Nature plays a vital role in children's development. Unfortunately, not all children follow the same growth curve. According to a 2023 WHO report, 1 in 100 children worldwide—approximately 20 million—have autism spectrum disorder (ASD). These children face sensory integration challenges affecting communication, learning, social skills, motor development, and stress regulation. While numerous design guidelines exist for children with ASD, evidence supporting the benefits of nature-based outdoor play areas is limited.

This study explored whether nature-based play areas influence the play and learning behaviors of children with ASD using an evidence-based approach. In collaboration with the TTU Greenhouse, which provided plants with sensory values; XR-Lab, which supplied the equipment; and the Burkhart Center for Autism Education and Research at Texas Tech University, the study observed 15 children with ASD in a conventional playground. This was followed by observations in a transformed natural playground incorporating sensory and interactive elements, including sensory plants, water and sand play areas, loose parts, and art walls.

A mixed-methods approach was used for data collection, employing behavior mapping through ArcGIS Field Map, surveys with parents and caregivers via Qualtrics, and focus group discussions to gather qualitative insights.

Results revealed that sensory exploration increased 3.9 times, STEAM-related activities rose by 1.6 times, and group play increased 3.67 times in the nature-based setting. Social interactions and collaborative behaviors improved significantly, while repetitive behaviors declined. Parents and caregivers also reported positive impacts on children’s engagement, communication, and emotional regulation. These findings highlight the potential of nature-based interventions to support children with ASD.

Based on findings, a new playground design was proposed, including a planting palette with sensory values, which is currently under fundraise for implementation. Further research (with larger sample sizes, experimental design, and permanent interventions) could enhance insights for designing learning landscapes for children with ASD.