K-12 Life Skills Education, Independence, and Employment of Autistic Individuals: Giving Voice to Autistic Adults.

ABSTRACT

Autistic adults are often challenged to engage in and complete life skill tasks independently and are underrepresented in employment. No prior study has explored the perceptions of autistic individuals regarding K-12 life skills experiences and postsecondary employment. As such, the purposes of this study were to explore the association between components of life skills instruction and employment for 12 autistic individuals, and to elicit the perspectives of and experiences in K-12 education and employment of six autistic adults. As this was a mixed methods study, surveys and semi-structured interviews were conducted. Results of Fisher's test indicated no statistically significant associations between employment and instructional components; however, the associations between employment and household chores [Cramer's V = .60]; cooking [Cramer's V = .66]; one-on-one instruction [Cramer's V = .63]; and field trips [Cramer's V = .41]) were large. The associations between employment and job site training [Cramer's V = .33] and token boards [Cramer's V = .33]) were moderate. Three themes and 10 subthemes emerged. Specifically, participants remembered Memorable Components from K-12 instruction (a) job site training, (b) field trips, and (c) household chores. Participants perceived Beneficial Practices as (a) job site training and (b) skills learned. Participants described shortcomings of K-12 instruction as need (a) for more skills training, (c) for social skills training, (d) to eliminate unnecessary instruction and (e) to carefully consider student placement. In conclusion, participants described experiences that helped them gain and attain post-secondary employment. More specific individualized programming in K-12 instruction would be beneficial to develop independence and post-secondary employment.