Scoping Review
Nadia Rossi, Francesca Cavallini, Silvia Iacomini
Independent Living Skills (ILS) acquisition is often challenging in adolescents and young adults with autism due to difficulties in social communication, executive functioning, and resistance to change. This scoping review analyses 41 studies in order to identify the most effective interventions and the role of technology in teaching ILS. The analysis highlighted a predominance of strategies based on video modelling and video prompting, with an increasing use of digital tools. However, 90% of the studies implemented instruction in simulated environments, limiting the generalizability of skills to real-world contexts. Furthermore, research has mainly focused on domestic skills, neglecting fundamental aspects such as citizenship, access to services, and sexuality education. The results underline the importance of evidence-based strategies, clarifying the key role of family involvement. Driving instruction has emerged as an area of growing interest, with innovative interventions such as the Cognitive Behavioural Intervention for Driving (CBID) and the Driving Training Program (DTP). Furthermore, the Surviving and Thriving in the Real World (STRW) intervention, also adapted in telehealth, has demonstrated significant benefits in learning in home settings. Despite progress, the review highlights limitations such as the lack of diversity of the samples and the reliance on caregiver reports. For the future, it is essential to expand interventions to a broader range of skills, to test strategies in real settings and to involve participants more in the co-design of interventions, to ensure an effective transition to adulthood and greater social inclusion.
Keywords
Autism spectrum disorder, Independent living skills, Young adults, Adolescence, Autonomy.
