Self-Management of Daily Life Tasks for Adolescents With Autism Spectrum Disorder Without Intellectual Disability

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512500016p1-7512500016p1
Author(s):  
Elizabeth Munsell ◽  
Wendy Coster ◽  
Gael Orsmond
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Independent Living ◽  
Daily Life ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Adaptive Test ◽  
Life Tasks ◽  
Adolescents With Autism ◽  
Intellectual Level

Abstract Date Presented 04/13/21 The Pediatric Evaluation of Disability Inventory–Computer Adaptive Test-ASD (PEDI): Responsibility Scale targets limitations in managing daily life tasks. Adolescents (ages 14–22) with autism spectrum disorder without intellectual disability (N = 125) performed below expectations based on their intellectual level on the PEDI. Eighty-six percent of youth demonstrated borderline or significant delays in management of life tasks. If unaddressed, this challenge may create significant barriers to success in work and independent living. Primary Author and Speaker: Elizabeth Munsell Additional Authors and Speakers: Joshua Wenig, Hannah Cooper Contributing Authors: Alexandra Gunther, Julie Russell, Jordan McNamee, and Samantha Martel

scholarly journals The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 33 (3) ◽  
pp. 145-158 ◽  
Author(s):  
Kaylee Stahr Wynkoop ◽  
Rachel E. Robertson ◽  
Rachel Schwartz
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Video Modeling ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Instructional Time ◽  
Independent Living Skills ◽  
Alternating Treatments Design ◽  
Living Skills

Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time.

Comprehensive Social Communication Support for Improving Transitions for Adolescents with Autism Spectrum Disorder (ASD)

2016 ◽  
Vol 1 (16) ◽  
pp. 63-77 ◽  
Author(s):  
Jana Waller ◽  
Marie Sanford ◽  
Tina Caswell ◽  
Christine Bainbridge
Keyword(s):  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
Social Communication ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Awareness ◽  
Communication Behaviors ◽  
Social Reciprocity ◽  
Adolescents With Autism

Purpose In this article we describe a comprehensive initiative for preparing adolescents with autism spectrum disorder (ASD) for successful transitions into adulthood. We present a framework for teaching and shaping social communication behaviors for bridging potential gaps in the progression from high school into postsecondary education, the workforce, and independent living. Background In our program, Information and Communication Readiness for All Transition Experiences (ICREATE), we integrate six fundamental components to build social communication behaviors for effective transitions into new experiences. Outcomes Participants in ICREATE demonstrate improvements in social communication behaviors, including self-awareness, social reciprocity, and self-advocacy behaviors. Throughout the program, participants apply and generalize their learned social communication behaviors to a variety of contexts. Implications The ICREATE program has significant implications for adolescents with ASD, their families, and their communities. The information we provide serves as an outline that can be modified and adapted for a variety of settings and populations.

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