Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence

• Published in: Research in autism spectrum disorders Vol. 83; p. 101761
• Main Authors: Baker, Elizabeth, Stavropoulos, Katherine K.M., Baker, Bruce L., Blacher, Jan
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier Ltd 01.05.2021
• Subjects: Adaptive behavior; Autism spectrum disorder; Daily living skills; Externalizing behavior problems; Daily living skills; Autism spectrum disorder; Externalizing behavior problems; Adaptive behavior; daily living skills; adaptive behavior; autism spectrum disorder; externalizing behavior problems
• ISSN: 1750-9467; 1878-0237
• DOI: 10.1016/j.rasd.2021.101761

•Teens with ID or ASD have similar levels of adaptive behavior.•Increased externalizing problem behaviors result in lower DLS in ASDs.•Interventions should include DLS training to promote independence in ASD teens. Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood.