Strategies for constructing harmonious colour combinations by art students with autism spectrum disorders

Introduction. The survey discussed in the article represents the first experience of an empirical study of the peculiarities characterising the ways of construction and perception of colour harmony by students with autism spectrum disorders – professional art education learners. The relevance of the study is conditioned by new trends in education related to the need to create an inclusive and favourable environment for people with autism. This environment is necessary for their successful integration and professional training in art specialities that are considered a promising area for professional realisation of people with autism. Methods. The survey was carried out using the experimental method involving 21 participants with autism spectrum disorders (mean age = 20.4 years; SD = 2.4; 9 males, 12 females). The participants’ answers in the experimental group were compared with those of an age-, gender-, and education-matched control group (N=21). The participants’ task was to match two given shades with a third one in the palette, for the colour combination to be as harmonious as possible. The experimental palette allowed to change the hue, lightness and chroma of shades. Results. The participants with autism spectrum disorders were twice as likely to choose yellow (23.8% compared to 12.4% in the control group) and purple shades (16.2% compared to 9.5%); hardly used orange (1.9%) and blue (4.8%) and preferred lighter shades (the mean L value was 67.8 compared to the control group’s 63.0). The chroma of the selected shades correlated with their hue and lightness. The stimulus selection strategy depended on the distance (∆E*00) between the given (upper and lower) shades in the CIELAB colour space and was based on a specific “geometry” (a particular ratio of values characterising the angles and side lengths formed by the given and selected shades, as well as a preference for a particular triangle area and its type). Discussion. The experiment showed that the students with autism spectrum disorders differed markedly from neurotypical students in a number of indicators when constructing a colour harmony. The experimental group participants’ responses showed a “preference for sameness” characteristic of autism. The significant inter-group differences were applied more to the lightness and chroma of the chosen shades than to their hue. The shades preferred by the participants with autism spectrum disorders better matched the conditions of the habitual “chromatic diet” and the colour’s statistics in nature. The observed specificity may also reflect the reduced ability to generalise and average out colours in terms of holistic perception, specific to autism. Conclusion. The survey results make an important contribution to the improvement of the professional training methodology for art students, and for the development of scientifically based educational approaches to teaching people with autism spectrum disorders, primarily in the context of the formation of colour-related competencies; in addition, they may provide new impulses for investigating the fundamental mechanisms of cognitive processing of colour-related information.