Independence Starts with Teaching: Implementing Evidence-Based Strategies to Build Self-Advocacy and Independence in Students with Autism

Authors

Kelsey Tobey

Abstract

Although children with autism are dependent on educators to provide guidance; never the less, students also need opportunities to exhibit independence and advocate for themselves. If they are always dependent on adults, students with autism are not able to increase their independence in functional and adaptive skills. Through ongoing studies and observations, educators found students who are taught through research-based structures, such as the least-to-most prompt hierarchy and Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) tasks, are better prepared to exhibit independent living skills during further education and independent living.

Recommended Citation

Tobey, Kelsey (2017) "Independence Starts with Teaching: Implementing Evidence-Based Strategies to Build Self-Advocacy and Independence in Students with Autism," Journal of Educational Leadership in Action: Vol. 4: Iss. 2, Article 5.
DOI: https://doi.org/10.62608/2164-1102.1058
Available at: https://digitalcommons.lindenwood.edu/ela/vol4/iss2/5

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