Colored overlays enhance visual perceptual performance in children with autism spectrum disorders

Ludlow, Amanda; Wilkins, Arnold J.; Heaton, Pamela

doi:10.1016/j.rasd.2007.10.001

Cited by 31 publications

(39 citation statements)

References 42 publications

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“…Other studies (Ludlow et al, 2006, 2008, 2012) found, in clinical settings, a perceptual benefit from the use of colored filters in a large proportion of individuals with ASD. The overlays were designed to sample chromaticity systematically and comprehensively so that if there was any color that was beneficial, there was an available overlay or combination of overlays providing a close approximation to this color.…”

Section: Introductionmentioning

confidence: 91%

Atypical Color Preference in Children with Autism Spectrum Disorder

Grandgeorge

Masataka

2016

Front. Psychol.

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So far, virtually no study has ever investigated color preference in children with autism spectrum disorder (ASD). In order to address this issue, 29 boys with ASD varying in age between 4 and 17 years, and 38 age-matched typically developing (TD) boys were studied regarding their preference among six colors: red, pink, yellow, brown, green, and blue, in clinical settings. When mean rank of preference was computed in each of the ASD and TD groups with regard to each color, it was found that boys with ASD were significantly less likely than TD boys to prefer yellow and more likely than TD boys to prefer green and brown colors. These results appear to be caused by hyper-sensation characteristic of ASD, due to which boys with this disorder perceive yellow as being sensory-overloading.

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Section: Introductionmentioning

confidence: 91%

Atypical Color Preference in Children with Autism Spectrum Disorder

Grandgeorge

Masataka

2016

Front. Psychol.

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“…Dry erase boards or gel pens offer a harder and smoother writing experience with less drag, whereas fine point pens and thicker papers may offer more resistance when writing. Finally, individuals with autism may also not only have tactile and kinesthetic sensitivities, but some also have visual sensitivities to the paper and text color (Ludlow et al 2008). Color screens tests may be useful in determining which colors are more effective in supporting the writing needs for a specific student (Wizla 2012).…”

Section: Sensory At Feature Accommodationsmentioning

confidence: 99%

Supporting the Writing Skills of Individuals with Autism Spectrum Disorder Through Assistive Technologies

Coffin

Myles

Rogers

et al. 2015

Technology and the Treatment of Children With Autism Spectrum Disorder

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The elements of written expression-handwriting, prewriting, writing, and writing conventions-require a set of complicated skills that go beyond the act of holding a pencil and putting words on paper. It includes the complex interaction among physical, cognitive, and sensory systems (Kushki et al. 2011). Most students with autism spectrum disorder (ASD) are likely to have difficulties with written expression which will impact their academic performance across subject matter areas (Griswold et al. 2002; Whitby and Mancil 2009). This paper highlights some of the challenges experience by writers with ASD as well as assistive technology supports that can positively impact (a) handwriting; (b) the prewriting process; (c) the writing process that includes drafting, editing, revising, and the final product; and (d) writing conventions that include spelling and grammar. Characteristics of ASD that Impact Written ExpressionASD is associated with a high occurrence of motor difficulties (Gowan and Hamilton 2013) that impact the physical aspects of handwriting: postural control, motor control, motor memory, and motor planning (Fournier et al. 2010). Consistent with impairments in motor planning is a high prevalence of dyspraxia in individuals on the autism spectrum. Dyspraxia, the disruption in the way messages from the brain are communicated to the body, affects a person's ability to perform smooth, coordinated movements, those needed when performing fine motor skills

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“…The student will start by choosing a colored overlay based on the process Ludlow et al (2008) used in the first experiment of their study. Students will be asked to look at text through two colored overlays side by side and determine which color provides the clearest view.…”

Section: Methods Of Proceduresmentioning

confidence: 99%

“…Many studies (Northway et al, 2010;Dain, Floyd & Elliot, 2008;Ludlow et al, 2008;Trout et al, 2007;Carbo, 2010) have been conducted and suggest that the use of colored overlays increases the reading fluency of students with a variety of disabilities. Students with ADHD, Autism Spectrum Disorders, Specific Reading Disorders, and those considered at risk have participated in studies involving colored overlays.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…If students are to comprehend what they read, they must be able to read with fluency. This study will examine one classroom intervention that previous studies (Ludlow, Wilkins & Heaton, 2008;Northway, Manahilov & Simpson, 2010;Trout & Epstein, 2007) have shown to improve the reading fluency of students with autism spectrum disorders, specific reading disabilities, and ADHD. However, the focus of the study will be on students identified with cognitive disabilities.…”

Section: Introductionmentioning

confidence: 99%

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