Visual Card Intervention: Visual Strategies To Improve Emotional Regulation In Student With ASD

Children with Autism Spectrum Disorder (ASD) often have difficulty controlling their emotions, which can lead to maladaptive behaviors such as withdrawal, anger, and tantrums. To help them identify and control their emotional reactions, structured interventions are essential. The purpose of this research was to determine the effectiveness of applying Visual Strategies based on visual cards on the emotional regulation abilities of student with Autism Spectrum Disorder (ASD) at SLB X. This research was a quantitative single case experiment with an A-B-A design consisting of a baseline phase, intervention phase, and follow up phase with subject with Autism Spectrum Disorder (ASD) based on diagnoses from school psychologists. To determine the changes after the intervention, an emotion regulation instrument was used, which was developed based on Gross's five aspects of emotion regulation. The results showed that Visual Strategies can improve emotion regulation in students with Autism Spectrum Disorder (ASD). Further research is recommended to better control external factors such as school conditions, the subject' moods, and parental involvement. The duration of follow-up needs to be extended and scheduled consistently to observe the sustainability of emotional regulation. The measurement instruments also need to be refined through further trials on student with Autism Spectrum Disorder (ASD) to ensure they are valid and reliable. Data recording is recommended using a more detailed frequency method, as well as involving parents in the intervention to increase its effectiveness and sustainability by providing post-intervention reports.