimetres seemed to be a good range. From the boards tested within that range, there was no significant difference in board movement allowance and hand grasp comfort. Conclusively, a round board around 35 millimetres thick with both pairs of rock and bump at a height of 40 millime- tres proved to be the best performance solution. Pocket protective handles. This idea was generated to avoid the incident when my hand got smashed in-between board and floor. I really liked the easy grip and protection it gave my hands when rocking and bumping. It also looked aesthetically pleasing. When I started experimenting with other types of handles and placements, I realised that if design was going to be placed into a chair frame, its bottom parameter needed to be kept clear. THE HANDLE(S) After deciding what I wanted to test, and compiling the de- sired requirements of this component, I mapped out pos- sible placements for the handles and tested various han- dle placements. Flexible handles under board. I liked the ability to move with the board, but did not like how they flapped over and it was a bit of a nuisance when sitting. How could I get these handles to somehow fold in/under? Was there a better solution? 1 10 20 40 45 30 experiment 3: Board Thickness Test bump/rock height (mm) movement ( 1- too little/ 10- too much) board 1 board 2 new potential board(s) 35 25 45mm 20mm ~35mm make a move // brigid burnhammake a move // brigid burnham 7372 Re-examination. If I placed handles on the bottom of the board, they needed to be placed farther inwards. When done however, it disturbed the movement of the board and had an uncomfortable reach. If handles were to be put on side of board, they could not be placed upward and outward facing, otherwise they would interfere with sitting both directions. Thus, they needed to be placed level to the top of the board. Resolution. A set of dual-pocket handles satisfies all cri- teria. One can easily move about with their hands protect- ed and can easily take the board out of its provided frame. THE CUSHION Three Styrofoam shaped cushions were created. I placed these cushions on the board and sat on them in various directions while using the board (sitting, kneeling, etc). Rounded Cushion. This initial cushion felt like I was sitting on a top of a hard, round rock. Flat Curved Cushion. This cushion was better than the first, but it was still not as comfortable as I wanted. Indented Cushion. This cushion worked like a saddle, I could sit both ways comfortably and move about easily. This proved to be the best practical solution. CUSHION ATTACHMENT • Minimal level of physical energy invested into the product • durable & long lasting • Least amounts of parts possible The inverted chamber-puzzle attachment has no moving parts so it is more durable and longer lasting. It can pro- vide a snug fit if done correctly, and it is less permanent than any sealant or glue. Its parts can neither get loose nor break (this design also eliminates the possibility that a student might choke on hazardous materials). Moreover, this solution is more cost effective than other alternatives because it requires fewer parts and provides accurate performance without degradation to safety, reliability, and maintainability concerns. If the cushion is to be over-moulded onto a plastic inverted groove component with an outer rim lip, this attachment could easily be placed into the baseboard with more secu- rity and a tighter fit. screws/nuts/bolts clasps/clips/buckles glue or other sealant screw off/on inverted puzzle attachment magnetic attachment velcro make a move // brigid burnham 75 Finalized Design & Reflections. Standing at the threshold of the new and unknown, my inspiration was derived from what became known through this design process. After a yearlong research practice, an initial idea developed into a highly supported design phenomena. The analysis of an in-depth study into classroom furnishings in regards to ADHDer use is conveyed through this design solution. It wasn’t until I started researching, actively participating, collaborating, and experimenting that unanticipated phe- nomena were realized and accounted for. My design solution responds to how a classroom environ- ment can cater more towards the ADHDer’s individual needs holistically and positively. Through my range of de- sign research modes, the semiotic concepts of denotation search for meaning // logical reasoning and conation occurred; the commonsense and obvious interpretation became visible. My finalized design concept evokes other ideas and associations and provides techniques to understand further messages transmitted from my own design searching experience. Yes, there is room for debate, but on balance this design provides an opportunity of renaissance of classroom furnish- ings with hidden profundity and intricacies that even it’s poten- tial users may not know the underlying reasons as to why they are participating in particular actions and movements. But it doesn’t matter because they are doing it and at the same time their senses and bodies are being stimulated simultaneously. Through this design practice, I can conclude that I have provided a furnishing, supported by my research and I Search for Meaning I Logical Reasoning I make a move // brigid burnhammake a move // brigid burnham 7776 participatory gathering of facts, that accommodates the movements, sensory stimulation, and fidgeting that ADH- Ders are known to desire and crave, but that the conven- tional classroom environment fails to accommodate. I did so through an active participation process, thorough inves- tigation, performance and experimentation, and respon- siveness to the ADHDers possible preferences and needs. In its entirety, this research was a process of “doing.” My searching consisted of creating, making, and doing “things.” I was able to achieve a furnishing design that responds to the ADHDer in the classroom environment; however, I can- not call this the “final solution.” I cannot call this the end because there is never an end as long as my ambition re- mains. Yes, this solution may have potential to do what I de- sired it would do, but its journey is just beginning. My search is “to be continued.” This research process has provided well-based direction towards a new uncommon fascination with pens- I am now enticed to use them while managing future design research projects and employing the rich mode of design I have used through carrying out this investigation. To manage research projects not only involves patience, efficient search, and the consolidation of ideas- tasks already expected by traditional design researchers, but also involves ensuring the continuations of linking to- gether produced concepts and resources with the deluge of newly found design research methods and approaches be- ing created, interpreted, and published on a daily basis. Through the use of a variety of pens it can be noted that de- sign research embodying the core use of an object is labour intensive, but through a collaborative effort, an innovative result can undoubtedly emerge. The pens in this case, or rather (to stick to the metaphor), are idealistic symbols of my whole project and ethos. From here I go forward look- ing for opportunities to take my research further. More confident in my abilities as a project manager & design re- searcher, I plan on continuing my relentless searching and pen collecting. make a move // brigid burnhammake a move // brigid burnham 7978 IMAGE REFERENCE The Pink Stool. Available from Lee, Royan. “The Little Things.” The Spicy Learning Blog , May 19, 2011. JPG, http://spicylearning.wordpress.com/2011/ 05/ 19/the - little-things/. Max Chair. 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Available from “ Art of Tomorrow ,” Hilla Rebay and Synaesthesia. JPG, http://heyokamagazine.com/HE Y OK A.2. AR TVIE WS. R E BAY.htm . Visual Precedent photos in order of appearance, left to right, pages 44- 47. Ball Chair. Available from Mark Bugnaski, & Kalamazoo Gazette (photographer) . Aupperlee, Aaron. “Teachers Use Movement To Keep Fidgeting Students Alert In Classroom.” MLive.com, August 2009. JPG, http://ww w.mlive.com/living/kala mazoo/index.ssf/2009/ 08 /teachers_use_movement_to_keep.html. Bodies in Motion. Photography courtesy of The Centre For School Design,” School furniture and ergonomics – what matters?” Goddard, Ty. May 28th, 2 01 0. Available from http:// ww w.thecentreforschoold esign.org/ 201 0/ 05/scho ol-furniture -and-ergonomics -what -matters/ . Perspectives Charter School. Available from The Archi -Tourist. JPG, http://architourist.pbworks.com/w/page/1 35 996 99/ Pers pectives%20 Charter%20 School The Node. 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APPENDIX // make a move // brigid burnhammake a move // brigid burnham 8786 A. Sir Ken Robinson Lecture Notes 1 2 Sir Ken Robinson lecture - worlds foremost innovative creative thinker . The Element - how finding your passion means everything. (Book) Creativity is a force to be reckoned with. Why should we be cr eative? Why do adults not think of themselves as creative? I like how he looks down and thinks and formulates what he says before he says it. Has points that makes and well spoken. “Issues are fundamentally important; globally important.” “ Why? And wha t does it mean for practical actions?” • “ President Obama’s state of the union address - I was very struck by it for a couple of reasons. “Revolution” that is a correct word to use. We are living in an age of that. He talked a huge amount about innovation and how it is the key of the future and ho w promoting creativity is key…U S A has been going through tough times. The whole American dream has been tarnished. Obama said the real pillar of this country is education and evolving it. To promote and support teachers and invest in our education system. All is right, but the only disciplines he mentioned are science, technology and math …aggravating and exasperating. Of course we should be promoting these, but it ’ s this obsession with these disciplines to the exclusion of everything else that it has become a problem of everything else. Th e concern is firstly, what about all those kids in our schools and teachers and communities who real passions are for something else. Whose passions are humanities, arts sports and other disciplines? The implicit message all the time is that you don’t real ly count. Also bad for the four other disciplines, making connections through interactions of other fields of work. The septic focus A Friend named Dav: 13- 14 pints a day of Abbot Ale (a powerful drink). 15 years ago having a drink with him and had just gone to the doctor and his doctor referred him to a kidney specialist. “A renal problem” doctor said “Yes inflammation in the kidneys” Dav said, “What could be the problem?” The doc said, “Do you drink?” Then Dav said , “Yes, I do. 14 pints a day.” The Doc said, “You have to stop drinking.” Dav said , “change to spirits, that will help you with your kidney.” But what about my liver?” Doc “Well, you came here to for help with your kidney, not your liver…” Story demonstrates: “You can’t fix the symptom withou t looking at the cause. The government goes into moral panic of certain types of achievement. Shanghai has the highest scores of mathematics. The people who are responsible with these results, but we pay a price for it, the price is our kids spend all their time in “Rot e learning” Can’t think creatively nor work in teams. Promoting creativity and innovation is the key to our success but cant do it because we don’t have time. Well in USA, people go into moral panic of these particular problems. Finland doesn't obsess about these things and is a nother country with high scores. You can’t solve a problem by taking it out and singling it out. Many of our policy makers go into Command control mode” which is funny because they have hardly any experience in education at all. Themes: we are living in times of revolution . “A different quality however” living in times that are unprecedented. The younger you are the more familiar you are with “digital natives” older generations are not as relaxed as younger people. One window open and I am happy with it. Kids nowadays are “Running an empire” multitasking is getting even faster. Our worldview is very different as we travel more than ever before. A revolution is when things you think are obvious turn out not to be. Things that you take for granted seem no t to be. The singularity - we will merge with computer systems. Computers will be connected into us. Implanted into us to improve our own processing problem. …Work, culture, our connection with ourselves, and each other- the pace of technological change and its unknown capabilities… How Many Hu man Beings Have Ever Lived? Nobody knows because no one has counted since the dawn of history - all based on statistics. The figure that comes up is 80 -90billion people lives. 10% are on the earth currently. 10% o f the human stock is on the earth at the same time. There is no more fuel, fresh water as there ever was. Look at all the events all around the world - there is a climate crisis. We are fueling ahead in innovation with fuels etc. David Attenbara - “How many people can live on earth” Every life comes into being with aspirations to live a life of meaning and to survive. How many can we support? If everybody on hearth consumed water food energy at the same rate as the average person in Ramada the earth could sustain a population of 15billion. North America consumption- 1.2 billion. The whole thing about culture - the course of it is unpredictable. Human culture is diverse by human dynamic. If we are to meet this future we need to dig into our resources and rethink. The other climate crises - Human Resources The Element - finding your passion means everything. In my experience; many adults don’t enjoy the lives they lead. They don’t like the work that they do. Human intelligence/talent is immensely diverse - we are or ganic creatures. We are different than other lives on earth - but were not. Our lives are relatively short and co -dependent. Quite like other lives on earth however we have a power like no other spe cies- the power of imagination -The ability to step outside the present moment and bring about the present moment. Rethink and redevelop the past. You can put yourself in other peoples ’ shoes- empathy. It gets lost in times of conflict - shut down imagination. You can imagine the future but you ca n’ t predict the future. Human beings cannot predict how things will turn out. “if you have a dog and a child” if you take a small baby and take them outside and show them the moon the baby looks at the moon. The dog would just look at your finger. And wonder what it is that your doing. Many powers shut them d own. To me it’s a tragedy inhibiting their own humanity. To be in your element: Y ou ’ re doing something for which you have a natural feel/capacity/aptitude for. make a move // brigid burnhammake a move // brigid burnham 8988 3 “ Bart Connor - 40s. Oklahoma. At age 6 walk on hands just as easily as his feet. Socially diverted from a young age. At 8 his mother arra nged to take him to the gymnastics center and Bart said “ I will never forget the moment I walked into this gymnastics center: A mixture between Santa's grotto and Disneyland. It was intoxicating” is that how you feel when you walk into a gymnasium ? Not me. I need to get intoxicated…”Get me away from here” 10years later he went on to be the most decorated gymnastics representative of USA.” If you love something your good at, you’ll never have to work again. For the most part, we override and ignore the di versity in our education system. Obsessed with particular academic ability. Las vegas - Elvis chapel to get married. Typifies imagination and wellspring of human culture. Creativity is a step up. To be creative you have to do something. The key to trans formation - proposing that our education system model of 19 th century reflects industrialization, regularity and standardization and age group. Developing national policies on supply and demand. In every respect resemble a factory - may have worked at that t ime but not for the future. We have to reshape them into a different metaphor. I believe that creativity should be at the heart of our education system. Make it deliberate and systematic. Teach them to be more creative. To do that we have to be clear about what we are talking about: imagination & creativity. Creativity - practical process- process of having original ideas that have value. Three misconceptions Only special people are creative=not true. Human beings are born to be creative - we all have it in us, it comes in the kit. Creative is about special “things” or a few disciplines Can be anything that involves your intelligence. Not all about the arts or design Uncompromising advocate for arts in school. It’s a tragedy and mistake that schoo ls are doing it. The art of creativity is not confined to the arts. Implications Curriculum - typical embodies math, sciences, technologies with art at the bottom. One of the great deficits is that it marginalizes those whose talents are in the margin al subjects. Balance between all of the subjects needs to be found. Discipline versus subjects Discipline= coming together of information and a ways of thinking. Heart of education is a learner and a teacher. What has happened over time is we have accr eted so many things which are in the end not education but have accumulated around it. We need to get back to basics. You cannot improve education without looking at the quality of education. National standards are helpful, but confusing raising standards and standardizing is different. • E x. Catering - two different methods of quality • Fast food- you know what your going to get. The same everything • Common denominator. Bart's mom could have said, “Stop with the hand thing” but she didn’t. She encouraged him and could see that this thing that B art could do somehow defined him…b ut even though she encouraged him she could not have foreseen the outcome of the journey. Life is not lineal its organic. Stand outside our current situation and cultivate the possibi lities. I am not what has happened to me, I am what I chose to become. - Carl young. If you look at the management chart at schools/organizations - a wiring diagram. All suggests that human organizations are made up of people. Feelings and values and from that point of view they are like organisms - have to live in synergy with their environment. Successful organisms adapt and enrich their environment. Internal culture has to be in sync with internal and external structure. Leadership and values and modes of being that the school celebrates is what is important. We need to cherish diversity not constant linear movement. The gift of human imagination - if we invest properly…we will see a harvest of human innovation unable to see its future. Act differently . Create new solutions Free the Slaves - physically free vs. mind liberated is completely different. Forms of creative education/Social justice. Training teachers - how we train teachers is critical to our education system. Take creativity seriously . Th ere are skills and techniques that we can learn and teach which enable teachers and kids to be more creative. General versus personal creativity - skills and techniques that anyone can learn about creativity - the process of creativity - there are two int erweaving strands of process of creativity - generating ideas and value to it, making judgments to it. Sorting out with the good ones versus the bad ones. What’s the better word/not quite the right harmony. We get weak versions of it; brainstorming isn’t th e right way to develop… to make judgments you have to know the relevant criteria. Personal - being in your element. The ways in which personal creativity manifests its way through personal creativity. “We can’t teach it because they haven’t thought about i t.” US A - 1/3 % dropout rates in high schools. One in 30 adults are in prison. Two keys: Creative thinking Practical skills of improvisation 4 make a move // brigid burnhammake a move // brigid burnham 9190 B. Interactive Furniture Exploration 1. Toys for Autism, “T-Stool.” The Sensory Univer- sity, http://www.toysforautism.com/t-stool.html. 2. Nano Patents & Innovations Blog Spot, “Sing- ing Furniture To Enhance Quality Of Life, Plus an Interface Between Toys and Furniture,” June 20, 2011, http://nanopatentsandinnovations.blogspot. co.nz/2011/06/singing-furniture-to-enhance-quality-of.html 3. Spluch Blogspot. “Color Changing Furniture,” 11 august, 2007 at 6:38pm, http://spluch.blogs- pot.co.nz/2007/08/color-changing-furniture.html 4. Magis, 2009, “Trioli,” http://www.magisme- too.com/products.php?id=163 The T-Stool The Sensory University The T-Stool is ideal for working on balance reac- tion, stability and trunk control for all ages. It is also good for children with focus and fidget problems.1 Orfi Dr. Cappelen “Consists of 26 triangular cushions with wings of varying sizes...they con- tain small computers and speakers. The cushions can be attached to each other, like LEGOs, and can be used to create many different figures” Dr Cap- pelen explains. “The aim is to learn how interactivity and music can be used to improve health.”2 Color Changing Furniture Japanese researchers “The Fuwapica furniture uses sensors embedded in the table-top to work out the colour of items placed upon it. The colours of the stools then change to match the colour of whatever has been placed on the sensi- tive table-top. The stools’ sensors work out the weight of anyone sitting on them - heavier people are treated to darker shades.”3 Trioli Chair MAGIS, me too collection “. . . Can be a high chair, a low chair, or a horse, a rocket or whatever. I wish I was a little designer kid.”4 5. Ander, Lizaso, Product Design, BULL children Furniture, http://www.anderlizaso. com/#1541671/BULL-children-furniture 6. Zet, “Peanuts,” http://www.sitonit.be/ 7. Caro Pena Design, “SnowFlake,” http:// www.caropena.com/snowflake.html 8. Yanko Design, “Rock On,” http://www. yankodesign.com/2010/09/13/rock-on-my- special-baby/ BULL children furniture Ander Lizaso “. . . In essence it´ s a tiny chair with the backrest be- ing a “giant” spinning wheel. That allows it to be used as a basket or a trolley, and given the kid s´ imaginary and Bull s´ evocative shapes it may easily become a toy itself.”5 Peanuts ZET buba/SITONIT buba “Create your own sofa with these square sitting ele- ments...it is practicle and changeable over and over and over again.”6 Snowflake caro peña design A New Zealand educated designer created “a self- regulating therapeutic aid that addresses the needs and likes of children with Sensory Processing Disor- ders. It is made of individual barrels that when linked together form a barrel system that youngsters can use to rollover or enclosure their bodies. These actions provide children with tactile, vestibular and propriocep- tive sensory stimulation.”7 Rock on my Special Baby Rock On is a special rocking chair meant for the students who are not being taught, for the moment, by the teacher and are waiting for their turn. This rocker also has different activity boards to keep these students calm and engaged. This is done by satisfying their need for other kinds of sensory stimulations, on top of ves- tibular stimulations.8 make a move // brigid burnhammake a move // brigid burnham 9392 C. Balance Board Analysis “After many hours of research on this I came across a single Internet post about using balance boards to help kids with ADHD, so I decided to give it a try, after a month I do see a lot of improvement- maybe there is something more to this than we all think. I’m no expert so I wouldn’t know, but I can tell you it has helped with both of my girls. By the way if anyone wants to know of a good place to order from, I got mine from www.bambambalancers.com they have balance boards you can get with your child’s name on it. i thought I’d go that route, to entice them to use them more. It actually worked too. We use them every night for about 30 minutes. And I can tell a dif- ference in them.”1 Balance boards can help brain development. It can aid in the recognition of spatial awareness by stimulating the areas of the brain responsible for projecting auditory and visual space. Some think that balance and other bilateral exercises help the cerebellum transfer messages within the brain at a faster rate. In “Delivered from Distraction” by Edward Hallowell and John Ratey, it states that balance board training helped some kids with their ADHD symp- toms; However, the majority of boards are presented as toys and not as therapy devices.2 In my investigation, there were very few balance boards that aimed themselves specifically towards ADHDers. The Belgau Balance Board3 (Balametrics) ADHDer; making learning more inviting and interactive. Helps with brain process- ing based learning problems like ADHD, Dyslexia, auditory processing difficulty. Gross Motor Balance Base4 (Guidecraft USA) “This Gross Motor Balance Base requires concentration skills in order to coordinate both sides of the body to be able to balance on it. The base rocks back and forth and may be good for children with sensory issues or ADHD because of the amount of movement it requires.” All other boards were aimed towards specific develop- mental growth factors to be used in a playful fashion. Wobble Deck5 (Diggin) Encourages gross motor and vestibular orientation. Large Rotation Board6 (Weplay) Balance board with handles for gross motor in arms and hands, with vestibular balance. See-Saw Balance Board7 (Weplay) Directed as a game, “the players not only need to keep their balance, at the same time they need to watch out for the movement of the ball, offering a more interesting method and challenge to the children.” None of these boards include tactile stimulation along with movement. They only offer a rocking and/or balancing motion. Not only is it important for ADHDers to be spatially aware, but it is also important to desensitize them to unfamiliar unusual sensations. Taking these factors into consideration, it became evident that there is a gap in the balance board market. An ac- tive educational tool/furnishing that aids the ADHDer in growth development, sensory stimulation, and desensitization to touch sensations can be sought. Through such product interaction, the classroom environment can become more tolerable and playful to the ADHDer; making learning more inviting and interactive. 1. Marie Collins, February 04, 2006 (2:41pm), comment on ADHD and Balance Boards, “ADHD from a teachers persepctive,” Liz DitzBlog, February 01, 2006, http://lizditz.typepad.com/i_speak_of_dreams/2006/02/adhd_from_a_tea.html 4.Guidecraft USA, Gross Motor Balance Base. Better Quality Living and Learning, http://www. betterqualitylivingandlearning.com/content-product_info/product_id-2047/guidecraft_usa_ gross_motor_balance_base.html. 2. Hallowell, Edward M. & John J. Ratey. Delivered from Distraction: Getting the Most out of Life with Attention Deficit Disorder. January, 2005. 3. Balametrics, http://www.balametrics.com/. 5. Diggin, Wobble Deck.Fat Brain Toys, http://www.fatbraintoys.com/toy_companies/diggin/wobble_deck.cfm. 6. Weplay, Large Rotation Board, http://www.amazon.com/Large-Rotation-Board/dp/B0018QLRA2. 7. Weplay, See-Saw Balance Board, My Family Exercise, http://www.myfamilyexercise.com/ rocking-see-saw-review.html. make a move // brigid burnhammake a move // brigid burnham 9594 D. Model Development Photos E. Renders make a move // brigid burnhammake a move // brigid burnham 9796 F. Final Product In-Depth Proposition 2012 Fuel Stimulate Respond (FSR) Experience the classroom of the future The FSR is the first school furnishing in history to be designed specifically for ADHDers that offers positive behavioral support. It’s integrated mobility, transport- ability, & fidget-ability, all nest together to allow for full sensory stimulation and productive “play” capacity. Its also 100% tested, designed, and developed by an ADHDer, so rest assured your learning will come easier. — Stop resisting your impulse to move. — Bring an end to sensory neglect. — Stimulate learning through coordination, balance, & movement. It’s time to make a move, its time for FSR. make a move // brigid burnhammake a move // brigid burnham 9998 Overview Form The simple, yet innovative FSR is ergonomically shaped to cater to both female and male ADHDers and non-ADHDers alike. Suitable to children, ages 7-9, Its side-to-side flexibility and well-fit form appropriates different body profiles. Dual Handle Brings the experience to a whole new level. Providing easy lift, grip, & pocket protection; we want you to enjoy every bit that FSR has to offer. Personalization Each FSR allows for personal modification, satisfying individual sensory stimulation and fidget needs. Stance FRS’s purpose is set as contrast to formal reference of conventional school furniture. Performance Through rigorous testing, this spherical base is the switchboard hub to cognitive activity. Deliv- ering salient rock, bump, and roll action des- tined to keep any ADHDer entertained for hours. 100% Guaranteed With a design twist, FSR has been modified, tested, & developed by an ADHDer herself, so you can rest assured this will truly provide an individually intimate learning experience. make a move // brigid burnhammake a move // brigid burnham 101100 Positive Behavioural Support FSR’s designer, an ADHDer herself, under- stands an ADHDer’s behaviour tendencies and struggles in a classroom setting. Supportive to the function of these behaviours, their existence, and what purposes they serve for the ADHDer, FRS focuses on making the classroom environ- ment more conducive to the ADHDer. FSR, a multifaceted furnishing, improves the circumstances of the ADHDer through positive reinforcement of misjudged actions by accomo- dating their behaviours in an indirect manner. Movement Linking the mind and body, FSR triggers cogni- tive activity. With an ADHDer’s urges to move, FSR’s special design features three salient mo- tions that help channel one’s physical energy into constructive activities. By informing the user of where their body parts are and how they are moving through propreo- ceptive stimulation, these movements encour- age the body to readjust itself towards a state of harmony and well being. Perfect for learning to transpire. Rock Designed to calm the ADHDer. This smooth rocking motion rhyth- mically soothes the ADHDer’s tendencies to squirm. Roll Together, Rock, and bump form a rolling motion intended to help us keep our balance and work on coordination moves. Bump This motion increases a student’s tolerance to stimulation. This dis- tinctive movement delivers an unusual sensation that potentially has the ability of decreasing a stu- dent’s possible hypersensitivities to the classroom environment. make a move // brigid burnhammake a move // brigid burnham 103102 Personalization Whenever you are at school, you will feel good know- ing that your workspace feels more like your own. One’s senses can be further developed through recognition and desensitization of hypersensitivities. Quite simply, FSR allows for personal alteration. Its stretch nylon cover was designed specifically senso- ry stimulation that can be personally altered to one’s unique stimulation needs. Passively or actively, touchy-feely objects can be added on at one’s own discretion. Add a collection of objects ranging in texture, shape, roughness, hardness, soft- ness, scent and furriness or…not- it’s up to you! Relieve your fidgety and tactility urges. FRS will provide an endless variety of stimulus to arouse the senses. GREEN PINK TEAL RUBY RED BLUE PURPLE ORANGE COVER COLOURS Classroom Presence Thanks to its mobility and transportability, The FSR has a greater presence than any conventional class- room furnishings currently used. Designed to encour- age a collaborative working space, the classroom is transformed into a multi-purpose room promoting entire spatial utilization. FSR’s sculpted base is both compact and streamlined, which provides the opportunity for it to be used soley on its own and/or to be placed into a support frame. An entire classroom can be furnished with FSRs without singling out ADHDers at the expense of non-ADHDers. make a move // brigid burnhammake a move // brigid burnham 105104 Research & Development FSR is eager to assist in creating an educational environment that inspires learning. Implementing FSR in Specialty schools who work spe- cifically with ADHDers will help raise awareness of FSR’s potential and prove once and for all that move- ment, sensory stimulation and meeting a child’s specif- ic needs will productively and positively heighten their learning experience. FSR was designed to be durable, affordable, and cost effective. Over time, furniture is bound to go through wear and tear, but FSR was expertly designed to have replacement parts making it a better investment in the long run. With FSR’s added learning benefits, its long-term ben- efit outweighs its short-term monetary cost. FSR, The Evolution Continues Introducing the newly expanding line! Dedicated to making furnishings more conducive to the ADHDer, uniquely added features & attachments to FSR will provide even more opportunities. Furture developments will offer varying support, flexibility, and movement to the learning environment. Cushion Create an assortment of cushions that range in texture & feel which can be substituted with one another: — Air filled — Gel — Corrugated/Patterned surface Rock & Bump Provide a range of alternate bottom components that allow for varying motions & sensations: — Spinning — Vibrating — Bouncing make a move // brigid burnhammake a move // brigid burnham 107106 make a move. . .