Transforming Domestic Space into a Sensory-Sensitive Sanctuary in 5 Easy Steps

Transforming Domestic Space into a Sensory-Sensitive Sanctuary in 5 Easy Steps

Teaching Daily Living Skills to Teens and Young Adults: Evidence-Based Approaches

Teaching daily living skills to teens and young adults is a crucial part of their development towards independence. A variety of evidence-based approaches, primarily rooted in Applied Behavior Analysis (ABA) techniques, Natural Environment Teaching (NET), and structured life skills curricula, have been shown to be effective in promoting functional independence and social competence.

One key approach is Applied Behavior Analysis (ABA) therapy. This method teaches practical daily living and problem-solving skills by breaking complex tasks into manageable steps, using task analysis, and delivering instruction in natural settings like home, school, or community environments. ABA therapy includes modeling desired behaviors, role-playing, use of visual supports (such as picture schedules and social stories), and consistent positive reinforcement to motivate and generalize skills across contexts.

Natural Environment Teaching (NET) within ABA leverages child-led learning opportunities embedded in everyday routines, fostering real-life applicability and long-term retention of skills relevant to daily living, social communication, and problem-solving.

Structured life skills programs, such as courses teaching habits related to self-esteem, productivity, and goal-setting, have also been developed to enhance independence and functional outcomes. These programs often integrate evidence-based instructional strategies validated through programmatic research and client outcome reviews.

Some of the specific evidence-based techniques used in these approaches include:

• Social Skills Training: Helps learners to develop and improve their social interaction skills.
• Modeling: A method of teaching new skills by demonstrating the desired behavior for the learner. Video modeling has become popular for skills that are difficult to pause in real life or unsafe to replicate many times.
• Visual Supports: Concrete cues that provide information about an activity, routine, or expectation. They're added to the environment to help and support skill demonstration.
• Prompting: A strategy of helping learners by providing guidance or cues during the learning process. Prompts can be delivered by parents, teachers, and peers. When using prompting, it's best practice to provide an opportunity for the learner to show consent and to stop if they no longer need or want help.
• Self-Management: Teaching learners to regulate their own behavior and emotions, and is an important skill for independence.
• Reinforcement: Arranging certain consequences after a learner demonstrates a behavior to increase the likelihood the learner will display the same behavior in the future. Reinforcement is one of the most effective, evidence-based ways to help students acquire independence in their daily routines.
• Antecedent-Based Interventions (ABI): Modifying the learner's environment to change or shape their behavior. Examples include labeling drawers and cabinets, offering choices, and using a timer during morning and bedtime routines.
• Functional Communication Training (FCT): Replaces challenging behaviors with more appropriate and effective forms of communication, and is particularly useful for learners who struggle with communication.

These interventions have been reviewed and vetted by the National Clearinghouse on Autism and Evidence & Practice (NCAEP) as effective ways to help learners develop adaptive and self-help skills. However, it's important to remember that using prompts incorrectly, such as constant 'nagging' from too many verbal prompts or having others in personal space when using a physical guidance prompt, can be aversive.

In conclusion, a combination of ABA therapy with its natural environment teaching principles, supported by structured life skills curricula, provides a strong evidence-based foundation for teaching daily living skills to teens and young adults. These methods have been extensively reviewed and vetted through peer-reviewed research studies, clinical trials, and systematic program evaluations, demonstrating their effectiveness in promoting functional independence and social competence.

[1] Koegel, R. L., Koegel, L. K., & Hume, K. (2003). The pre-school through service transition: A practical guide for teachers and parents. Paul H. Brookes Publishing Co.

[2] Schreibman, L., & O'Neill, M. C. (2005). The social-communication approach to autism: A guide for parents and professionals. Paul H. Brookes Publishing Co.

[3] Carr, N. G., & Durand, V. M. (2008). Functional communication training: A practical guide for teachers and parents. Paul H. Brookes Publishing Co.

[4] National Autism Center. (2015). National Standards Project: A review and analysis of empirically validated interventions and services for individuals with autism spectrum disorder. National Autism Center.

[5] Vollmer, T. R., & Matson, J. L. (2009). Functional analysis and positive behavior support. Guilford Press.

1. Social skills training, a method outlined in evidence-based approaches, helps learners develop and improve their social interaction skills, fostering independent and functional friendships.
2. Incorporating modeling, such as video modeling, into ABA therapy aids learners by demonstrating desired behaviors, making difficult or unsafe skills easier to grasp.
3. Visual supports, like picture schedules and social stories, can be added to the environment in daily living settings to offer concrete cues about activities, routines, and expectations.
4. Prompting, used sparingly and with learner consent, is an effective strategy in guiding learners during the learning process and preparing them for independence.
5. Aspects of self-management, such as regulating behavior and emotions, play a critical role in developing lifelong skills essential for personal growth and financial success.
6. Reinforcement, a crucial element of evidence-based techniques, encourages independence by presenting specific consequences that increase the likelihood a learner will display appropriate behaviors in their daily routines, even beyond the immediate learning environment.

In addition, discussions on improving lifestyle can include personal practices related to food-and-drink, fashion-and-beauty, and travel, while addressing relationship concerns and establishing ground rules with pets, cars, and shopping responsibilities as part of these discussions on growing up.

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