Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder

被引:1
|
作者
Taconet, Ashley V. [1 ,3 ]
Lombardi, Allison R. [1 ]
Madaus, Joseph W. [1 ]
Sinclair, Tracy E. [1 ]
Rifenbark, Graham G. [1 ]
Morningstar, Mary E. [2 ]
Langdon, Shannon N. [1 ]
机构
[1] Univ Connecticut, Storrs, CT USA
[2] Portland State Univ, Portland, OR USA
[3] Univ Connecticut, Unit 3064, 249 Glenbrook Rd, Storrs, CT 06269 USA
关键词
intellectual disability; autism; independent living skills; secondary transition; postsecondary education; YOUNG-ADULTS; POSTSECONDARY STUDENTS; MOBILE TECHNOLOGY; LEAST PROMPTS; VIDEO; INDIVIDUALS; TEACH; ACQUISITION; TRANSITION; ADOLESCENTS;
D O I
10.1177/21651434231152200
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
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.
引用
收藏
页码:32 / 45
页数:14
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