Interventions Focused on Independent Living Skills for Youth with Intellectual Disability or Autism Spectrum Disorder
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| Title: | Interventions Focused on Independent Living Skills for Youth with Intellectual Disability or Autism Spectrum Disorder |
|---|---|
| Language: | English |
| Authors: | Ashley V. Taconet (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. 2024 47(1):32-45. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education Postsecondary Education |
| Descriptors: | Journal Articles, Secondary Education, Postsecondary Education, Students with Disabilities, Daily Living Skills, Intellectual Disability, Autism Spectrum Disorders, Intervention, Prompting, Video Technology, Modeling (Psychology), Teaching Methods |
| DOI: | 10.1177/21651434231152200 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13-24 years. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407152 |
| Database: | ERIC |
| Abstract: | Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions for secondary and postsecondary education students with intellectual disability or autism ranging from ages 13-24 years. Forty-two articles met the inclusion criteria and were examined. Findings indicated the most frequent intervention method used was prompting followed by video modeling/prompting. Technology was the most frequent modality used to deliver interventions. The most common types of ILS taught to students were cooking and cleaning. Implications for policy and practice include educators evaluating the range of ILS taught to students. Implications for future research include an emphasis on further developing technological interventions that expand to a wider variety of skills. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434231152200 |
