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Objectives: The presented systematic review explores the empirical studies regarding environmental design strategies that support adaptive behaviors while improving problem behaviors of people with intellectual and developmental disabilities (IDD). Background: People with IDD perceive and interact with their environment differently from people without disabilities. Design research has not always considered these differences, and environmental design solutions are not commonly found. Methods: The review process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocols. The study reports the findings from the systematic review of 32 peer-reviewed studies published in EBSCO, ERIC, ProQuest, PsycINFO, MEDLINE CINAHL, Consumer Health Complete (EBSCOhost), and Psychology and Behavioral Sciences Collection between 1990 and 2020. In addition, quality assessment tools appraised the study’s quality. Results: The review identified 26 design strategies. Five themes qualitatively organized these environmental attributes: coherence, affordance, control, stimulation, and restoration. Conclusion: The evidence indicates that adequately designed physical environments can support the adaptive behaviors of people with IDD while alleviating behavioral problems. Design features not supported by strong empirical evidence should be further addressed in future studies.

The purpose of this study is to figure out the differences in children's 'sense of place' followed by their development stages and to suggest a positive space design of school suited by their development. Haeng-Hyeon Elementary school was selected as the target area. The research methods of this study were based on drawing the cognitive map and a questionnaire survey. Through the cognitive map, children's development stages were determined. Also, through an awareness assessment, the places where the children had deep recognition were extracted. The questionnaires were based on knowing the places where children create their 'sense of place' and its reasons. The sense of place development factors are comprehended as physical factor, behavioral factor and psychological factor based on Relph(1976). The results were organized into a guide which has to be considered when designing an elementary school, sorted by adequate space responding to children's development stages.