Life Skills Training for Middle and High School Students with Autism

Abstract

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students' gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%).

Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities

“…Given the important benefits of personal development of daily living skills and self‐determination, it is imperative to examine where, what, and how to support their development. Although teaching daily living skills in the natural environment is the most effective method to facilitate generalization, findings from the NLTS‐2 reveal that 85% of instruction occurs exclusively in K‐12 special education classrooms (Chiang, Ni, & Lee, ). The needs of young adults with IDD endures into adulthood, with 80% of individuals classified as having significant problems completing daily living skills independently (Chiang et al., ).…”

“…Although teaching daily living skills in the natural environment is the most effective method to facilitate generalization, findings from the NLTS‐2 reveal that 85% of instruction occurs exclusively in K‐12 special education classrooms (Chiang, Ni, & Lee, ). The needs of young adults with IDD endures into adulthood, with 80% of individuals classified as having significant problems completing daily living skills independently (Chiang et al., ). Identifying effective practices in natural settings to ensure young adults with IDD have equitable access to achieve their independent living goals continues to be a critical need (Nota et al., ).…”

Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder

“…DLS that are often deficient in adolescents with ASD include personal hygiene, managing medications, doing laundry, preparing meals, using a checking/savings account, budgeting for purchases, and navigating the community (see Duncan et al, 2014). In a recent study, families reported that DLS in the areas of home care, transportation, financial, self-care, relationship, and self-advocacy still needed to be addressed after graduation from high school (Chiang, Ni, & Lee, 2017). Several evidence-based teaching strategies (e.g., technology, video modeling, and behavioral strategies such as reinforcement and prompting) have been identified as effective in teaching adaptive behavior skills, including DLS, to adolescents and young adults with ASD (Bennett and Dukes, 2014;National Autism Center, 2015;Wong et al, 2015).…”

“…While the Individualized Education Plans (IEPs) of high-functioning adolescents with ASD are required to have transition plans that address goals in the areas of employment, postsecondary education, and independent living, there is often little time to work on these goals, despite the need, because students are often included in regular education classrooms and may have a full academic class load that prevents them from being pulled out for services. One recent study found that high-school students with high-functioning ASD were less likely to receive any life skills training than those with ASD and a comorbid intellectual disability (Chiang et al, 2017).…”

“…DLS that are often deficient in adolescents with ASD include personal hygiene, managing medications, doing laundry, preparing meals, using a checking/savings account, budgeting for purchases, and navigating the community (see Duncan et al, 2014). In a recent study, families reported that DLS in the areas of home care, transportation, financial, self-care, relationship, and self-advocacy still needed to be addressed after graduation from high school (Chiang et al, 2017). Several evidence-based teaching strategies (e.g.…”