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Using Color Symbol Cards to Develop the Transition Process for Students with Low Functioning Autism. Supattra W. Andrade, M.A. Jittirat Tadthiemrom , Assistant Prof. Weeramol Locharoenrat , B.A. Kasetsart University Laboratory School, Thailand University of Northern Colorado, USA.
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Supattra W. Andrade, M.A.JittiratTadthiemrom, Assistant Prof.WeeramolLocharoenrat, B.A.
Kasetsart University Laboratory School, Thailand
University of Northern Colorado, USA
E-mail:email@example.com, firstname.lastname@example.org, and email@example.com.
The action research was to investigate a case study in two main purposes that included examining and following up with the outcomes of using color symbol cards for assisting the students with low functioning autism (ASD) to be successful during the transition process.
Data was collected from the observation through opened-ended questions using a semi-structured interview. The analysis of the data focused on the perceptions of a special education teacher since using the color symbol cards in 2006 and following up the outcomes of long-term learning until the current year (2010). The results found the benefits of color symbol cards and their effect to reduce the students’ behavioral challenges during the transition process.
Transition can be a difficult time for students with autism, and are especially hard for students who are diagnosed low functioning. The emphasis of transition process provides helpful benefits for supporting the students with ASD to embrace participating within new activities. It encourages them to feel secure within their new classroom environments for enhancing achievement in academic learning, appropriate behavior, and social relationships interactions with other people within the social surroundings.
The study was divided into two studies:
improvement of adaptive behavior during the transition process for students with low functioning autism.
Used classroom action research in each case study and provided a semi-structured interview a special education teacher.
Observing the behavior and collecting the data
Asking favorite color
Without providing the color symbol card
Providing the color symbol card
the color symbol card
Teaching how to use the color symbol card
Analyzing the data of each student’s behavior
In 2010, Interviewing the follow-up study of each case to analyze the long-term outcomes of adaptive behavior by studying visual symbol strategy
This research discussed the efficiency of visual symbols to assist students who are low functioning with autism for accomplishing the transition processes.
The results found the benefits to assist the students with ASD for developing the imperative abilities that included: (a) increasing appropriate behavior; (b) gaining the quality of collaborative skills; (c) reducing anxiety and frustration; and (d) reducing the rejection to integrate within new activities or environments during transition process.
The study found four implementations to improve higher quality of support during the transition process for students with ASD that consisted of: (a) developing symbol cues for students in early ages rather than at an adolescent level; (b) making plenty of exact copies of the color cards; (c) removing color cards slowly when students have shown their constant improvement; and (d) using photo or other suitable visual symbols for individual student’s needs.