Interventions Focused on Independent Living Skills for Youth with Intellectual Disability or Autism Spectrum Disorder
Published In
Career Development and Transition for Exceptional Individuals
Document Type
Citation
Publication Date
2-6-2023
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 age 13 to 24. 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.
Rights
© Hammill Institute on Disabilities 2023
Locate the Document
DOI
10.1177/21651434231152200
Persistent Identifier
https://archives.pdx.edu/ds/psu/39637
Citation Details
Taconet, A. V., Lombardi, A. R., Madaus, J. W., Sinclair, T. E., Rifenbark, G. G., Morningstar, M. E., & Langdon, S. N. (2023). Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder. Career Development and Transition for Exceptional Individuals, 0(0). https://doi.org/10.1177/21651434231152200