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Improving Outcomes for Adults with ASD by Targeting Meaningful Skill Acquisition Goals: A Review of the Literature and Available Assessments and Curricula

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Abstract

Outcomes in adulthood for individuals diagnosed with autism spectrum disorder (ASD) are poor in every area assessed (e.g., postsecondary education, employment, living arrangements, health and safety). As such, it is critical that interventions target the best outcomes across the lifespan and improve the overall quality of life. Given that targeting meaningful skill-acquisition goals can help affect positive changes in these outcomes, the intention of this paper was to conduct a systematic literature review of the research examining what has been done to improve the quality of goals written by educational and behavior analytic practitioners. However, the literature review yielded so few references that the focus of this paper shifted to an examination of available assessment and curriculum tools that help practitioners to write meaningful goals. Implications and recommendations for guiding clinical practice and research questions are discussed.T

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Notes

  1. A note about terminology: throughout this paper, the terms “autism”, “on the autism spectrum”, “ASD”, “person with autism”, and “autistic person” are used interchangeably. While the authors recognize that among the clinical, medical, and neurodiverse community there are preferences and conventions in terminology use, the selection of terminology in this paper is based on grammar and stylistic needs and does not reflect a particular terminological intent.

  2. Another note about terminology: throughout this paper, the term “practitioner” is used to signify any professional responsible for creating skill acquisition programming for individuals on the autism spectrum. This most often will mean special educators and behavior analysts, but the recommendations included in this paper may be applicable to many other professionals. Cross-discipline collaboration is an implied mandate and a foundational value.

  3. APA PsycInfo® is the world’s largest database for peer-reviewed literature in the behavioral sciences.

  4. We recognize that these domains may not be the areas of priority for all individuals; because of the breadth of the spectrum and the variability of the needs across ages/developmental phases, it is difficult to find resources with universal applicability.

  5. We recognize that our description of the emphases within each tool does not necessarily reflect the goals that are developed from the tools or the values placed on each area of goal development. Rather, please interpret the data and their critical analysis as a description of the tools only.

  6. The Critical Skills were first developed by Peter F. Gerhardt and Angela Rodriguez and were identified based upon a comprehensive review of student IEP goals combined with input from parents obtained as part of a 3- and 5-year goal-setting process (Gerhardt & Rodriguez, 2018).

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Authors and Affiliations

  1. Endicott College, Beverly, MA, USA

    Shanna Bahry, Peter F. Gerhardt, Mary Jane Weiss, Natalie M. Driscoll, Justin B. Leaf & Jessica Cauchi

  2. Meaningful HOPE, East Providence, RI, USA

    Shanna Bahry

  3. The EPIC School, Paramus, NJ, USA

    Peter F. Gerhardt

  4. Seven Hills Foundation, Worcester, MA, USA

    Natalie M. Driscoll

  5. Autism Partnership Foundation, Seal Beach, CA, USA

    Justin B. Leaf

  6. University of Georgia, Athens, GA, USA

    Kevin M. Ayres

  7. Atlas Behavioural Consultation, Oakville, ON, Canada

    Jessica Cauchi

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  1. Shanna Bahry
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Correspondence to Shanna Bahry.

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Bahry, S., Gerhardt, P.F., Weiss, M.J. et al. Improving Outcomes for Adults with ASD by Targeting Meaningful Skill Acquisition Goals: A Review of the Literature and Available Assessments and Curricula. Rev J Autism Dev Disord (2024). https://doi.org/10.1007/s40489-024-00441-6

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