Encouraging independence and teaching self-help skills are essential for supporting children with autism spectrum disorder (ASD). Helping children gain the ability to manage everyday tasks on their own not only boosts their confidence but also reduces their reliance on external support. This guide offers practical strategies to promote independence at various stages of development, tailored to children with autism.

Autism in Early Childhood (Ages 3-6)

In early childhood, the focus is on laying a strong foundation for self-help skills while fostering independence. Children at this stage thrive in environments with clear, structured routines and visual supports.

Key Strategies:

• Visual Schedules and Cues: Visual schedules help children understand the steps involved in everyday tasks, such as getting dressed or brushing their teeth. Breaking tasks into manageable steps with visual cues can reduce anxiety and encourage children to complete tasks independently.
• Task Analysis: Large tasks can feel overwhelming. Breaking them down into smaller, more manageable steps allows children to take on more responsibility gradually.
• Modeling and Imitation: Children learn best by watching others at this age. Video modeling, where children watch videos of themselves or peers completing tasks, is an effective way to teach skills such as washing hands or tying shoes.

Autism in Middle Childhood (Ages 7-12)

As children grow older, they are ready to tackle more complex tasks. Middle childhood is an ideal time to promote greater independence at home and school by encouraging children to take on responsibilities like homework or preparing simple meals.

Key Strategies:

• Self-Monitoring: Encouraging children to track their progress with tools like checklists helps them become more aware of their routines and builds self-reliance.
• Task Sequencing and Work Systems: A structured system helps children understand the steps they need to take and when a task is complete. This method is helpful for chores or schoolwork, helping children stay organized and become more independent.
• Problem-Solving: At this stage, children can begin learning to solve problems independently. Teaching them strategies for breaking down tasks or asking for help fosters resilience.

Autism in Adolescence (Ages 13-18)

Adolescence is a crucial time for preparing young people with autism for greater independence as they transition to adulthood. This stage focuses on applying learned skills to real-world situations, such as managing money, cooking, and maintaining personal hygiene.

Key Strategies:

• Self-Advocacy: Encouraging adolescents to advocate for themselves—whether at school, in social settings, or at work—is key to developing independence. Keeping a journal to track goals and progress can help adolescents reflect and make adjustments.
• Video Self-Modeling: Watching videos of themselves, completing tasks like cooking, or managing a schedule reinforces adolescents’ abilities and boosts their confidence.
• Social Skills Training: Developing communication skills is essential for navigating social environments. Programs that teach skills such as initiating conversations or reading social cues can help adolescents feel more confident.
• Life Skills Training: Teaching practical life skills, such as budgeting, shopping, and meal preparation, helps adolescents prepare for independent living. These skills can be taught through real-life experiences, using checklists or visual prompts.

These strategies empower children and teens with autism to gain independence, decrease reliance on external supports, and enhance their confidence and readiness for future challenges.

References

Koegel, R. L., & Koegel, L. K. (2006). The Pivotal Response Treatment approach to autism. The Journal of Positive Behavior Interventions, 8(3), 116-130.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. A. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436.

Schopler, E., & Mesibov, G. B. (2005). Teaching children with autism: Strategies to enhance communication and socialization. New York: Guilford Press.

Vismara, L. A., & Rogers, S. J. (2010). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 39(1), 35-52.

 

Aline O’Brynt is an Apprentice and Registered Behavior Technician (RBT) at the Academy Clinic in Colorado Springs. With a background in Psychology from Capella University and a 4.0 GPA in her Master’s in Applied Behavior Analysis (ABA), Aline combines academic excellence with a passion for early intervention and individualized care. Her journey into ABA began with her interest in child development after the birth of her first child, leading to a career focused on supporting children with autism and their families.

Aline is dedicated to creating meaningful progress through evidence-based practices, compassionate care, and parent training. Her ultimate goal is to become a Board-Certified Behavior Analyst (BCBA) and help children reach their full potential. Outside of work, Aline enjoys immersing herself in different cultures and learning new languages, bringing a broad perspective to her work and life.