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 and

Abstract 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.

Overview of Research 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.

Project Purpose The study was divided into two studies:  Examining the efficient strategy of visual support by developing color coded symbol cards to help the students with low functioning autism achieve goals during the transition process.  Following up with the outcomes of the color symbol cards that could support the long-term improvement of adaptive behavior during the transition process for students with low functioning autism.

Research questions.  Can the color symbol cards be considered efficient devices to assist students with ASD for adjusting themselves during the transition process?  Do the color symbol cards support the students with ASD to increase appropriate behavior and reduce anxiety during the transition process?  How can the color symbol cards be modified to enhance the quality of the assistive devices?  Do the visual symbol cards support long-term learning of adaptive behavior for students with ASD during the transition?

Methodology  Research design: Used classroom action research in each case study and provided a semi-structured interview a special education teacher.  Participants: (a)Examining color coded symbol cards during the transition process in the daily routine of school activities included three students with low functioning autism. (b) Follow-up with the outcomes of the color symbol cards included when interviewing a special education teacher.

Procedure Framework Observing the behavior and collecting the data Without providing the color symbol card (June, 2006) Providing the color symbol card (June-Sept, 2006) 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 Asking favorite color Creating the color symbol card Teaching how to use the color symbol card

Applying the Color Symbol Cards in Daily Routine of School Activities

Results of Study Case Study 1: - Profound difficulty to adapt into his new routines and strong aggressive behaviors. Using Card: Good learning and imitating. Increasing better emotions and attitude for integrating in the general classroom. Following-Up: Used the symbol card without reminders and showed strong progression during transition process. Increasing self-determination, self-advocacy and social integration with other people. The color symbol card could be used with other visual supports to help understanding more about the roles in school activities. Case Study 2: Difficulty to adjust emotional behavior, and aggressive behavior. Preferring stay at home. Using Card: Quick learner to understand the process of using the card and showed higher improvement of emotions and behaviors. Following-Up: developed social behavior and enjoyed participating in the general classroom in However, he showed behavior regression and refused coming school in The color symbol card could be applied with the behavior support plan to help his body thu changes because of puberty. Case Study 3: Stayed in his own imagination and difficulty adapting into new environment and meeting strangers. Using Card: lacked motivation of learning. Transition process was complex when teaching the adolescent level. Following-Up: Accepted to integrate in the general classroom when he did not have the puberty issues. He developed behavior skills and communication skills, but not constant performances. Symbol cards might be less useful cues to apply with adolescent students with ASD. Hence, this strategy should be applied with a behavior support plan.

Behavioral Data During Transition Process: Case Study 1

Behavioral Data During Transition Process: Case Study 2

Behavioral Data During Transition Process: Case Study 3

Conclusion 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.

Discussion and Recommendation 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.