INCREASING INDEPENDENCE

Jennifer Penzenik Special Education District of Lake County

Part 1

WHAT IS INDEPENDENCE?

not influenced or controlled by others in matters of opinion, conduct, etc.; thinking or acting for oneself:

• It is a basic right !

• Feeling accomplished is meaningful !

• It facilitates choice making !

• It allows for mistakes, therefore fostering problem solving skills and learning

WHY IS INDEPENDENCE IMPORTANT?

“Independence is not measured by the number of tasks you can do without assistance but the quality of life

one has with assistance.” !

American with Disabilities, 1990

• Internal and external distractibility !

• Skill deficit !

• Evaluating visual and auditory information simultaneously !

• Sequencing challenges !

• Difficulties with initiation and generalization !

• Intellectual capabilities !

• Poor executive functioning

WHY IS INDEPENDENCE HARD TO TEACH?

• Analyze the environment !

• Skill inventory students !

• Review the needs of the student, their family, and their environment (home, school, community) !

• Used evidence based practices !

• Believe that they CAN be independent to some degree

HOW DO WE FOSTER INDEPENDENCE?

ANALYZE THE ENVIRONMENT

• What does the student still need support with?

• What skills are needed to be more independent?

• What tools do I need to increase their independence?(AT, visuals, tactile, etc.)

• How can I increase their participation?

SKILL INVENTORY Identify necessary skills based on:

1. Age

2. Grade

3. Development

4. Environment

5. Program needs

6. Safety (e.g., self-care)

Most skill inventories will not be as specific as we want them or perfectly match the needed environment/student. Some examples include: DASH-3,

Developmental Profile 3, Brigance, etc.

IDENTIFY THE NEEDS Sample categories include:

• Bathroom

• Eating/Drinking

• Dressing

• Social

• Communication Profile

• Gross Motor

• Fine Motor

• Academics

• Other Activities of Daily Living (ADLs)

EVIDENCE BASED PRACTICES• Visual Supports

• Structured Work Systems

• Video Modeling

• Social Narratives

• VOCA (voice output communication aids)

Part 2 !

Structured Work Systems

References!!!!!!Hume, Kara. (2004). “I can do it myself!” Using Work Systems to Build Independence in Students with Autism Spectrum Disorders. The Reporter. 10(1), 4-6, 16. !Schack, Emma. Promoting Independence Among Individuals with Autism Spectrum Disorders. Undergraduate Review: A Journal of Undergraduate Student Research 15(): 23-27. Retrieved from http://fisherpub.sjfc.edu/ur/vol15/iss1/7 !Odom, S. & Collet-Klingenberg, L., et.al. (2010). Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders. Preventing School Failure: Alternative Education for Children and Youth, 54:4, 275-282, DOI:10.1080/1045988103785506