Spatial Cues as Mediators of Social Behavioral Guidance in Autism-Supportive Interiors

Autism Spectrum Disorder (ASD) is characterized by differences in sensory processing, spatial cognition, and social communication, all of which significantly influence behavioural responses within built environments. Although educational and therapeutic research recognizes environmental sensitivity in autistic populations, architectural discourse often under-theorizes how spatial cues actively mediate behaviour. This study investigates how interior spatial cues—materiality, enclosure gradients, lighting modulation, acoustic buffering, zoning clarity, and transition sequencing—function as mediators of social behavioural guidance in autism-supportive interiors. Using a mixed-method approach incorporating educator and parent questionnaires, percentage-based quantitative mapping, and qualitative interpretation, the study examines correlations between spatial typologies and behavioural outcomes. The research integrates Sensory Processing Theory (Dunn, 1997), the Autism ASPECTSS™ Design Index (Mostafa, 2014), and egocentric–allocentric navigation frameworks (Meneghetti et al., 2020) to construct a behavioural-spatial interpretative model. Findings indicate that sensory-regulated environments significantly reduce withdrawal behaviours, while semi-enclosed spatial configurations promote structured peer interaction without overwhelming exposure. Spatial predictability emerges as a critical behavioural stabilizer, and transition zones are identified as behavioural vulnerability points requiring design intervention. The study concludes that architecture operates as a behavioural scaffold, shaping autonomy, regulating sensory thresholds, and mediating social engagement. It proposes a layered spatial strategy framework for inclusive interior environments that positions design as an active therapeutic and behavioural agent.