Color Perception of Autistic Children and Repetitive Motor Stereotypies in a Classroom

Abstract

Color fills the world around us. It makes up the physical environment, the clothing people wear and the food they eat. Color is also a point of aesthetics in homes and schools. But color can also have functions. A function or purpose of color could be to create an optimal learning environment for students or to make patients feel welcome in a doctor’s office. Colors can be associated with many responses, which can affect people differently. Autistic children, in particular, may perceive colors differently; therefore, endure a different type of response to colors compared to neurotypical children. Repetitive behaviors, also known as stereotypic behaviors, are a behavior of autistic children that can be displayed visually, vocally and in forms of motor movements (Ghanizadeh, 2010; see Table 1). These types of behaviors can occur in any type of situation, including excitement, boredom and stress (Ghanizadeh, 2010). Stereotypic behaviors are considered negative behaviors because they are distracting, nonfunctional behaviors that are usually uncontrollable (Ghanizadeh, 2010). These behaviors engross a child fully therefore, inhibiting learning opportunities (Ghanizadeh, 2010).