Developing skills and concepts for self-determination in young adults with autism

Abstract

The impact of a program to develop knowledge and skills for self-determination in young adults with autism is examined through students' in-class contributions and through pre-post interviews with students and parents. Program components included knowledge about autism, communication skills, life planning, and goal setting. Visual organization and social information were key instructional strategies used to facilitate student understanding and participation. Students initiated more discussion and use of a number of skills and concepts after the program in other settings. These instances in which the participants applied the concepts and strategies taught are analyzed. The challenges students faced in understanding and applying concepts related to self-determination are also examined. Directions for further program and instructional strategy development are discussed.