Fostering Independence And Generalization In Autistic Individuals

If I had to generalize how to foster independent skills in autistic individuals, I would start by looking at generic societal definitions of independence. For example, I would create a list of skills one needs to navigate life on your own, with no or little help. These could include, simple finances, washing your clothes, cooking, cleaning, transportation, to more specific executive skills like remembering when the garbage needs taking out, brushing your teeth or showering. It could also include tracking where you keep important documents or items you need daily. If an individual, autistic or not, has been dependent on someone else to provide those prompts and skills, I would ask what they are, to better understand them. What are their current capabilities and strengths, in relation to daily independent life skills, and equally what are their no-go skills. 

I can speak from experience (as a parent of an autistic child) here, when I suggest that you need to start teaching independent skills early. Do not get caught in the trap of doing everything for the individual, and infantilizing them. This can also lead to learned helplessness. Allow them to try making themselves something to eat, put on their own (clean if possible) clothes, help you load the dishwasher etc. Now stand back, and let them fail, (more on the Dignity of Risk here) but close by to help if really needed. Get them involved in day to day tasks if feasible, and mirror what you would like them to learn. 

An Evidence-Based Strategy To Support Generalization

Watson (2024) highlights self-monitoring as an autonomy-supportive practice that allows students to build metacognition, and reduces the reliance on external control. I first learnt about metacognition in one of my post-graduate courses at Landmark. This course taught ways to engage and motivate students, and develop their self-regulation skills.  It also highlighted the need to ensure the student had self-efficacy - to believe in their abilities to succeed. There are multiple layers of knowledge and regulation that are combined to understand metacognition, in particular conditional and procedural knowledge - which all enable effective generalization, Price-Mitchell (2015).

Most often autistic learners struggle with generalization; they have the skills but cannot apply in another context, or know when to use the procedural strategies. Carnahan et al (2009, p8) states that autistic individuals “demonstrate a detail-oriented processing style, focusing on specific details of an event, routine, or concept, without connecting the details that create meaning”. The work system detailed in Carnahan's paper, is a structured (and often visual) tool for assisting autistic students in focusing on important details, maintaining attention to tasks, and generalizing skills learned in one setting to new environments. Watson (2024) stresses that inconsistent implementation of strategies prevents generalization, and both papers emphasize that these strategies work best when adults are not actively involved.

Coaching Case Study:

Juan is an autistic student in grade 7, and depends on others to support his executive skills in organizing, initiation and (potentially) time management in getting his homework completed. To build his independence and self-efficacy in these areas, I would start by identifying what his current capabilities and future goals and behaviours are, and also where he struggles. I would implement a written work system tool that allows Juan to follow a clear visual structured ‘Homework Tracker’ routine with a check list, combined with a metacognitive self-monitoring tool, that he can use in class and at home to foster independence.

I would work with Juan to create a simple scaffolded graphic organizer to list out the steps required to follow to organize and complete his homework, including (and highlighting) the areas he currently requires prompting. At the bottom of the organizer, I would include a simple metacognitive question - to check in how he is doing, and support him to better understand his own learning style- and where he gets stuck on completing his homework. I would print out multiple paper copies and include them in a simple binder, to provide the same sheet daily, and to demonstrate how to organize important papers.  I would encourage the use of the same or similar one at home for other tasks, so there is consistency to build the habit and support generalization.

This new ‘work system’ tool would be demonstrated, and explained in relation to everyday life, other similar tasks or adulthood. For example, discuss why it is important to organize all our papers and notes - linking it as a skill needed when we start high school and have multiple classes. I would recommend that the learning support staff and teachers (and family) continue to check in with Juan at the beginning, to monitor how he completes the tool, and then decrease their need to prompt or be involved over time. This can be indicated on an IEP for Juan, and continued into high school as an accommodation. 

References

Carnahan, C. R., Hume, K., Clarke, L., & Borders, C. (2009). Using structured work systems to promote independence and engagement for students with autism spectrum disorders. Teaching Exceptional Children, 41(4), 6-14.

Watson, E. K., Ann Bross, L., & Huffman, J. M. (2024). Self-Monitoring to Support the Goals of Students With Autism on College Campuses. TEACHING Exceptional Children, 56(4), 284–293. 

Price-Mitchell, M. (2015). Metacognition: Nurturing Self-Awareness in the Classroom. Edutopia.

https://exclusive.multibriefs.com/content/preparing-students-for-critical-thinking-incorporating-metacognition/education