Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions

Abstract

The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence.

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

“…Prompt dependence is often a major concern when teaching students with ASD and ID. VM is an intervention that may require less adult prompting strictly based on intervention procedures (Hume et al, 2009). …”

“…Shockingly, Giangreco and Broer (2005) reported that special education paraprofessionals reported spending 86% of their day within 3 feet of their assigned student. One of the most appealing potential advantages of VM is that the intervention may provide opportunities for students with ASD and ID to work more independently (Hume et al, 2009). …”

“…A strategy that can include each of these effective strategies while also allowing a child to engage in the task with greater independence is video modeling (VM; Hume, Loftin, & Lantz, 2009). The increased opportunity for independence that VM offers may go hand in hand with addressing deficits in independent living skills.…”

Sex Education, Sexual Health, and Autism Spectrum Disorder

“…Hygiene, in general, and self-care routines can be a challenge for people with ASD, and targeted instruction will need to be coupled with supports to make sure that routines are implemented. Visual supports, such as visual schedules of the steps required to complete hygiene routines and reminders of when to initiate routines, will be necessary for many patients with ASD [18]. Sex education should include how and when to clean one's genitals, when to seek medical attention, including for sexual symptoms, and whom to consult.…”

Increasing independence in children with autism spectrum disorders using video self modeling.

“…While these strategies are necessary in providing the acquisition of skills, strategies that promote independence should also be addressed. The most common research based interventions (Ryan, Hughes, Katsiyannis, McDaniel, & Sprinkle, 2010) to increase independence for students with an ASD include structured work systems (Carnahan et al, 2009;Hume et al, 2009;Panerai et al, 2009;Schopler, 1994), self-monitoring King-Sears, 2006;King-Sears & Carpenter, 2005;Lee, Poston et al, 2007;Lee, Simpson et al, 2007), social stories (Adams, Gouvousis, Van Lue, & Waldron, 2004;Agosta, Graetz, Mastropieri, & Scruggs, 2004;Barry, & Burley, 2004;Brownell, 2002;Gray & Garand, 2003;Kuoch & Mirenda, 2003), video modeling (Charlop-Christy, Le, & Freeman, 2000;Cihak, Fahrenkrog, Ayres, & Smith, 2010;Delano, 2007;Dowrick, 1999;Maione & Mirenda, 2006;McCoy & Hermansen, 2007;Nikopoulos & Keenan, 2003), and video self modeling Bellini, Akullian, & Hopf, 2007;Buggey, 2005;Buggey, 2007;Hitchcock, Dowrick, & Prater, 2003).…”