A Systematic Review of Teaching Daily Living Skills to Adolescents and Adults with Autism Spectrum Disorder

Abstract

We examined the peer-reviewed literature on teaching daily living skills to secondary students (ages 12–22 years) with Autism Spectrum Disorder (ASD) and Intellectual Disabilities (ID). A systematic search of the literature spanning January 2000–October 2012 was conducted, and 14 studies meeting the inclusion criteria were identified. Overall, there is limited research examining instructional tactics for teaching daily living skills to this population. Features of the studies are presented, and a classification of the studies’ results (i.e., positive, negative, mixed) and certainty of evidence (i.e., suggestive, preponderance, conclusive) are discussed.