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Assessing Color Identification in Children with Autism

Autism is not a rare disorder, it is then, more common than Down syndrome, multiple sclerosis or cystic fibrosis, childhood cancer, or Fragile X syndrome. During the early school years, the needs of the child with a disability center on acquiring appropriate academic skills. The present study assessed the utility of presenting multiple cues when teaching an abstract concept such as colors to three children with autism. By the use of a multiple‐baseline design, three cue conditions were studied: Plain, Label and Symbol. Results indicated that colours presented with cues were easier to learn than without the assistance of cues. Findings support the need for sensitivity for the highly individualized learning styles of youngsters with autism. Further research based on probes with a solid colour is recommended as a matter of urgency so that a more definitive assessment of children with autism may be made.