PERMATA, Adia, Adia Permata and KHOERIAHI, N. Dede, N. Dede Khoeriahi (2025) Using Image Cards to Develop Vocabulary in Grade 1 Autistic Students at SLB Bintang Harapan, Bandung. Using Image Cards to Develop Vocabulary in Grade 1 Autistic Students at SLB Bintang Harapan, Bandung, 10 (5). ISSN 2597-6850

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Abstract

Autism is a neurodevelopmental disorder that arises during early development and directly affects communication patterns and social interactions, often resulting in vocabulary deficits. One strategy to address these challenges is the use of picture cards, which serve as a visual aid to support children with autism spectrum disorders (ASD) in pronouncing vocabulary. This study was conducted to evaluate the effectiveness of picture cards in improving the ability of students with ASD to pronounce new vocabulary. The research employed an experimental design using a Single Subject Research (SSR) approach with an A-B-A design. The subject of the study was a Grade 1 student with ASD enrolled at SDLB Bintang Harapan. The study focused on the student as the primary recipient of the intervention, and data were collected across three phases: baseline-1, intervention, and baseline-2. During the initial baseline phase (baseline-1), four measurements were taken, resulting in a stable mean score of 43.33%. This phase showed a minor improvement of 6.66% in level change. In the intervention phase (B), which consisted of eight sessions, the student’s performance demonstrated a consistent upward trend, with a mean score of 71.66% and a level change of +26%. In the final phase (baseline-2), further improvement was observed, with an average score of 74.99%, an upward trend, and a level increase of +13.40%. The results indicate that the application of picture cards was successful in enhancing the student’s ability to pronounce new vocabulary. The intervention not only improved accuracy in vocabulary pronunciation but also demonstrated the potential of visual aids to support language development in children with ASD. Overall, this study provides evidence that picture cards can be an effective tool for fostering vocabulary mastery in students with autism spectrum disorders

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